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"disqusTitle": "20 Tips to Help De-escalate Interactions With Anxious or Defiant Students",
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"content": "\u003cp>Students’ behavior is a form of communication and when it’s negative it almost always stems from an underlying cause. There are many reasons kids might be acting out, which makes it difficult for a teacher in a crowded classroom to figure out the root cause. But even if there was time and space to do so, most teachers receive very little training in behavior during their credentialing programs. On average, teacher training programs mandate zero to one classes on behavior and zero to one courses on mental health. Teacher training programs mostly assume that kids in public schools will be “typical,” but that assumption can handicap teachers when they get into real classrooms.\u003c/p>\n\u003cp>A National Institute of Health study found that \u003ca href=\"http://www.nimh.nih.gov/health/statistics/prevalence/any-anxiety-disorder-among-children.shtml\" target=\"_blank\">25.1 percent \u003c/a>of kids 13-18 in the US have been diagnosed with anxiety disorders. No one knows how many more haven’t been diagnosed. Additionally between \u003ca href=\"http://www.education.com/reference/article/prevalence-learning-disabilities/\" target=\"_blank\">eight and 15 percent of the school-aged population\u003c/a> has learning disabilities (there is a range because there's no standard definition of what constitutes a learning disability). \u003ca href=\"http://www.nimh.nih.gov/health/statistics/prevalence/attention-deficit-hyperactivity-disorder-among-children.shtml\" target=\"_blank\">Nine percent \u003c/a>of 13-18 year-olds have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) (although the number one misdiagnoses of anxiety is ADHD), and \u003ca href=\"http://www.nimh.nih.gov/health/statistics/prevalence/dysthymic-disorder-among-children.shtml\" target=\"_blank\">11.2 percent\u003c/a> suffer from depression.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We are 50% of every interaction with a child, so we have a lot of control over that interaction.'\u003c/aside>\n\u003cp>“So basically we have this gap in teacher education,” said \u003ca href=\"http://jessicaminahan.com/\" target=\"_blank\">Jessica Minahan\u003c/a>, a certified behavior analyst, special educator, and co-author of \u003ca href=\"http://www.childmind.org/en/posts/articles/2012-5-18-breaking-behavior-code-disruptive-students\" target=\"_blank\">\u003cem>The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students\u003c/em>\u003c/a>. She spoke to educators gathered at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> about strategies that work with oppositional students.\u003c/p>\n\u003cp>Minahan is usually called into schools to help with the most challenging behavior. She finds that often teachers are trying typical behavioral strategies for a group of kids for whom those strategies don't work. However, she says after teachers learn more about why kids are behaving badly there are some simple strategies to approach defiant behavior like avoiding work, fighting, and causing problems during transitions with more empathy.\u003c/p>\n\u003cp>\u003cstrong>ANXIETY\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Anxiety is a huge barrier to learning and very difficult for educators to identify. “When anxiety is fueling the behavior, it’s the most confusing and complicated to figure out,” Minahan said. That’s because a student isn’t always anxious; it tends to come and go based on events in their lives, so their difficulties aren’t consistent. When we are anxious our working memory tanks, making it very difficult to recall any salient information.\u003c/p>\n\u003cp>Researchers surveyed a \u003ca href=\"https://www.researchgate.net/publication/15236317_The_significance_of_self-reported_anxious_symptoms_in_first-grade_children\" target=\"_blank\">group of first graders\u003c/a> none of whom had any reading or math disabilities. Those who had been diagnosed with an anxiety disorder were eight times more likely to be in the lowest achieving group in reading, and two-point-five times more likely to be in the lowest quartile in math achievement by the spring.\u003c/p>\n\u003cp>“Anxiety is a learning disability; it inhibits your ability to learn,” Minahan said. But it isn’t usually recognized as a learning disability and there is almost never a plan for how to address it in the classroom. “For kids with anxiety, the ‘can’ts fluctuate,” Minahan said. “When they’re calm they can. When they’re anxious they can’t. And that’s very deceiving.”\u003c/p>\n\u003cp>Anxiety isn’t about ability, it’s about interference, which means that traditional rewards and consequences don’t often work with this group of learners.\u003c/p>\n\u003cp>“Rewards and consequences are super helpful to increase motivation for something I’m able to do,” Minahan said. But an anxious person’s brain has shut down and they aren’t able in that moment to complete the task being asked of them. The best way to combat this tricky problem is to try to prevent anxiety triggers and build up students’ social and emotional skills to cope with the moments when anxiety sets in.\u003c/p>\n\u003cp>When kids are in the throes of bad behavior they have poor self-regulation skills, often get into negative thinking cycles that they can’t stop, have poor executive functioning, become inflexible thinkers and lose social skills like the ability to think about another person’s perspective. That’s why kids can seem so unempathetic when teachers ask, “how do you think that made Sam feel?” At that moment, the student acting out has no ability to take Sam’s perspective, but a few hours later or the next day, he might be able to show the remorse educators want to see.\u003cbr>\n\u003cstrong>\u003cbr>\nALL BEHAVIOR HAS A FUNCTION\u003c/strong>\u003c/p>\n\u003cp>Bad behavior is often connected to seeking attention, and when kids act out, they can see the results.* “Negative attention is way easier to get and hands down easier to understand,” Minahan said. “It’s much more efficient.” Adults tend to be unpredictable with attention when a student is doing what she is supposed to do, but as soon as there’s a dramatic, obvious tantrum, the student has the teacher’s attention. And negative attention is powerful -- one student can hijack a whole classroom.\u003c/p>\n\u003cp>A common teacher response to low-level negative attention seeking is to ignore the student. The teacher doesn’t want to reward bad behavior. “I want to caution you about ignoring someone with anxiety because their anxiety goes up,” Minahan said. Ignoring an already anxious student can accidentally convey the message that the teacher doesn’t care about the student, and worse might escalate the situation. Perhaps a teacher can ignore a student tapping his pencil or banging on his desk, but threatening behavior can’t be ignored. And the student learns exactly what level of behavior he must exhibit to get attention.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003cstrong>TIP 1: \u003c/strong>Instead, “what you need to do is make positive attention compete better,” Minahan said. She often suggests that teachers actively engage the most difficult student at the beginning of class saying something like, “I can’t wait to see what you think of this assignment. I’m going to check on you in 5 minutes.” When the teacher actually comes back in five minutes, validates the student’s progress, and tells her another check-in is coming in ten minutes it sets up a pattern of predictable attention for positive behavior. And while it might seem unfair to take that extra time and care with one student, it ultimately saves instruction time when a teacher doesn’t have to deal with a tantrum that sends the student out of the room.\u003c/p>\n\u003cp>\u003cstrong>TIP 2:\u003c/strong> Often in an attempt to form a positive relationship with a student teachers will publicly praise positive behavior. That can backfire, especially with anxious kids who don’t want any extra attention from peers. Private or non-verbal praise is often better. Minahan recommends pulling students aside at the beginning of the year to ask how teachers can best tell them they’re proud. “It’s a gift to your February self if you can figure out a system now, otherwise you’ll get stuck on the negative attention scale,” Minahan said.\u003c/p>\n\u003cp>\u003cstrong>Tip 2.1:\u003c/strong> She also recommends fact-based praise as opposed to general praise. Vague praise is easy to dismiss.\u003c/p>\n\u003cp>\u003cstrong>ANTECEDENTS TO BAD BEHAVIOR\u003c/strong>\u003c/p>\n\u003cp>Many kids have predictable anxiety triggers like unstructured time, transitions, writing tasks, social demands or any unexpected change. Similarly the antecedents of negative behavior are fairly predictable: unfacilitated social interactions, interaction with an authoritative adult, being asked to wait, when demands are placed, being told no, writing, and transitions.**\u003c/p>\n\u003cp>\u003cstrong>Tip 3:\u003c/strong> “Teach waiting now,” Minahan said. “When you are anxious, despite your age, it’s very hard to wait.” She was asked to observe a boy who constantly disrupted class. Minahan soon noticed the boy often did his work, but if he finished early or there was downtime in the class, he would start causing trouble. When Minahan pointed this out to him he had no idea what “wait time” was. She had to spell out to him that when he finished a task he should apply a strategy, like turning over the paper and doodling appropriately on the back. After this small intervention the student’s behavior was so improved that his teacher thought he’d gone on medication.