How can you connect this new skill to the student’s priorities? How can you assure ownership by making the development of this skill the student’s goal rather than just your goal for the student?
Often with individuals, an abstract concept like ‘anxiety’ is overwhelming and difficult to grasp. The individual may ‘shut down’ when faced with the concept. Many do not want to be described in any way that is negative. Think of the individuals you know who do not want to make a mistake, who do not want to be described as angry or mean (or any other descriptor that is abstract). Does that person think that being ‘anxious’ means being somehow wrong or damaged? To cope, this person denies the feeling because he cannot comprehend that the feeling is only temporary or ‘a part of life’ (sounds very abstract, doesn’t it?). The student needs to understand that identifying and coping with stress is necessary for long-term, successful employment.
Therefore, teaching this abstract concept should be targeted indirectly by focusing on the 3-step process (define behaviors, antecedents, and solutions). As it is easier to label observable undesired behaviors and antecedents, and to list possible solutions, comprehension of the abstract concept of anxiety may be reached through collective understanding of these individual items.
Consider reviewing data on one of the data sheets as a tool within the priming session. The graphic representation of the data and the concrete descriptions may prove helpful in clarifying what you are addressing and why.
So, if the student acknowledges behaviors he does not like, help him connect those behaviors to antecedents to illustrate why the behaviors occur. Alternatively, when antecedents are not as clear, helping the student recognize and practice coping strategies to experience overcoming those behaviors can also promote buy-in.
As you introduce this skill, how will you incorporate (visually, thematically) the student’s unique interests?
Can you make it visually clear to the student who is resistant to change that his assumption is only one way of looking at things? Can your use of visual supports and self-assessments help get agreement that there is a problem, get agreement on the solution, and create the motivation for change?
For a student who is reluctant to acknowledge features of anxiety (because he sees them as undesired behaviors), or who is resistant to exploring solutions and coping strategies, this skill can be quite difficult. Since the skill relies on the student accepting having feelings he may perceive as negative or inappropriate, it may be necessary to initially disassociate the “negativity” from the student through social narratives using fictional characters and scenarios. For example, use a comic that depicts a very clear anxiety-provoking situation. Guide the student in identifying negative behaviors, antecedents, and possible coping strategies for the character. After some practice, help the student connect these ideas to personal situations. Would a graphic organizer or flow chart support the student in connecting these ideas to personal situations?
Priming is a form of negotiation that can reframe and sharpen a student’s assessment of self. Below are the self-assessment tools that align with this intervention topic:
"Self-Regulation - Identifying Stressors 1"
Interspersal is a proven technique involving the presentation of familiar, higher success tasks with the new, more challenging task. When it is appropriate, are you varying the activities to maintain the student’s confidence and focus?
Before the student encounters a situation where he will need to self-identify anxiety and respond appropriately, how do you help the student prepare? How do you orient him to the upcoming situation that may “trigger” anxiety?
After the student has labeled behavioral responses, identified antecedents, and practiced coping strategies, it is helpful to have access to a coping card, a visual reminder cue, or a video model prior to entering stressful situations. For example, a student who experiences stress in large crowds may review a video model of himself entering a crowded room, excusing himself to the restroom, and going through a muscle relaxation exercise before returning to the room.
NOTE: Use of visual supports in this way, particularly video models, is made much more natural and possible with the use of mobile technology; try uploading a student’s video model to his smartphone or tablet for quick, on-the-fly referencing.