[Music] hi everyone we it’s like to go would love to thank you for making us a digital family of more than 2 million it’s with your continued support that we’re able to bring you new content regularly our mission is to help everyone become more self aware of the various psychological factors that affect our lives one such factor that we hear about on a daily basis is anxiety but it’s important to know when it’s anxiety only and wanted to become something more so let’s find out anxiety in general is our normal reaction to stress in fact it can be a good thing anxiety motivates you to accomplish your assignments to study harder for a test and it can warn you when you’re in a dangerous situation it informs you to be extra vigilant about your environment the fight or flee generalized anxiety disorder or GED on the other hand is a full-fledged anxiety disorder that involves intense and excessive anxiety as a key factor along with other debilitating symptoms differentiating between normal anxiety and generalized anxiety disorder or di D can be tricky how do you know especially if you’re a little more anxious than others whether or not your anxiety is significant enough to qualify as a disorder so let’s begin with an introduction to the main concepts revolving around the – one normal anxiety is more of a friend than a foe according to the anxiety and depression Association of America anxiety is a normal and often healthy emotion which is characterized by feelings of tension worried thoughts and physical changes like increased blood pressure when we face potentially harmful or worrying triggers feelings of anxiety are not only normal but necessary for survival since the earliest days the approach of predators an incoming danger set off alarms in the body and allowed evasive action these alarms were in the form of a raised heartbeat sledding and increased sensitivity to surroundings danger causes a rush of adrenaline a hormone in the brain which in turn triggers the anxious reactions in a process called the fight-or-flight response this prepares humans to physically confront or flee any potential threats to sea all these are classic characteristics of normal anxiety such traits came in handy for our predecessors but we don’t have to be in a constant state of fight-or-flight anymore so running from larger animals is a less pressing concern in present times than it would have been for early humans anxieties now revolve around work money family life health and other crucial issues that demand a person’s attention without necessarily requiring the fight-or-flight reaction the nervous feeling before an important life event are during a difficult situation is a natural echo of the original fight-or-flight reaction it can still be essential to survival anxiety about being hit by a car when crossing the street for example means that a person will instinctively look both ways to avoid danger when the duration or severity of an anxious feeling is out of proportion to the original trigger or stressor physical symptoms such as increased blood pressure and nausea may also develop these responses are what moved normal anxiety beyond into gid generalized anxiety disorder GA D is when the trouble starts generalized anxiety disorder involves persistent and excessive worry that interferes with daily activities people with symptoms of GA D tend to always expect disaster and can stop worrying about health money family work or school in people with GID the worry is often unrealistic or out of proportion from the situation daily life becomes a constant state of worry fear and dread eventually the anxiety so dominates the person’s thinking that it interferes with daily functioning including work school social activities and relationships there are several key differences that make them distinguishable here are a few ways you can tell the two apart one presence of a stressor usually a normal anxiety occurs in response to a stressor such as an exam an upcoming interview a fight with a friend or a new job when you struggle with GID you’re anxious most or almost all of the time even when you can’t spot the source of the stress for instance people a generalized anxiety disorder can have a difficult time just getting through the day even seemingly small responsibilities like paying the bills make them feel anxious – intensity and length gid produces intense and excessive emotional responses even if you’re reacting to a stressor your anxiety is disproportionate to that stressor many people are on the edge before an exam but a person with jad might be anxious several weeks beforehand and will experience intense symptoms right before and during the exam also normal anxiety is fleeting while gid is ongoing and the feelings can last weeks or months three physical symptoms of jad excessive anxiety and wary aren’t the only symptoms that accompany GID there are physical symptoms – dizziness lightheadedness sweating trembling heart pounding headaches and nausea you feel like you can’t breathe can’t talk or have to go to the bathroom frequently people at jad also report feeling detachment and disconnected from reality they feel like they can’t think straight and have difficulty concentrating psychological symptoms are also present individuals experience racing or negative thoughts and are unable to concentrate and have worries about day to day things or impairment when you struggle with GID it affects your entire life it impairs or interferes with your schoolwork job and daily life avoidance is a symptom of jad and can be quite debilitating in other words excessive anxiety can cause you to avoid normal activities you might skip class miss a test stop going to work procrastinate grocery shopping or avoid anything that makes you feel anxious and 5 no control most people can reduce and control their anxiety through a variety of coping techniques and the ability to calm oneself however people at GID have significant difficulty finding relaxation calm and time away from their worries if you have more difficulty than other people you know in controlling your anxiety it may be more than normal anxiety did you often find yourself confused about these two conditions do these factors easier to differentiate between the two do let us know in the comments below if you are struggling with overwhelming anxiety and you can relate to some of these factors don’t hesitate to seek help from a mental health professional and subsequent treatment also remember to share this video with someone you think might benefit from these as well don’t forget to click the like button and subscribe for more content as always thanks for watching
As found on YouTubeI thought my anxiety disorder was for life…
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[Music] hi everyone we it’s like to go would love to thank you for making us a digital family of more than 2 million it’s with your continued support that we’re able to bring you new content regularly our mission is to help everyone become more self aware of the various psychological factors that affect our lives one such factor that we hear about on a daily basis is anxiety but it’s important to know when it’s anxiety only and wanted to become something more so let’s find out anxiety in general is our normal reaction to stress in fact it can be a good thing anxiety motivates you to accomplish your assignments to study harder for a test and it can warn you when you’re in a dangerous situation it informs you to be extra vigilant about your environment the fight or flee generalized anxiety disorder or GED on the other hand is a full-fledged anxiety disorder that involves intense and excessive anxiety as a key factor along with other debilitating symptoms differentiating between normal anxiety and generalized anxiety disorder or di D can be tricky how do you know especially if you’re a little more anxious than others whether or not your anxiety is significant enough to qualify as a disorder so let’s begin with an introduction to the main concepts revolving around the – one normal anxiety is more of a friend than a foe according to the anxiety and depression Association of America anxiety is a normal and often healthy emotion which is characterized by feelings of tension worried thoughts and physical changes like increased blood pressure when we face potentially harmful or worrying triggers feelings of anxiety are not only normal but necessary for survival since the earliest days the approach of predators an incoming danger set off alarms in the body and allowed evasive action these alarms were in the form of a raised heartbeat sledding and increased sensitivity to surroundings danger causes a rush of adrenaline a hormone in the brain which in turn triggers the anxious reactions in a process called the fight-or-flight response this prepares humans to physically confront or flee any potential