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'You can have really bright, able children whose anxiety is interfering so much.'\u003c/aside>\n\u003cp>For kids with anxiety, there are a number of strategies teachers can employ. The first is not to take any student behavior personally. The student isn’t trying to manipulate or torture the teacher, his behavior is reflecting something going on internally. Often a short movement break can help relieve anxiety, but not the way they are commonly given.\u003c/p>\n\u003cp>Minahan described a seventh grade girl who was recovering from an eating disorder. The girl was scraping her arms so badly they would bleed. After lunch, predictably, the behavior was worse, so her teachers were letting her color and draw to relieve her anxiety. Another common break is to tell a student to go get a drink of water down the hall. The coloring break wasn’t working for this seventh grader and Minahan soon figured out why. “We accidentally left her alone to fester in her anxious thoughts,” she said.\u003c/p>\n\u003cp>\u003cstrong>Tip 4:\u003c/strong> Leaving class doesn’t give the student a break from internal negative thoughts like “I’m fat,” or “I’m not smart enough,” which paralyze thinking. But a break paired with a cognitive distraction does offer respite from the “all or nothing” thinking that’s so common with anxious students. An older student might take a break and record herself reading a book out loud for a younger student with dyslexia. It’s impossible to read out loud and think another thought. Other distractions could include sports trivia, sudoku or crossword puzzles. Little kids might do a Where’s Waldo or look through a Highlight magazine for the hidden picture.\u003c/p>\n\u003cp>\u003cstrong>Tip 5:\u003c/strong> When teachers want to wrap up a task they often use a countdown. “Silent reading time is going to be over in five minutes.” But counting down doesn’t support a high achieving anxious child who feels she must finish. And it takes a lot of executive function skills and cognitive flexibility to fight the urge to keep going after the time is up. So instead of counting down, a teacher might walk over to that student and say, let’s find a good stopping point. She may stop a minute later than the rest of the class when she reaches the designated point, but it won’t escalate into a tug-of-war.\u003c/p>\n\u003cp>Transitions are another common time for kids to act out. Younger students often don’t want to come in from recess, for example. But when a teacher says, “Line up. Recess is over. It’s time for your spelling quiz,” it’s no wonder the student doesn’t want to go from something he loves to something he hates.\u003c/p>\n\u003cp>\u003cstrong>Tip 6: \u003c/strong>The teacher can give students an in-between step to make the transition more palatable. Go from recess, to two minutes of coloring, to the spelling quiz. The intermediary step gives that non-compliant student behavioral momentum. He’s already sitting down, quiet, with pen in hand, so the jump to spelling isn’t as jarring.\u003c/p>\n\u003cp>For middle and high school students, school is all about being social, but the only times students get to see their friends are in the two to five minute passing periods between classes. Again, the transition is from something they love to something they hate, so don’t make that transition extra hard by collecting homework as they come in the door. The toughest kids are probably already not doing well in the class, and a reminder of the homework exacerbates feelings of inadequacy.\u003c/p>\n\u003cp>\u003cstrong>Tip 7:\u003c/strong> One high school geometry teacher started playing two minute YouTube videos about geometry as students came into class. It got students from the hallway into the classroom without thinking negatively and her class started to run more smoothly. She didn’t have the same interruptions she used to, which made the lost two minutes seem worth it.\u003c/p>\n\u003cp>\u003cstrong>Tip 8:\u003c/strong> Minahan also likes some of the biofeedback tools that are now available, like the \u003ca href=\"http://www.heartmath.com/emwave-technology/\" target=\"_blank\">EmWave\u003c/a>. A wound up student puts a sensor on his finger and calming down becomes a game. He might start out with a picture of a black and white forest, but as he calms down (and the sensor monitors his heart rate) the colors start to pop in. It can take as little as two to five minutes to completely calm a kid down when they can see the feedback so clearly.\u003c/p>\n\u003cp>“I like it because it’s so concrete,” Minahan said. A student with high functioning autism might not even know what a teacher means by “calm down,” but with the biofeedback device she can see what it means.\u003c/p>\n\u003cp>\u003cstrong>WORK AVOIDANCE\u003cbr>\n\u003c/strong>\u003cbr>\nMinahan says it’s very common for students to have trouble initiating work, persisting through work and asking for help, but there are strategies to help kids build the skills to get better in these areas.\u003c/p>\n\u003cp>“You can have really bright, able children whose anxiety is interfering so much,” Minahan said. The anxiety isn’t coming from nowhere; it’s coming from prior experiences of feeling frozen and stupid. In that moment the child’s working memory isn’t working, so teachers need to find ways to bypass it until the anxiety passes.\u003c/p>\n\u003cp>\u003cstrong>Tip 9:\u003c/strong> One way is to let students preview the work for the day. In the morning, an elementary school teacher might work on the first few problems with the anxious child so she knows she can do it. Then, when it’s time for that work later in the day, that child receives the sheet she’s already started and can go from there.\u003c/p>\n\u003cp>\u003cstrong>Tip 9.1:\u003c/strong> In high school, teachers can give students with trouble initiating the preview as homework. Students can start at home without any pressure and continue at school. “Fight or flight is the worst when they first see it,” Minahan said, so try to bypass that moment and prevent a breakdown.\u003c/p>\n\u003cp>\u003cstrong>Tip 10:\u003c/strong> At the same time, when the teacher names the strategies a student is employing, he is helping the student build a toolbox that can be used independently. Strategies might include, asking a teacher to help her start when she feels frozen, or asking to preview the homework. For perfectionist students, difficulty starting can stem from a fear of messing up. Give those students dry erase boards, where the mess ups can be easily erased. It helps when teachers treat the difficulty starting as a small problem and say something like, “Looks like you’re not initiating. What strategy are you going to use?”\u003c/p>\n\u003caside class=\"pullquote alignright\">'When I shift the reinforcement to skills, I've noticed the skills go up and that's what makes the difference for the kids who have mental health difficulties.'\u003c/aside>\n\u003cp>\u003cstrong>Tip 11:\u003c/strong> Some strategies to build persistence include skipping the hard ones and doing the ones a student knows first, working with a buddy, and double checking work on problems that have been completed.\u003c/p>\n\u003cp>Giving help in class is often a tricky balance, especially if a student is too embarrassed to ask vocally. Instead of acting out because she can’t do the work, the student might raise her hand, pass the teacher a note or make eye contact. Then the teacher has to be careful not to give too much help. “We accidentally create dependency because we help so much,” Minahan said.\u003c/p>\n\u003cp>That goes for academics as well as behavior. Often a teacher will notice a student becoming agitated and dysregulated and tell him to take a short walk. But ultimately the student will be better served if he can learn to monitor himself and implement strategies when he notices early signs of agitation. “Kids have to learn how to catch themselves on the way up and calm down there,” Minahan said, because that’s when the strategies work. But kids need to be taught how to recognize the signs.\u003c/p>\n\u003cp>\u003cstrong>Tip 12:\u003c/strong> Teach kids how to do a body check. With younger students a teacher can describe the signs of agitation as they are happening so the student starts to recognize them. With older students, ask them where in their body they feel anxious, for example, “in your belly?” “Give them the data every day,” Minahan said. “This is your body on the way up.” After the groundwork has been laid, a teacher can just say “body check, please” to let a student know it’s time to check in with themselves and start using a strategy.\u003c/p>\n\u003cp>But what can you do when a kid is already exploding? Minahan says, not much because the child will have a very hard time reacting in a reasonable way once he or she is riled up.\u003c/p>\n\u003cp>\u003cstrong>Tip 13: \u003c/strong>What educators can do is anticipate those moments and rehearse self-calming strategies when the child is calm.\u003c/p>\n\u003cp>In one case, Minahan knew an elementary student she was working with was going to have a traumatic change in her life. The child’s mom was giving her up to foster care and the date had been set. To prepare for what would undoubtedly be a moment when the student couldn’t control herself, Minahan had her practice self-calming in the social worker’s office, where she would probably go on the day. Twice a day for five minutes she rehearsed a self-calming routine when she was already calm so her working memory was available and she was learning the strategies.