Anxiety in Elementary School-Aged Students: A Growing Need for Interventions by Classroom Teachers

Autor/in	Brown, Carla-Dyann
Titel	Anxiety in Elementary School-Aged Students: A Growing Need for Interventions by Classroom Teachers
Quelle	(2013), (129 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, The University of the Rockies
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-5610-3
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Students; Anxiety; Symptoms (Individual Disorders); Student Behavior; Grade 4; Grade 5; Prevention; Pretests Posttests; Likert Scales; Intervention; Elementary School Teachers; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Angst; Psychiatrische Symptomatik; Student behaviour; Schülerverhalten; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Prävention; Vorbeugung; Likert-Skala; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Anxiety symptoms expressed by elementary school-aged students was a problem in an elementary school south of Atlanta, Georgia. These behaviors were negatively impacting the performance and behaviors of fourth and fifth grade students in and out of the educational environment. The purpose of this study was to determine if teaching anxiety reduction and prevention strategies to fourth and fifth grade students in a universal classroom setting would decrease self-reported anxiety symptoms in students. It was hypothesized that students who participated in the study would report a significant decrease in their anxiety, as measured by the difference between their pretest and post test scores. It was further hypothesized that students who participated in the study would recognize their feelings of anxiety and would increase their use of prevention strategies to reduce and manage their anxiety symptoms, based on the responses from teachers. Students completed two assessments to measure their anxiety levels and their use of the interventions before and after the study. The Spence Children's Anxiety Scale (SCAS) was used to measure students' anxiety, and a teacher-created Likert survey was used to measure the application of the intervention strategies. Anxiety-reducing and prevention strategies included: deep breathing, positive self-talk, progressive relaxation, restructuring thoughts, visualization/imagery, and becoming aware of feelings. A classroom teacher led students through the anxiety-reduction strategies in a whole-group, classroom setting. Students were engaged in dialogue throughout the lessons. At the conclusion of the intervention period, the differences between the pretest and posttest scores indicated that students reported a significant difference in student anxiety levels. Teachers provided data to further support the hypothesis that students used the strategies and were beneficial to the target population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01