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Understanding Trauma Responses: Fight, Flight, Freeze, and Fawn (Part 2 of the Trauma Series)
Part 1 of this mini-series discussed a basic definition of trauma. For part 2, we’re going to dive deeper into the four primary trauma responses. Effects of a traumatic experience can range from mild to severe. Some people have minimal effects from trauma and recover easily with time. In contrast, other individuals may have such severe difficulties that their symptoms rise to the level of Complex Post Traumatic Stress Disorder (C-PTSD). In his book Complex PTSD: From Surviving to Thriving, Pete Walker highlighted four “F” responses that come from trauma. These are Fight, Flight, Freeze, and Fawn. While this book discusses several severe forms of trauma response, these “Fs” are also applicable to less intense experiences. These responses are natural reactions to stress and describe ways people try to calm down. Let’s dig in to each of these trauma responses, explaining each one and proposing adaptive possibilities for each reaction.
FIGHT
Photo by Dmitry Demidov on Pexels.com Not too surprising, the Fight response can be described as an aggressive reaction to a threat. Web MD suggests that a person’s fight response occurs when a person believes they can overpower the danger. This includes such physical signs as clenched fists, stomping and kicking, and preparation for a physically attack. The purpose of the the Fight response is to set boundaries and assert oneself.
FLIGHT
Photo by cottonbro studio on Pexels.com Next, the Flight response occurs when a person flees symbolically. Walker indicates the person launches “into hyperactivity” to escape. Web MD suggests that this response can occur when a person does not believe they can overpower the threat. Instead, they think it is best to avoid the threat. Signs of this response include excessive exercise, fidgeting, insomnia, and feeling restless. This is a person trying to be more efficient.
Photo by Andrea Piacquadio on Pexels.com FREEZE
Have you ever felt frozen in the face of peril? The Freeze response occurs, according to Walker, when a person realizes that resistance will be unsuccessful and succumbs to the threat. This can involve numbing out or disassociating. Web MD highlights physical signs like pale skin, a sense of dread, and feeling stiff. At its best, this response can create a sense of peace.
FAWN
Many of us have heard of fight, flight, and freeze as stress responses. In 2014, Walker introduced a fourth response called Fawn. The Fawn response happens when a person acts pleasing or helpful to whatever threatens them. This is attempted at appeasing the threat. Web MD indicates physical signs like over-agreement and excessive helpfulness. At its best, this response can spur aid to others.
Hybrid Responses
Walker also posits that response types can merge and has identified Fight-Fawn, Flight-Freeze, and Fight-Freeze Hybrids. These types combine response traits and behaviors. Being aware of the manifestation of our responses is important to the ability to manage them.Takeaway
Ultimately, acknowledging your default survival mechanism is an important first step. This begins to tackle your difficulties and manage stressors. Nonetheless, if you feel that your traumatic stress responses are creating unmanageable difficulties, seek out a therapist who is trauma-informed. When a therapist is trauma-informed, they understand the potential impacts of trauma. A trauma-informed therapist tailors interventions based on the individual’s trauma history, triggers, and specific needs.
Recommended Resources:
Complex PTSD: From Surviving to Thriving: A Guide and Map for Recovering from Childhood Trauma by Pete Walker
Workbook for Complex PTSD: From Surviving to Thriving by Pete Walker: A Guide and Map for Recovering from Childhood Trauma by Wright Publishers
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Understanding Trauma: Exploring Its Impact and Responses
TRAUMA – as you read this word, what feeling does it evoke in you? Perhaps stress, fear, irritation, or curiosity? Many of you reading this term have encountered trauma or traumatic experiences and might react in a variety of ways. Trauma can leave an indelible impression and can cause effects that last for generations. Our culture has, over the last 50 years, increased awareness of trauma and traumatic experiences. Some think this awareness has gone too far, causing hackneyed use of the term over recent years. The Google Books Ngram Viewer indicates a significant increase in the use of the word across the last several decades, as shown in the picture below:
Whether or not the term is overused, we live in a culture that is more open than ever to discussing mental health and possible traumatic experiences. Family gatherings in the months of November and December can remind us of some of these experiences and cause additional stress. What is trauma? How does it differ from regular distress? When does a person’s reaction to trauma rise to the level of Post Traumatic Stress Disorder (PTSD)?