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>When the day came and the child did freak out, Minahan quickly got her into the office with very little touching or verbal interaction which might further set her off. Once there, the girl got into her routine, and started singing to herself as a cognitive distraction. “The rehearsal allowed for automaticity and did not require cognition or working memory in that moment,” Minahan said.\u003c/p>\n\u003cp>\u003cstrong>Tip 14:\u003c/strong> Rehearse replies to confrontations. Minahan worked with a high school student who constantly got in fights. If he felt disrespected he’d start swinging. Together they rehearsed over and over him saying, “I don’t have time for this,” and walking away. During the rehearsals, Minahan gave him something to hold in his hands as he said this. And soon, he stopped getting in fights. It gave him the moment he needed to make a decision not to use his fists and a go-to automatic reply.\u003c/p>\n\u003cp>\u003cstrong>Tip 15:\u003c/strong> Use data to disprove negative thinking. Writing is a common barrier for kids with anxiety, Minahan said. But one way to begin getting students past this hurdle is to ask them how hard a task will be before they start and again after they’ve completed it. Almost always the perception of the task is worse than the actual task. With several weeks of data you can show students the pattern in their responses.\u003c/p>\n\u003cp>Minahan worked with a girl who hated writing so much that she was skipping school twice a week. She would often say that writing was torture to her. Minahan broke writing down into component parts with corresponding strategies for getting started on each part. When the student worked on a writing task Minahan would ask her how many strategies she employed. Often the girl didn’t use that many strategies, which didn’t fit with her own conception of herself. “We reframed her whole thinking and she felt more empowered to solve her problems,” Minahan said.\u003c/p>\n\u003cp>\u003cstrong>INTERACTION STRATEGIES\u003cbr>\n\u003c/strong>\u003cbr>\nIn any interaction with students teachers can only control their own behavior, but that’s actually a lot of power. “We are 50% of every interaction with a child,” Minahan said. “We have a lot of control over that interaction.”\u003c/p>\n\u003cp>\u003cstrong>Tip 16:\u003c/strong> If a teacher gets off on the wrong foot with a student early in the year, try randomly being kind to the child, rather than only giving positive attention based on his or her behavior. This kind of noncontingent reinforcement helps the child to see the teacher likes him for who he is, not because he does math well or reads perfectly, Minahan said.\u003c/p>\n\u003cp>\u003cstrong>Tip 17:\u003c/strong> In areas where the difficult student is competent, give her a leadership role. Maybe let her take a younger child to the nurse or start an activity club. This helps change the child’s perception of herself and also her relationship to the teacher.\u003c/p>\n\u003cp>\u003cstrong>Tip 18:\u003c/strong> When demanding something of a student, don’t ask yes or no questions and teach kids not to ask yes or no questions. In that scenario, someone has a 50 percent chance of being disappointed with the answer. By changing the question, the teacher opens the door for the answer to be diffusing, rather than an escalation of defiance. For example, if a student asks, \"Can I work with Jack?\" The teacher can reframe the question: \"Oh, did you want to know when you could work with Jack? You can ask: When can I work with Jack.\" The student might not like the answer, but it likely won't produce the same explosive reaction as getting an outright \"no.\"\u003c/p>\n\u003cp>\u003cstrong>Tip 19:\u003c/strong> Give kids time and space. If a student is prone to arguing, eye contact and physical proximity can escalate potential protests.*** For example, if a kid is humming in an annoying way, a typical teacher move might be to make eye contact with the child and shake your head to get him to stop. But in this situation eye-contact is non-verbally asking the child for a response, which he may be incapable of giving at that moment. Instead, calmly walk over and put a note on his desk that says, “please stop humming.” Then run away and do not make eye contact with that student for a few minutes.\u003c/p>\n\u003cp>“The initial reaction is not pleasant and you have to wait for them to de-escalate before they can comply,” Minahan said. Sometimes the mere presence of the teacher prevents that de-escalation.\u003c/p>\n\u003cp>\u003cstrong>Tip 20:\u003c/strong> Reward practice or strategy use, not performance. “When I shift the reinforcement to skills, I’ve noticed the skills go up and that’s what makes the difference for the kids who have mental health difficulties,” Minahan said. Ultimately, educators are teaching kids the skills and strategies that they can then use throughout their life when they’re anxious, so rewarding practice makes sense.\u003c/p>\n\u003cp>The more teachers can empathize with students, teaching skill building and focus on preventing challenging behavior, the smoother the classroom will run. Often that means learning about the student in order to identify triggers and design new ways of interacting with even the most challenging students.\u003c/p>\n\u003cp>\u003cem>*An earlier version of this post overstated the connection between bad behavior and seeking attention.\u003c/em>\u003cbr>\n\u003cem>**An earlier version of this sentence highlighted only one type of negative behavior -- fighting.\u003c/em>\u003cbr>\n\u003cem>*** This section was updated to include the situations under which eye contact could make a situation worse for a student. We regret these errors. \u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of the \u003cstrong>\u003cem>MindShift Podcast\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n\n",
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"title": "20 Tips to Help De-escalate Interactions With Anxious or Defiant Students | KQED",
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"headline": "20 Tips to Help De-escalate Interactions With Anxious or Defiant Students",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Students’ behavior is a form of communication and when it’s negative it almost always stems from an underlying cause. There are many reasons kids might be acting out, which makes it difficult for a teacher in a crowded classroom to figure out the root cause. But even if there was time and space to do so, most teachers receive very little training in behavior during their credentialing programs. On average, teacher training programs mandate zero to one classes on behavior and zero to one courses on mental health. Teacher training programs mostly assume that kids in public schools will be “typical,” but that assumption can handicap teachers when they get into real classrooms.\u003c/p>\n\u003cp>A National Institute of Health study found that \u003ca href=\"http://www.nimh.nih.gov/health/statistics/prevalence/any-anxiety-disorder-among-children.shtml\" target=\"_blank\">25.1 percent \u003c/a>of kids 13-18 in the US have been diagnosed with anxiety disorders. No one knows how many more haven’t been diagnosed. Additionally between \u003ca href=\"http://www.education.com/reference/article/prevalence-learning-disabilities/\" target=\"_blank\">eight and 15 percent of the school-aged population\u003c/a> has learning disabilities (there is a range because there's no standard definition of what constitutes a learning disability). \u003ca href=\"http://www.nimh.nih.gov/health/statistics/prevalence/attention-deficit-hyperactivity-disorder-among-children.shtml\" target=\"_blank\">Nine percent \u003c/a>of 13-18 year-olds have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) (although the number one misdiagnoses of anxiety is ADHD), and \u003ca href=\"http://www.nimh.nih.gov/health/statistics/prevalence/dysthymic-disorder-among-children.shtml\" target=\"_blank\">11.2 percent\u003c/a> suffer from depression.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We are 50% of every interaction with a child, so we have a lot of control over that interaction.'\u003c/aside>\n\u003cp>“So basically we have this gap in teacher education,” said \u003ca href=\"http://jessicaminahan.com/\" target=\"_blank\">Jessica Minahan\u003c/a>, a certified behavior analyst, special educator, and co-author of \u003ca href=\"http://www.childmind.org/en/posts/articles/2012-5-18-breaking-behavior-code-disruptive-students\" target=\"_blank\">\u003cem>The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students\u003c/em>\u003c/a>. She spoke to educators gathered at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> about strategies that work with oppositional students.\u003c/p>\n\u003cp>Minahan is usually called into schools to help with the most challenging behavior. She finds that often teachers are trying typical behavioral strategies for a group of kids for whom those strategies don't work. However, she says after teachers learn more about why kids are behaving badly there are some simple strategies to approach defiant behavior like avoiding work, fighting, and causing problems during transitions with more empathy.\u003c/p>\n\u003cp>\u003cstrong>ANXIETY\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Anxiety is a huge barrier to learning and very difficult for educators to identify. “When anxiety is fueling the behavior, it’s the most confusing and complicated to figure out,” Minahan said. That’s because a student isn’t always anxious; it tends to come and go based on events in their lives, so their difficulties aren’t consistent. When we are anxious our working memory tanks, making it very difficult to recall any salient information.