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Thrive & Flourish Welcome We partner with you to help you thrive in all aspects of your life: Your mental wellbeing, your relationships, your health and your career. We provide a warm and welcoming environment. Client care is at the heart of everything we do.

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How to better understand anxiety using these resources

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How to better understand anxiety using these resources

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Click on each of the pictures below once you have watched the video.

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Frameworks to help you think about anxiety and the ways you can support your young person

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Frameworks to help you think about anxiety and the ways you can support your young person

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Start here! The video at the top of each column can help you understand the resources in each section and what could suit you

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Start here! The video at the top of each column can help you understand the resources in each section and what could suit you

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Choose from the below options to better understand how Career Motivate can help you build your future. We enable organisations, students, schools, parents, interview coaching! Let us help you. We offer face to face and online consults, and of course workshops and education facilitation. professionals and communities to be more successful. We even offer

CAREER MOTIVATE

Choose from the below options to better understand how Career Motivate can help you build your future. We enable organisations, students, schools, parents, interview coaching! Let us help you. We offer face to face and online consults, and of course workshops and education facilitation. professionals and communities to be more successful. We even offer

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Career Counselling | Career Motivate | Queensland

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Choose from the below options to better understand how Career Motivate can help you build your future. We enable organisations, students, schools, parents, interview coaching! Let us help you. We offer face to face and online consults, and of course workshops and education facilitation. professionals and communities to be more successful.

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Whether a person is 5 or 55 Emotional Intelligence is valuable in life for a person's success whether in friendship, work, or dealing with challenges. Have a read through these key things your student needs to develop to maximise their opportunities.

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How you can use the below resources to help

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How you can use the below resources to help

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Check out the "Brave" programs for children living in Australia. It is for children, teens and parents. It is free and is designed to support young people with anxiety and their families.  

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Check out the "Brave" programs for children living in Australia. It is for children, teens and parents. It is free and is designed to support young people with anxiety and their families.  

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BRAVE Online | Online help for worried kids

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How you can support your child to develop relationship skills

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How you can support your child to develop relationship skills

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Why:
Developing the ability to build relationships with others will help your child connect, experience positive emotions and create a support network - This in turn will help them manage their anxiety.

How:
-Encourage your child to engage and attend live online lessons and congratulate them when they do.
-Encourage your child to connect with other students attending distance education.
-Support your child to engage in extracurricular and out of school activities to expand their network of friends and locals.
-Help them identify who they would talk to if they needed help support or advice.

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Watch this video to get a little snippet about each of the below.

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Dos and don'ts for supporting a student with anxiety

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Dos and don'ts for supporting a student with anxiety

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When children are chronically anxious, even the most well-meaning parents, not wanting a child to suffer, can actually make the youngster's anxiety worse. It happens when parents try to protect kids from their fears. Here are pointers for helping children escape the cycle of anxiety.

None of us wants to see a child unhappy, but the best way to help kids overcome anxiety isn't to try to remove stressors that trigger it. It's to help them learn to tolerate their anxiety and function as well as they can, even when they're anxious. And as a byproduct of that, the anxiety will decrease over time.

Helping children avoid the things they are afraid of will make them feel better in the short term, but it reinforces the anxiety over the long run. Let's say a child in an uncomfortable situation gets upset and starts to cry - not to be manipulative, but just because that's how they feel. If their parents whisk them out of there, or remove the thing they're afraid of, the child has learned that coping mechanism. And that cycle has the potential to repeat itself.

You can't promise a child that their fears are unrealistic-that they won't fail a test, that they'll have fun ice skating, or that another child won't laugh at them during show & tell. But you can express confidence that they're going to be okay, that they will be able to manage it. And you can let them know that as they face those fears, the anxiety level will drop over time. This gives them confidence that your expectations are realistic, and that you're not going to ask them to do something they can't handle.

It's important to understand that validation doesn't always mean agreement. So if a child is terrified about going to the doctor because they're due for a shot, you don't want to belittle those fears, but you also don't want to amplify them. You want to listen and be empathetic, help them understand what they're anxious about, and encourage them to feel that they can face their fears. The message you want to send is, "I know you're scared, and that's okay, and I'm here, and I'm going to help you get through this."