threats to sea all these are classic characteristics of normal anxiety such traits came in handy for our predecessors but we don’t have to be in a constant state of fight-or-flight anymore so running from larger animals is a less pressing concern in present times than it would have been for early humans anxieties now revolve around work money family life health and other crucial issues that demand a person’s attention without necessarily requiring the fight-or-flight reaction the nervous feeling before an important life event are during a difficult situation is a natural echo of the original fight-or-flight reaction it can still be essential to survival anxiety about being hit by a car when crossing the street for example means that a person will instinctively look both ways to avoid danger when the duration or severity of an anxious feeling is out of proportion to the original trigger or stressor physical symptoms such as increased blood pressure and nausea may also develop these responses are what moved normal anxiety beyond into gid generalized anxiety disorder GA D is when the trouble starts generalized anxiety disorder involves persistent and excessive worry that interferes with daily activities people with symptoms of GA D tend to always expect disaster and can stop worrying about health money family work or school in people with GID the worry is often unrealistic or out of proportion from the situation daily life becomes a constant state of worry fear and dread eventually the anxiety so dominates the person’s thinking that it interferes with daily functioning including work school social activities and relationships there are several key differences that make them distinguishable here are a few ways you can tell the two apart one presence of a stressor usually a normal anxiety occurs in response to a stressor such as an exam an upcoming interview a fight with a friend or a new job when you struggle with GID you’re anxious most or almost all of the time even when you can’t spot the source of the stress for instance people a generalized anxiety disorder can have a difficult time just getting through the day even seemingly small responsibilities like paying the bills make them feel anxious – intensity and length gid produces intense and excessive emotional responses even if you’re reacting to a stressor your anxiety is disproportionate to that stressor many people are on the edge before an exam but a person with jad might be anxious several weeks beforehand and will experience intense symptoms right before and during the exam also normal anxiety is fleeting while gid is ongoing and the feelings can last weeks or months three physical symptoms of jad excessive anxiety and wary aren’t the only symptoms that accompany GID there are physical symptoms – dizziness lightheadedness sweating trembling heart pounding headaches and nausea you feel like you can’t breathe can’t talk or have to go to the bathroom frequently people at jad also report feeling detachment and disconnected from reality they feel like they can’t think straight and have difficulty concentrating psychological symptoms are also present individuals experience racing or negative thoughts and are unable to concentrate and have worries about day to day things or impairment when you struggle with GID it affects your entire life it impairs or interferes with your schoolwork job and daily life avoidance is a symptom of jad and can be quite debilitating in other words excessive anxiety can cause you to avoid normal activities you might skip class miss a test stop going to work procrastinate grocery shopping or avoid anything that makes you feel anxious and 5 no control most people can reduce and control their anxiety through a variety of coping techniques and the ability to calm oneself however people at GID have significant difficulty finding relaxation calm and time away from their worries if you have more difficulty than other people you know in controlling your anxiety it may be more than normal anxiety did you often find yourself confused about these two conditions do these factors easier to differentiate between the two do let us know in the comments below if you are struggling with overwhelming anxiety and you can relate to some of these factors don’t hesitate to seek help from a mental health professional and subsequent treatment also remember to share this video with someone you think might benefit from these as well don’t forget to click the like button and subscribe for more content as always thanks for watching
As found on YouTubeSeanCooper🗯 The Shyness & Social Guy ⇝ The 3 WORST Mistakes You Must AVOID If You Want To Overcome Shyness (PLUS: 1 weird trick that targets the root biological cause of shyness so you can stop being nervous, awkward, and quiet around people…) By Sean Cooper,
The Shyness & Social Anxiety Guy. The fact that you’re reading this article tells me you may have already reached a point where you feel your shyness is NOT going away on its own… or you fear it’s getting worse and worse. And I don’t want you to waste one more day living a life where you feel left out, bored, or depressed because you don’t have the relationships which would make you happy. That’s why I’ve put together this page to help you avoid the worst mistakes that keep many people stuck with shyness for years… often giving up hope of ever improving as you watch other people have interesting “normal” lives without you. Yet this doesn’t have to happen.
(lively music) – I'm Pamela Wu and with me today is Dr. Breanna Winder-Patel
a clinical psychologist at our world renowned MIND Institute. MIND as we call it here
performs research on and provides care for
neurodevelopmental disorders. Today we're going to be
discussing how to help adults and children both with and without neurodevelopmental disorders in this time of coronavirus anxiety and lots of routine changes as well. Dr. Winder-Patel thanks for being with us. – Thanks for having me. – Many of our viewers
have been experiencing a lot of anxiety since
the coronavirus began. What have you been
seeing in your practice? – Yeah so before we get started
I just wanna mention that Dr. Meg Tudor is also a
psychologist at MIND and we work together on getting
these materials ready and then in this effort
of you know physical or social distancing
she wasn't able to come. So there's probably more
things we're gonna develop over the days to come about this and she's kind of equally involved.
So I wanted to mention that and she has a similar
practice to mine at MIND. What we're seeing is that
you know this is a time of high-anxiety for a lot of people. What underlies anxiety is we think of, has a lot to do with fear of uncertainty and worries about uncertainty, and obviously there's a
lot of uncertainty for us at this time. So we would expect people to
have some anxiety that's higher and that's a way that
we're sort of designed to look out for dangers. Some people are having some
anxiety that's even excessive for what's going on. And we have you know a mechanism called the fight, flight or freeze mechanism, that we all have for when
we're in a true danger. And it's important for
that to go off if like a bus is coming towards
you or something like that.
But it's not, we have that go off as like a false alarm sometimes and I think that's happening some. So what we're seeing in our
practice is some of the kids are talking about the coronavirus in ways where they're pretty anxious about it. But actually some aren't as
anxious as they usually are because the things that make them anxious, like separating from their parents or interacting with peers. They're not doing right
now, they're kind of at home in their safe space. It's a lot of transition
to move to the video visits so that's been part of what
we're trying to work on to continue to provide care. – What can parents tell
children who are anxious about the coronavirus? – Yeah, so we want children to have you know specific
fact-based information. So there are a lot of
myths kind of going around and information that can
be really scary for kids, and it's best to not completely
keep them in the dark.
But give them some information
so they understand like the true honest effort that
they're parent is giving to let them know about it. So for example, we would
want kids to know things like you know we would want
them to understand that people have viruses all the time and that the difference with this virus is that we don't want so many
people to get it at once, so that the hospitals and the
doctors are just too busy. So we're all really working
hard to stay at home from school and home from work to give
them the space they need to work on this virus. And for a lot of kids that's
kind of enough information obviously, it depends on their cognitive and language level. But it's not something we need
to be talking about all day.