\u003c/p>\n\u003cp>Researchers surveyed a \u003ca href=\"https://www.researchgate.net/publication/15236317_The_significance_of_self-reported_anxious_symptoms_in_first-grade_children\" target=\"_blank\">group of first graders\u003c/a> none of whom had any reading or math disabilities. Those who had been diagnosed with an anxiety disorder were eight times more likely to be in the lowest achieving group in reading, and two-point-five times more likely to be in the lowest quartile in math achievement by the spring.\u003c/p>\n\u003cp>“Anxiety is a learning disability; it inhibits your ability to learn,” Minahan said. But it isn’t usually recognized as a learning disability and there is almost never a plan for how to address it in the classroom. “For kids with anxiety, the ‘can’ts fluctuate,” Minahan said. “When they’re calm they can. When they’re anxious they can’t. And that’s very deceiving.”\u003c/p>\n\u003cp>Anxiety isn’t about ability, it’s about interference, which means that traditional rewards and consequences don’t often work with this group of learners.\u003c/p>\n\u003cp>“Rewards and consequences are super helpful to increase motivation for something I’m able to do,” Minahan said. But an anxious person’s brain has shut down and they aren’t able in that moment to complete the task being asked of them. The best way to combat this tricky problem is to try to prevent anxiety triggers and build up students’ social and emotional skills to cope with the moments when anxiety sets in.\u003c/p>\n\u003cp>When kids are in the throes of bad behavior they have poor self-regulation skills, often get into negative thinking cycles that they can’t stop, have poor executive functioning, become inflexible thinkers and lose social skills like the ability to think about another person’s perspective. That’s why kids can seem so unempathetic when teachers ask, “how do you think that made Sam feel?” At that moment, the student acting out has no ability to take Sam’s perspective, but a few hours later or the next day, he might be able to show the remorse educators want to see.\u003cbr>\n\u003cstrong>\u003cbr>\nALL BEHAVIOR HAS A FUNCTION\u003c/strong>\u003c/p>\n\u003cp>Bad behavior is often connected to seeking attention, and when kids act out, they can see the results.* “Negative attention is way easier to get and hands down easier to understand,” Minahan said. “It’s much more efficient.” Adults tend to be unpredictable with attention when a student is doing what she is supposed to do, but as soon as there’s a dramatic, obvious tantrum, the student has the teacher’s attention. And negative attention is powerful -- one student can hijack a whole classroom.\u003c/p>\n\u003cp>A common teacher response to low-level negative attention seeking is to ignore the student. The teacher doesn’t want to reward bad behavior. “I want to caution you about ignoring someone with anxiety because their anxiety goes up,” Minahan said. Ignoring an already anxious student can accidentally convey the message that the teacher doesn’t care about the student, and worse might escalate the situation. Perhaps a teacher can ignore a student tapping his pencil or banging on his desk, but threatening behavior can’t be ignored. And the student learns exactly what level of behavior he must exhibit to get attention.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003cstrong>TIP 1: \u003c/strong>Instead, “what you need to do is make positive attention compete better,” Minahan said. She often suggests that teachers actively engage the most difficult student at the beginning of class saying something like, “I can’t wait to see what you think of this assignment. I’m going to check on you in 5 minutes.” When the teacher actually comes back in five minutes, validates the student’s progress, and tells her another check-in is coming in ten minutes it sets up a pattern of predictable attention for positive behavior. And while it might seem unfair to take that extra time and care with one student, it ultimately saves instruction time when a teacher doesn’t have to deal with a tantrum that sends the student out of the room.\u003c/p>\n\u003cp>\u003cstrong>TIP 2:\u003c/strong> Often in an attempt to form a positive relationship with a student teachers will publicly praise positive behavior. That can backfire, especially with anxious kids who don’t want any extra attention from peers. Private or non-verbal praise is often better. Minahan recommends pulling students aside at the beginning of the year to ask how teachers can best tell them they’re proud. “It’s a gift to your February self if you can figure out a system now, otherwise you’ll get stuck on the negative attention scale,” Minahan said.\u003c/p>\n\u003cp>\u003cstrong>Tip 2.1:\u003c/strong> She also recommends fact-based praise as opposed to general praise. Vague praise is easy to dismiss.\u003c/p>\n\u003cp>\u003cstrong>ANTECEDENTS TO BAD BEHAVIOR\u003c/strong>\u003c/p>\n\u003cp>Many kids have predictable anxiety triggers like unstructured time, transitions, writing tasks, social demands or any unexpected change. Similarly the antecedents of negative behavior are fairly predictable: unfacilitated social interactions, interaction with an authoritative adult, being asked to wait, when demands are placed, being told no, writing, and transitions.**\u003c/p>\n\u003cp>\u003cstrong>Tip 3:\u003c/strong> “Teach waiting now,” Minahan said. “When you are anxious, despite your age, it’s very hard to wait.” She was asked to observe a boy who constantly disrupted class. Minahan soon noticed the boy often did his work, but if he finished early or there was downtime in the class, he would start causing trouble. When Minahan pointed this out to him he had no idea what “wait time” was. She had to spell out to him that when he finished a task he should apply a strategy, like turning over the paper and doodling appropriately on the back. After this small intervention the student’s behavior was so improved that his teacher thought he’d gone on medication.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'You can have really bright, able children whose anxiety is interfering so much.'\u003c/aside>\n\u003cp>For kids with anxiety, there are a number of strategies teachers can employ. The first is not to take any student behavior personally. The student isn’t trying to manipulate or torture the teacher, his behavior is reflecting something going on internally. Often a short movement break can help relieve anxiety, but not the way they are commonly given.\u003c/p>\n\u003cp>Minahan described a seventh grade girl who was recovering from an eating disorder. The girl was scraping her arms so badly they would bleed. After lunch, predictably, the behavior was worse, so her teachers were letting her color and draw to relieve her anxiety. Another common break is to tell a student to go get a drink of water down the hall. The coloring break wasn’t working for this seventh grader and Minahan soon figured out why. “We accidentally left her alone to fester in her anxious thoughts,” she said.\u003c/p>\n\u003cp>\u003cstrong>Tip 4:\u003c/strong> Leaving class doesn’t give the student a break from internal negative thoughts like “I’m fat,” or “I’m not smart enough,” which paralyze thinking. But a break paired with a cognitive distraction does offer respite from the “all or nothing” thinking that’s so common with anxious students. An older student might take a break and record herself reading a book out loud for a younger student with dyslexia. It’s impossible to read out loud and think another thought. Other distractions could include sports trivia, sudoku or crossword puzzles. Little kids might do a Where’s Waldo or look through a Highlight magazine for the hidden picture.\u003c/p>\n\u003cp>\u003cstrong>Tip 5:\u003c/strong> When teachers want to wrap up a task they often use a countdown. “Silent reading time is going to be over in five minutes.” But counting down doesn’t support a high achieving anxious child who feels she must finish. And it takes a lot of executive function skills and cognitive flexibility to fight the urge to keep going after the time is up. So instead of counting down, a teacher might walk over to that student and say, let’s find a good stopping point. She may stop a minute later than the rest of the class when she reaches the designated point, but it won’t escalate into a tug-of-war.\u003c/p>\n\u003cp>Transitions are another common time for kids to act out. Younger students often don’t want to come in from recess, for example. But when a teacher says, “Line up. Recess is over. It’s time for your spelling quiz,” it’s no wonder the student doesn’t want to go from something he loves to something he hates.\u003c/p>\n\u003cp>\u003cstrong>Tip 6: \u003c/strong>The teacher can give students an in-between step to make the transition more palatable. Go from recess, to two minutes of coloring, to the spelling quiz. The intermediary step gives that non-compliant student behavioral momentum. He’s already sitting down, quiet, with pen in hand, so the jump to spelling isn’t as jarring.\u003c/p>\n\u003cp>For middle and high school students, school is all about being social, but the only times students get to see their friends are in the two to five minute passing periods between classes. Again, the transition is from something they love to something they hate, so don’t make that transition extra hard by collecting homework as they come in the door. The toughest kids are probably already not doing well in the class, and a reminder of the homework exacerbates feelings of inadequacy.