Encourage your child to talk about their feelings, but try not to ask leading questions- "Are you anxious about the big test? Are you worried about the science fair?" To avoid feeding the cycle of anxiety, just ask open-ended questions: "How are you feeling about the science fair?"

What you don't want to do is be saying, with your tone of voice or body language: "Maybe this is something that you should be afraid of." Let's say a child has had a negative experience with a dog. Next time they're around a dog, you might be anxious about how they will respond, and you might unintentionally send a message that they should, indeed, be worried.

Let your child know that you appreciate the work it takes to tolerate anxiety in order to do what they want or need to do. It's really encouraging them to engage in life and to let the anxiety take its natural curve. We call it the "habituation curve." That means that it will drop over time as he continues to have contact with the stressor. It might not drop to zero, it might not drop as quickly as you would like, but that's how we get over our fears.

When we're afraid of something, the hardest time is really before we do it. So another rule of thumb for parents is to really try to eliminate or reduce the anticipatory period. If a child is nervous about going to a doctor's appointment, you don't want to launch into a discussion about it two hours before you go; that's likely to get your child more keyed up. So just try to shorten that period to a minimum.

Sometimes it helps to talk through what would happen if a child's fear came true-how would they handle it? A child who's anxious about separating from their parents might worry about what would happen if a parent didn't come to pick them up. So we talk about that. If your mom doesn't come at the end of soccer practice, what would you do? "Well I would tell the coach my mom's not here." And what do you think the coach would do? "Well he would call my mom. Or he would wait with me." A child who's afraid that a stranger might be sent to pick them up can have a code word from their parents that anyone they sent would know. For some kids, having a plan can reduce the uncertainty in a healthy, effective way.

There are multiple ways you can help kids handle anxiety by letting them see how you cope with anxiety yourself. Kids are perceptive, and they're going to take it in if you keep complaining on the phone to a friend that you can't handle the stress or the anxiety. I'm not saying to pretend that you don't have stress and anxiety, but let kids hear or see you managing it calmly, tolerating it, feeling good about getting through it.

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What to Do (and Not Do) When Children Are Anxious - Child Mind Institute

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How to help a child with anxiety? We bring expert parenting advice on assisting children to escape the cycle of anxiety. Learn what to do and not to do, anxiety treatments, and behavioral modification techniques.

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Tools to help you support Primary Age children who experience anxiety

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Tools to help you support Primary Age children who experience anxiety

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Use these sheets to help you better understand your learner and your teachers, and then to plan for episodes of anxiety- and what you will do before, during or after the episode.

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How can you help your young person? 10 strategies to try

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How can you help your young person? 10 strategies to try

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10. And finally, check your own behaviour

Kids pick up all sorts of signals from the adults in their lives, so have a think about the messages you're sending. Over-protective family members can inadvertently reinforce children's fears that the world is a dangerous place where everything can hurt you. Similarly, parents who 'over-help' are subconsciously telling their kids that they can't do anything without adult support.

If you're prone to 'helicoptering', try taking a step back and waiting next time before you jump in. It can be hard seeing your child distressed, but figuring things out for themselves is an important step in building resilience.

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Kids pick up all sorts of signals from the adults in their lives, so have a think about the messages you're sending. Over-protective family members can inadvertently reinforce children's fears that the world is a dangerous place where everything can hurt you.

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This is the medical definition of Generalised Anxiety.

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Generalized anxiety disorder ( GAD) can be a challenge to diagnose. People consider panic attacks a hallmark of all anxiety disorders, and GAD is different in that there are generally no panic attacks associated with it. Without panic attacks present, we may think we are "just worrying too much." Our struggles of constant worry may be minimized or dismissed and, in turn, not properly diagnosed or treated.

Most of us feel worried at some point in our lives and experience situations that can cause us to feel anxious, so what are professionals looking for to help determine if someone struggles with GAD? An evaluation of symptom criteria, as outlined in The Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (also known as the DSM-5), is the first step-they look for factors like excessive, hindering worry paired with a variety of physical symptoms, then use proven diagnostic assessments to make a diagnosis and rule out other possibilities.

The DSM-5 outlines specific criteria to help professionals diagnose generalized anxiety disorder. Having a standard set of symptoms to reference when assessing clients helps them to more accurately diagnose mental health concerns and, in turn, create a more effective plan of care.

