MHAB 2025: Social Anxiety by Teo Hwee Lian

teo_hwee_lian — 2025-06-05 05:09:19 UTC

teo_hwee_lian — 2025-06-05 05:09:35 UTC

teo_hwee_lian — 2025-06-05 06:06:13 UTC

Table 1

2025-06-06 02:52:03 UTC

Table 8: Tom & friends

qssteacher — 2025-06-27 03:06:49 UTC

1) Dispell their assumptions tt people are commenting negatively of wt they are saying

2) Stop ANTS with strategies given e.g. 3Rs

Everyone has some degree of social anxiety, and we need to find the right strategies to deal with them

Table #10

qssteacher — 2025-06-27 03:10:36 UTC

1) If student have to come up to present, give them ample time to prepare mentally +

Give them positive affirmation

#1 Recognise, Rationalise, Replace Framework (use this to advise / teach students)

#2 Primary Anxiety vs Secondary Anxiety (linked to mental illness)

Table 11

2025-06-27 03:10:51 UTC

Use the 3R strategy to help them rationalise and develop helpful thoughts to replace ANTs
3R (recall, rationalise, replace) very similar to CSI (clarify, sensitise and influence). Can have a 4R strategy (reassure and validate). Be sensitive of your body language!

Table 4

2025-06-27 03:10:52 UTC

(1) strategies to support students - such as creating safe space for students to talk to teacher.

(2) be mindful of the non-verbal communication during conversation with student and be aware of the signs of anxiety in students eg withdrawal or act out.

Group 2

2025-06-27 03:11:03 UTC

Assigning buddy/pair/group instead of making them choose themselves

Emphasize to the class that it is important to be inclusive

Recall (the situation that triggers them), rationalize (that people are not judging them) and replace (with positive thoughts)

Lower expectations at the start when they are required to voice out in a group settings

Table 3

qssteacher — 2025-06-27 03:11:03 UTC

One action: Identify negative thinking and allow the student to realise that it is an assumption. Reframe their thinking.

Various platforms: teacher-student conferencing, CCE, catching outside of lesson time

2 things that stood out
- Behaviours might be safe-seeking. As teachers, we should seek to understand it.
- As teachers, we often look for noticeable signs. But some might be not outwardly noticeable so we should be more sensitive to avoidant behaviours.

Table 7

qssteacher — 2025-06-27 03:11:13 UTC

Acknowledge that social anxiety is real and can occur across all ages.
Stood out - Warning Sign

Table 9

chia_hui_jun — 2025-06-27 03:11:18 UTC

Reassure student that it's normal to feel anxious - recognise student's feeling

Provide a safe space for student to confide in you

Be available for the student

Table 12

2025-06-27 03:12:40 UTC

1) Give the student more time and a space that that he/she feels comfortable to respond in.

2) Helpful visual behavioural cues to identify Social Anxiety. Silence may not mean a lack of attention/comprehension, but rather a deeper psychological issue.

Qn 1 Table 6

2025-06-27 03:12:42 UTC

What we have learnt is

1. to acknowledge that it is real

avoid minimising their feelings

Table 5

2025-06-27 03:13:08 UTC

Being aware of our own emotions as we respond to students with social anxiety. Our body language and facial expressions may send a message to them unconsciously. Affirming their efforts and contributions to the conversation can be a form of validation for them as well.
Firstly, safety behaviours that serve to help them cope with the distress end up reinforcing the social anxiety and maintains it. Secondly, the act of challenging their assumptions to change their way of thinking.

Qn 2 Table 6

2025-06-27 03:18:14 UTC

choose a quiet and familiar setting
respect their boundaries (let them set the pace)
be a constant ally

Table 4

2025-06-27 03:31:40 UTC

(1) heart racing, palm sweaty, stuttering speech

(2) recall, rationalise, replace - create a safe space for discussion and keep a lookout about positive things that the student have eg student can work with group mates.

Table 11

2025-06-27 03:32:17 UTC

Freezing up during her choral reading in english. Heart racing and sweaty palms.
Create safe space by acknowledging her emotions.

