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ERIC Number: ED558218
Record Type: Non-Journal
Publication Date: 2013
Pages: 129
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-5610-3
ISSN: N/A
Anxiety in Elementary School-Aged Students: A Growing Need for Interventions by Classroom Teachers
Brown, Carla-Dyann
ProQuest LLC, Psy.D. Dissertation, The University of the Rockies
Anxiety symptoms expressed by elementary school-aged students was a problem in an elementary school south of Atlanta, Georgia. These behaviors were negatively impacting the performance and behaviors of fourth and fifth grade students in and out of the educational environment. The purpose of this study was to determine if teaching anxiety reduction and prevention strategies to fourth and fifth grade students in a universal classroom setting would decrease self-reported anxiety symptoms in students. It was hypothesized that students who participated in the study would report a significant decrease in their anxiety, as measured by the difference between their pretest and post test scores. It was further hypothesized that students who participated in the study would recognize their feelings of anxiety and would increase their use of prevention strategies to reduce and manage their anxiety symptoms, based on the responses from teachers. Students completed two assessments to measure their anxiety levels and their use of the interventions before and after the study. The Spence Children's Anxiety Scale (SCAS) was used to measure students' anxiety, and a teacher-created Likert survey was used to measure the application of the intervention strategies. Anxiety-reducing and prevention strategies included: deep breathing, positive self-talk, progressive relaxation, restructuring thoughts, visualization/imagery, and becoming aware of feelings. A classroom teacher led students through the anxiety-reduction strategies in a whole-group, classroom setting. Students were engaged in dialogue throughout the lessons. At the conclusion of the intervention period, the differences between the pretest and posttest scores indicated that students reported a significant difference in student anxiety levels. Teachers provided data to further support the hypothesis that students used the strategies and were beneficial to the target population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia