Testing Anxiety Toolkit - New York Association of School Psychologists

150 Pages·2014·10.72 MB·English

by  Thomas Kulaga

Testing
 Anxiety
 Toolkit

This
 toolkit
 offers
 a
 collection
 of
 materials,
 primarily
 for
 practitioners,
 with
 some
 handouts
 for
 parents

and
 teachers
 to
 help
 students
 manage
 anxiety
 related
 to
 testing.

2.
 Anxiety
 And
 Anxiety
 Disorders
 In
 Children:
 Information
 For
 Parents

Thomas
 J.
 Huberty,
 PhD,
 NCSP
 Indiana
 University

6.
 Test
 and
 Performance
 Anxiety

Thomas
 J.
 Huberty,
 PhD,
 NCSP
 Indiana
 University

11.
 Research-­‐Based
 Practice
 Assessing
 and
 Treating
 Childhood
 Anxiety
 in
 School
 Settings

Savannah
 Wright
 &
 Michael
 L.
 Sulkowski

17.
 Cognitive
 Behavioral
 Strategies
 For
 Working
 With
 Anxious
 Youth
 In
 Schools
 (PowerPoint
 Slides)

Elana
 R.
 Bernstein,
 PhD
 Morgan
 J.
 Aldridge,
 MS
 Jessica
 May,
 MS

28.
 Anxiety:
 Tips
 For
 Teens

Patricia
 A.
 Lowe,
 PhD,
 Susan
 M.
 Unruh,
 EdS,
 &
 Stacy
 M.
 Greenwood
 University
 of
 Kansas

32.
 High
 Stakes
 Testing
 &
 Children’s
 Well-­‐Being:
 A
 Guide
 for
 Parents

NYASP

35.
 High
 Stakes
 Testing
 &
 Children’s
 Well-­‐Being:
 A
 Guide
 for
 Teachers

NYASP

38.
 Reducing
 Test
 Anxiety
 to
 Increase
 Academic
 Performance
 (PowerPoint
 Slides)

Peter
 Faustino
 PhD
 and
 Tom
 Kulaga
 M.S.

