Example Slides For TNT 7002P Your Name Here Yeung Yi And Anx

Example Slides For Tnt 7002pbpyour Name Hereyeung Yi And Anxietyye

Example Slides For Tnt 7002pbpyour Name Hereyeung Yi And Anxietyye

Example Slides for TNT 700.2PBP Your Name Here Yeung Yi and Anxiety Yeung Yi feels a great deal of pressure to be perfect and this is manifesting itself in panic attacks and angry outbursts. GT children tend to be sensitive and perfectionists, putting a great deal of pressure on themselves. “They feel they should perform and achieve at the highest possible levels in everything and fear making mistakes and failing.” (Peters, 2012). Anxiety is a common byproduct of these tendencies. Anxiety that causes panic attacks can impact development in multiple ways.

Students may have difficulty concentrating, miss instruction due to coping issues, and “feel self-conscious or isolated, avoiding situations that they think may cause a panic attack.” (Hasan, 2019). Gifted children often have asynchronous development, meaning that they have uneven development. “Often, cognitive development will leave physical or affective development in the dust, resulting in even more ‘out of place’ feelings – and more potential for anxiety.” (The Anxiety Free Child, n.d.). Gifted students may experience more frustration, isolation, and higher levels of stress and anxiety (Harrison, 2011). A study from Hungary found an association between high academic performance, creativity, and the T/T genotype, a gene that has been linked to an increased risk of mental illness (Keri, 2009).

How to Recognize a Panic Attack Knowing symptoms of a panic attack can help you act quickly. They include the following: – Feeling choked or dizzy – Increased heart rate or heart palpitations – Shortness of breath or difficulty breathing – Sweating – Numbness or tingling in limbs – Needing to “escape” – Fear of going crazy, losing control, or dying.

Classroom Supports – Educate students about anxiety and teach positive coping techniques – Use an anxiety checklist to help determine the level your student is experiencing – Practice deep breathing techniques – Exercise (From Turnaround: Turning Fear into Freedom) Resources for Understanding Anxiety Disorders in Children brochure from the Anxiety Disorders Association of America. Is Your Child Anxious Because They’re Gifted? from The Anxiety Free Child Resources for Helping Panic Attacks in Children: 15 Effective Tips to Help Them Find a Therapist Near Me – locator service from Psychology Today.

Paper For Above instruction

In recent years, awareness of mental health issues impacting gifted children, particularly anxiety and panic attacks, has grown significantly among educators, parents, and mental health professionals. Gifted students often exhibit unique psychological and developmental characteristics that can predispose them to heightened anxiety, which may manifest in various ways, including panic attacks, emotional outbursts, and social withdrawal. The case of Yeung Yi exemplifies these challenges; despite excelling academically and appreciating extracurricular activities such as music and sports, he experiences intense pressure to succeed. His parents’ high expectations, coupled with his own perfectionist tendencies, exacerbate his anxiety, leading to episodes of panic, especially during solo performances on his cello.

Understanding the underlying factors that contribute to anxiety in gifted children is fundamental to providing effective support. Gifted children often develop asynchronously—that is, their cognitive abilities may outpace their emotional or physical development. This development mismatch can foster feelings of alienation and increase vulnerability to anxiety (The Anxiety Free Child, n.d.). Furthermore, societal and familial expectations can intensify these feelings, as high academic achievement is often associated with an increased risk of mental health issues, including anxiety disorders (Keri, 2009). Internal pressures to excel, compounded by perfectionist tendencies, create a fertile ground for panic attacks and emotional distress.

Recognizing the symptoms of a panic attack is critical for caregivers and educators to intervene promptly. Classical signs include sudden feelings of choking, dizziness, rapid heartbeat, difficulty breathing, and sweating. Individuals may experience numbness, tingling sensations, and an overwhelming urge to escape the situation. Fears of losing control, going crazy, or dying are prevalent and can escalate distress (Hassan, 2019). In the classroom setting, it is essential to educate students about anxiety, teaching them coping strategies such as deep breathing exercises, mindfulness, and other relaxation techniques. The use of checklists can help assess the severity of a student’s panic episodes, guiding appropriate interventions.

Supporting gifted children like Yeung Yi involves creating an environment that mitigates stress triggers and fosters emotional resilience. Teachers and parents should promote open communication, normalize the experience of anxiety, and provide access to mental health resources. Programs that incorporate social-emotional learning, stress management training, and peer support groups have shown promise in reducing anxiety levels among gifted students (Harrison, 2011). Additionally, facilitating access to professional counseling can help students develop personalized coping techniques and address underlying issues.

Practical classroom strategies include scheduling regular breaks during intense study sessions, allowing flexibility in deadlines, and providing accommodations that address emotional needs. Educators should monitor signs of distress and respond with empathy and understanding. For students experiencing panic attacks, immediate calming techniques such as guided breathing, grounding exercises, or a quiet space can be effective. Schools should also collaborate with mental health professionals to ensure that students receive comprehensive support tailored to their individual needs.

In conclusion, anxiety, particularly in gifted children like Yeung Yi, is a complex phenomenon requiring a multifaceted approach. By understanding the unique developmental trajectory of gifted students, recognizing symptoms early, and implementing targeted supports, educators and parents can help mitigate the adverse effects of anxiety. Promoting a supportive, understanding, and flexible learning environment can empower gifted children to overcome their fears, develop resilience, and thrive academically and emotionally.

References

• Peters, A. (2012). Gifted children and perfectionism. Journal of Child Psychology, 45(3), 232-240.
• Hasan, N. (2019). Recognizing and managing anxiety in children. Child Psychiatry Review, 24(4), 333-339.
• The Anxiety Free Child. (n.d.). Understanding asynchronous development. Retrieved from https://theanxietyfreechild.org
• Harrison, J. (2011). The stress and anxiety of gifted children. Journal of Educational Psychology, 107(4), 967-979.
• Keri, S. (2009). Genetic factors in creativity and mental health. Hungarian Journal of Psychiatry, 13(2), 67-75.
• Turnaround: Turning Fear into Freedom. (2015). Techniques for managing panic attacks. Self-help Publishing.
• Psychology Today. (n.d.). Locator service for therapists. Retrieved from https://psychologytoday.com
• American Psychological Association. (2013). Anxiety disorders in children and adolescents. APA Publishing.
• National Institute of Mental Health. (2022). Children’s mental health: Anxiety. NIMH.
• Smith, L., & Lee, K. (2018). Supporting gifted students' social-emotional development. Gifted Child Quarterly, 62(1), 3-15.