\u003c/p>\n\u003cp>\u003cstrong>Tip 7:\u003c/strong> One high school geometry teacher started playing two minute YouTube videos about geometry as students came into class. It got students from the hallway into the classroom without thinking negatively and her class started to run more smoothly. She didn’t have the same interruptions she used to, which made the lost two minutes seem worth it.\u003c/p>\n\u003cp>\u003cstrong>Tip 8:\u003c/strong> Minahan also likes some of the biofeedback tools that are now available, like the \u003ca href=\"http://www.heartmath.com/emwave-technology/\" target=\"_blank\">EmWave\u003c/a>. A wound up student puts a sensor on his finger and calming down becomes a game. He might start out with a picture of a black and white forest, but as he calms down (and the sensor monitors his heart rate) the colors start to pop in. It can take as little as two to five minutes to completely calm a kid down when they can see the feedback so clearly.\u003c/p>\n\u003cp>“I like it because it’s so concrete,” Minahan said. A student with high functioning autism might not even know what a teacher means by “calm down,” but with the biofeedback device she can see what it means.\u003c/p>\n\u003cp>\u003cstrong>WORK AVOIDANCE\u003cbr>\n\u003c/strong>\u003cbr>\nMinahan says it’s very common for students to have trouble initiating work, persisting through work and asking for help, but there are strategies to help kids build the skills to get better in these areas.\u003c/p>\n\u003cp>“You can have really bright, able children whose anxiety is interfering so much,” Minahan said. The anxiety isn’t coming from nowhere; it’s coming from prior experiences of feeling frozen and stupid. In that moment the child’s working memory isn’t working, so teachers need to find ways to bypass it until the anxiety passes.\u003c/p>\n\u003cp>\u003cstrong>Tip 9:\u003c/strong> One way is to let students preview the work for the day. In the morning, an elementary school teacher might work on the first few problems with the anxious child so she knows she can do it. Then, when it’s time for that work later in the day, that child receives the sheet she’s already started and can go from there.\u003c/p>\n\u003cp>\u003cstrong>Tip 9.1:\u003c/strong> In high school, teachers can give students with trouble initiating the preview as homework. Students can start at home without any pressure and continue at school. “Fight or flight is the worst when they first see it,” Minahan said, so try to bypass that moment and prevent a breakdown.\u003c/p>\n\u003cp>\u003cstrong>Tip 10:\u003c/strong> At the same time, when the teacher names the strategies a student is employing, he is helping the student build a toolbox that can be used independently. Strategies might include, asking a teacher to help her start when she feels frozen, or asking to preview the homework. For perfectionist students, difficulty starting can stem from a fear of messing up. Give those students dry erase boards, where the mess ups can be easily erased. It helps when teachers treat the difficulty starting as a small problem and say something like, “Looks like you’re not initiating. What strategy are you going to use?”\u003c/p>\n\u003caside class=\"pullquote alignright\">'When I shift the reinforcement to skills, I've noticed the skills go up and that's what makes the difference for the kids who have mental health difficulties.'\u003c/aside>\n\u003cp>\u003cstrong>Tip 11:\u003c/strong> Some strategies to build persistence include skipping the hard ones and doing the ones a student knows first, working with a buddy, and double checking work on problems that have been completed.\u003c/p>\n\u003cp>Giving help in class is often a tricky balance, especially if a student is too embarrassed to ask vocally. Instead of acting out because she can’t do the work, the student might raise her hand, pass the teacher a note or make eye contact. Then the teacher has to be careful not to give too much help. “We accidentally create dependency because we help so much,” Minahan said.\u003c/p>\n\u003cp>That goes for academics as well as behavior. Often a teacher will notice a student becoming agitated and dysregulated and tell him to take a short walk. But ultimately the student will be better served if he can learn to monitor himself and implement strategies when he notices early signs of agitation. “Kids have to learn how to catch themselves on the way up and calm down there,” Minahan said, because that’s when the strategies work. But kids need to be taught how to recognize the signs.\u003c/p>\n\u003cp>\u003cstrong>Tip 12:\u003c/strong> Teach kids how to do a body check. With younger students a teacher can describe the signs of agitation as they are happening so the student starts to recognize them. With older students, ask them where in their body they feel anxious, for example, “in your belly?” “Give them the data every day,” Minahan said. “This is your body on the way up.” After the groundwork has been laid, a teacher can just say “body check, please” to let a student know it’s time to check in with themselves and start using a strategy.\u003c/p>\n\u003cp>But what can you do when a kid is already exploding? Minahan says, not much because the child will have a very hard time reacting in a reasonable way once he or she is riled up.\u003c/p>\n\u003cp>\u003cstrong>Tip 13: \u003c/strong>What educators can do is anticipate those moments and rehearse self-calming strategies when the child is calm.\u003c/p>\n\u003cp>In one case, Minahan knew an elementary student she was working with was going to have a traumatic change in her life. The child’s mom was giving her up to foster care and the date had been set. To prepare for what would undoubtedly be a moment when the student couldn’t control herself, Minahan had her practice self-calming in the social worker’s office, where she would probably go on the day. Twice a day for five minutes she rehearsed a self-calming routine when she was already calm so her working memory was available and she was learning the strategies.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>When the day came and the child did freak out, Minahan quickly got her into the office with very little touching or verbal interaction which might further set her off. Once there, the girl got into her routine, and started singing to herself as a cognitive distraction. “The rehearsal allowed for automaticity and did not require cognition or working memory in that moment,” Minahan said.\u003c/p>\n\u003cp>\u003cstrong>Tip 14:\u003c/strong> Rehearse replies to confrontations. Minahan worked with a high school student who constantly got in fights. If he felt disrespected he’d start swinging. Together they rehearsed over and over him saying, “I don’t have time for this,” and walking away. During the rehearsals, Minahan gave him something to hold in his hands as he said this. And soon, he stopped getting in fights. It gave him the moment he needed to make a decision not to use his fists and a go-to automatic reply.\u003c/p>\n\u003cp>\u003cstrong>Tip 15:\u003c/strong> Use data to disprove negative thinking. Writing is a common barrier for kids with anxiety, Minahan said. But one way to begin getting students past this hurdle is to ask them how hard a task will be before they start and again after they’ve completed it. Almost always the perception of the task is worse than the actual task. With several weeks of data you can show students the pattern in their responses.\u003c/p>\n\u003cp>Minahan worked with a girl who hated writing so much that she was skipping school twice a week. She would often say that writing was torture to her. Minahan broke writing down into component parts with corresponding strategies for getting started on each part. When the student worked on a writing task Minahan would ask her how many strategies she employed. Often the girl didn’t use that many strategies, which didn’t fit with her own conception of herself. “We reframed her whole thinking and she felt more empowered to solve her problems,” Minahan said.\u003c/p>\n\u003cp>\u003cstrong>INTERACTION STRATEGIES\u003cbr>\n\u003c/strong>\u003cbr>\nIn any interaction with students teachers can only control their own behavior, but that’s actually a lot of power. “We are 50% of every interaction with a child,” Minahan said. “We have a lot of control over that interaction.”\u003c/p>\n\u003cp>\u003cstrong>Tip 16:\u003c/strong> If a teacher gets off on the wrong foot with a student early in the year, try randomly being kind to the child, rather than only giving positive attention based on his or her behavior. This kind of noncontingent reinforcement helps the child to see the teacher likes him for who he is, not because he does math well or reads perfectly, Minahan said.\u003c/p>\n\u003cp>\u003cstrong>Tip 17:\u003c/strong> In areas where the difficult student is competent, give her a leadership role. Maybe let her take a younger child to the nurse or start an activity club. This helps change the child’s perception of herself and also her relationship to the teacher.\u003c/p>\n\u003cp>\u003cstrong>Tip 18:\u003c/strong> When demanding something of a student, don’t ask yes or no questions and teach kids not to ask yes or no questions. In that scenario, someone has a 50 percent chance of being disappointed with the answer. By changing the question, the teacher opens the door for the answer to be diffusing, rather than an escalation of defiance. For example, if a student asks, \"Can I work with Jack?\" The teacher can reframe the question: \"Oh, did you want to know when you could work with Jack? You can ask: When can I work with Jack.\" The student might not like the answer, but it likely won't produce the same explosive reaction as getting an outright \"no.