The National Institute of Mental Health defines a traumatic experience as a “shocking, scary, or dangerous experience that can affect someone emotionally and physically.” These can include a variety of situations, including natural disasters, witnessing the loss of life, and more. The World Mental Health Survey Consortium estimates that lifetime prevalence rates of trauma exposure are possibly as high as 70% world-wide. Multiple trauma exposures are also possible. Many, many people encounter traumatic situations across their lifetime.
The American Psychological Association (APA) defines trauma as “any event that exceeds an individual’s capacity to cope… and is severe enough to interrupt daily functioning.” This definition not only includes “life-threatening or physically injurious events described in the DSM-5-TR, but also psychosocial adversity that may be experienced throughout the lifespan.” These may even include experiences such as acute sexual harassment or racial discrimination .
It becomes somewhat tricky to quantify what experience may be traumatic or merely distressing for a particular individual. Not everyone acknowledges true trauma as such, downplaying or minimizing experiences. Others may claim trauma when instead they have experienced distress and an unpleasant situation. Ultimately, an important marker is the response a person has to a particular experience.
The APA highlights four types of traumatic response: acute, chronic, complex, and secondary. An acute response is the immediate aftereffects from a one-time short-term traumatic experience. These effects can typically resolve on their own with proper support and time. A chronic response is the result of long-term, repeated exposure to traumatic experiences. As one might assume, recovery from chronic exposure takes more support to overcome. Further, a complex response includes not only long-term and repeated exposure to these events but also includes no possibility of escape. Complex traumatic reactions are even more challenging to address. And finally, secondary traumatic responses are typically experienced by responders who aide those in crisis.
The vast majority of people recover from the effects of trauma over time. However, 3-10% of people who experience trauma go on to develop Post-Traumatic Stress Disorder (PTSD). PTSD is a response to a traumatic experience and is recognized in the DSM-5-TR. Several supports are available for those diagnosed with PTSD. Complex PTSD, however, is a distinct disorder, currently only recognized in the 11th edition of the International Classification of Diseases (ICD-11). It is considered a response to several, prolonged traumatic experiences over one’s lifetime and is a more severe diagnosis than PTSD. Professional support is invaluable in addressing the challenges of Complex PTSD.
It is important to note that humans can be incredibly resilient in the face of trauma. Six factors increase resilience– optimism, cognitive flexibility, active coping skills, a positive social network, attending to one’s physical well-being, and embracing a sense of purpose. Sometimes, however, these factors are not enough in the face of adversity. Four response mechanisms are outlined in the book Complex PTSD: From Surviving to Thriving by Pete Walker: Fight, Flight, Freeze, and Fawn if you are interested in reading to learn more. Otherwise, these will be discussed in detail in Part 2 of this collection. Stay tuned!
The providers at PACT offer trauma-informed individual therapy, please contact us if you are interested in setting up services. Otherwise, if you or someone that you know is experiencing trauma and needs support during this holiday season, please reach out to the national Suicide & Crisis Hotline by dialing 988 or by visiting their website.
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Private vs School Evaluations: Making the Right Choice for Your Child
It’s that time of year again, when youngsters prepare to head back to school. For families, it’s a busy season of supply-gathering, back-to-school haircuts, and anticipation of schedule or teacher announcements. It may evoke feelings of dread or excitement for kids and parents- or a mix of both!
As the dust settles on the new year, sometimes concerns arise. These issues may be related to a child’s speech, academic, or behavioral functioning. Once a concern arises, parents have several possible steps to take. One simple course of action is to find books relating to the area of concern with the goal of implementing new strategies at home, such as Parenting Bright Kids Who Struggle in School by Dewey Rosetti.. Another option is to talk with the school regarding Response-to-Intervention (RtI) or Multi-Tiered System of Support (MTSS) opportunities that may be available in the classroom. Additionally, outside support services are possibilities, where families can pay for private speech therapy, counseling, or academic tutoring.
When to Request an Evaluation
If concerns persist despite intervention, an evaluation may become necessary. Evaluations are data-gathering processes that yield recommendations for action. Schools have evaluation personnel – like diagnosticians or school psychologists – who can conduct evaluations at no additional cost during the educational day. Requesting an evaluation does not always warrant a guarantee of one from the school; however, schools are required to respond to the request within 15 school days, especially if the request is in writing.
School-Based Evaluations
School-based evaluations take time. From the date informed consent is formally obtained, school staff in Texas have 45 school days to conduct the evaluation. From there, the school then has 30 calendar days to hold a meeting to discuss the results. Parents should receive the written report before the meeting to help prepare for the conversation. In a school, evaluations yield a recommendation regarding support from an Individualized Education Plan (IEP). If the Admission, Review, and Dismissal (ARD) Committee agrees specially-designed instruction is necessary for a student to access the curriculum, an IEP will be developed in that meeting. The entire process, from requesting an evaluation to an in-effect IEP can take about four months and possibly longer, depending on the time of year!
Private evaluations also take time. Psychological evaluations are conducted by Licensed Psychologists (or Licensed Psychological Associates in Texas). Some providers have a long line of requests, and other providers have more immediate availability. A private evaluation may be completed more thoroughly than a school evaluation and may also be done in a speedier timeframe. Once a private evaluation is completed, a parent may choose to bring the report to school personnel for consideration. The results may recommend creating a 504 plan with accommodations at school for a disability, or the results may recommend that the school consider accepting some of the private evaluation to lead to an IEP.
Private Evaluations
In looking for a private evaluation, consider providers that collect data from a variety of sources (including the school setting!), spend considerable time with the child in both testing and informal situations, and have the ability to assess for a variety of disabilities, including ADHD, autism, dyslexia, or dysgraphia. If this school year brings concerns for your child, the professionals at PACT are available to help. Please contact our office if you are interested in having a problem-solving consultation session or to discuss evaluation options.
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The Rise of Virtual Therapy: Insights on CBT and ACT
In recent years, at least somewhat influenced by the global pandemic, more people than ever have sought out opportunities for therapy or professional counseling. Clients of all ages increased by over 3 percent from 2019 to 2022 (9.5% to 12.6%) and those between the ages of 18-34 rose from 12% to 18.4% during the same period. Over half of these sessions are taking place virtually, as well, increasing the convenience of accessing these services. Providers have various angles to approach mental health support, but Cognitive Behavioral Therapy (CBT) is one of the most popular approaches, with significant evidenced-based success demonstrated over the last 60 years.
CBT was developed by psychologist Aaron Beck (pictured above) in the late 1960s. This method uses talk therapy to encourage clients to change maladaptive thinking patterns. According to this approach, all people experience automatic thoughts as a reaction to life experiences. Not only must we become aware of these thoughts, they must be changed to seek relief from anxiety, depression, and unhelpful behaviors. Sessions under the CBT method last between 45-60 minutes, with the therapist and client working toward shared goals. This therapy is designed to be short-term, providing noticeable improvements within about 8-10 sessions.
Another therapy approach, categorized as part of the “larger family of behavioral and cognitive therapies” is Acceptance and Commitment Therapy. ACT (pronounced ‘act’) was developed in the late 1980s by psychologist Stephen C. Hayes (pictured below). Hayes had suffered from anxiety attacks for years, and his theory evolved from understanding and accepting those experiences. In a contrast from traditional CBT, ACT posits that thoughts are not meant to be ‘fixed’ but instead accepted as they are. In a 2009 Psychology Today publication, he wrote, “We as a culture seem to be dedicated to the idea that ‘negative’ human emotions need to be fixed, managed, or changed- not experienced as part of a whole life. We are treating our own lives as problems to be solved as if we can sort through our experiences for the ones we like and throw out the rest. Acceptance, mindfulness, and values are key psychological tools needed for change.” A prominent feature of ACT is valuing psychological flexibility and the ability to lightly hold and intentionally adjust our thoughts and behaviors.
