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1. Children and youth with GAD are not receiving the necessary services to foster healthy development in both academic as well as social spheres.
2. Behavioural intervention is most successful when applied in the child/youth's natural environment as well as the location that triggers anxiety.
et. al. 2001 )
Psycho Education and Cognitive-Behavioural Intervention Strategies in the Classroom:
The following strategies that have proven to be successful with anxiety disordered children and youth and are based on {cbt_model.gif} Image Retrieved from http://www.slbmi.com/anxiety_center/cognitive_behavior_therapy.htmthe cognitive-behavioural etiological model that avoidance and escapism feeds into and causes greater anxiety.

1. Children and youth with GAD are not receiving the necessary services to foster healthy development in both academic as well as social spheres.
2. Behavioural intervention is most successful when applied in the child/youth's natural environment as well as the location that triggers anxiety.
and teacher assistance.assistance (Masia et. al. )
Psycho Education and Cognitive-Behavioural Intervention Strategies in the Classroom:
The following strategies that have proven to be successful with anxiety disordered children and youth and are based on {cbt_model.gif} Image Retrieved from http://www.slbmi.com/anxiety_center/cognitive_behavior_therapy.htmthe cognitive-behavioural etiological model that avoidance and escapism feeds into and causes greater anxiety.

What is Generalized Anxiety Disorder (GAD)?
Anxiety is the human body's reaction to dangerous situations. It is a natural reaction in the face of threatening events so as to promote safety and well-being. However, for some children and adolescents, such as Sarah from the previous case study, the anxiety response goes awry, resulting in unmanageable levels of anxiety in situations that are not dangerous in reality. It can be severe, frequent and persistent and does not match the circumstances in which the child or youth finds themselves. This kind of anxiety interferes severely with normal functioning and development of the child or youth: academically as well as socially. What makes it more difficult, is that children and youth may not yet be equipped with the communication skills required to communicate their fears and needs.
and possibly suicidal.suicidal (Winzer, 2005).
Signs and Symptoms of GAD
exaggerated worry in circumstances that are not in reality threatening
Ecological Model:
Environmental factors are primarily responsible for a child or youth's anxiety disorder, including exposure to stress to the child's family and broader community.Studies have shown that prolonged postpartum depression has a long-term negative impact on infants and can lead to anxiety disorders later in childhood. Also, over-protective and insecure child-parent relationships have been proven to contribute to childhood anxiety.
child or student. student (Bacow et. al. 2009).

Masia, C., Klein, R., Storch, E., Corda, B. (2001) "School-Based Behavioural Treatment for Social Anxiety Disorder in Adolescents: Results of a Pilot Study" Journal of the American Acadamy of Child and Adolescent Psychiatry. 40 (7), 780-786.
Suveg, C., Comer, J., Furr, J., Kendall, P. “Adapting Manualized CBT for a Cognitively Delayed Child with Multiple Anxiety Disorders” (2006) Clinical Case Studies: Temple University. 488-510.
St. Louis Behavioural Medicine Institute. Cognitive Behavioural Therapy (CBT). (Image Retrieved from
http://www.slbmi.com/anxiety_center/cognitive_behavior_therapy.htm on January 5th, 2011)
Winzer, M. Children with Exceptionalities in Canadian Classrooms, 7th edition. (Pearson Education, Toronto, Canada: 2005).

3. Behavioural intervention at school is important for socially withdrawn and anxious children and youth so that it can include therapeutic features such as access to peer support and teacher assistance.
Psycho Education and Cognitive-Behavioural Intervention Strategies in the Classroom:
based on the {cbt_model.gif} Image Retrieved from http://www.slbmi.com/anxiety_center/cognitive_behavior_therapy.htmthe cognitive-behavioural etiological
There are two main behavioural interventions that have evidence in effective reduction of anxiety symptoms and would best be used to complement the other:
1) Exposure and Desensitization;

3. Behavioural intervention at school is important for socially withdrawn and anxious children and youth so that it can include therapeutic features such as access to peer support and teacher assistance.
Psycho Education and Cognitive-Behavioural Intervention Strategies in the Classroom:
and youth have proven successful and are greater anxiety. There
There are two the other: 1)
1) Exposure and Desensitization; 2)
2) Modeling socially around this age.age and can be fully developed by the age of 13. It is
1) Exposure and Desensitization
Students engage with special education teacher to create hierarchy of fears. Then, students rate each fear on a numerical scale based on the degree of stress they feel. It would be helpful in this intervention to have a record of observations of anxious and withdrawn reactions to various situations so as to be able to discuss real scenarios with the student.

2. Behavioural intervention is most successful when applied in the child/youth's natural environment as well as the location that triggers anxiety.
3. Behavioural intervention at school is important for socially withdrawn and anxious children and youth so that it can include therapeutic features such as access to peer support and teacher assistance.
Cognitive-Behavioural Intervention Strategies:Strategies in the Classroom:
The following strategies that have proven to be successful with anxiety disordered children and youth have proven successful and are based on the cognitive-behavioural etiological model that avoidance and escapism feeds into and causes greater anxiety. There are two main behavioural interventions that have evidence in effective reduction of anxiety symptoms and would best be used to complement the other: 1) Exposure and Desensitization; 2) Modeling socially appropriate behaviour (Rockhill et. al. 2010, 84)
*It is important to note, however, that typically, these interventions work best on children from 10 years old and up since metacognition begins developing around this age. It is rare for younger children to be developed metacognitively (Bacow et. al. 2009, 729)

Works Cited
Bacow, T.L., Ehrenreich, D.B., Brody, L. (2009) “The Metacognitions Questionnaire for Children: Development and Validation in a Clinical Sample of Children and Adolescents with Anxiety Disorders” Journal of Anxiety Disorders. 727-736
Ellis, D., Hudson, J. (2010) “The Metacognitive Model of Generalized Anxiety Disorder in Children and Adolescents” Clinical Child Family Psychological Review. 151-163
Masia, C., Klein, R., Storch, E., Corda, B. (2001) "School-Based Behavioural Treatment for Social Anxiety Disorder in Adolescents: Results of a Pilot Study" Journal of the American Acadamy of Child and Adolescent Psychiatry. 40 (7), 780-786.
Suveg, C., Comer, J., Furr, J., Kendall, P. “Adapting Manualized CBT for a Cognitively Delayed Child with Multiple Anxiety Disorders” (2006) Clinical Case Studies: Temple University. 488-510.
Winzer, M. Children with Exceptionalities in Canadian Classrooms, 7th edition. (Pearson Education, Toronto, Canada: 2005).