BlogsAcademicsStudent LifePre-K to 8Learning CenterCounselingUpper School
Anxiety Can Be Managed Part 3: The Power of the Mind is True with Patience & Persistence
Feb 14, 2014 12:39 PM
By Jean Bonnyman - FF/S
Dr. Russell Barkley is a well-known research psychologist who has done extensive research on ADHD and conditions linked to it, such as anxiety. I was very fortunate to hear two of his presentations last week, so I am excited to share some information in a third blog about anxiety.
In my first blog, I introduced some “brain basics” and, in the second blog, some suggestions to assist readers in seeking help for anxious minds. This blog will get into more detail about some of the key components of managing anxiety, as well as where to go to get more information and guidance in order to achieve an effective management process.
As with anyone who truly understands something, Dr. Barkley can take a massive amount of information and simplify it for a general audience. So in his straight-to-the-point-clear-fashion, Dr. Barkley said, “People with ADHD who struggle with emotional control (the hyperactive child) often become anxious as they get older.”
In my first blog, I mentioned the limbic system as the part of the brain that creates emotional responses. It is also the part of the brain that stimulant medication effects. I also mentioned the frontal cortex, the part of the brain that can “override” the emotional responses of the limbic system with guided practice and persistence. Maturity and child development is a key variable factor here, so I will only say that medication has an important place, as does psychological counseling. However, by the time a child becomes a teenager, most can learn and benefit from stress management techniques. This is where I left off on the second blog.
There is a generous amount of published guidelines for managing anxiety, and again a “coach” or professional such as a psychologist is recommended. For the frontal cortex to consistently override the limbic system, believe me it takes practice and persistence. Here is what you can find in a bookstore: how to do self-guided relaxation such as how to breathe, use imagery, stop negative thoughts and insert prepared thoughts that calm the brain and body. There is a very large amount of information available on this process, but again I strongly recommend a trained professional as a guide.
Take, for example, children who have anxiety speaking in front of a class. If “trained,” they would know how to breathe when they feel anxious, they would remember their mental rehearsals (visualization), and they would know how to reassure themselves by stopping negative talk and inserting prepared responses that cue them to stay focused. With practice and persistence, this procedure works successfully for most situations that induce anxiety. But there is more to know as well.
People have to get enough sleep for their brains to work for them, children especially. Teenagers are notorious for not getting enough sleep, and this works against them in so many ways! Teens can learn to plan their day, not over commit themselves, and, above all, turn off anything electronic at least an hour before bedtime. Eight hours of sleep a night is a minimum for a healthy and effective functioning brain; research everywhere backs this up.
Exercise doesn’t just increase blood flow to the brain; it benefits your neurotransmitter and serotonin levels. Again, there is ample research backing this up. Movement helps the body relax, whether it is a workout or just getting up and walking around when you feel stressed. This may be the time to mention the benefits of yoga, too. With the added benefits of breathing and focus plus exercise, yoga is a winning combination of body and mind benefits.
Simply getting outside in the sun and fresh air is also a well-documented stress reducer. Richard Louv, who wrote "Last Child in the Woods" and, recently, "The Nature Principle," has brought the importance of getting children outside to the forefront of both national attention and further studies. Of course, anyone at any age benefits from getting outside and exercising, but the point here is it is especially important for children. Worth noting, Louv’s point of getting preteen children outside in natural settings, such as woods and fields where they can just putter around and explore, is better than organized competitive sports (which can induce anxiety).
Margaret Weinberg talks about limiting C.A.T.S. in her book "The 10 Best-Ever Anxiety Management Techniques:" caffeine, alcohol, tobacco, sugar and sweetener. Our brains are very sensitive, for some people more than others, and C.A.T.S. can have a huge impact on feeling anxious. Adding to this our stimulant-ridden environment of technology today, even florescent lighting, makes planning for a calm environment more important than many people realize.
Home can be made into a calmer environment with a little planning and structure. For example, no television on a school night, and limiting computers and cell phone time. A joke among mental health professionals and educators is if a person is not ADHD, our modern lifestyle will make him or her that way before long. It takes some dedication to make home a quiet environment, but -- speaking from personal experience of raising three children myself -- it can be done. Kids need a “safe harbor” where they can process the day’s events free from distractions.
As I have said previously, brain science is a very hot topic today, and the ability of our brain to influence our behavior and emotions is also better recognized in the popular media. One of my favorite books in this area is "Mindset" by Carol Dweck. The ability we have to control our thoughts and therefore our outcomes is exciting stuff, not to mention it is a significant influence on managing anxiety. There is a bounty of good resources available; a person just needs to go after it and seek reputable support. If you want resources for further help, feel free to contact me anytime.