Yet another recently-established therapy approach is Mindfulness Based Cognitive Therapy (MBCT). This method was developed in the late 1990s by psychologists Zindel Degal, Mark Williams, and John Teasdale. MBCT is group-based and incorporates yoga and meditation elements into sessions. Key features of this approach include body scan exercises to bring awareness to the body and mindfulness practices, including mindful stretching. Research on the efficacy of this method is ongoing.
Many other approaches and methods exist and are practiced by licensed psychologists (LPs), licensed psychological associates (LPAs), licensed professional counselors (LPCs), and licensed clinical social workers (LCSWs). As practitioners and researchers learn more about treating mental health and disorders, these theories will be refined and adjusted. If you are interested in exploring more about therapy offerings, consider contacting the practitioners here at PACT, other local clinics, or other online providers.
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Beat Winter Doldrums: Tips for Seasonal Affective Disorder
Tips for handling winter doldrums otherwise known as winter-onset Seasonal Affective Disorder (SAD).
Prevalence
Is the dreary winter season tempting you to withdraw and to hibernate? Many people’s moods are negatively affected by weather patterns. This is why there is a higher incidence of Seasonal Affective Disorder (SAD) in dark and dreary locations, like Seattle or Alaska. Individuals who live in colder climates and who live farther from the equator are at higher risk for winter-onset SAD. About 5% of the population experiences SAD in a given year. Additionally, both women and young adults between the age of 20 to 30 are at higher risk.
Symptoms
Some symptoms specific to winter-onset SAD, sometimes referred to as winter depression, include:
- Feeling listless, sad or down most of the day, nearly every day
- Losing interest in activities you once enjoyed
- Having low energy and feeling sluggish
- Poor concentration
- Oversleeping
- Appetite changes, especially a craving for foods high in carbohydrates
- Weight gain
- Tiredness or low energy
Strategies
If you or someone that you care about are exhibiting these signs, here are some coping strategies that you can try to counteract the symptoms:
- try to get as much natural sunlight as possible
- make your work and home environments as light and airy as possible
- sit near windows when you’re indoors
- engage in regular exercise, at least 3 days a week, if possible, especially outdoors and in daylight
- practice intuitive eating
- engage in self-care to manage stress
Bright light therapy or phototherapy has also been found to be an effective treatment for winter-onset SAD. Nonetheless, if the symptoms persist for more than a few days at a time and you struggle to find motivation to engage in coping strategies, then it is a good idea to consult with a mental health provider. A combination of cognitive-behavioral therapy (CBT), phototherapy, and antidepressant medications have been found to be an effective treatment approach for longer lasting cases.
Take Away
In conclusion, if you have been feeling fatigued or are experiencing increased signs of winter-onset depression, try out some of these self-care strategies. If more than a few days have passed and you continue to feel down and unable to manage the symptoms on your own, please talk to a trusted friend or seek support from a mental health professional. There are several evidence-based strategies that are available to help you combat these winter blues.
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IQ Testing: Evolution and Controversies Explored
What does it mean to be “smart”? Determining what intelligence is and the methods used to quantify it have been researched for centuries. In the late 1800s, England’s Sir Frances Galton theorized that intelligence is hereditary and attempted to measure it by assessing subjects’ competencies on sensorimotor tasks. He was a pioneer in this field, one of the first to organize data collected by statistics, and even investigated whether head shape and size determined a person’s intellectual abilities (they didn’t!).
