Recognising and Addressing Anxiety

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At the end of this e-module, I will be able to:

Identify the signs and symptoms of anxiety.
Have a better understanding of how anxiety manifests itself in thoughts, emotions and behaviours.
Apply effective coping strategies to help deal with anxiety.

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Time for completion

Who is this course for?

“Confronting anxiety with understanding and courage”

Definition of Anxiety:

According to the American Psychiatric Association, anxiety is the anticipation of a future threat, accompanied by emotional discomfort and physical symptoms of tension.

Anxiety mechanisms:

Cognitive or Subjective:

Perceptions and thoughts that anticipate danger.

Physiological or Bodily:

Physical symptoms such as tension, shortness of breath, and startle reactions.

Motor:

Avoidance or agitation behaviour.

Context in students: Important in life transitions and adaptation to new environments.

Recognising and Addressing

Risk Factors

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Academic pressures and high workloads
Significant changes such as moving house and adapting to new environments.
Health problems, economic hardship and adverse experiences

Signs of Anxiety in Students

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Problems concentrating, restlessness, and avoidance of academic or social activities.
Physical manifestations, such as muscle tension and breathing problems.
Emotional impact, including intense fear and constant worry.

Support and Prevention Strategies

Early Identification: Training staff to recognise early signs of anxiety and how to address them.

Support Resources: Mental health services available on campus.

Wellness programmes and workshops on stress management and relaxation techniques.
Creation of a supportive environment: Policies that facilitate an inclusive and safe academic environment.
Initiatives to foster resilience and appropriate management of life transitions among students.

Reflection

How can educators and administrative staff at your institution actively contribute to identifying and mitigating risk factors for student anxiety?

What strategies could they implement to create a more welcoming and supportive environment that facilitates both students’ emotional well-being and academic success?

Mentoring for Positive Mental Health – managing anxiety in Higher Education Institutions

Tool: Psychological First Aid Training

Train staff to recognise the symptoms of anxiety and provide initial help.

Training includes understanding the most common mental health problems in university students, how to deal with students in mental distress and how to make appropriate referrals.

Strategy: Awareness Campaigns

Organise regular workshops and information sessions to raise awareness about anxiety disorders among students and staff.

Tool: Campus Counselling Centres:

Establish or strengthen on-campus counselling centres that provide direct support to students.

Strategy: Peer Support Programmes:

Develop peer mentoring programmes where trained students help their peers during difficult periods, under professional supervision.

Tool: Digital Mental Health Platforms

Implement digital tools such as apps and websites offering self-help techniques, direct access to mental health resources and virtual counselling options.

Strategy: Curriculum Integration

Integrate mental health education into existing curricula to promote a deeper understanding of mental health and anxiety among all students.

Benefits of this Mentoring Model/Tools

Stigma Reduction
Early Access to Support
Improving Academic Achievement
Strengthening Student Resilience

Practical Advice for using this model

Continuous Training
Encourage Student Participation
Integrating Digital Resources
Ongoing Monitoring and Evaluation

Real-life Scenario

Maria is a second-year student, she has begun to show signs of anxiety such as difficulty concentrating, irritability and avoidance of group activities that she previously enjoyed.

This change coincides with an increased academic load and social pressures.

What can the student do?

Seek Support: Maria should consider talking to a counsellor at the campus mental health centre.

Time Management: Implement time management techniques to balance study and rest.

Relaxation Activities: Participate in stress-reducing activities, such as yoga or meditation.

What can an Educator do?

Active Observation:

Be aware of changes in students’ behaviour and performance.

Foster a Supportive Environment:

Create a safe space in the classroom where students feel comfortable sharing their concerns.

Provide Resources:

Direct students to support resources available on campus.

Flexibility:

Consider reasonable adjustments in deadlines or workloads if it is identified that a student is struggling significantly due to anxiety.

Call to Action

Independent Activity: Anxiety Journaling and Coping Strategies

Description: The learner will keep a diary for one week where she will record situations that generate anxiety, her emotional and physical reactions, and the coping strategies she employs. This exercise allows the student to identify patterns in their responses to anxiety and evaluate the effectiveness of different coping techniques.

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Steps:

Daily journaling: Write down events or situations that cause anxiety each day.
Self-assessment: Describe emotional and physical reactions to these situations.

Implementation of techniques:

Apply at least one anxiety management technique (e.g. deep breathing, cognitive restructuring) and record its effectiveness.

Group Activity

Role-Playing and Group Discussion Workshops

Description: Students participate in workshops where they practice role-playing scenarios based on situations that commonly generate anxiety in the academic environment. Afterwards, they discuss in groups the coping strategies used and receive feedback from both peers and facilitators.

Steps:

Preparation: Facilitators prepare common anxiety scenarios (e.g., public speaking, preparing for exams, facing criticism).
Role-Playing: Students act out the scenarios, applying anxiety management techniques.
Discussion: After each role-play, the group discusses the strategies used, their effectiveness and possible improvements.
Feedback: Facilitators offer advice and guidance on how to improve coping techniques.

Additional and Further Information

Title: Relaxing Music For Stress, Anxiety and Depression Relief

Link: https://www.youtube.com/watch?v=0gl3acjLhF4

Why it is recommended: Because relaxing music can reduce anxiety.

Title: Screening for Generalized Anxiety Disorder (GAD)

Link: https://adaa.org/screening-generalized-anxiety-disorder-gad?fbclid=IwZXh0bgNhZW0CMTEAAR2JhvApL630cgTJsF7glJuWf0It_JbHSrhdAV5m3m6K3zb73vfgSvScBTY_aem_ASXww6xPEB8zuA-HJPnQBubQSuIEtVHAhFqdBlF6Qw_HVH5kj4Z44f9pEFSTphjYH5ceIce1mWThKBqkBBl8Z9gZ

Why it is recommended: because by taking this test you can discover your level of anxiety.

Title: Just breath by Julie Bayer Salzman & Josh Salzman

Link: https://www.youtube.com/watch?v=sTy9FhIvAro

Why it is recommended: because by breathing you can lower your anxiety level

References

American Psychiatric Association, D. S., and American Psychiatric Association. Diagnostic and statistical manual of mental disorders: DSM-Washington, DC: American psychiatric association, 2013.

Arnaiz, A. eta Uriarte, J.J. (2006). Estigma y enfermedad mental. Norte de Salud Mental, 26, 49-59. file:///C:/Users/usuario/Downloads/Dialnet-EstigmaYEnfermedadMental-4830167.pdf

Kumaraswamy, N. (2013). Academic Stress, Anxiety and Depression among College Students- A Brief Review. Revista Internacional de Ciencias Sociales y Humanidades, 5(1), 135-143.

Kutsyuruba, B., & Godden, L. (2019). El papel de la tutoría y el coaching como medio para apoyar el bienestar de educadores y estudiantes. Revista internacional de tutoría y coaching en educación, 8(4), 229-234.

Santabarbara, J., Idoiaga, N., Ozamiz-Etxebarria, N., & Bueno-Notivol, J. (2021). Prevalencia de ansiedad en estudiantes de odontología durante el brote de COVID-19: Un meta-análisis. International journal of environmental research and public health, 18(20), 10978. https://doi.org/10.3390/ijerph182010978

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number – 2022-1-PL01-KA220-HED-00008.

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