So you know it can be,
provide some information try to get in there and
see if there's any myths the kids are walking around with, and then move on to something
more fun and relaxing like movie or a family game. – So it's not just you sort
of delivering this information to your child, but you said to sort of ask if they are thinking of any
thing that we know to be myths. So it's really like encouraging
a discussing and maybe would you ask a child say. Honey what do you know
about the coronavirus? – Yes, because we don't wanna
assume that they're having certain thoughts about
it that they're not. I had one child actually
convey to me that, and this is a child with
autism that the biggest worry was the visual image of what
everyone's putting up there that the coronavirus,
you know the depiction of what the virus would
actually look like.
– Oh the ball? – Yeah. So if you think about that ball you know, it is a scary looking ball
with red pointy things coming out of it. You know and the child's fear wasn't about getting the virus or dying. The fear was about like,
that thing looks really evil and I don't want that inside of my body. So they're interpretation
of what's going on really to this virus, was a
little bit different than what you would expect.
And so you have to really see you know what is your own child thinking
about versus assuming that everybody is just
worried about getting it, 'cause that might not be it. – That's really interesting information that parents would wanna tease out. – Yeah. – Well since schools are closed and there is an important
focus on the social distancing, which is why we're sitting
not closer together. We're sitting this far apart
at this table right now. What would be helpful
for parents to include in their daily routines with
their kids being at home? – Yeah so since this is
a time of uncertainty we would want to be able to provide them with the most kind of
structure and routine in ways that they're familiar with, so that they feel like
they know what's coming. So we would encourage parents
to try to put some routine in place at home like
similar wake up times, knowing when meals are coming. You know knowing if
school work is expected at a certain time and when
the fun time is gonna come.
We also, you know, I'm
hearing a lot of information about parents who are
expected to work from home in addition to taking
care of their children, in addition to teaching their children. And it's just so entirely
unrealistic to put the pressure of some like idealistic
schedule on these families. So I think the idea is to
try to keep some structure for the child. But also to be really
flexible and kind of you know easy on yourself that
that's not gonna happen in a perfect way everyday
and we're expected to all do things that are
really unfamiliar to us.
You know it might be a time if the child is really struggling to do the
traditional way of learning. Maybe it's a time to focus
on experiential learning that's where we think of
teaching them hands-on things like how to measure the
ingredients for you know what they're making, or going outside for a walk
and trying to identify trees or flowers that we know of. You know that type of learning
is really important too and parents are actually
doing that a lot of the time they might not realize that. And the other thing is
to think about you know are there things that you
really loved as a child that were really meaningful
and maybe this is a time to do it. Like you know I was a big
fan of like making forts and doing scavenger hunts
and all of these things. And at the end of this we want
kids to be able to look back and not feel like wow
that was so much tension the whole time.
We want it to be able to be like well, it was kinda stressful for everyone but I had some really great
experiences with my family and I learned, and now I
have some great memories. So it's a balance and we have
to be kinda easy on ourselves at this time. – That is such good advice
I think so many families need to hear that right now. – Yeah. – We've been talking about
routine you talked about sort of developing a flexible schedule 'cause kids
like to know what's coming. A lot of children and people, adults too with neurodevelopmental disorders
really thrive on routine and for a lot families their home life has just been completely upended by this. So what are some of the special challenges for families who have
a member of the family with a neurodevelopmental disorder? – Yeah. Well I mean I think
the biggest one is that you know in our world in
my field we talk about we don't expect the parents
to be the therapist.
We expect if you need a
therapist you go to a therapist. And the same with parents being teachers, if you're not a teacher that's a really big
responsibility to put on a parent. And now like parents
are everything. (laughs) – Yeah they're right. – Right now for children with
neurodevelopmental disorders that have in-home services
that have been suspended. They're not getting that support
they need and they're not getting those therapists and
they're kind of mean to be the therapist and the teacher. So I think the challenges
are that really the support.
A lot of times individuals with
neurodevelopmental disorders have a lot of extra
therapies and interventions that aren't happening right now. So we would encourage
parents to you know keep with those strategies as they can, and see if there's other
resources they can get through you know if they have any
option for video visits with the provider, and you
know there's a resource we're going to mention
that the MIND Institute, faculty of the MIND Institute developed that might be helpful as well. So I think it's the extra
challenges are probably related to you know really feeling like they were so used to that routine and
what they did everyday, going to school going to therapy and having trouble understanding you know why is this so different and why don't we have a choice right now.
– So again just kind of
being supportive of them trying to include things
they really enjoy. Include their special
interests in their day. One thing we talk about is
that if a child has a special interest in something it
could help you explain the pandemic to them. So for example if they're
really into superheroes you could say well the
healthcare workers are kind of like Iron Man, and their job right now is to go after this thing that they're trying
to you know fight against, and we need to give them
to space to do that. And you know eventually,
you know Iron Man defeats the Mandarin just like we're helping the healthcare workers defeat the virus. So sometimes pulling in
their special interests can give them some feel
like they have some control and some better understanding. But it's really just about
trying to keep the routine the same but also being
understanding that you know, that's a huge expectation. – Absolutely, you mentioned
that sometimes kids might not be as scared as we think they are.
Because we're so immersed in the news and so there is a lot
of fear among adults, but kids might not be as scared. For kids who are scared though
like the one that you said was scared of the scary
red ball entering his body. What can parents do to support those kids and give them a feeling of security? – Yeah great question. So one of the things that we
think about with thoughts. If we're having a lot of what if thoughts, that's usually a sign
it's an anxious thought. Because we're asking like
what if the bad thing happens and we don't know yet
cause it's uncertain, it's in the future. So if you're hearing a
lot of what if thoughts from the child, you know
it's a tendency for parents to just say like oh don't
worry or it'll be okay.
But for some kids that
reassurance doesn't work and part of why that
doesn't work is because they have this thought
and it's not going away. So we have a strategy of getting
the child to look for proof for their thoughts. So you know if your thought
is what if I'm going to get very sick and die.
Looking for proof would be
saying things like oh you know is anyone in my house sick? Are we responsible with
the physical distancing you know that we're doing? Are we washing our hands? Do I have any proof that I'm actually in a
true danger right now? And if that proof isn't there,
then we have to question is anxiety telling us the truth. So we talk about externalizing the anxiety and being able to decide
whether to listen to it or not. So if you look for proof and you realize you don't really have any, that the anxiety is telling you the truth. Then we encourage children
and adults to do something called change the channel in your mind, that's what we call it. So we teach little kids,
your mind is like a TV and if you're kinda stuck
on the anxiety channel and it's not helpful for you.