Group 2

2025-06-27 03:32:40 UTC

Stuttering, freezing up, palms sweaty

Listen to them, talk to them 1-1, but has to be very patient, getting them to write down rather than talk

Table 4

2025-06-27 03:33:14 UTC

(1) find a comfortable room that the student is comfortable with to talk. Ask the student if she is ready to talk.

(2) recall: what is she worried about in Pri sch when presenting, rationalise: articulate her thoughts why she is feeling that way.

Table 5

2025-06-27 03:33:22 UTC

heart racing and palms sweaty
prepare and manage my own emotions and expectations out of the session prior to the conversation.

Table 12

2025-06-27 03:33:29 UTC

1) physical symptoms of increased fight/flight response

2) speak to her in a safe environment with reduced external stimuli. assure her and give her the space to speak without hurrying her.

Table 11

2025-06-27 03:33:50 UTC

Affirm students on effort seen (e.g. trying for chorale reading).
Recall - What were your thoughts when you were speaking in front of the class?
Rationalise - Would you judge others if your friends are doing their reading? / What would you tell a friend that is facing the same situation as you?
Replace - Facing my fears will help me to grow. I don't need to be perfect.

Table #10

qssteacher — 2025-06-27 03:34:39 UTC

1) sweaty palms, heart racing, fidgeting, stuttering, fuzzy brain, withdrawal from friends and family

2) Recall: ask her what she feels when presenting & what made her feel that way

Rationalise: ask her to assess whether her feelings are accurate

Replace: replace ANT with APT (Alternative Positive Thoughts - by Choy&Kala 2025) she can identify buddies that can provide support for her / provide her with assurance

Qn 1 Table 7

2025-06-27 03:35:05 UTC

Sweaty palms, fuzzy brain. Freezing up and unable to talk. Withdrew from friends and family.

Prepare by being aware of own emotions and thoughts. Be sensitive to their feelings.

Table 3

qssteacher — 2025-06-27 03:35:15 UTC

Signs and symptoms:stutter, fidget, and freeze up
Create a safe space by being patient and reassuring the student, scaffolding questions for her to open up.

Table 9

chia_hui_jun — 2025-06-27 03:37:18 UTC

No judgment and validate her feelings
Recall - get her to identify her ANT, check assumptions and replace negative thoughts with helpful ones

Table 5.

2025-06-27 03:37:19 UTC

bring her to a quiet environment
get her to recall the ANT that she had during the choral reading, challenge her assumptions and ask her to explain why she has those assumptions, co create a healthier and more positive thoughts regarding this particular triggering situation

Table 12

2025-06-27 03:37:31 UTC

1) set up a meeting outside the classroom setting. Seek empty pockets of academic time (self-study periods). seek rooms that have reduced external stressors where the student can be engaged with in communication.

2) Recall the situation where the student faced anxiety, address her perceived reality and rationalise through it with her. Then seek to Replace it with positive cognitions and behaviours that they can use in such future settings.

Table 3

qssteacher — 2025-06-27 03:37:41 UTC

Assure her that I'm not chasing her for work, have a private conversation with Anna before offering her strategies (setting the tone and building TSR)

Table 7

2025-06-27 03:38:05 UTC

Choose a quiet environment to speak to her in a calm, assuring manner.

Recall: Check in with her on what happened. Hear her thoughts and feelings.

Rationalise: Acknowledge her feelings, paraphrase her fears. Assure her it is ok/normal to feel this way.

Replace: Affirm her and encourage her to try.

Table 8

qssteacher — 2025-06-27 03:43:55 UTC

Q2: Ask clarifying questions. Ask CSI questions.Clarifying Sensitising and Influencing. Validate their emotions, have them share about their painful past, and we acknowledge what has been said, and then apply the 3Rs after that.

Rationalising: Ask her questions and help her arrive at solutions. Take baby steps

Before this happens, must ensure tt there is strong TSR between tr and student.

Make her understand tt it's just a snapshot of her life, and tt does not define her. Help her highlight incidents of her having positive experiences to reassure herself.