# data[].attributes.attachment_caption
Centers for Disease Control and Prevention. (2021, March 22). Data and statistics on children's Mental Health. Data and Statistics on Children's Mental Health. 

# data[].attributes.headline
Data and Statistics on Children's Mental Health

# data[].attributes.subject
Data and Statistics on Children's Mental Health

# data[].attributes.body
Parents:
A student's parents are already in a role where they are responsible for helping their child develop appropriate life skills and behaviors. Parents should be playing an active role in their child's education and development.  For this program, I would need the parents of students with anxiety disorders to update counseling staff on their child's symptoms, as well as anything significant that may have happened at home.  We do not get to see how the students manage their anxiety and triggers at home and would need the parent's point of view to best support the students.

Teachers:

Similarly to parents, a child's teacher may see a different side of the student than the counseling staff does. I would ask that any teachers who are educating my target population provide me with weekly or biweekly notes relating to the student's behavior and any symptoms they may be presenting, such as avoiding tasks they find difficult by going to the bathroom instead of working. I would also meet with special educators to review IEP's, evaluate accommodations, and discuss the student's work.

Administration:
In order for this program to be successful, I would need to coordinate times and reserve a space to create this calming environment. Many schools have conference or meeting rooms that may not be in use. I would work with my school principal and department chair to figure out what space would be best to use, and what times would be the most beneficial for the students. We would need to evaluate different free times such as lunch, or recess, that the student would be free to use this space. Both the department chair and principal would receive
updates about the space and its success, as well as any data collected there if they need it.

# data[].attributes.body
M2. Every student should have access to and opportunity for high-quality education.

B-PF 8. Demonstrate advocacy in a comprehensive school counseling program.

B-SS 3. Provide appraisal and advisement in large-group, classroom, small-group, and individual settings.

B-SS 5. Consult to support student achievement and success.

B-PE 2. Identify gaps in achievement, attendance, discipline, opportunity, and resources.

B-PE 3. Develop annual student outcome goals based on student data.

B-PE 4. Develop and implement action plans aligned with program goals and student data.

American School Counselor Association. (2019). The ASCA national model: a framework for school counseling programs (4th ed.). Alexandria, VA.

# data[].attributes.body
By the end of the first year as a school counselor, students with anxiety disorders will see a decrease in their anxiety symptoms by 7-10%.

# data[].attributes.body
It is important to provide students with anxiety disorders a quiet place with limited distractions to complete their work (Huberty, T. J., n.d.). This can be seen in the classroom as a small group working together separate from the rest of the class. I would like to mimic this accommodation and expand on it. These students need to figure out how best to handle their anxiety in a school setting and this program should help guide them in the right direction.

I would create an intervention program that aided students in decreasing their anxiety symptoms. This would be a group that meets weekly, or twice a week if necessary, in a free classroom or conference room space. Here I would provide students with a safe and distraction-free environment to do homework and catch up on their classwork. I would provide a variety of chairs for students to use, as well as some designated areas for relaxation exercises. There would be information sheets about stressors and how to prevent them, breathing exercises, and mindfulness practices. Depending on my target students' sensitivity, I would also run a diffuser with calming scents and provide calming music to listen to.

Some ways that teachers and administrators can reduce stress in the classroom are avoiding unexpected situations, reducing time constraints, and reinforcing effort (Huberty, T. J., n.d.). These can be triggers for students with anxiety disorders because they are unsure of what to expect. Having extra time, with someone these students trust and can look to for direction, can have a great positive impact on their academics.

Resources
Anxiety and Depression Association of America, ADAA. (n.d.). Tips to manage anxiety and stress. Tips to Manage Anxiety and Stress . Retrieved October 8, 2021, from https://adaa.org/tips.

Huberty, T. J. (n.d.). Anxiety & Anxiety Disorders in children: Information for parents. National Association of School Psychologists (NASP). Retrieved October 8, 2021, from https://www.nasponline.org/resources-and-publications/resources-and-podcasts/mental-health/mental-health-disorders/anxiety-and-anxiety-disorders-in-children-information-for-parents.

# data[].attributes.body
I teach in a middle school setting and plan to stay with students in primary education. I spoke to the school counselors at the school I work at and they unanimously said that anxiety is the biggest problem that they work with. Having been in the classroom only a couple of years, I do not know what anxiety may have looked like in the past, but I have witnessed my fair share of anxiety crises in that time.

Anxiety in our students is on the rise and many more are being diagnosed with anxiety disorders every day. In the year 2000, 28% of students felt overwhelmed by the amount of work they had in school, but in 2016 that rose to 41% (McCarthy, C., 2019). Anxiety can be influenced by many things, but as children get older their anxiety beings to focus on social issues (Huberty, T. J., n.d.). There are many new and frightening things to experience in middle school and these situations are what trigger a student's anxiety. Making new friends, starting a new class, going through puberty, and taking a test can all be things that spark concern in students with anxiety. They may avoid these social situations or difficult tasks in order to avoid discomfort (Huberty, T. J., n.d.).

What I have noticed while working is that our students are very afraid to fail, and this influences a great deal of their stress. Failure socially might result in being an outcast, and failure academically holds you back. Students with anxiety are more motivated to NOT feel anxious than anything else so, we need to ensure our students have the social and academic support they need to prevent those symptoms.

Resources
Huberty, T. J. (n.d.). Anxiety & Anxiety Disorders in children: Information for parents. National Association of School Psychologists (NASP). Retrieved October 8, 2021, from https://www.nasponline.org/resources-and-publications/resources-and-podcasts/mental-health/mental-health-disorders/anxiety-and-anxiety-disorders-in-children-information-for-parents.

McCarthy, C. (2019, November 20). Anxiety in teens is rising: What's going on? HealthyChildren.org. Retrieved October 8, 2021, from https://www.healthychildren.org/English/health-issues/conditions/emotional-problems/Pages/Anxiety-Disorders.aspx.