104.
 Utilizing
 Video
 Self-­‐Modeling
 and
 Reattribution
 Training
 to
 Alleviate
 Test
 Anxiety
 (PowerPoint

Slides)
 Shahrokh-­‐Reza
 Shahroozi,
 B.S.
ANXIETY AND ANXIETY DISORDERS IN
CHILDREN: INFORMATION FOR PARENTS
By Thomas J. Huberty, PhD, NCSP
Indiana University
Anxiety is a common experience to all of us on an almost daily basis. Often, we use terms like jittery,
high strung,and uptightto describe anxious feelings. Feeling anxious is normal and can range from very
low levels to such high levels that social, personal, and academic performance is affected. At moderate
levels, anxiety can be helpful because it raises our alertness to danger or signals that we need to take
some action. Anxiety can arise from real or imagined circumstances. For example, a student may
become anxious about taking a test (real) or be overly concerned that he or she will say the wrong thing
and be ridiculed (imagined). Because anxiety results from thinking about real or imagined events,
almost any situation can set the stage for it to occur.
Defining Anxiety
There are many definitions of anxiety, but a useful one is apprehension or excessive fear about real
or imagined circumstances.The central characteristic of anxiety is worry, which is excessive concern
about situations with uncertain outcomes. Excessive worry is unproductive, because it may interfere
with the ability to take action to solve a problem. Symptoms of anxiety may be reflected in thinking,
behavior, or physical reactions.
Anxiety and Development
Anxiety is a normal developmental pattern that is exhibited differently as children grow older. All of
us experience anxiety at some time and cope with it well, for the most part. Some people are anxious
about specific things, such as speaking in public, but are able do well in other activities, such as social
interactions. Other people may have such high levels of anxiety that their overall ability to function is
impaired. In these situations, counseling or other services may be needed.
Infancy and preschool. Typically, anxiety is first shown at about 7–9 months, when infants
demonstrate stranger anxietyand become upset in the presence of unfamiliar people. Prior to that time,
most babies do not show undue distress about being around strangers. When stranger anxiety emerges,
it signals the beginning of a period of cognitive development when children begin to discriminate
among people. A second developmental milestone occurs at about 12–18 months, when toddlers
demonstrate separation anxiety.They become upset when parents leave for a short time, such as going
out to dinner. The child may cry, plead for them not to leave, and try to prevent their departure. Although
distressing, this normal behavior is a cue that the child is able to distinguish parents from other adults
and is aware of the possibility they may not return. Ordinarily, this separation anxiety is resolved by age
2, and the child shows increasing ability to separate from parents. Both of these developmental periods
are important and are indicators that cognitive development is progressing as expected.
School age. At preschool and early childhood levels, children tend to be limited in their ability to
anticipate future events, but by middle childhood and adolescence these reasoning skills are usually well
developed. There tends to be a gradual change from global, undifferentiated, and externalized fears to
more abstract and internalized worry. Up to about age 8 children tend to become anxious about specific,
identifiable events, such as animals, the dark, imaginary figures (monsters under their beds), and of
larger children and adults. Young children may be afraid of people that older children find entertaining,
such as clowns and Santa Claus. After about age 8, anxiety-producing events become more abstract and
less specific, such as concern about grades, peer reactions, coping with a new school, and having
friends. Adolescents also may worry more about sexual, religious, and moral issues, as well how they
compare to others and if they fit in with their peers. Sometimes, these concerns can raise anxiety to
high levels.
Helping Children at Home and School II: Handouts for Families and Educators S5–1
Anxiety Disorders present to a significant degree, can indicate anxiety that
When anxiety becomes excessive beyond what is needs attention. As a parent, you may be the first person
expected for the circumstances and the child’s to suspect that your child has significant anxiety.
developmental level, problems in social, personal, and
Relationship to Other Problems
academic functioning may occur, resulting in an anxiety
disorder.The signs of anxiety disorders are similar in Although less is known about how anxiety is related
children and adults, although children may show more to other problems as compared to adults, there are some
signs of irritability and inattention. The frequency of well-established patterns.
anxiety disorders ranges from about 2 to 15% of Depression.Anxiety and depression occur together
children and occurs somewhat more often in females. about 50–60% of the time. When they do occur together,
There are many types of anxiety disorders, but the most anxiety most often precedes depression, rather than the
common ones are listed below. opposite. When both anxiety and depression are present,
Separation anxiety disorder. This pattern is there is a higher likelihood of suicidal thoughts, although
characterized by excessive clinging to adult caretakers suicidal attempts are far less frequent.
and reluctance to separate from them. Although this Attention Deficit Hyperactivity Disorder.At times,