In the early 1900s, French psychologist Alfred Binet and physician Theodore Simon created a working definition of overall cognitive ability or “Intelligence Quotient” (IQ). They partnered to craft the first scale measuring overall intelligence: the Binet-Simon Scale. Policymakers in France had asked him to devise a way to determine which children would likely need more help in school. Binet and his team attempted to use their scale to measure attention, memory, and problem-solving skills. They obtained an overall cognitive score (IQ) by finding a subject’s mental age, dividing that by the chronological age, and then multiplying by 100. Other contributors toward the IQ concept included German psychologist William Stern and American psychologists Henry Herbart Goddard and Lewis Terman. Their input refined the definition of and measurement of IQ. However, Binet was not fully sold on the IQ method of measuring cognitive ability. As more people were assessed, he began to believe that one number to describe intelligence couldn’t fully be accurate, as the concept was too complex. He is quoted as saying, “Intellectual qualities … cannot be measured as linear surfaces are measured… [giving IQ too much significance] may give place to illusions. ”
In the mid-1900s, American psychologist David Wechsler led a team to create a series of cognitive assessments, currently known as the Wechsler Intelligence Scale for Children (WISC), Wechsler Adult Intelligence Scale (WAIS), and Wechsler Preschool and Primary Scale of Intelligence (WPPSI), all currently under varied editions. His IQ- termed Full Scale Intelligence Quotient or FSIQ- was obtained by comparing one subject’s score to a survey of others in the same age range, using a standard scale. This structure caught on. Several other psychologists have created other cognitive batteries in the years since: Differential Ability Scales (DAS), Kaufman Assessment Battery for Children (KABC), and Woodcock Johnson Tests of Cognitive Ability (WJ), for example, and they are periodically updated with norms and content. Some measures quantify IQ with slightly different terminology, such as General Intellectual Ability or Fluid Crystallized Index. These batteries assess some or all of the following abilities that constitute the overall IQ: Crystallized Knowledge Gc, Fluid Reasoning Gf, Short-Term/Working Memory Gsm, Long-Term Retrieval Glr, Auditory Processing Ga, Visual Processing Gv and Processing Speed Gs. (Different cognitive tests can be used with aging populations, as well, to assess for dementia or memory loss. Those assessments are not the focus of this article.)
Intelligence results have been used for a variety of applications. For example, the US Government uses assessments to distinguish roles within military personnel. Tests have also been used to screen immigrants entering the country and make judgments about the abilities of various people-groups. Cognitive testing results have also been used to argue that different races have varying intellectual capabilities. Some early researchers even proposed eugenics in an attempt to improve a population’s cognitive outcomes. Ultimately, ensuring the absence of cultural bias in the content and language of tests cannot be guaranteed. Because of the disadvantages for minorities in IQ assessment, attempts have been made to curb their use. In 1971, the state of California forbade the use of IQ results to place students of African descent into highly-restrictive classrooms through the ruling in Larry P v. Riles. This ruling persisted despite appeals and has since been broadened to ban IQ assessment of all Black students being referred for special education services. Whether or not this is the best plan for disabled students of color in California is debatable. However, it is critical to be mindful of racial disparities in cognitive assessment. Research-rich articles arguing against the role of racial genetics in cognitive ability can be found here: 1, 2, and 3.
Results from cognitive assessments have also been used to deny special education eligibility to students in the state of Texas. Previous models of learning disabilities have required a connection between cognitive weaknesses and low academic achievement. The Texas Education Agency has increasingly made it clear that cognitive ability or lack of ability cannot deny students access to a free and appropriate public education.
IQs can be interpreted through two approaches: top-down or bottom-up. The top-down theory espouses the idea that all areas of intelligence are correlated and that the ‘general factor’ g – or IQ- is a good measure of overall intellectual ability. In the bottom-up approach, all areas of intelligence are analyzed to present a wider picture of a person’s abilities, including their personal strengths and weaknesses. Two people with the same IQ can have very different profiles, after all. There is also emerging comparison between normative and ipsative approaches to cognitive scoring. The normative method, previously mentioned, compares one person’s score to a norm of many other scores from testers of similar age. This results in a ranking of performances. The ipsative approach compares one person’s scores to their own varied performance and includes any past results, determining personal progress over time. This helps create intervention to strengthen areas that may be weak within an individual’s profile. Over time, norm-referenced assessment has faced increasing criticism. Stern, one of the pioneers of the IQ concept, became critical of normative approaches to intelligence measurement in his later career. American psychologist Alan Kaufman is a modern researcher and test creator who has embraced including the ipsative approach when understanding a person’s overall intelligence.