We have to kinda let that
channel go and switch it over to something that's calming and relaxing. I, this week was like I need
to find something personally to change my channel, and so I found the book called Joyful. It's about you know looking
around in the physical world and understanding how
it impacts inner-joy. So if I'm having these thoughts that are not helpful right
now I change my channel to either thinking about
the ideas in the book or even like If I can take a break, going and listening to it. I may or may not have
been hiding in my closet listening to it last night. (both laughs) – Change it to the joyful channel. – Right right. So it's you know things
like this that adults need to implement too because
we have the worries as well but we also have many
of us the responsibility of taking care of our children.
– Yeah. That leads me actually
to my next question. How important it is for
adults to sort of model this calm behavior for kids? Because I feel like they
really pick up on our energy that way if we're really anxious. – Yeah they do, they're
just little investigators. They're very observant and aware more than what we often realize. And I think that there's
specific ways they could model some of these skills right now. We think a lot about how
problem solving is helpful. So if you have a problem and
it can be solved you're going to feel less anxious.
So an example would be if a
parent is trying to switch over a doctor's appointment or
a class to a video visit and they can do that. They could model for the child,
oh mommy had this problem, we're not able to go to the
visit so here's what I did to problem solve it and
wow I feel better now that I did that. If you can't problem solve something, really the other option is to
cope with it in healthy ways. So again like try to switch
over to a video visit, it didn't work.
Well, I did what I could and now I just need to change my channel to either listening to music, or playing a game with the family. 'Cause it's not gonna help me
to keep worrying about that. So that's something you
know that parents can model and really this idea of problem
solve something when you can and cope in healthy ways when you can't is probably helpful for
all of us right now. – Yeah. – And so it's something
that parents you know can model when they
can for their children. But also realize that again
they're not gonna be the perfect teacher and therapist
and everything right now because we just think that's unrealistic. – What additional challenges
might there be for people with autism or other
neurodevelopmental disorders that we haven't talked about yet? – I think that you know
the one that I mentioned is that piece about some
individuals with autism have heightened visual
abilities and visual memory.
So this piece about you know
that child seeing that image of the you know the way they're
depicting the virus looking really stuck with him. And maybe not in a way that it would stick with other people. So we have to be careful of
what they're being exposed to right now because it's just a lot of information that's confusing. And both on the side of the visual stuff can be difficult for
them because if that's something that gets stuck in their mind it can be hard to shift off of it. On the other hand, you
know you can do things to help support the visual
strengths right now, like having children
draw how they're feeling rather than talking to them about it. That's something that
we do a lot in therapy with kids with autism to you
know get their perspectives on how they're doing. The other things it sort of
just depends on the child. There's actually an area of
anxiety that we're researching at the MIND Institute. It was developed by a
psychologist named Connor Kerns and it's called fear of change, and it's something that we see more often in kids with autism.
So it's this idea of being
anxious about changing routines or change in schedules. So the kids that were
already having difficulty in that area are probably
really struggling right now. They probably never had an
experience in their life where their schedule has changed
to such an extreme degree. And you know parents have
to just do their best to make them comfortable
and help them cope and help them find things
that will reduce their anxiety like providing a visual
schedule for them at home, you know that's reasonable and help supporting them in those ways. – When is it time, at
what point should someone go see a professional when their anxiety has gotten the best of them? – So we have a, in the
one interview we do.
We talk about when anxiety gets turned on like a light switch and you
can no longer turn it off is where you're kinda hitting that point of thinking wow, this is at that level that we might really need
to do something about it. And if in the other concept that we think a lot about is interference. So if you just get anxious and
you kind of think about it, your parent gives you
reassurance and you feel better that's one thing. But if you get anxious and then you know you can't even get on the
phone to talk to grandma 'cause you're so anxious
and you can't even you know walk outside because you're so anxious. It's that level of interference that often makes the decision of that like is this to that problem
point that we'd really need to seek care. I think what's going on right now is that it's more typical than not to
feel some anxiety you know. So we would want to you
know help support kids during this time and then
see once this calms down is the anxiety still staying high, and to help them seek support if so.
– We're not suppose to
leave our homes right now unless we are on essential business or running an essential errand. You can still see a provider
here at UC Davis Health without having to leave your home. Can you talk to us about video visits and how many more video
visits you've been seeing? Yeah, so we, because we're
not seeing patients in person our staff in the MIND Institute
and also in psychiatry worked really hard to get
everything transferred over to video visits. It's a way of doing tele-health that we can do through MyChart. And so all of my therapy patients have been transferred over. It's a little bit strange
at first you know, I see some little kids and they're sort of my big head pops up on the
screen and they're like ah.
(both laughs) – Right on their tablet
or their I-phone at home. – Yeah they're like in
their bed or whatever. And so parents have been great
about like supporting them and do you want me to stay
here 'cause often you know I have a portion of the session
with the child just alone. So again it's that idea of flexibility. We have to do a lot of
things that don't feel like our usual way of doing things. And most of them have been really great and the patients that I'm,
you know I've been underway with treatment and we're
in the middle of it. We already have goals
we're setting you know they understand the format. It's just that they're
sitting at home rather than being in person. Anxiety therapy has a big
focus on what we call exposure, so it's about facing the
things you're scared of, and Dr.
Meg Tudor and I do
a lot of these exposures with patients when they come in. So that's a little tricky
because we would do the exposures with the patient first. Like a child who's you know
very very scared of germs and doesn't wanna touch doorknobs. We would work with them
and encourage them you know to touch a doorknob with us. So if they're not with
us in person you know we are being creative
about how much we can ask the parents to do at
home and how can still get that really important
part of therapy addressed.
But we feel like at the very
least if we can be supportive and continue to work on our
goals that would be one part of consistency in their lives right now. – Yeah. For those of you who are interested in learning more about video visits. You can contact UC Davis
Health, contact your provider at UC Davis Health. You can find instructions
online on how to do it as well and through what we
call My UC Davis online. It's the app or our
providers call it MyChart. So you can learn more that way. It's a really really great resource. Let's keep talking about resources. You are involved in something
called the STAAR Study. – Yeah so the STAAR Study
is, it stands for specifying and treating anxiety and autism research. So it's specific to kids
eight to 14-years-old who have autism and have
significant anxiety. So right now there is
you know a lot of anxiety going on in a lot of people,
that'll probably go down when this gets better. For kids that we're
looking for for this study it would be kids who have
more higher level of anxiety that's kind of persisting and
we have this treatment study.
So the study is that if they qualified for the screening criteria
they would be randomized to either cognitive behavioral therapy or medication group which is sertraline or pill placebo group. And they would see us in the office, the main part of the study is 16 weeks and then there's follow ups. So we right now, since we're
not seeing people in person, we aren't doing any of the,
starting any of the visits but we are doing the phone screens and we're trying to you
know capture information on families that would be interested now, and then we would be able to bring them in when it's safer.