\"\u003c/p>\n\u003cp>\u003cstrong>Tip 19:\u003c/strong> Give kids time and space. If a student is prone to arguing, eye contact and physical proximity can escalate potential protests.*** For example, if a kid is humming in an annoying way, a typical teacher move might be to make eye contact with the child and shake your head to get him to stop. But in this situation eye-contact is non-verbally asking the child for a response, which he may be incapable of giving at that moment. Instead, calmly walk over and put a note on his desk that says, “please stop humming.” Then run away and do not make eye contact with that student for a few minutes.\u003c/p>\n\u003cp>“The initial reaction is not pleasant and you have to wait for them to de-escalate before they can comply,” Minahan said. Sometimes the mere presence of the teacher prevents that de-escalation.\u003c/p>\n\u003cp>\u003cstrong>Tip 20:\u003c/strong> Reward practice or strategy use, not performance. “When I shift the reinforcement to skills, I’ve noticed the skills go up and that’s what makes the difference for the kids who have mental health difficulties,” Minahan said. Ultimately, educators are teaching kids the skills and strategies that they can then use throughout their life when they’re anxious, so rewarding practice makes sense.\u003c/p>\n\u003cp>The more teachers can empathize with students, teaching skill building and focus on preventing challenging behavior, the smoother the classroom will run. Often that means learning about the student in order to identify triggers and design new ways of interacting with even the most challenging students.\u003c/p>\n\u003cp>\u003cem>*An earlier version of this post overstated the connection between bad behavior and seeking attention.\u003c/em>\u003cbr>\n\u003cem>**An earlier version of this sentence highlighted only one type of negative behavior -- fighting.\u003c/em>\u003cbr>\n\u003cem>*** This section was updated to include the situations under which eye contact could make a situation worse for a student. We regret these errors. \u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of the \u003cstrong>\u003cem>MindShift Podcast\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Parents Can Do To Avoid Passing Anxiety On To Their Kids",
"title": "What Parents Can Do To Avoid Passing Anxiety On To Their Kids",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Children of anxious parents are more at risk of developing an anxiety disorder. But there's welcome news for those anxious parents: that trajectory toward anxiety isn't set in stone.\u003c/p>\n\u003cp>Therapy and a change in parenting styles might be able to prevent kids from developing anxiety disorders, according to research published in \u003cem>The American Journal of Psychiatry\u003c/em> Friday.\u003c/p>\n\u003cp>The researchers, led by psychiatry professor \u003ca href=\"http://facultydirectory.uchc.edu/profile?profileId=Ginsburg-Golda\">Golda Ginsburg\u003c/a>, a professor of psychiatry at UConn Health in Farmington, Conn., looked at 136 families. Each family had at least one parent who had been diagnosed with an anxiety disorder and at least one child in the 6-to-13 age range who had not yet been diagnosed with an anxiety disorder.\u003c/p>\n\u003cp>Roughly half the families received eight weekly sessions of family therapy, while the other half received only a 30-page handout describing anxiety disorders, without specific strategies for reducing anxiety.\u003c/p>\n\u003cp>After one year, only 5 percent of children from the families who received the family-based therapy had been diagnosed with an anxiety disorder. Among families who received just the handout, that number jumped to 31 percent.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The basic question was, because we know that anxiety runs in families, could we prevent children from developing an anxiety disorder whose parents had the illness?\" says Ginsburg, who conducted the \u003ca href=\"http://ajp.psychiatryonline.org/doi/abs/10.1176/appi.ajp.2015.14091178\">study\u003c/a> with colleagues from Johns Hopkins University. The answer was yes, at least over a year.\u003c/p>\n\u003cp>The researchers will now continue to study these same families, thanks to funding from the National Institute of Mental Health. They will look at whether the children of the families who received the therapeutic intervention go on to develop an anxiety disorder later on in adolescence or early adulthood.\u003c/p>\n\u003cp>The message from the study's findings so far, Ginsburg says, is that the focus needs to shift from reaction to prevention. \"In the medical system there are other prevention models, like dental care, where we go every six months for a cleaning. I think adopting that kind of model — a mental health checkup, a prevention model for folks who are at risk — is I think where we need to go next.\"\u003c/p>\n\u003cp>All humans feel anxiety. It's normal, and in many cases, it's a \u003cem>good\u003c/em> thing — it makes us run when we see that bear coming toward us or study for that tough exam that's coming up tomorrow.\u003c/p>\n\u003cp>But in people with an anxiety disorder, that dose of healthy anxiety goes awry. People might feel levels of anxiety that are out of proportion to the situation or feel anxiety in a situation where there is simply no threat. Ginsburg likens it to an \"alarm clock going off at the wrong time.\"\u003c/p>\n\u003cp>In children, excessive anxiety can come in a variety of ways. Some might struggle with separation anxiety, where they're afraid to go anywhere without their parents.\u003c/p>\n\u003cp>Others might struggle with social anxiety, afraid of anything from raising their hand in class to eating in front of others in the school cafeteria. Still others struggle with overwhelming worry. They might think, \"If I fail this test, I'll fail this grade, fail out of high school, never go to college, never get a job and become homeless.\"\u003c/p>\n\u003cp>Whatever the form that the anxiety takes, it's a combination of overestimating the risk of danger — whether that danger is in the form of embarrassment, a dog or a test — and underestimating one's ability to cope, says Lynne Siqueland, a clinical psychologist who specializes in treating anxiety disorders in children and adolescents and was not involved in the study.\u003c/p>\n\u003cp>There is no single cause for anxiety disorders, Ginsburg says. They're the product of an interaction of genetic and environmental factors. But the disorders do run in families, she says, and there are certain parenting behaviors that can promote anxiety — like modeling anxiety in front of your kids. Modeling might be direct, like jumping up on the kitchen table when you see a mouse, or indirect, like overcautioning your kids to be careful when there's no danger.\u003c/p>\n\u003cp>Ginsburg has recruited participants for many clinical trials; she says it was easiest to recruit families for this one. \"The parents who suffered with anxiety themselves had it since they were children, and they did not want their children to suffer in the same way that they did.\"\u003c/p>\n\u003cp>The first two therapy sessions were with the parents alone, where they discussed the impact of the parents' anxiety disorder on the family and how often they do things that could inadvertently raise levels of anxiety in their children.\u003c/p>\n\u003cp>In the remaining six sessions with the entire family, the therapist worked with the family on how each person could recognize anxiety and use coping strategies to deal with it.\u003c/p>\n\u003cp>One key strategy is helping parents understand that kids have to face their fears, Ginsburg says. Sometimes parents help their children avoid anxiety-provoking situations because they're worried it's too much for the child, \"when in fact they need to help them face their fears in order to reduce their anxiety,\" she says.\u003c/p>\n\u003cp>Siqueland, who provides workshops for parents on how to help their kids cope with anxiety, agrees. Armed with the right information, Siqueland says, parents can help their children prevent anxiety or coach their kids through it when it happens. If your child is scared to walk into that first soccer practice alone because he doesn't know anyone, don't throw the car in reverse and speed back home, she says. Sit calmly with him as he musters the courage to walk in.\u003c/p>\n\u003cp>The biggest message Siqueland tries to impart to parents she works with is not to try to prevent anxiety, but instead promote their child's competence in handling it. If your child doesn't like to go play at friends' houses, they need to go play at more friends' houses, she says.\u003c/p>\n\u003cp>\"That is kind of an 'aha' moment in the parent workshops,\" Siqueland says, \"that kids who worry about these things need more practice, not less.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Another message Siqueland gives parents: Anxiety is very treatable. \"Kids are not doomed to distress.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Parents+Can+Learn+How+To+Prevent+Anxiety+In+Their+Children&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Children of anxious parents are more at risk of developing an anxiety disorder. But there's welcome news for those anxious parents: that trajectory toward anxiety isn't set in stone.\u003c/p>\n\u003cp>Therapy and a change in parenting styles might be able to prevent kids from developing anxiety disorders, according to research published in \u003cem>The American Journal of Psychiatry\u003c/em> Friday.