In addition to complexities mentioned so far in this article, opinions differ on validity and reliability of cognitive testing in general. Many factors can affect an individual’s results: cultural and language differences, evaluator practices and competence, differences in socioeconomic status, and even a tester’s mood or health on the day of assessment. These factors, among others, can affect the testing outcome. Researchers and experts generally agree that cognitive tests currently in use are valid and reliable; however, it is important to be aware that controversy exists in this area.
Because intelligence is complex and variations occur across a person’s cognitive profile, it’s important to refrain from forming a judgment about someone’s prospects for success based solely on the results from an IQ assessment. Our understanding about intelligence has changed considerably over the last century- imagine what may develop over the next 100 years!
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Emotional Disability: Past and Present
Recent changes have furthered advancements in identifying and supporting students with Emotional Disabilities. Continue reading to learn more about historical and current trends within this area of mental health!
Before the 20th century, it was common for children and adults with significant behavioral and psychiatric challenges to be separated from their families and institutionalized in prisons and asylums. These locations subjected patients to appalling conditions and harsh treatment.
In the mid-1800s, teacher and reformer Dorothea Dix advocated for better facilities and treatment for all individuals with disabilities. Mental hospitals, offering significantly improved conditions, were established as a result of her efforts.
Terminology
In the early 1900s, the term ’emotionally or behaviorally disturbed’ was introduced to describe children with significant behavioral difficulties. Increasingly, professional organizations were established, with the goal of providing additional support to these populations. Through their outreach efforts, the new term became more popularized. In the 1960s, Project Re-Education was created by psychology professor Nicholas Hobbs. This organization aimed to support students with ’emotional disturbances’ in two southern states. The term gained even more exposure when The Community Mental Health Act of 1963 used the language ‘seriously emotionally disturbed’ to identify a portion of individuals needing services through community mental health centers, an effort intended to lower significant hospitalization rates.
Definition
The Education of All Handicapped Children’s Act of 1975 established the first definition of ‘Emotional Disturbance’ within public schools, including input from psychologist Eli Bower. This definition included five characteristics exhibited to a marked degree over a long period of time: 1) An inability to learn which cannot be explained by intellectual, sensory, or health factors, 2) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers, 3) Inappropriate types of behavior or feelings under normal conditions, 4) A general, pervasive mood of unhappiness or depression, and 5) A tendency to develop physical symptoms or fears, associated with personal or school problems. This act was revised several times, most recently reauthorized as the Individuals with Disabilities Education Improvement Act (IDEIA 2004). These legislative actions helped create protections and services for students classified as ’emotionally disturbed’ within local schools.
Controversies
After Bower’s original definition was crafted, lawmakers added a controversial element: the social maladjustment exclusion. Current regulations indicate that a student may be eligible for Emotional Disturbance if they meet one of the five criteria; however, it “does not include children who are socially maladjusted, unless it is determined they are also seriously emotionally disturbed.” The term ‘social maladjustment’ was previously listed in the DSM-II, described as cultural conflict resulting from adjustment difficulties. This phrase is currently undefined in federal law, creating confusion for practitioners attempting to interpret and apply in practice. Within recent years, several researchers and practitioners have called to remove this language from federal statutes. Proponents of this movement argue that the social maladjustment exclusion is unclear, confusing, and may contribute to an under-identification of students needing specially designed instruction.
Terminology, Revisited
Many advocates have encouraged revision around the term ‘Emotional Disturbance’ itself. Language forms cultural perception and is worthy of intentional consideration. The words ‘disturbed’ and ‘disturbance’ have been criticized for implying a negative stigma. As of August 2021, 13 states use the term ‘emotional disability’; six states use that or ’emotional disorder’; two states use ‘emotional impairment’; one state uses ‘behavior disorder’; and one state uses ‘emotional regulation impairment.’ As of July 30, 2024, the state of Texas replaced the term ‘Emotional Disturbance’ with ‘Emotional Disability,’ a change lauded by advocates and reformers.