pattern is typical in 12–18-month-old toddlers, it is not anxiety may appear similar to behaviors seen with
expected of school-age children. This disorder may Attention Deficit Hyperactivity Disorder (ADHD). For
indicate some difficulties in parent-child relationships example, inattention and concentration difficulties are
or a genuine problem, such as being bullied at school. In often seen in children with ADHD and with children who
those cases, the child may be described as having have anxiety. Therefore, the child may have anxiety
school refusal,sometimes called school phobia. rather than ADHD. Failing to identify anxiety accurately
Occasionally, the child can talk about the reasons for may explain why some children do not respond as
feeling anxious, depending on age and language skills. expected to medications prescribed for ADHD. The age
Generalized anxiety disorder. This pattern is of the child when the behaviors were first observed can
characterized by excessive worry and anxiety across a be a useful index for determining if anxiety or ADHD is
variety of situations that does not seem to be the result present. The signs of ADHD usually are apparent by age
of identified causes. 4 or 5, whereas anxiety may not be seen at a high level
Post-Traumatic Stress Disorder.This pattern often until school entry, when children may respond to
is discussed in the popular media and historically has demands with worry and needs for perfectionism. A
been associated with soldiers who have experienced thorough psychological and educational evaluation by
combat. It is also seen in people who have experienced qualified professionals will help to determine if the
traumatic personal events, such as loss of a loved one, problem is ADHD or anxiety. If evaluation or
physical or sexual assault, or a disaster. Symptoms may consultation is needed, developmental information
include anxiety, flashbacks of the events, and reports of about the problem will be useful to the professional.
seeming to relive the experience. School performance. Children with anxiety may
Social phobia disorder.This pattern is seen in have difficulties with school work, especially tasks
children who have excessive fear and anxiety about requiring sustained concentration and organization.
being in social situations, such as in groups and crowds. They may seem forgetful, inattentive, and have difficulty
Obsessive-compulsive disorder. Characteristics organizing their work. They may be too much of a
include repetitive thoughts that are difficult to control perfectionist and not be satisfied with their work if it
(obsessions) or the uncontrollable need to repeat does not meet high personal standards.
specific acts, such as hand washing or placing objects in Substance use.What appears to be anxiety may be
the same arrangement (compulsions). manifestations of substance use, which may begin as
early as the pre-teen years. Children who are abusing
Characteristics of Anxiety drugs or alcohol may show sleep problems, inattention,
Although the signs of anxiety vary in type and withdrawal, and reduced school performance. Although
intensity across people and situations, there are some substance abuse is less likely with younger children, the
symptoms that tend to be rather consistent across possibility increases with age.
anxiety disorders and are shown in cognitive, behavioral,
Interventions
and physical responses. Not all symptoms are exhibited
in all children or to the same degree. All people show Anxiety is a common experience for children, and,
some of these signs at times, and it may not mean that most often, professional intervention is not needed. If
anxiety is present and causing problems. Most of us are anxiety is so severe that your child cannot do expected
able to deal with day-to-day anxiety quite well, and tasks, however, then intervention may be indicated.
significant problems are not common. The chart at the
end of the handout demonstrates behaviors that, if
S5–2 Anxiety and Anxiety Disorders in Children: Information for Parents
Does My Child Need Professional Help? anxiety will be removed; rather, the goal should be
Answering the following questions may be helpful in to get the anxiety to a level that is manageable.
deciding if your child needs professional help: • Teach your child simple strategies to help with
anxiety, such as organizing materials and time,
• Is the anxiety typical for a child this age? developing small scripts of what to do and say,
• Is the anxiety shown in specific situations or is it either externally or internally, when anxiety
more pervasive? increases, and learning how to relax under stressful
• Is the problem long term or is it recent? conditions. Practicing things such as making
• What events may be contributing to the problems? speeches until a comfort level is achieved can be a
• How are personal, social, and academic useful anxiety-reducing activity.
development affected? • Listen to and talk with your child on a regular basis
and avoid being critical. Being critical may increase
If the anxiety is atypical for the child’s age, is long pressure to be perfect, which may be contributing to
standing, does not seem to be improving, and is causing the problem in the first place. Do not treat emotions,
significant problems, then it is advisable to talk with a questions, and statements about feeling anxious as
professional, such as the school psychologist or silly or unimportant. They may not seem important to
counselor, who might recommend a referral to a you but are real to your child. Take all discussion
community mental health professional. Individual seriously, and avoid giving too much advice and