\u003c/p>\n\u003cp>The researchers, led by psychiatry professor \u003ca href=\"http://facultydirectory.uchc.edu/profile?profileId=Ginsburg-Golda\">Golda Ginsburg\u003c/a>, a professor of psychiatry at UConn Health in Farmington, Conn., looked at 136 families. Each family had at least one parent who had been diagnosed with an anxiety disorder and at least one child in the 6-to-13 age range who had not yet been diagnosed with an anxiety disorder.\u003c/p>\n\u003cp>Roughly half the families received eight weekly sessions of family therapy, while the other half received only a 30-page handout describing anxiety disorders, without specific strategies for reducing anxiety.\u003c/p>\n\u003cp>After one year, only 5 percent of children from the families who received the family-based therapy had been diagnosed with an anxiety disorder. Among families who received just the handout, that number jumped to 31 percent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The basic question was, because we know that anxiety runs in families, could we prevent children from developing an anxiety disorder whose parents had the illness?\" says Ginsburg, who conducted the \u003ca href=\"http://ajp.psychiatryonline.org/doi/abs/10.1176/appi.ajp.2015.14091178\">study\u003c/a> with colleagues from Johns Hopkins University. The answer was yes, at least over a year.\u003c/p>\n\u003cp>The researchers will now continue to study these same families, thanks to funding from the National Institute of Mental Health. They will look at whether the children of the families who received the therapeutic intervention go on to develop an anxiety disorder later on in adolescence or early adulthood.\u003c/p>\n\u003cp>The message from the study's findings so far, Ginsburg says, is that the focus needs to shift from reaction to prevention. \"In the medical system there are other prevention models, like dental care, where we go every six months for a cleaning. I think adopting that kind of model — a mental health checkup, a prevention model for folks who are at risk — is I think where we need to go next.\"\u003c/p>\n\u003cp>All humans feel anxiety. It's normal, and in many cases, it's a \u003cem>good\u003c/em> thing — it makes us run when we see that bear coming toward us or study for that tough exam that's coming up tomorrow.\u003c/p>\n\u003cp>But in people with an anxiety disorder, that dose of healthy anxiety goes awry. People might feel levels of anxiety that are out of proportion to the situation or feel anxiety in a situation where there is simply no threat. Ginsburg likens it to an \"alarm clock going off at the wrong time.\"\u003c/p>\n\u003cp>In children, excessive anxiety can come in a variety of ways. Some might struggle with separation anxiety, where they're afraid to go anywhere without their parents.\u003c/p>\n\u003cp>Others might struggle with social anxiety, afraid of anything from raising their hand in class to eating in front of others in the school cafeteria. Still others struggle with overwhelming worry. They might think, \"If I fail this test, I'll fail this grade, fail out of high school, never go to college, never get a job and become homeless.\"\u003c/p>\n\u003cp>Whatever the form that the anxiety takes, it's a combination of overestimating the risk of danger — whether that danger is in the form of embarrassment, a dog or a test — and underestimating one's ability to cope, says Lynne Siqueland, a clinical psychologist who specializes in treating anxiety disorders in children and adolescents and was not involved in the study.\u003c/p>\n\u003cp>There is no single cause for anxiety disorders, Ginsburg says. They're the product of an interaction of genetic and environmental factors. But the disorders do run in families, she says, and there are certain parenting behaviors that can promote anxiety — like modeling anxiety in front of your kids. Modeling might be direct, like jumping up on the kitchen table when you see a mouse, or indirect, like overcautioning your kids to be careful when there's no danger.\u003c/p>\n\u003cp>Ginsburg has recruited participants for many clinical trials; she says it was easiest to recruit families for this one. \"The parents who suffered with anxiety themselves had it since they were children, and they did not want their children to suffer in the same way that they did.\"\u003c/p>\n\u003cp>The first two therapy sessions were with the parents alone, where they discussed the impact of the parents' anxiety disorder on the family and how often they do things that could inadvertently raise levels of anxiety in their children.\u003c/p>\n\u003cp>In the remaining six sessions with the entire family, the therapist worked with the family on how each person could recognize anxiety and use coping strategies to deal with it.\u003c/p>\n\u003cp>One key strategy is helping parents understand that kids have to face their fears, Ginsburg says. Sometimes parents help their children avoid anxiety-provoking situations because they're worried it's too much for the child, \"when in fact they need to help them face their fears in order to reduce their anxiety,\" she says.\u003c/p>\n\u003cp>Siqueland, who provides workshops for parents on how to help their kids cope with anxiety, agrees. Armed with the right information, Siqueland says, parents can help their children prevent anxiety or coach their kids through it when it happens. If your child is scared to walk into that first soccer practice alone because he doesn't know anyone, don't throw the car in reverse and speed back home, she says. Sit calmly with him as he musters the courage to walk in.\u003c/p>\n\u003cp>The biggest message Siqueland tries to impart to parents she works with is not to try to prevent anxiety, but instead promote their child's competence in handling it. If your child doesn't like to go play at friends' houses, they need to go play at more friends' houses, she says.\u003c/p>\n\u003cp>\"That is kind of an 'aha' moment in the parent workshops,\" Siqueland says, \"that kids who worry about these things need more practice, not less.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another message Siqueland gives parents: Anxiety is very treatable. \"Kids are not doomed to distress.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Parents+Can+Learn+How+To+Prevent+Anxiety+In+Their+Children&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_32866\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32866\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/tonigreaves_npr-teenstress-6908_wide-5eadae1fa382ccb6ce84d0430540d068dc429c96-s40-c85-640x358.jpg\" alt=\"Colleen Frainey, 16, of Tualatin, Ore., cut back on advanced placement classes in her junior year because the stress was making her physically ill.\" width=\"640\" height=\"358\">\u003cfigcaption class=\"wp-caption-text\">Colleen Frainey, 16, of Tualatin, Ore., cut back on advanced placement classes in her junior year because the stress was making her physically ill.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When high school junior Nora Huynh got her report card, she was devastated to see that she didn't get a perfect 4.0.\u003c/p>\n\u003cp>Nora \"had a total meltdown, cried for hours,\" her mother, Jennie Huynh of Alameda, Calif., says. \"I couldn't believe her reaction.\"\u003c/p>\n\u003cp>Nora is doing college-level work, her mother says, but many of her friends are taking enough advanced classes to boost their grade-point averages above 4.0. \"It breaks my heart to see her upset when she's doing so awesome and going above and beyond.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch3>\u003cspan style=\"color: #888888\">Teens Talk Stress\u003c/span>\u003c/h3>\n\u003cp>\u003cem>\u003cspan style=\"color: #888888\">When NPR asked on Facebook if stress is an issue for teenagers, they spoke loud and clear:\u003c/span>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #888888\">\"Academic stress has been a part of my life ever since I can remember,\" wrote Bretta McCall, 16, of Seattle. \"This year I spend about 12 hours a day on schoolwork. I'm home right now because I was feeling so sick from stress I couldn't be at school. So as you can tell, it's a big part of my life!\"\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\"At the time of writing this, my weekend assignments include two papers, a PowerPoint to go with a 10-minute presentation, studying for a test and two quizzes, and an entire chapter (approximately 40 pages) of notes in a college textbook,\" wrote Connor West of New Jersey.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\"It's a problem that's basically brushed off by most people,\" wrote Kelly Farrell in Delaware. \"There's this mentality of, 'You're doing well, so why are you complaining?' \" She says she started experiencing symptoms of stress in middle school, and was diagnosed with panic disorder and generalized anxiety disorder in high school.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\"Parents are the worst about all of this,\" writes Colin Hughes of Illinois. \"All I hear is, 'Work harder, you're a smart kid, I know you have it in you, and if you want to go to college you need to work harder.' It's a pain.\"\u003c/span>\u003c/li>\n\u003cli>\u003c/ul>\u003c/aside>\n\u003cp>And the pressure is taking a physical toll, too. At age 16, Nora is tired, is increasingly irritated with her siblings and often suffers headaches, her mother says.Parents are right to be worried about stress and their children's health, says \u003ca href=\"http://www.alvordbaker.com/\">Mary Alvord\u003c/a>, a clinical psychologist in Maryland and public education coordinator for the American Psychological Association.\"A little stress is a good thing,\" Alvord says. \"It can motivate students to be organized. But too much stress can backfire.