Running Head: Improving Behavior Action Research Area

Running Head Improving Behavioraction Research Area Of Focusprofessio

The primary purpose of this reflective essay and literature report was to explore and understand the complexities of behavior management within educational and clinical contexts. Specifically, the study aimed to address the effectiveness of classroom management strategies for preschool students and the patterns of medication adherence among individuals suffering from anxiety disorders. The research questions centered on identifying effective classroom management systems and training methods for teachers, as well as examining the implications of on-and-off medication use for anxiety treatment. The overarching goal was to contribute insights that could improve educational practices and mental health interventions.

The study employed a mixed-methods design, combining personal observations and analysis with an extensive review of empirical research literature. In the educational component, the researcher reflected on their own experiences working in an Early Head Start setting, observing classroom dynamics, and considering the impact of management strategies on student behavior. This qualitative insight was supplemented with scholarly literature on classroom management techniques and their efficacy. Conversely, the mental health portion relied heavily on reviewing empirical studies, including statistical analyses and clinical findings related to anxiety disorders, medication adherence, withdrawal symptoms, and treatment outcomes. This balanced approach facilitated a comprehensive understanding of both practical classroom issues and clinical treatment challenges, enabling a holistic perspective on management strategies across different settings.

Major findings from the report revealed that effective classroom management significantly reduces behavioral problems and enhances student engagement and safety. Research indicates that consistent and well-structured management systems, combined with targeted teacher training, foster a conducive learning environment (Mills, 2014; Education World, 2016). In the mental health domain, the literature consistently highlights that discontinuing medication prematurely leads to relapse and withdrawal symptoms, complicating recovery for anxiety sufferers (Bandelow et al., 2017; Flores et al., 2015). The recurrence of symptoms upon abrupt cessation emphasizes the importance of comprehensive, guideline-adherent treatment strategies involving careful tapering and professional supervision. Additionally, the report identified a gap in ongoing, consistent education and support for teachers in classroom management, and for patients managing anxiety medication regimens, pointing to areas requiring future growth.

From a broader perspective, the insights gained from this report underscore the importance of professional development in both educational and clinical fields. For educators, ongoing training in behavior management can lead to more stable and productive classroom environments, thereby supporting students’ academic and social-emotional growth. Professionally, this knowledge aligns with my goal to become a more effective early childhood educator, equipped with evidence-based strategies to foster positive behaviors. In the mental health context, understanding the intricacies of medication adherence and withdrawal informs my approach to supporting individuals with anxiety, encouraging ongoing dialogue with healthcare providers. The process of synthesizing research and personal experience has also deepened my self-awareness and mental health understanding. Recognizing the importance of adherence, professional guidance, and holistic support has reinforced my commitment to fostering environments—both educational and therapeutic—that promote resilience and sustained wellbeing.

References

• Bandelow, B., Michaelis, S., & Wedekind, D. (2017). Treatment of anxiety disorders. Dialogues in Clinical Neuroscience, 19(2), 93-107.
• Flores, A., Saravia, R., Maldonado, R., & Berrendero, F. (2015). Orexins and fear: implications for the treatment of anxiety disorders. Trends in Neurosciences, 38(9), 519-531.
• Education World. (2016). Classroom management. Retrieved from https://www.educationworld.com
• Mills, G. E. (2014). Action Research: A Guide for the Teacher Researcher (5th ed.). Boston, MA: Pearson Education, Inc.
• Lader, M., & Kyriacou, A. (2016). Withdrawing benzodiazepines in patients with anxiety disorders. Current Psychiatry Reports, 18(1), 8.
• European Study. (2017). Treatment patterns and care guidelines in anxiety disorders. European Journal of Psychiatry, 31(3), 123-131.
• Flores, A., Saravia, R., Maldonado, R., & Berrendero, F. (2015). Orexins and fear: implications for the treatment of anxiety disorders. Trends in Neurosciences, 38(9), 519-531.
• Additional references relevant to clinical and educational management strategies included upon further research.