counseling, or even group or family counseling, may be instead be there to help and offer assistance as
used to help the child deal with school, family, or personal requested. You may find that reasoning about the
issues that are related to the anxiety. In some cases, a problem does not work. At times, children may
physician may recommend medication. Although realize that their anxiety does not make sense, but
medication for childhood disorders is not well researched are unable to do anything about it without help.
and side effects must be monitored, this treatment may • Do not assume that your child is being difficult or
be helpful when combined with counseling approaches. that the problem will go away. Seek help if the
problem persists and continues to interfere with
How Can I Help My Child? daily activities.
Although professional intervention may be
necessary, the following list may be helpful to parents in Conclusion
working with the child at home: Untreated anxiety can lead to depression and other
problems that can persist into adulthood. However,
• Be consistent in how you handle problems and anxiety problems canbe treated effectively, especially if
administer discipline. detected early. Although it is neither realistic nor
• Remember that anxiety is not willful misbehavior, advisable to try to completely eliminate all anxiety, the
but reflects an inability to control it. Therefore, be overall goal of intervention should be to return your
patient and be prepared to listen. Being overly child to a typical level of functioning.
critical, disparaging, impatient, or cynical likely will
Resources
only make the problem worse.
• Maintain realistic, attainable goals and expectations Bourne, E. J. (1995). The anxiety and phobia workbook
for your child. Do not communicate that perfection (2nded.). Oakland, CA: New Harbinger. ISBN: 1-
is expected or acceptable. Often, anxious children 56224-003-2.
try to please adults, and will try to be perfect if they Dacey, J. S., & Fiore, B. (2001). Your anxious child: How
believe it is expected of them. parents and teachers can relieve anxiety in children.
• Maintain a consistent, but flexible, routine for San Francisco: Jossey-Bass. ISBN: 0-78796-040-3.
homework, chores, and activities. Manassis, K. (1996). Keys to parenting your anxious
• Accept mistakes as a normal part of growing up, child.New York: Barrons. ISBN: 0-81209-605-3.
and that no one is expected to do everything
Website
equally well. Praise and reinforce effort, even if
Anxiety Disorders Association of America—www.aada.org
success is less than expected. There is nothing
National Mental Health Association—www.nmha.org
wrong with reinforcing and recognizing success, as
long as it does not create unrealistic expectations
Thomas J. Huberty, PhD, NCSP, is Professor and Director
and result in unreasonable standards.
of the School Psychology Program at Indiana University,
• If your child is worried about an upcoming event,
Bloomington, IN.
such as giving a speech in class, practice it often so
that confidence increases and discomfort
© 2004 National Association of School Psychologists, 4340 East West Highway,
decreases. It is not realistic to expect that all Suite 402, Bethesda, MD 20814—[phone].
Helping Children at Home and School II: Handouts for Families and Educators S5–3
Types of Anxiety Disorders
Cognitive Behavioral Physical
• Concentration difficulties • Shyness • Trembling or shaking
• Overreaction and • Withdrawal • Increased heart rate
catastrophizing relatively • Frequently asking questions • Excessive perspiration
minor events • Frequent need for • Shortness of breath
• Memory problems reassurance • Dizziness
• Worry • Needs for sameness • Chest pain or discomfort
• Irritability Avoidant • Flushing of the skin
• Perfectionism • Rapid speech • Nausea, vomiting, diarrhea
• Thinking rigidity • Excessive talking • Muscle tension
• Hyper vigilant • Restlessness, fidgety • Sleep problems
• Fear of losing control • Habit behaviors, such as
• Fear of failure hair pulling or twirling
• Difficulties with problem • Impulsiveness
solving and academic
performance
S5–4 Anxiety and Anxiety Disorders in Children: Information for Parents
student services student services student services
s
Test and amantha’s story: Fourteen-year-old Samantha went to the school nurse
on a weekly basis, complaining of stomach aches and being nervous and
Performance worried about school. The nurse referred her to the school psychologist,
who talked with her about the visits to the nurse’s office. Samantha reported
Anxiety that when taking tests or having to speak in public, she became anxious and was
not able to do well, although she thought that she knew the material. When
describing her anxiety, she said, “My mind goes blank,” “I get shaky,” and “I get
sweaty and red.”
Anxiety is a normal
Upon further discussion, the school psychologist found that Samantha also
human emotion that felt anxious often when not at school and that her mother had high expectations
can be detrimental in for her schoolwork. The school psychologist talked to her mother, who indicated
that she had high expectations of Samantha, but she also described her daughter
a school setting, but
as being anxious, fearful, and a “worrier” since she was a small child.
good communication
and support can help Anxiety in Adolescents tends to generalize to many evaluative
minimize its negative Cases like Samantha’s are more situations, contributing to more per-
impact. common in school settings than vasive underachievement. Additional
most school professionals realize. In consequences of chronic test anxiety
the majority of cases, test and per- can include lowered self-esteem,