So if people are interesting in that study the contact person is Taron Heckers and her phone number is 916-703-0119. – So if you're interested
you can learn more that can be available to you. – Okay, yeah that's great. – MIND has a new web platform too for, that contains resources
for families and caregivers of kids with autism and it's
really excellent for shelter and place time. – Yes, it is called helpisinyourhands.org. So that's actually the
website helpisinyourhands.org, and it's a free website that was developed by doctors
Aubyn Stahmer and Sally Rogers of the MIND Institute. And it was developed to help caregivers with skills to assist them in working with their children with autism. So it's based on the
early start Denver model. Which is something that that's the model they've been working on and
researching for a long time. – Is that the early intervention? – Yes. So this is targeted towards children who are like zero to three
years of age very young children and the website has these video modules that can kind of show
you how you could work on some of these skills
with your child with autism or showing signs of autism.
And I signed up on it today to you know that a thorough look,
it's very easy to sign up. It can be used on I
believe I-phones, I-pads lots of devices and again
it's completely free. – Is there anything else
that you'd like to add for our viewers who are dealing with anxiety,
sheltering and place? – Yeah I mean one other
resource that you know, I don't know if we'll be able to post. But Dr. Pakyurek is our division chief of child and adolescent psychiatry. And he was interviewed by KCRA on you know how psychiatry is handling this as well. I think similar to us we're
switching to these video visits. And I think other things are
really there's the lovely part of social media right now
is that parents are posting a lot of really creative
things that people can do with their kids at home. You know some examples I've
seen are you know I mentioned my favorites of my scavenger
hunts and my forts. But there's a website where
celebrities will read books to your children.
There's another website where
a famous children author will do doodle, do a doodle that your, and it's kind of you know
he's doing it kind of live and your children can do it, and there's zoos that are showing animals. So we don't want people to
you know slip into doing a massive amount of screen
time because we want kids to get physical activity, and to get these productive activities. But there's been some
pretty creative ways set up for children to access you know learning and maybe have some time on screens that could be really
fun and really unique. – And productive and comforting
to kids and parents alike. – Yes yes.
– [Interviewer] So someone asked that their granddaughter's anxiety is surfacing in the way of controlling
behavior regarding her classwork. Do you have any suggestions
on how this person can help their granddaughter prime
in order to be ready to do classwork at home
versus in the classroom? – So you know I think one
thing that can be helpful is before classwork has started
to bring right before it an activity that's likely to
be more relaxing or settling. So you know depending
on what options you have within the boundaries of your house. But swinging on a swing
or jumping on a trampoline or doing something physical
like that to kind of calm the body and mind and get
it ready for the work.
The other thing is maybe
it's just confusing what's expected at home or the work times are a little bit longer than
what the child's used to. So maybe starting out with
just doing like a few problems and saying we do a couple
minutes and then we take a break and we get a fun reward to help start this you know new process that she's
probably not used to doing. – So really, I mean it's just
a time of change for everyone. – Yes, yes. – And your message of flexibility
I think is so important. – Yeah and you can even get really specific about flexibility. So I've talked to a few kids
on my video visits this week about like that do you know
what flexibility means, and couple of them were like nope. (laughs) And I'm like well, it means
you know when there's something that we're used to doing one way and we really are encouraged
to do it another way to sort of be willing to try.
You know for the sake of
maybe yourself or the family. So you can even say to kids like you know, something I might say is well this morning I had to be flexible when my child was like tapping on my face and asking me to sing Old McDonald before it was wake up time. – How fun for you. – So yeah. So I was flexible this
morning so now I'm asking you to you know sit down do this
or you know eat your lunch at a time you're not used to. Let's see if you can get
some flexibility points. And you can you know reinforce
them by giving them points for it and making it kinda like a game like who can be the most flexible today. Because they think that's
so much of this adapting and being flexible is just not
something where you know kids are like really used to working on. And so if we explicitly
describe it to them and then give them a chance to try it, that might help as well. – For more coronavirus information
from our reliable sources here at UC Davis Health, please visit
health.ucdavis.edu/coronavirus.
Thanks again for being with us. (soft music).
When the Fight, Flight, or Freeze response kicks in, the thinking part of your brain shuts down. Trying to force yourself to calm down rarely works-that’s because your brain is meant to default to ancient survival responses like the Fight/Flight/Freeze response.
In this video I give an overview of how we can turn off that fight, flight or freeze response.
But we can learn skills to trigger a calming response-activating our parasympathetic nervous system by using Grounding activities.Check out my Grounding Skills playlist to learn 15 ways to turn off the Fight, Flight or Freeze Response: https://www.youtube.com/playlist?list=PLiUrrIiqidTVghUckAJjCZMYO84ahohMvLooking for Affordable Online Counseling? My sponsor BetterHelp connects you to a licensed professional for $65/week. Try it now for 10% off https://betterhelp.com/therapyinanutshellLearn more in one of my in-depth mental health courses: https://therapyinanutshell.teachable.com/p/home
Support my mission on Patreon: https://www.patreon.com/therapyinanutshell
Sign up for my newsletter: https://www.therapynutshell.com
Check out my favorite self-help books: https://kit.co/TherapyinaNutshell/best-self-help-books
Check out my Podcast: Therapy in a Nutshell: https://tinpodcast.podbean.com/Therapy in a Nutshell, and the information provided by Emma McAdam, is solely intended for informational and entertainment purposes and is not a substitute for advice, diagnosis, or treatment regarding medical or mental health conditions. Although Emma McAdam is a licensed marriage and family therapist, the views expressed on this site or any related content should not be taken for medical or psychiatric advice. Always consult your physician before making any decisions related to your physical or mental health.If you are in crisis please contact the National Suicide Prevention Hotline at: https://suicidepreventionlifeline.org/ or 1-800-273-TALK (8255), or your local emergency services.