When assessing for GAD, clinical professionals are looking for the following:

1. The presence of excessive anxiety and worry about a variety of topics, events, or activities. Worry occurs more often than not for at least 6 months and is clearly excessive. Excessive worry means worrying even when there is no specific threat present or in a manner that is disproportionate to the actual risk. Someone struggling with GAD experiences a high percentage of their waking hours worrying about something. The worry may be accompanied by reassurance-seeking from others. In adults, the worry can be about job responsibilities or performance, one's own health or the health of family members, financial matters, and other everyday, typical life circumstances. In children, the worry is more likely to be about their abilities or the quality of their performance (for example, in school).

2. The worry is experienced as very challenging to control. The worry in both adults and children may easily shift from one topic to another.

3. The anxiety and worry are accompanied with at least three of the following physical or cognitive symptoms (In children, only one symptom is necessary for a diagnosis of GAD):

Edginess or restlessness

Tiring easily; more fatigued than usual

Impaired concentration or feeling as though the mind goes blank

Irritability (which may or may not be observable to others)

Increased muscle aches or soreness

Difficulty sleeping (due to trouble falling asleep or staying asleep, restlessness at night, or unsatisfying sleep)

Many individuals with GAD also experience symptoms such as sweating, nausea, or diarrhea.

The anxiety, worry, or associated symptoms make it hard to carry out day-to-day activities and responsibilities. They may cause problems in relationships, at work, or in other important areas.

These symptoms are unrelated to any other medical conditions and cannot be explained by the effect of substances including a prescription medication, alcohol, or recreational drugs.

These symptoms are not better explained by a different mental disorder.

During an assessment, your clinician will use the diagnostic criteria, standardized assessments, and their clinical judgment to make a diagnosis.

Generally, they will ask about your symptoms in an open-ended way, but you may also be asked to complete self-report questionnaires. These typically brief measures can help determine the diagnosis (as the Generalized Anxiety Disorder Scale-7 does) or severity of symptoms.

In specialized care settings, like an anxiety disorders clinic, standardized assessment tools are sometimes used to evaluate symptoms. In this case, your clinician gives you a semi-structured interview. The interview is likely to include a standardized set of questions, and your answers will help your clinician to make an accurate diagnosis.

Commonly used and well-validated diagnostic interviews for adults include the Structured Clinical Interview for DSM Disorders (SCID) and the Anxiety and Related Disorders Interview Schedule for DSM-5 (ADIS-5). There is a child version of the ADIS, in which both parent and child are asked about the child's symptoms. These interviews also evaluate the presence of other associated conditions such as depression.

Remember to be honest with your provider at the first visit-both when filling out forms and discussing your symptoms face-to-face. Being upfront and honest can help determine what is happening and put together a plan of care specifically tailored to your needs.

If you are wondering whether you or your child might suffer from GAD, you can consider completing a brief online self-screening tool for adults or for children provided by the Anxiety and Depression Association of America (ADAA). If you do this, you should still speak with a mental health professional or your physician for a proper diagnosis and treatment.

Many people struggle with GAD experience symptoms for a long time before seeking help. Reaching out for a diagnosis can feel challenging, especially when anxiety feels so constant and widespread. Contacting a mental health or other clinical provider is a courageous step that can help clarify what is happening and, in turn, lead to creating a plan of care that can help you find relief and regain a sense of well-being.

When deciding to seek help, something to consider is how difficult it is to feel any sense of calm, comfort, and reassurance around your worry. If you find yourself constantly seeking reassurance from others, or repeatedly trying different methods of stress management and relaxation to no avail, it may be worth contacting a professional.

Also, know that no experience of a panic attack is another primary reason people don't seek help. The worry is chronic and concerning but, because there are no periods of acute panic attacks, they simply chalk the challenges up to being a "worry wart." They may even be told this by others when seeking reassurance or trying to find comfort. Remember, GAD is different in that panic attacks aren't typically present, so don't let this factor stop you from reaching out.

Additionally, take note of the physical symptoms that are accompanying your worry. As the anxiety continues, you may find more and more challenges with things like headaches, digestion, restlessness, and fatigue. When we feel this way we are not able to live our best life. Should you find that your worry feels excessive and begins leading to other physical symptoms, you may benefit from talking with a mental health or other care providers.