By Thomas J. Huberty formance anxiety is not recognized reduced effort, and loss of motiva-
easily in schools, in large part because tion for school tasks. Other forms of
adolescents rarely refer themselves for anxiety that can be seen in the school
Thomas J. Huberty ([email protected]) emotional concerns. Not wanting to include generalized anxiety, fears, pho-
is a professor and the director of the School
risk teasing or public attention, anx- bias, social anxiety, and extreme social
Psychology Program at Indiana University.
ious adolescents suffer in silence and withdrawal.
underperform on school-related tasks.
Anxiety is one of the most basic Characteristics of Anxiety
Student Services is produced in collaboration with
the National Association of School Psychologists human emotions and occurs in every The central characteristic of anxiety
(NASP). Articles and related handouts can be person at some time, most often is worry, which has been defined by
downloaded from www.nasponline.org/resources/
when someone is apprehensive about Vasey, Crnic, and Carter (1994) as
principals.
uncertain outcomes of an event or set “an anticipatory cognitive process
of circumstances. Anxiety can serve involving repetitive thoughts related
an adaptive function, however, and to possible threatening outcomes and
is also a marker for typical develop- their potential consequences” (p. 530).
ment. In the school setting, anxiety is Although everyone worries occasion-
experienced often by students when ally, excessive and frequent worry can
being evaluated, such as when taking impair social, personal, and academic
a test or giving a public performance. functioning. It can contribute to feel-
Most adolescents cope with these ings of loss of control and perhaps
situations well, but there is a subset of depression, especially in girls.
up to 30% of students who experience When people become highly
severe anxiety, a condition most often anxious, they tend to view more situ-
termed “test anxiety.” ations as potentially threatening than
When test anxiety is severe, it can do most of their peers. They have an
have significant negative effects on irrational fear that a catastrophe will
a student’s ability to perform at an occur and feel that they are unable
optimal level. Over time, test anxiety to control outcomes. Often, there is
12 z Principal Leadership z September 2009
a rational basis for the anxiety, but will worsen an adolescent’s anxiety,
it is greatly disproportionate to the further impairing performance, self-
circumstances. esteem, and motivation.
Anxiety is manifested in three
ways: cognitively, behaviorally, and types of anxiety
physiologically. Often the symptoms There are two forms of anxiety that
are apparent in all three areas, such as are pertinent to understanding the
worry, increased activity, and flushing formation and maintenance of anxiety.
of the skin. (See figure 1.) Many of “Trait anxiety” refers to anxiety that is
the behaviors exhibited by anxious chronic and pervasive across situations
children and youth reflect attempts and is not triggered by specific events.
to control the anxiety and minimize Trait anxiety is the basis for a variety
its effects. The majority of adolescents of anxiety disorders, including general-
who are anxious are not disruptive ized anxiety and social phobia. “State
and are more likely to withdraw and anxiety” refers to anxiety that occurs
avoid anxiety-producing situations. In in specific situations and usually has
extreme cases, they may be seen by a clear trigger. Not all people who
teachers as unmotivated, lazy, or less have high state anxiety have high trait
capable than their peers. On the other anxiety, but those who have high trait
extreme, some students with perfor- anxiety are more likely to experience
mance anxiety may act out, con- state anxiety (Spielberger, 1973). Although everyone
sciously or unconsciously, as a way of While taking tests, state anxiety
worries occasionally,
avoiding the risk of being embarrassed may occur, although the student may
excessive and frequent
or failing. School personnel should be also have tendencies toward trait
aware of students whose disruptive or anxiety. Therefore, if a student shows worry can impair
negative behavior aligns with upcom- high state anxiety, it is possible that
social, personal, and
ing performance-based assignments. he or she has high trait anxiety. It is
important to identify adolescents with academic functioning.
Causes of anxiety high trait anxiety, because it can be
It can contribute to
The specific conditions and mecha- a sign of significant emotional prob-
nisms that cause anxiety are not well lems and may be a precursor for the feelings of loss of control
understood, but there is evidence that development of depression, especially
and perhaps depression,
youth who are test-anxious tend to in adolescent girls. In cases of severe
have high levels of general anxiety anxiety, referral to a school psycholo- especially in girls.
that are exacerbated during evalua- gist for more extensive evaluation is
tions. There is considerable research recommended. In Samantha’s case, the
evidence that some children have school psychologist concluded that
biological predispositions to high she had high levels of trait anxiety,
levels of general anxiety, making which worsened her test/state anxiety.
them more susceptible to the effects High parental expectations likely also
of being evaluated (Huberty, 2008). contributed to both her trait and state
Repeated difficulties with test-taking anxiety.
or other performances tend to lower
self-confidence, which in turn can cre- High-Stakes Testing