Educators and policymakers have made significant strides over time to refine the identification of and support for students with Emotional Disabilities. It is encouraging to consider the growth that can occur in the coming decades as we continue to advocate for our children and students.
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Managing Test Anxiety
If you or someone you know experiences test anxiety, looming spring assessments (STAAR, EOC exams, or college boards, for example) may be causing stress. These tests can be valuable for data collection and determining personal proficiency in a variety of subject areas. However, the stress of performing can also cause a distressing and unwanted experience with anxiety.
Difficulty
A test that causes the test-taker boredom loses some of its value. Rigor can reduce boredom and stratify high achievers from lower performing ones. Too much difficulty, however, can provoke unpleasant feelings of fear and nervousness in the test-taker, potentially producing signs of panic, that may include rapid heartbeat, sweaty palms, and racing thoughts. The Yerkes-Dodson Law concept suggests that a balance between stress and performance will optimize test achievement. Fortunately, achievement may improve with anxiety, but only to a point.
So, what can be done when anxiety passes the balance and becomes a hindrance to the test-taking process and the wellbeing of the student tackling an exam?
Healthy Habits
First, remember that the foundation of mental health is adequate rest. This article highlights the cycle between test anxiety and poor sleep. Included in this recently published research is evidence that “sleep and anxiety feed one another,” negatively impacting an individual’s performance. Consequently, a focus on quality sleep in the days leading up to a particular exam may help improve the effects of test anxiety. Rest can be improved by following appropriate sleep hygiene techniques, avoiding self-medicating with substances like caffeine and alcohol, and discussing symptoms with a physician to help rule out underlying medical conditions. Additionally, explore nutrition and activity, ensuring adequate nourishment and outlets for physical engagement in the weeks leading up to a stressful performance.
Helping the anxious test-taker
Once sleep, nutrition, and exercise have been attended to, consider these other tips to help an anxious test-taker:
- Directly address the anxiety, naming the experience
- Evaluate current study methods to improve and enhance learning
- Encourage positive self-talk in the days leading up to the test
- Try taking practice tests to prepare
- Encourage breaks and rest during the test
- Utilize calming techniques like squeezing a stress-ball during the test
- Practice breathing strategies before and during the exam
- During the assessment, accept you don’t know what you don’t know
Seek Help
Sometimes these strategies can help, but they may not be enough. If you or someone you know might be experiencing overwhelming and debilitating anxiety, consider either a comprehensive evaluation or cognitive behavior therapy. Psychological evaluations gather data from the individual, their parents, and their teachers to assist in determining criteria for a disabling condition. Students in public schools can receive testing accommodations through a 504 Plan or an Individual Education Plan (IEP) if they qualify. Accommodations that may become available include extra time or a private testing location. These specialized allowances can help the test-taker regain their confidence through the testing process.
Once the testing experience is over, celebrate the test-taker’s effort and perseverance and begin making plans for the next challenge. Managing test anxiety can take time, but it is worth the effort.
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Harried Holidays? Tips for Managing Stress
The holiday season is in full swing, and for many of us it is a time of joy intermingled with overcommitment. While juggling your holiday activities, consider gifting yourself time to engage in self-care. It is important to set aside time for self-care to avoid negative emotions during the holidays. It is well known that the holiday season generates a number of different emotions, ranging from joy to loneliness, to overwhelm.
Practice Mindfulness
As I discussed in a previous post, self-care is essential to keeping our own reservoir filled. Recent studies have found a relationship between dedicating time to mindfulness to a reduction in stress along with other mental health problems. Mindfulness is where you are focusing on the present, while giving yourself space from the worries and/or frustrations from the past or present.
It may be helpful to make a list of self-care activities that you will utilize depending on how much time you are able to spend. If you only have a short amount of time, try engaging in a deep breathing exercise or try out a quick grounding exercise. One helpful, but quick exercise is called the 5-4-3-2-1 technique. Take a few minutes to look around and identify 5 things that you see, 4 textures you can feel, 3 sounds that you hear, 2 things that you smell, and 1 thing that you taste.