Take time to research and seek out providers who specialize in the treatment of anxiety. Because anxiety is present in so many mental health conditions, you will want to talk with someone who understands the specific criteria required so you can be accurately diagnosed and treated.

Primary care physicians can often provide referrals to trusted and specialized mental health providers. Otherwise, to find a psychotherapist in your area, consult referral resources such as:

The American Psychiatric Association is a national organization of psychiatrists that can also provide recommendations for local providers who are able to provide psychiatric evaluation and prescribe medications.

Anxiety symptoms can be found in many categories of mental health conditions listed in the DSM-5, such as within mood disorders, eating disorders, and cognitive disorders. Within the category of anxiety disorders there are many symptoms that will overlap and anxiety conditions can sometimes be confused with one another.

While sitting with a mental health provider, they will be seeking information that will help them to best diagnose your condition. A differential diagnosis means to distinguish one condition from another when there are symptoms that overlap.

Some conditions that may need to be ruled out include:

Although some of these conditions are discussed more casually by the general public, there are specific criteria that would need to be met in order for one of these (or other conditions) to be properly diagnosed. It is important for you to sit with a qualified professional to determine what is happening for you and to be offered a plan of care that can best help.

Additionally, there can be other behaviors and symptoms that can be present with anxiety. When someone engages in self-sabotaging behavior, such as procrastination, they can be perceived as struggling with self-regulation and behavioral conditions. Overlooking elements of anxiety related to this behavior can end up creating an obstacle for someone to receive effective treatment.

Sitting with a qualified professional to determine an accurate diagnosis is key. Having the willingness to reach out for help, being honest with your provider and participating actively in treatment can help you regain a sense of well-being.

Remember, GAD is a treatable condition. There is no need for you (or your child) to worry in silence. Treatment, particularly psychotherapy, self-help approaches, or other therapies, will teach you a variety of ways to cope with your anxiety. There are also medications that can help.

View Article Sources

American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition). Washington, D.C.: American Psychiatric Association; 2013.

Brown, TA, Barlow DH. Treatments That Work: Anxiety and Related Disorders Interview Schedule for DSM-5. New York: Oxford University Press, 2014.

First MB, Williams JBW, Benjamin LS, Spitzer RL, First MB. SCID-5-PD: Structured Clinical Interview for DSM-5® Personality Disorders. Arlington, VA: American Psychiatric Association Publishing; 2016.

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How Is Generalized Anxiety Disorder Diagnosed Using the DSM-5?

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Generalized anxiety disorder ( GAD) can be a challenge to diagnose. People consider panic attacks a hallmark of all anxiety disorders, and GAD is different in that there are generally no panic attacks associated with it. Without panic attacks present, we may think we are "just worrying too much."

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Help us get the right content for you.

Step 1: What level are you in?

Help us get the right content for you.

Step 2: What year are you in?

Help us get the right content for you.

Step 2: What year are you in?

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Student Learning Resources | Student Wellbeing Hub

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Help us get the right content for you. Help us get the right content for you. Help us get the right content for you.

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A way to see how emotions and feelings can be controlled or can control. 

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A way to see how emotions and feelings can be controlled or can control. 

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This is a great metaphor to help young people understand that they can be the driver, they do not have to be a passenger to their difficult feelings.

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Passengers On A Bus - an Acceptance & Commitment Therapy (ACT) Metaphor

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A way to think about anxiety using the CBT Risk Resources Ratio

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A way to think about anxiety using the CBT Risk Resources Ratio

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Consider how you can reduce how a student sees the risk (Decatastrophising) and increase the resources that students can use (develop self-regulation strategies, and layers of support)

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Thompson JM, Lockhart W, Roach MB, Atuel H, Bélanger S, Black T, Castro CA, Cox D, Cooper A, de Boer C, Dentry S, Hamner K, Shields D, Truusa, TT. 01 June 2017

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Consider where you would put yourself, and where your student may be positioned on the continuum for different activities, at different times of the week, term or year.