This is the third installment of a blog series about coping with anxiety. To read the first installment, click here. To read the second installment, click here.
In my first blog, I introduced some “brain basics” and, in the second blog, some suggestions to assist readers in seeking help for anxious minds. This blog will get into more detail about some of the key components of managing anxiety, as well as where to go to get more information and guidance in order to achieve an effective management process.
As with anyone who truly understands something, Dr. Barkley can take a massive amount of information and simplify it for a general audience. So in his straight-to-the-point-clear-fashion, Dr. Barkley said, “People with ADHD who struggle with emotional control (the hyperactive child) often become anxious as they get older.”
In my first blog, I mentioned the limbic system as the part of the brain that creates emotional responses. It is also the part of the brain that stimulant medication effects. I also mentioned the frontal cortex, the part of the brain that can “override” the emotional responses of the limbic system with guided practice and persistence. Maturity and child development is a key variable factor here, so I will only say that medication has an important place, as does psychological counseling. However, by the time a child becomes a teenager, most can learn and benefit from stress management techniques. This is where I left off on the second blog.
There is a generous amount of published guidelines for managing anxiety, and again a “coach” or professional such as a psychologist is recommended. For the frontal cortex to consistently override the limbic system, believe me it takes practice and persistence. Here is what you can find in a bookstore: how to do self-guided relaxation such as how to breathe, use imagery, stop negative thoughts and insert prepared thoughts that calm the brain and body. There is a very large amount of information available on this process, but again I strongly recommend a trained professional as a guide.
Take, for example, children who have anxiety speaking in front of a class. If “trained,” they would know how to breathe when they feel anxious, they would remember their mental rehearsals (visualization), and they would know how to reassure themselves by stopping negative talk and inserting prepared responses that cue them to stay focused. With practice and persistence, this procedure works successfully for most situations that induce anxiety. But there is more to know as well.
People have to get enough sleep for their brains to work for them, children especially. Teenagers are notorious for not getting enough sleep, and this works against them in so many ways! Teens can learn to plan their day, not over commit themselves, and, above all, turn off anything electronic at least an hour before bedtime. Eight hours of sleep a night is a minimum for a healthy and effective functioning brain; research everywhere backs this up.
Exercise doesn’t just increase blood flow to the brain; it benefits your neurotransmitter and serotonin levels. Again, there is ample research backing this up. Movement helps the body relax, whether it is a workout or just getting up and walking around when you feel stressed. This may be the time to mention the benefits of yoga, too. With the added benefits of breathing and focus plus exercise, yoga is a winning combination of body and mind benefits.
Simply getting outside in the sun and fresh air is also a well-documented stress reducer. Richard Louv, who wrote "Last Child in the Woods" and, recently, "The Nature Principle," has brought the importance of getting children outside to the forefront of both national attention and further studies. Of course, anyone at any age benefits from getting outside and exercising, but the point here is it is especially important for children. Worth noting, Louv’s point of getting preteen children outside in natural settings, such as woods and fields where they can just putter around and explore, is better than organized competitive sports (which can induce anxiety).
Margaret Weinberg talks about limiting C.A.T.S. in her book "The 10 Best-Ever Anxiety Management Techniques:" caffeine, alcohol, tobacco, sugar and sweetener. Our brains are very sensitive, for some people more than others, and C.A.T.S. can have a huge impact on feeling anxious. Adding to this our stimulant-ridden environment of technology today, even florescent lighting, makes planning for a calm environment more important than many people realize.
Home can be made into a calmer environment with a little planning and structure. For example, no television on a school night, and limiting computers and cell phone time. A joke among mental health professionals and educators is if a person is not ADHD, our modern lifestyle will make him or her that way before long. It takes some dedication to make home a quiet environment, but -- speaking from personal experience of raising three children myself -- it can be done. Kids need a “safe harbor” where they can process the day’s events free from distractions.
As I have said previously, brain science is a very hot topic today, and the ability of our brain to influence our behavior and emotions is also better recognized in the popular media. One of my favorite books in this area is "Mindset" by Carol Dweck. The ability we have to control our thoughts and therefore our outcomes is exciting stuff, not to mention it is a significant influence on managing anxiety. There is a bounty of good resources available; a person just needs to go after it and seek reputable support. If you want resources for further help, feel free to contact me anytime.
This is the third installment of a blog series about coping with anxiety. To read the first installment, click here. To read the second installment, click here.