Copyright Therapy in a Nutshell, LLC
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Music licensed from www.Bensound.com or Artlist.io
Images from Freepik.com (premium license), Pixabay, or Wikimedia commons
Square Breathing is a powerful Anxiety Management Technique. This Breathing Exercise is great for stress, PTSD, anxiety disorders, and panic attacks.It’s not just a coping mechanism, with square breathing we channel the power of the breath to learn 2 skills: How to calm our nervous system and how to increase our resilience in the face of stress.We can use our breath in a powerful way to trigger a bottom-up approach to managing anxiety, basically using our body to tell our brain to calm down.This technique can be helpful for stress management, calming anxiety, and for retraining our nervous system to be dominated by the parasympathetic nervous system.When paired with other self-regulation techniques and helpful thinking we can treat anxiety disorders and the depression they contribute to.Square breathing can also increase our “distress tolerance” essentially helping us become comfortable even in stressful situations.Looking for Affordable Online Counseling? My sponsor BetterHelp connects you to a licensed professional for $65/week. Try it now for 10% off https://betterhelp.com/therapyinanutshellLearn more in one of my in-depth mental health courses: https://therapyinanutshell.teachable.com/courses
Support my mission on Patreon: https://www.patreon.com/therapyinanutshell
Sign up for my newsletter: https://www.therapynutshell.com
Check out my favorite self-help books: https://kit.co/TherapyinaNutshell/best-self-help-books
Check out my Podcast: Therapy in a Nutshell: https://tinpodcast.podbean.com/Therapy in a Nutshell, and the information provided by Emma McAdam, is solely intended for informational and entertainment purposes and is not a substitute for advice, diagnosis, or treatment regarding medical or mental health conditions. Although Emma McAdam is a licensed marriage and family therapist, the views expressed on this site or any related content should not be taken for medical or psychiatric advice. Always consult your physician before making any decisions related to your physical or mental health.If you are in crisis please contact the National Suicide Prevention Hotline at: https://suicidepreventionlifeline.org/ or 1-800-273-TALK (8255), or your local emergency services.
Copyright Therapy in a Nutshell, LLC
—-
Music licensed from www.Bensound.com or Artlist.io
Images from Freepik.com (premium license), Pixabay, or Wikimedia commons
Watch the rest of this series for more on parenting styles, romantic relationships, & how to improve your relationships HERE: https://bit.ly/3fpTU6PDoes being raised by anxious parents cause relationship anxiety and how you choose a partner? Discover the psychology of romantic relationships & the impacts from triple board-certified neuropsychologist Dr. Judy Ho.Anxiety is the root of mental health. Anxiety disorders like generalized anxiety disorder or GAD & social anxiety can inevitably impact our relationships. How much of this, and our ability to cope with anxiety, is caused by being raised by anxious parents?Whether you’re actively coping with toxic relationships, trying to maintain healthy relationships, or just looking for general relationship tips or advice on anxiety symptoms and managing anxiety , the first step is understanding the psychology of a relationship rooted in fear & anxiety. This understanding is key in understanding how to have a healthy relationship.Watch more educational videos on mental health, anxiety, parenting styles, & relationships at MedCircle.com.#Anxiety #Relationships #MedCircle
Differentiating between normal anxiety and generalized anxiety disorder (GAD) can be tricky. How do you know, especially if you are a little more anxious than others, whether or not your anxiety is significant enough to qualify as a disorder?#anxiety #generalizedanxietydisorder #gadDisclaimer: This video is not meant to be a diagnostic tool. If you notice you have symptoms of anxiety, it’s best to contact a professional.Related Videos:
6 Signs You May Have Anxiety and Not Even Know It
A Declassified Guide to Anxiety
Anxiety: 11 Things We Want You To Understand
Credits
Writer: Rose Karoki
Script Editor: Rida Batool & Kelly Soong
VO: Amanda Silvera
Animator: Caleb Winning
YouTube Manager: Cindy CheongSources:
www.anxiety.org/what-is-anxiety
https://adaa.org/understanding-anxiety/generalized-anxiety-disorder-gadWould you like to write or animate for us? Email Yumika@psych2go.net for more info!
Have anxiety symptoms? Please refer to a professional!
this next a instruct act is calledsquare breathing and square breathing can be useful for a couple of reasonsone because our gulp is connected to both the one of the purposes of our nervous system thatwe can control and the one of the purposes of our nervous system that is automatic so ithelps us access that appeasing part of our brain kind of in through the back doorthe other thing about square breathing is you practice it with motley lengthsof wheezes then you can practice frame yourself into a slightlyanxietyprovoking situation which is being out of breath but you’re doing itintentionally in such a way that something that are usually be anxietyprovoking or embarrassing becomes something that you can administer withwillingness so you are basically converting something that might havebeen traumatic into something that is very comfortable and that drills yourbrain to believe that you have the ability to convert something that’sstressful into something that’s beneficial for you so let me justexplain square breathing really quickly so with square breathing youimagine yourself breathing a long a square so you imagine yourself startingat the top right corner of the square and you imagine yourself breathing in forfour seconds and then you imagine yourself holding that breath for fourseconds and then you imagine yourself breathing out so exhaling for fourseconds and then holding that air out for four seconds and you’re back to thetop of the square and you repeat that four times so breathe in two three fourso you’re breathing in that whole time supporting it for four seconds breathingout for four seconds you’re exhaling for four seconds and then you’re stayingwithout wheeze for four more seconds so just like that when you breath you wantto have all the breath out that you are eligible to have out to want to be completely out ofbreath when you’re done with your breath you want to be completely full of breathand the other two are the process of coming in and out now you can lengthenthe amount of time that you’re doing these breaths and exhales and propping soyou can lengthen it out to eight seconds or 10 seconds or 16 seconds but when youlengthen the amount of time that you’re out of breath you’re gonna compel yourbrain to panic for a little bit and that’s where you can kind of challengeyourself to increase your convenience with being out of breath so actually there’stwo ways to do this activity the first road is to just stay at for secondsbreathe in for 4 seconds holds in store for 4 seconds breathe out for 4 seconds holdfor 4 seconds and that’s just gonna be various kinds of naturally mollifying because it’screating a rhythm and the other way you can do this is to challenge yourself tolengthen the amount of time you’re holding that breath and that’s gonna bea little bit more of a mental challenge that creates more resilience so as youdo this activity just watch yourself and pay attention to the sensations that comeup so paying attention to your gulp is going to help you stay centered andgrounded while many ardours go through you I hope this video washelpful thanks for watching and take care hi everyone I’m elicited to announce thatmy udemy course change your intelligence is now live so this is a two hour intensivecourse that goes into the ways that you can change your intelligence chemistry withoutmedication so these are very practical abilities that have been shown throughresearch to improve mental health and combat hollow nervousnes and othermental illnesses in this course I teach the practical application ofneuroplasticity which is the developing realm of science showing that our brainsare adaptable and changing throughout our part lives that our brains canactually reform their structure function and chemistry by how we envision and how weact and such courses coaches ten simple directions that you can improve your mental healthby pleasures that take only a duo minutes every day so I formed thiscourse because this is fundamental information that I think everyone shouldhave access to so satisfy take a look at it the link is in the description it’son udemy.com and I’m including a coupon code if you’d like to take the coursefor free time route me a private meaning and I’ll give you a code so check it outthanks and take care
As found on YouTubeNew Explaindio 4 is revolutionary technology which creates fascinating videos by combining 2D & 3D animations, whiteboard sketch elements, and full motion video, all into one powerful, attention grabbing video. This is why I am extremely excited to be able to tell you that now there is Explaindio 4, which is an easy to use video content creation software that allows you to combine 2D & 3D animations, whiteboard sketch elements, and full motion video, all into one powerful, attention grabbing video.