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What you might see in your learners' experiencing anxiety:

Fidgeting

Picking at their hands

Frequent request to go to the bathroom

Zoning out in class

Shying away from speaking up in class

Asking several clarifying questions

Jumping in too quickly to a task

Struggling to start

Difficulty making decisions, expressing overwhelmed when having to make a choice (overthinking)

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Signs and symptoms of an anxiety condition

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This tool helps you identify which strategies suit which behaviours

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This tool helps you identify which strategies suit which behaviours

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About resilience

Resilience is your capacity to deal with life's challenges and stressful situations.

Resilience enables you to perform at your best regardless of the situations you may face.

Just like going to the gym for physical fitness, you can train and build up resilience fitness using the tools we have developed.

The SMART approach

High Res tools are based on the ADF SMART (Self-Management and Resilience Training) program that adapts cognitive behaviour therapy (CBT) tools for daily use.

The SMART approach in the ADF extends from recruit training and pre-deployment (using BattleSMART) and as part of the civilian transition process (LifeSMART). Families can access FamilySMART through the Defence Community Organisation.

The model, as pictured, shows that our reactions to a particular situation can include:

Using the SMART model

The steps in using the SMART model are:

1. Determine how you are reacting to a situation. Is the reaction mostly affecting your emotions, your thoughts, your physical reactions, or your behaviours?

2. Test your perceptions and your reactions by asking two questions:

Is this reaction reasonable, given the situation I am in right now?

Is this reaction helping me deal with the situation I am in right now?

3. Adjust your reaction to achieve a more optimal performance as required.

Adjustment strategies

Engaging in relaxation activities can be of great benefit, particularly if you feel physically agitated or tense.

Physical reactions

Use simple relaxation techniques, including:

controlled breathing

progressive muscle relaxation

meditative relaxation strategy

exercise

Thoughts

combat any negative self-talk

ask yourself "Where is the evidence for that thought or belief?"

accept the reality of the situation

reinterpret the situation emphasising its positive aspects

use humour

use thought stopping strategies to prevent negative thoughts lingering in your mind

think of someone you trust, respect and perceive to always cope well with stress and ask yourself, "What would he/she think in this situation?"

Emotions

identify your negative thoughts

question why you are being negative?

practise thought changing strategies (listed above)

consider your original motivations for joining the military

exercise

Behaviours

use the thought changing strategies

practice relaxation

get good sleep

talk to your mates

seek support when required

Select a tool

Use our smart tool finder to find the most suitable tool for your needs.

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These tools provide practical information and exercises for those affected by mental health or trauma to help improve wellbeing.

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How too instructions:

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SEL Social Awareness: Embed General Capabilities

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SEL Social Awareness: Embed General Capabilities

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Explicitly discuss formal versus informal social situations. How do we speak differently to a parent versus a stranger, a prospective employer versus a coach at the gym, a friend versus a teacher. How does language and behaviour change? How is a science report different to a letter to santa? Formal versus informal.... Is this language or behaviour the same across cultures or times? Then practise.

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Sometimes observing something from a little bit of distance can give you perspective. This tool can help you to map your students anxiety episode.

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Observations should:

focus only on what you actually see and hear, rather than what you think about a child or young person's behaviours, emotions and thoughts

take note of when, where and how often a child or young person is showing a particular behaviour or emotion

notice what makes the child or young person's experience worse and what makes it better

record how long the behaviour or emotion occurs (for example, if you're concerned about a child or young person's outbursts, take note of how long they last)

notice what happens before and after the behaviour that is a concern

be recorded by different people and in different situations during the day.

This template also provides a space to reflect on a child or young person's experiences. It allows you to note their thoughts about a situation, and any other additional information that could be playing a role in their behaviour or mood.

Download the BETLS Observation Tool [PDF, 196 KB]

The BETLS Observation Tool can support your use of the Mental Health Continuum.

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BETLS is an acronym for behaviour, emotions, thoughts, learning and social relationships.

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Thank you for engaging with this set of resources and information. Please consider the traditional custodians of the land on which you stand. I hereby acknowledge elders past, present and emerging and I recognise their connection to country and their role in caring and maintaining country over thousands of years. May their strength and wisdom be with us today.

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Learning from setbacks

Thinking positively

Problem-solving

Making the best of what you have

Knowing that upsetting feelings are temporary

Planning for success and having realistic goals.