\"\u003c/p>\n\u003cp>Almost 40 percent of parents say their high-schooler is experiencing a lot of stress from school, according to a new NPR poll conducted with the Robert Wood Johnson Foundation and the Harvard School of Public Health. In most cases, that stress is from academics, not social issues or bullying, the poll found.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Homework was a leading cause of stress, with 24 percent of parents saying it's an issue.\u003c/p>\n\u003cp>Teenagers say they're suffering, too. A \u003ca href=\"http://www.apa.org/news/press/releases/stress/2009/stress-exec-summary.pdf\">survey\u003c/a> by the American Psychological Association found that nearly half of all teens — 45 percent — said they were stressed by school pressures.\u003c/p>\n\u003cp>\u003ca href=\"http://www.apa.org/helpcenter/understanding-chronic-stress.aspx\">Chronic stress\u003c/a> can cause a sense of panic and paralysis, Alvord says. The child feels stuck, which only adds to the feeling of stress.\u003c/p>\n\u003cp>Parents can help put the \u003ca href=\"http://www.apa.org/helpcenter/stress-children.aspx\">child's distress \u003c/a>in perspective, particularly when they get into what Alvord calls catastrophic \"what if\" thinking: \"What if I get a bad grade, then what if that means I fail the course, then I'll never get into college.\"\u003c/p>\n\u003cp>Then move beyond talking and do something about it.\u003c/p>\n\u003cp>That's what 16-year-old Colleen Frainey of Tualatin, Ore., did. As a sophomore last year, she was taking all advanced courses. The pressure was making her sick. \"I didn't feel good, and when I didn't feel good I felt like I couldn't do my work, which would stress me out more,\" she says.\u003c/p>\n\u003cp>Mom Abigail Frainey says, \"It was more than we could handle as a family.\"\u003c/p>\n\u003cp>With encouragement from her parents, Colleen dropped one of her advanced courses. The family's decision generated disbelief from other parents. \"Why would I let her take the easy way out?\" Abigail Frainey heard.\u003c/p>\n\u003cp>But she says dialing down on academics was absolutely the right decision for her child. Colleen no longer suffers headaches or stomachaches. She's still in honors courses, but the workload this year is manageable.\u003c/p>\n\u003cp>Even better, Colleen now has time to do things she never would have considered last year, like going out to dinner with the family on a weeknight, or going to the barn to ride her horse, Bishop.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Psychologist Alvord says a balanced life should be the goal for all families. If a child is having trouble getting things done, parents can help plan the week, deciding what's important and what's optional. \"Just basic \u003ca href=\"http://www.apa.org/helpcenter/managing-stress.aspx\">time management\u003c/a>— that will help reduce the stress.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Stress+Takes+A+Toll+On+Health%2C+Teens+And+Parents&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32866\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32866\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/tonigreaves_npr-teenstress-6908_wide-5eadae1fa382ccb6ce84d0430540d068dc429c96-s40-c85-640x358.jpg\" alt=\"Colleen Frainey, 16, of Tualatin, Ore., cut back on advanced placement classes in her junior year because the stress was making her physically ill.\" width=\"640\" height=\"358\">\u003cfigcaption class=\"wp-caption-text\">Colleen Frainey, 16, of Tualatin, Ore., cut back on advanced placement classes in her junior year because the stress was making her physically ill.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When high school junior Nora Huynh got her report card, she was devastated to see that she didn't get a perfect 4.0.\u003c/p>\n\u003cp>Nora \"had a total meltdown, cried for hours,\" her mother, Jennie Huynh of Alameda, Calif., says. \"I couldn't believe her reaction.\"\u003c/p>\n\u003cp>Nora is doing college-level work, her mother says, but many of her friends are taking enough advanced classes to boost their grade-point averages above 4.0. \"It breaks my heart to see her upset when she's doing so awesome and going above and beyond.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch3>\u003cspan style=\"color: #888888\">Teens Talk Stress\u003c/span>\u003c/h3>\n\u003cp>\u003cem>\u003cspan style=\"color: #888888\">When NPR asked on Facebook if stress is an issue for teenagers, they spoke loud and clear:\u003c/span>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #888888\">\"Academic stress has been a part of my life ever since I can remember,\" wrote Bretta McCall, 16, of Seattle. \"This year I spend about 12 hours a day on schoolwork. I'm home right now because I was feeling so sick from stress I couldn't be at school. So as you can tell, it's a big part of my life!\"\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\"At the time of writing this, my weekend assignments include two papers, a PowerPoint to go with a 10-minute presentation, studying for a test and two quizzes, and an entire chapter (approximately 40 pages) of notes in a college textbook,\" wrote Connor West of New Jersey.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\"It's a problem that's basically brushed off by most people,\" wrote Kelly Farrell in Delaware. \"There's this mentality of, 'You're doing well, so why are you complaining?' \" She says she started experiencing symptoms of stress in middle school, and was diagnosed with panic disorder and generalized anxiety disorder in high school.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\"Parents are the worst about all of this,\" writes Colin Hughes of Illinois. \"All I hear is, 'Work harder, you're a smart kid, I know you have it in you, and if you want to go to college you need to work harder.' It's a pain.\"\u003c/span>\u003c/li>\n\u003cli>\u003c/ul>\u003c/aside>\n\u003cp>And the pressure is taking a physical toll, too. At age 16, Nora is tired, is increasingly irritated with her siblings and often suffers headaches, her mother says.Parents are right to be worried about stress and their children's health, says \u003ca href=\"http://www.alvordbaker.com/\">Mary Alvord\u003c/a>, a clinical psychologist in Maryland and public education coordinator for the American Psychological Association.\"A little stress is a good thing,\" Alvord says. \"It can motivate students to be organized. But too much stress can backfire.\"\u003c/p>\n\u003cp>Almost 40 percent of parents say their high-schooler is experiencing a lot of stress from school, according to a new NPR poll conducted with the Robert Wood Johnson Foundation and the Harvard School of Public Health. In most cases, that stress is from academics, not social issues or bullying, the poll found.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Homework was a leading cause of stress, with 24 percent of parents saying it's an issue.\u003c/p>\n\u003cp>Teenagers say they're suffering, too. A \u003ca href=\"http://www.apa.org/news/press/releases/stress/2009/stress-exec-summary.pdf\">survey\u003c/a> by the American Psychological Association found that nearly half of all teens — 45 percent — said they were stressed by school pressures.\u003c/p>\n\u003cp>\u003ca href=\"http://www.apa.org/helpcenter/understanding-chronic-stress.aspx\">Chronic stress\u003c/a> can cause a sense of panic and paralysis, Alvord says. The child feels stuck, which only adds to the feeling of stress.\u003c/p>\n\u003cp>Parents can help put the \u003ca href=\"http://www.apa.org/helpcenter/stress-children.aspx\">child's distress \u003c/a>in perspective, particularly when they get into what Alvord calls catastrophic \"what if\" thinking: \"What if I get a bad grade, then what if that means I fail the course, then I'll never get into college.\"\u003c/p>\n\u003cp>Then move beyond talking and do something about it.\u003c/p>\n\u003cp>That's what 16-year-old Colleen Frainey of Tualatin, Ore., did. As a sophomore last year, she was taking all advanced courses. The pressure was making her sick. \"I didn't feel good, and when I didn't feel good I felt like I couldn't do my work, which would stress me out more,\" she says.\u003c/p>\n\u003cp>Mom Abigail Frainey says, \"It was more than we could handle as a family.\"\u003c/p>\n\u003cp>With encouragement from her parents, Colleen dropped one of her advanced courses. The family's decision generated disbelief from other parents. \"Why would I let her take the easy way out?\" Abigail Frainey heard.\u003c/p>\n\u003cp>But she says dialing down on academics was absolutely the right decision for her child. Colleen no longer suffers headaches or stomachaches. She's still in honors courses, but the workload this year is manageable.\u003c/p>\n\u003cp>Even better, Colleen now has time to do things she never would have considered last year, like going out to dinner with the family on a weeknight, or going to the barn to ride her horse, Bishop.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Psychologist Alvord says a balanced life should be the goal for all families. If a child is having trouble getting things done, parents can help plan the week, deciding what's important and what's optional. \"Just basic \u003ca href=\"http://www.apa.org/helpcenter/managing-stress.aspx\">time management\u003c/a>— that will help reduce the stress.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Stress+Takes+A+Toll+On+Health%2C+Teens+And+Parents&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\n\n\u003c/div>\u003c/p>",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"planet-money": {
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
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