Hi, I’m Emma McAdam, a licensed therapist, in this little Nugget of Help we’re going to apply some tools from adoption and commitment regiman to help with school and social anxiety. This activity is meant to help build an increased ability to face anxiety eliciting status like institution or social locates The purpose of this activity is not relaxation but resilience meaning the ability to experience uncomfortable perceptions with strong empathy and pacify. So during this activity You may feel a couple of spirits, some comfortable and some unpleasant Please stick with the activity through the end and I predict you’ll develop a greater ability to experience your excitements without them limiting you So first check in with yourself, a be engaged in a comfortable locate close your eyes and Take a depth breath Let it out gradually Take a moment and notice your feet wiggle them Now, press them against the floor.Just feel what the flooring feels like pressing back up against your feet Now move your awareness up your legs clench your calves and then soften those muscles Then clench the big-hearted muscles in your thighs for a moment Now relax them and breathe in and breathe out Now move your awareness up to your belly You may feel some hostility here and that’s okay Pretend you’re scientist who has never noticed what that feeling is like Explore that feeling in your stomach and describe it in your psyche. What does it definitely sounds like? Allow it happening there while clenching your stomach muscles as tightly as you can Now breathe out and then take a big inhale Expand your stomach out as far as it becomes Hold that gulp and notice what that feels like Let that air out and move your awareness up to your chest and back Tense, those muscles attract your shoulders up to your ears and hamper them there tightly, clenched hard Then softened those muscles and breathe out gradually Now clench your biceps your upper arms and then liberate Now clench your fists and liberate Move your awareness up to your face and seize your face muscles tightly And now lightened those muscles in your face Now we’re going to do a speedy check of your bodily awareness, what do you notice in your figure? There might be some places in your organization that feel warm soft and comfortable notice those And there might be some residence that feel tighten or pain notice these areas You don’t need to label these even worse or be discouraged, but merely notice them Notice yourself breathing what does it feel like to breathe? Take one more deep breath in and give away very slowly What feelings or sensations are you knowing right now? Some of them may be painful and that’s okay Just notice them, be curious.What does it feel like to feel those sentiments without needing to escape them? Send each of your feelings a bit mental hug. It’s okay to have feelings. Notice if there are any more spirits, perhaps quieter emotions that “youre gonna” feeling too what else are you noticing? Be puzzled. You don’t need them “re going away”. You can treat feeling them. How would you describe each of these sentiments? Take one more deep breath and notice yourself breathing Now let’s envisage yourself going to the first day of clas The bus pushes up to the front of the school and as you get off the bus you feel your gut tighten a bit Perhaps you feel a lot of energy coursing through your torso You may feel a little tense or jumpy and that’s okay It’s perfectly normal to be having these feelings and superstars Most of the other adolescents are feeling a little anxious and aroused extremely You can administer feeling this action Anxiety and fervor are the same physiological response in our body Both of them prepping us for action to perform well, and it’s okay to have this feeling in your person Your old-time habitual suppose is I need to escape or I can’t handle feeling this way But now you remind yourself I can administer feeling this course and be okay.I Don’t need my agitations to go away for me to be alright, I can feel them and notice them and While they are uncomfortable, they can’t trauma me. I is in fact safe in this moment You look around and remember that probably most of the other children are also feeling a little watchful or stimulated right now It’s perfectly natural to feel this way, and it’s not going to harm you You alter your attention back to your breathing and as you step toward the school you notice something beautiful What is it? Perhaps the clear sky or the light-green grass Take a time and notice that one pretty thing You hear lots of adolescents are running noisily toward the school some are meeting up with their friends some are alone suddenly you were supposed to meditated What if no one will be my friend? or You worry that people are looking at you in a funny way.For a moment You have visions of a catastrophe run through your psyche. You’re afraid of being rejected being alone being a loser But you rapidly notice those remembers they are distressing and loudly judges, but they are just supposes Just as you can notice yourself listening to my expression at this moment. You can notice yourself having those designs They aren’t truthful They don’t help you be the person that you appreciate Because you appraise being style, you be concerned about connecting with people You want to be a good friend. You can act on those qualities and good things will happen People will want to be friends with you when they get to know you because of who you are You notice those frightening thoughts and you imagine them written on the side of the bus and the bus begins to pull away You remember that you’re okay You have some inner endowments to share with the world. Even if you are quiet or observant instead of a thundering idiot. Take a time and think of one of the talents that you have One thing that you are good at like has become a good listener or noticing others needs for example You remember some of the people who love you and looks just like you, your friends your parents You remember that you are safe right now.It may feel uncomfortable But you can handle that You may feel a bit of distres But you can open up some opening for that suspicion inside of you. You don’t need to represent that nervousnes go away to be okay. Imagine that your anxiety is a little child saying What if no one likes me? and you say Come now little tension. I want to give you a hug See it’s awkward, but you can experience it and it doesn’t trauma you. You walk through the figurehead entrances of the school and there’s a lot of noise and commotion Not your favorite So you thoughts over to your locker, You previously know where it is because you went to the open live And you open your locker and a gentle float of your favorite flavor comes out of it You waste a minute.Just bask that fragrance Breathe in deeply Now you walk to your first class, you know Right where it is and you arrive a few minutes early you take your seat and look around There’s a few other adolescents sitting down and you say hi to the girl sitting next to you She says hi back, and then suddenly you feel so awkward You start worrying that you should have said more or maybe you shouldn’t have said anything or that maybe you didn’t determine fairly nose contact and unexpectedly you’re hyper aware of how you’re sitting in your chair and you can feel Your heart thrashing a little faster and your hands sweating a little bit and then you notice yourself Tensing up a little and you can notice your thoughts Now in this moment notice what’s going on in your person and in your mind.You retain what your mentor said you don’t actually act tricky you only feel clumsy No one else has even paying attention to you. They’re all anxious and elicited about their first day of school And they’re too busy worrying about what parties “ve been thinking about” them to notice you You can still feel that tight feeling in your tummy and your sweaty palms and you tell yourself.That’s ok It’s ok to have uncomfortable perceptions sometimes. I can let myself feel this experience without needing to escape it or make it go away You know that it never helps to beat yourself up so instead you precisely testify yourself a little compassion You going to go to noticing for a while and you sifted through your experience in this moment. So Sift is an acronym S is for agitations Notice your physical perceptions precisely notice them both cozy and disagreeable. I is for epitomes What do you envisage in this