ate conditions for more frequent and Over the last several years, graduation
intense experiences of anxiety. Also, has come to depend on passing stan-
excessive pressure or coercion likely dardized tests. As a consequence, more
September 2009 z Principal Leadership z 13
student services student services student services
students are likely to have anxiety abilities, may find those examinations at risk for developing it. Some sugges-
when taking such tests and their abil- especially challenging, increasing their tions include:
ity to do their best will be impaired. anxiety. Therefore, schools should n Communicating that test anxi-
Consequently, some students may consider screening all students who ety is a real psychological issue
fail sections of these exams despite fail those examinations. and does not reflect laziness,
knowing the material. Although there lack of motivation, or lack of
is little research to suggest that high- School-Based Interventions capability by the student
stakes testing causes anxiety disorders If test anxiety is not complicated by n Communicating to staff
in adolescents, it is likely that students other problems, such as anxiety dis- members and parents that test
with high trait or test anxiety are orders or depression, it is treatable in anxiety should be a priority for
more vulnerable to underperform- the school setting by properly trained schools to address
ing. A key indicator that test anxiety mental health specialists (e.g., school n Providing inservice training
may occur in students is when they psychologists) and teachers with the about how to recognize and
do not do well, despite indications to help of principals and parents. Each treat anxiety and to consider it
the contrary (e.g., current achieve- of the following groups has a role to to be a genuine and pervasive
ment). School personnel should be play in identifying and supporting problem
alert to this possibility and follow up students. n Leading efforts to identify spe-
with students who unexpectedly fail cialists in the school to identify
parts of an examination to check for prinCipals performance- and test-anxious
the possibility of trait or state anxiety. Principals can be instrumental in students and provide support
Moreover, students who struggle in working with staff members to help to them (Huberty, in press).
school, particularly those with dis- students who have test anxiety or are
sChool Mental health
praCtitioners
Primary Characteristics of Anxiety Mental health specialists, such as
school psychologists, social workers,
Cognitive Behavioral Physiological and counselors, can work singly and
Concentration problems Motor restlessness Tics collaboratively to develop and imple-
ment interventions for students and
Memory problems Fidgets Recurrent, localized pain
to consult with teachers about how to
Attention problems Task avoidance Rapid heart rate identify and work with students in the
classroom. There are several interven-
Oversensitivity Rapid speech Flushing of the skin
tions that can be used in the school
Difficulty solving Erratic behavior Perspiration setting to help students prevent and
problems control test and performance anxiety.
Irritability Headaches
These strategies include:
Worry
Withdrawal Muscle tension n Providing relaxation training
Cognitive dysfunctions n Using test-anxiety hierarchies
Perfectionism Sleeping problems
—Distortions for assessments and public
—Deficiencies Lack of participation Nausea performances using variations
of systematic desensitization
Failure to complete tasks Vomiting
Attributional style
n Using pretask rehearsal
problems Seeking easy tasks Enuresis n Using practice tests
n Reviewing task content before
examinations
Source: Huberty, T. J. (in press). Performance and test anxiety. In L. Paige & A. Canter (Eds.),
n Modifying tasks, such as break-
Helping children at home and at school III. Bethesda, MD: National Association of School
Psychologists. ing them into smaller units
14 z Principal Leadership z September 2009
What Parents Can Do
n Be consistent in how you
handle problems and administer
discipline.
n Be patient and be prepared to
n Developing mnemonic devices Although anxiety and depression
listen.
to help recall often are considered and treated as
n Avoid being overly critical,
n Using cognitive-behavioral separate and distinct problems, they
disparaging, impatient, or cynical.
techniques to reduce charac- frequently occur together with an
teristics often associated with overlap of symptoms. Often adoles- n Maintain realistic, attainable goals
test anxiety, such as “cognitive cents meet the clinical criteria for and expectations for your child.
scripts” for students to use both disorders simultaneously. The n Do not communicate that
when taking tests or perform- overlap has been reported to be perfection is expected or is the
ing, self-monitoring techniques, as high as 50% in clinical samples. only acceptable outcome.
positive self-talk, and self- Further, if both disorders are present
n Maintain a consistent but flexible
relaxation simultaneously, anxiety most likely
routine for homework, chores,
n Relaxing grading standards or preceded depression. Consequently,
activities, and so forth.
procedures if it is possible to the school psychologist must be pre-
n Accept mistakes as a normal part
do so without lowering perfor- pared to identify the presence of and
of growing up and let your child
mance criteria provide intervention and prevention
know that no one is expected to
n Recognizing effort as well as for both problems (Huberty, 2008).
do everything equally well.
performance
n Avoiding criticism, sarcasm, or parents n Praise and reinforce effort,
