Author Archives: brianat
References
Barrett, Paula M., and Robi Sonderegger. “Anxiety in Children- FRIENDS Program .” Encyclopedia of Cognitive Behaviour Therapy. Ed. S. Felgoise, A.M Nezu, C.M Nezu, and M.A. Reinecke. 2005. 42-45. BC Friends for Life (n.d.). In British Columbia: Ministry of Children and … Continue reading
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F.R.I.E.N.D.S programs
The FRIENDS program was created based on effective program for anxiety disorders and can be used at primary, secondary and tertiary prevention levels. These programs are available in three age levels Fun FRIENDS which is Kindergarten and grade one, child … Continue reading
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Prevention
Prevention efforts “work by focusing on reducing risk factors and enhancing protective factors associated with mental ill-health” (WHO, 2004, p.16). These preventative interventions focus on reducing a person’s risk factors and enhancing their protective factors. Risk factors are those factors which … Continue reading
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Student’s view of the benefits of Fun FRIENDS
In this video, some students who have received the FRIENDS program share the things that they enjoyed and what helped them the most. http://www.earlyyears.friendsparentprogram.com/video/benefits-fun-friends-childs-view
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A teacher’s view of the benefits of Fun FRIENDS
In this video, a few teachers who have integrated the FRIENDS programs language and concepts into the school curriculum. http://www.earlyyears.friendsparentprogram.com/video/benefits-fun-friends-teachers-view
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What is resilience?
Throughout life, most people will encounter challenges and trials. In order to ensure that a person is exposed to “multiple or chronic stressors but is able to function quite well” (Huberty, 2012, p. 345) one must be resilient. Resilience is … Continue reading
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Student-Teacher Relationships
A positive student-teacher relationship is especially important for students who may be at risk for anxiety or any other social, emotional or academic difficulty. A positive relationship “creates an environment where the teacher supports the child in various learning and … Continue reading
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Relaxation Techniques
Anxious children “are in relatively constant state of hyper-vigilance and are attempting to regulate their anxious emotions through cognitive (e.g. self talk), behavioural (e.g. withdrawal) or physiological (e.g. deep breathing) means” (Huberty, 2012, p. 116). Anxious people have an attentional bias to threat … Continue reading
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Cooperative Learning
Kagan Cooperative Learning structures are learning strategies that facilitate teaching and learning. It requires equal participation and individual accountability. These classroom approaches can help ease the anxiety of students by giving them an opportunity to understand something they may not … Continue reading
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Social Skills Training
Social and Emotional skills are important to not only mental heath but also to academic success. It has been found that there is a correlation between emotion regulation skills and academic success. Children who “have adequate emotion regulation skills appear to … Continue reading
Posted in Social Skills Training
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