Positive Activities
If you have a bit more time, try out some different activities that will help you to regroup and destress. Many people find it helpful to call and talk with a close friend or relative. Talking to someone will give you both a sense of connection as well as an opportunity to share your experiences. An additional idea is to engage in positive or enjoyed activities as distractions. These positive activities may serve as a distraction from stress and a source of relief from the stressful season. Different types of positive activities that people enjoy include taking walks, watching videos, playing games, or reading books to recharge.
Practice Altruism
Also, research indicates that by engaging in altruistic or contributing activities, it also improves individual’s moods. So, during this season of giving, consider giving some of your time to help others. Contributing may be brief activities, such as holding the door for someone or offering to help them carry in their groceries. Some people make a longer time commitment by signing up to volunteer at the local food bank or animal shelter.
Practice Gratitude
Another option would be practicing gratitude. Studies indicate that individuals who practice gratitude improve their mental health by feeling happier. Gratitude helps by shifting your mind away from negative emotions and helping you to focus on the positive. Additionally, practicing gratitude likely makes a lasting positive impact on your brain.
Take Away
As you can see, the number of activities that you may choose are plentiful and their benefits will likely improve your mental health during this holiday season. You may try out mindfulness, contributing activities, or gratitude. Regardless of what activity you choose, investing in yourself is critical during this harried holiday season.
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Why Pursue Private Speech Therapy?
There are different options available for early intervention and school-based speech therapy for children and students with speech-language needs.
If your infant is significantly behind on their developmental milestones, they may receive speech therapy as part of Early Childhood Intervention (ECI) services from birth to age three. Once your toddler ages past 3, they may transfer services and attempt to qualify for speech therapy in the public schools.
Receiving ECI services is not a guaranteed admission into public school speech-language therapy. School districts determine eligibility for speech therapy based on:
- The presence of a disability
- The presence of an adverse effect on educational performance due to the disability
- The need for specially designed instruction or services needed to make progress in the academic environment
Often, although a student presents with a disability, there is no evidence of an adverse negative effect on the student’s educational performance, and therefore no need for specially designed instruction to make progress in the academic environment. Meaning no need for speech therapy as determined by the school district. Due to the requirement to show a negative adverse effect on education, one tendency may be for schools to more often provide therapy for severe-level impairments, as compared to mild speech impairments that have no adverse effect on a student’s academics.
There are several important factors to consider when seeking speech-language services in schools. Few realize that therapists in schools are consistently overwhelmed with caseload size, with Texas SLPs reporting some of the highest caseloads across the country. Also, students are pulled out of academic learning in order to receive therapy services during the school day. To some extent, students miss learning opportunities in other areas to participate in speech therapy. Most importantly, school-based speech therapy is delivered via small group instruction. So if you think qualifying for speech therapy gets your student a 1-on-1 opportunity to see a speech-language pathologist at school, think again.
School students share therapy session time, which is typically 30 minutes, in groups. Three to four children are present in most groups, as the therapist tries to address each child’s different goals in one 30-minute session. This delivery method impacts the quality of therapy delivered to students because the therapist’s attention is spread across a range of different needs. Group therapy can have benefits if your child is working on pragmatics and social language; however, if your child needs more direct attention to an articulation, speech-sound, or fluency disorder (e.g., a lisp, apraxia, severe stuttering), then they likely won’t be receiving the direct level of 1-on-1 needed for visible progress. Also, if a student has high levels of anxiety or shyness while addressing their personal goals during a group session, this could hinder their overall participation and progress in therapy.
Many parents who jump through the hoops of getting qualified for therapy in schools are startled to learn their perception of the 1-on-1 school-based speech therapy model is inaccurate. That’s because parents inherently recognize and know the value of focused and productive 1-on-1 therapy environments.
At PACT, we offer tailored, private 1-on-1 speech-language services adapted to your child’s or student’s specific needs, and provide comprehensive and engaging therapy. We offer specialized therapy methods and techniques (Hanen; PROMPT), and can fill in the gaps when school-based speech therapy isn’t yielding expected progress for your student. If you’re interested in personalized speech-language therapy services, please reach out.