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Hi there,
I am a hobby farmer, avid gardener, grow your own, DIY enthusiast, environmentalist, mother, wife, sister, daughter, friend and colleague who also happens to be the Principal Psychologist and Practice Owner of Growth Psychology. I have over 15 years’ experience working in the tertiary education context and beyond in private practice consulting.

As a Psychologist who specialises in the languishing to flourishing end of the mental health continuum, I am passionate about removing the barriers and supporting clients to reach their potential across all life domains.  I support individuals during life's most challenging transitions - I choose this space as I firmly believe that through challenge we grow.

I apply the principles of positive psychology and utilise strengths and values-based approaches to design solutions through appreciative inquiry. I facilitate Career Development Learning and personal development to improve overall well-being and employability, through coaching, facilitation, training and via digital platforms.

I practice mindfulness meditation and engender a Growth Mindset through my commitment to lifelong learning and openness to new and innovative approaches to practice.

I am curious, innovative, and results orientated.

https://growthpsychology.com.au/psychologists/beth-keane/

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How you can think about pressure and your young person. The Inverted U of Performance

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How you can think about pressure and your young person. The Inverted U of Performance

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The Inverted-U Theory - Balancing Performance and Pressure With the Yerkes-Dodson Law (mindtools.com)

Pressure is important in learning, and so is climbing out of the comfort zone. As with everything, balance is important. This video give you details on how you can support your young person.

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Provide information about Anxiety and strategies to support students and families that deal with anxiety.

Help you identify anxious moments and how you can   reframe these as opportunities to implement strategies (interventions).

Explore the role of the CASEL Model of Social and Emotional Learning in promoting learner resilience.

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SEL: Self Awareness, Self-Management, Social Awareness & Relationship Skills: Mindfulness Can Grow EI

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SEL: Self Awareness, Self-Management, Social Awareness & Relationship Skills: Mindfulness Can Grow EI

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According to Peerayuth Charoensukmongkol (2014) in his paper Benefits of Mindfulness Meditation on Emotional Intelligence, General Self-Efficacy, and Perceived Stress, mindfulness meditation helps manifest emotional intelligence in three major ways:

1. It improves your ability to comprehend your own emotions.

2. It helps you learn how to recognize the emotions of other people around you.

3. It strengthens your ability to govern and control your emotions.

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How Mindfulness Can Grow Emotional Intelligence

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Emotional Intelligence is to identify and manage your emotions and those of other people. Mindfulness practices are an effective way to develop this skill.

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The more supports you use and the more reading you do, the more opportunities you give yourself and your young person to learn and develop.

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Talking to your teen about vaping might seem tricky, but with the right approach, you can offer practical support and empower them to give up vaping for good.
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Helping parents support their teenagers through everyday issues and tough times.

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The Neuroscience behind our Alarm System: Fight Flight or Freeze. Understand this better so you can help your student

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The Neuroscience behind our Alarm System: Fight Flight or Freeze. Understand this better so you can help your student

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The neuroscience behind fight, flight or freeze.

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Top Tip
Give the student two role models to choose from - a positive and a negative exemplar - Discuss who they would choose and why, and their projected outcomes of that decision.

Providing clear decision-making models:
Evaluating Change
Pro's & Cons
Risks and Rewards

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Hello all, and for some of you Hello again!

My name is Carolyn Alchin. I am a Career Development Practitioner, Career Education Designer, Researcher, PhD student, teacher, Owner of Career Motivate, and not to forget, wife and mum. I have 20 years' experience working in different aspects of education from Early Childhood, through High School, and working with young adults, and career changers. I love my careers, and I love listening to people's stories. My goal is to support individuals and groups to find and reach for their potential, and to have the tools and motivation to get there.

I have experience working with disengaged youth, people on the spectrum, incarcerated youth, private school children, Indigenous youth, returning to work parents, career changers, university students and some pretty interesting clients.

I have worked with Cairns School of Distance Education for almost a year now, and one recommendation I made was to run a workshop to support you as professionals to work with students and families who experience Anxiety.  This workshop is being held to support you, and your students' as you move forward in 2023, and as you support young people in the pursuit of their futures.

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Have a read about the CASEL model, it is a great framework to use when supporting your people in their social and emotional learning.

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Our SEL framework, known to many as the “CASEL wheel,” helps cultivate skills and environments that advance students’ learning and development.