moment? Can you notice those portraits and then bring yourself back to center with the wheeze? Can you notice those portraits in your manager And then bring yourself back to center by acknowledge your wheeze F is for feelings, what ardours are you knowledge? Are you having more than one? What is one thing you’re elicited about And the T is thoughts Notice, what are you thinking? You don’t need to duel or change your thoughts. Just notice yourself having them You take another deep gulp and you’re feeling kind of proud That right now you’re experiencing a little anxiety But you’re okay with it It’s a little embarrassing But you’re beginning to develop the skill of letting yourself feel it You give yourself a little imaginary pat on the back for being indomitable For letting yourself do hard things and feel hard things and stick with it The bell sounds and the coach starts class he goes through the roll.You Pay close attention waiting for him to call your name.And then when he does you say here and Maybe you wonder a little if you did, okay, but no one even looks at you They’re all exactly paying attention to their own stuff right now You remind yourself that you can do hard things You take another deep gulp and tell it out gradually Then the teacher extends out a sheet of paper to everyone on it is an icebreaker activity You detest these. you have to go around the room and find someone who has broken their arm and someone who’s lived in another state and someone who Has a baby reptile Maybe you’re afraid that you’ll be awkward You might worry that no one will ask you questions or that you’re afraid that people will ask you questions You press your feet into the floor feeling the flooring pulping back up at you You notice your panic It’s telling you to run away, to avoid, to hide to be silent and you notice that fear You be recognized, you say hello fear.I’ve noticed you’re trying to hang out with me today I know I can’t meet you go away But you’re not the boss of me and I still get to decide what matters to me so fear You can restrain constructing suggestions, but I know what’s more important You is a well-known fact that you don’t like these icebreaker works But you also know that you wishes to be oblige some friends and you don’t want to isolate yourself on the first day So you look around and consider another minor who seems kind of hushed and is standing by himself You walk over to him and you feel a little awkward, but you don’t actually seem touchy from the outside. You look perfectly normal When you get to his desk, you look down at your article and you ask him.What’s your favorite notebook? He seems a little shy so you been listening while he says you about the book series that he likes then he looks at his paper and asks you What’s your favorite journal? You tell him about your favorite work and what you like about it and you can see in his smile that he’s speak that one And he likes it extremely. He must be a special type of nerd like you You stand around and other adolescents comes down to you and ask their questions you ask yours and pretty soon your newspapers all filled out The teacher gets back up. He seems nice and also a little funny and you think you’ll like his class The rest of that class leads somewhat smoothly you only sit in your chair and predict the syllabus while the educator tells you the class Rules and talks about what you’re going to learn so far so good You feel proud of yourself after your first day of clas There were hours “thats been” awkward, but that’s okay and there were experiences that were good You learned more about what to expect and although you felt some anxiety.You didn’t let it boss you around You were gentle with yourself Patient with your sentiments and whizs and you two are heroic to show up and feel lots of things today Excitement beauty anxiety hope for new friends and a sense of confidence in your ability to do hard-bitten things Now come back to the present moment Notice your feet on the floor notice your wheeze Think back over this exercise Was it unpleasant at times? But you fastened with it.You chose to do something challenging because something else mattered more than avoidance Take a deep breath and give yourself a little pat on the back for letting yourself experience your passions You are on the pathway to growth an emotional strong Keep up the good work.
As found on YouTubeNew Explaindio 4 is revolutionary technology which creates fascinating videos by combining 2D & 3D animations, whiteboard sketch elements, and full motion video, all into one powerful, attention grabbing video. This is why I am extremely excited to be able to tell you that now there is Explaindio 4, which is an easy to use video content creation software that allows you to combine 2D & 3D animations, whiteboard sketch elements, and full motion video, all into one powerful, attention grabbing video.
What's the difference between stress,
anxiety, and worry? And why does it matter? Most people talk about stress, anxiety
and worry interchangeably as if they're the same thing. For example: "my test
really stressed me out. I was so worried about it." or "I'm so worried about this
upcoming performance that is making my stomach hurt." Now the lack of
differentiation between these different aspects of anxiety leads to difficulties
in knowing how to resolve the effects of them so today we're going to talk about
the difference and why it matters.
Worry is the thinking part of anxiety
it happens in our frontal lobes the part of our brain that plans and thinks and
uses words and it has to do with thoughts like "Is she mad at me?" or "what's
going to happen at my upcoming performance?" Now we humans have developed
this part of our brain for important reasons. Worry helps us solve complex
problems by thinking about them, perhaps over and over again. But if worry becomes
distorted, compulsive, or stuck into a repetitive cycle then we can develop
disorders like depression and anxiety. Now stress on the other hand is the
physiological response to fear- so it's what's going on inside of our bodies
when we're reacting to something that's perceived as threatening or dangerous.
It's the fight, flight freeze response.
It's rooted in the reptilian brain. It's instinctual and unconscious. Stress serves a perfect function in helping us
to escape real threats for example the sweating that comes along with stress
helps us stay cool or the adrenaline helps us perform in situations where we
have to run away or fight off a physical threat. However if stress becomes chronic
and remains unresolved it can have serious consequences in our body: high
blood pressure, heart disease, cancer and chronic illness are all associated with
stress. Anxiety is the intersection of these two reactions the thinking and the
biological response. It's rooted in the limbic system and it
has to do with this feeling of foreboding or dread like something bad
is going to happen. Snxiety helps people be watchful for
danger but if it dominates our lives it can make it hard for us to feel joy and
to move forward in the direction of our values. If we want to learn to manage our
anxiety we need to learn to tailor our interventions to the different aspects
of stress. So in order to manage our worry we need to target those thoughts
with cognitive interventions-changing how we think and changing what we're
constantly imagining and visualizing in our minds.
And if we want to change the
stress response we need to take a bottom-up approach incorporating our
body's reactions and responses into interventions that change those
reactions and responses into a healthy way. The first step of emotion management
is awareness. Start to pay attention to what it feels like when you're having an
anxious response. Is it rooted in your mind? are you having thoughts or
imagining some future catastrophe? or is it rooted in your body? are you having
these physiological reactions like an upset stomach or a sweaty hands? As
you start to pay more attention to these reactions and gain more awareness around
them you'll develop greater abilities to learn how to respond to these these
instinctual reactions in a more helpful way. See if you can distinguish between
the two aspects of anxiety- the worry and the stress maybe even spend some time
writing about it.
And stay tuned to this channel for my next videos on how to
regulate each of those aspects of anxiety. I hope this was helpful and thanks for watching Take care!.