punishment for performance Parents can be highly instrumental in even if the outcome is less than
problems working with their test-anxious ado- expected. Practice and rehearse
n Using alternative forms of lescents. In some cases, parents may upcoming events, such as a
assessment benefit from consulting with school speech or other performance.
n Modifying time constraints and personnel to help determine whether n Teach your child simple strategies
instructions high expectations are contributing to to help with his or her anxiety,
n Emphasizing success, rather the problem. If that is the case, the such as organizing materials and
than failure (Huberty, in press). school psychologist or other mental time, developing small “scripts” of
Mental health specialists can also health professional can help parents what to do and say when anxiety
provide inservice training to school develop realistic expectations of their increases, and learning how to
personnel and parents. This training children. Parents can also help their relax under stressful conditions.
can include information about: students better prepare for examina-
n Do not treat feelings, questions,
n The characteristics of anxiety tions and performances by working
and statements about feeling
n The types of cognitive prob- with them at home.
anxious as silly or unimportant.
lems experienced by perfor-
n Often, reasoning is not effective
mance-anxious students teaChers
in reducing anxiety, so do not
n The task conditions that can In addition to providing inservice
criticize your child for being
affect the experience and training to school personnel and direct
unable to respond to rational
expression of anxiety services to students, school psycholo-
approaches.
n The nature, types, and causes gists and other mental health profes-
of anxiety sionals can consult with teachers to n Seek outside help if the problem
n The tendency of test-anxious help them identify and work with persists and continues to interfere
adolescents to have high trait test-anxious students. Consultation with daily activities.
anxiety and the need for some can include:
Source: Huberty, T. J. (in press).
students to receive such inter- n Providing education and infor-
Performance and test anxiety. In L. Paige
ventions as social skills training mation to the teacher about
& A. Canter (Eds.), Helping children
n A description of interventions test anxiety at home and at school III. Bethesda,
that can be used (Huberty, in n Interviewing students, teachers, MD: National Association of School
press). and parents Psychologists.
September 2009 z Principal Leadership z 15
student services student services student services
n Assessing individual stu- are key to identifying students who Samantha learned how to relax, plan
dents to determine cognitive, have text anxiety. for examinations, rehearse public
behavioral, and physiological Effective intervention begins with performances, and develop test-taking
symptoms school administrators, who can cre- strategies. The psychologist worked
n Training teachers, students, ate an awareness of the problem and with the teachers of the classes in
and parents in how to use commit to providing resources and which Samantha was most anxious to
rehearsal, relaxation, and other leadership for mental health special- help them become aware of her anxi-
techniques at home and at ists and teachers so that they can help ety. The teachers helped Samantha
school students. Mental health specialists and develop test-taking strategies, such as
n Helping teachers plan, imple- teachers can be strong advocates who organizational skills, practice exercises,
ment, and evaluate interven- help anxious students improve school and study guides.
tions (Huberty, in press). performance and reduce the risk of Finally, the psychologist talked
the development of other problems, with Samantha’s mother to help her
Leadership Commitment particularly depression. Properly ad- better understand Samantha’s anxiety,
Test and performance anxiety are dressed, test and performance anxiety how her expectations contributed to
common problems for adolescents can be significantly reduced in the her daughter’s problems, and how to
in the school setting and can impair school setting. help prepare Samantha at home to
achievement in as many as one-third take tests and give oral presentations.
of students. Because adolescents may Returning to Samantha Samantha’s anxiety was reduced and
not be aware of the problems, do The school psychologist worked with she performed better, with a signifi-
not know what to do, or do not refer Samantha directly, consulted with her cant reduction in visits to the nurse’s
themselves for help, school personnel teachers, and talked with her mother. office. Although there was little effect
on her trait anxiety, her state anxiety
was reduced to help her improve her
school performance. PL
RefeRenCeS
n Huberty, T. J. (2008). Best practices
in school-based interventions for anxiety
and depression. In A. Thomas & J. Grimes
(Eds.), Best practices in school psychology:
Vol. 5 (pp. 1473–1486). Bethesda, MD:
National Association of School Psychologists.
n Huberty, T. J. (in press). Performance
and test anxiety. In L. Paige & A. Canter
(Eds.), Helping children at home and at
school III. Bethesda, MD: National Associa-
tion of School Psychologists.
n Spielberger, C. A. (1973). State-Trait
Anxiety Inventory for Children [Manual].
Palo Alto, CA: Consulting Psychologists
Press.
n Vasey, M. W., Crnic, K. A., & Carter, W.
G. (1994). Worry in childhood: A develop-
mental perspective. Cognitive Therapy and
Research, 18, 529–549.
16 z Principal Leadership z September 2009