Learning Objectives:
- Students will be able to define what worry is and identify instances when they experience this emotion.
- Students will be able to recognize physical sensations associated with worry.
- Students will understand the physiological and cognitive effects of worry.
- Students will learn and practice deep-breathing techniques to interrupt the cycle of anxiety.
Mindful Awareness Exercise:
Start the lesson by using chimes or a singing bowl. Instruct students to focus their attention on the sound and follow it as long as possible until they can no longer hear it, practicing mindful listening.
Introduction:
Explain to students that worry is the experience of having unpleasant thoughts that persistently occupy one’s mind. Describe it as if worries are bothersome insects that keep buzzing around and don’t leave you alone.
Emphasize that it is normal to have worries; everyone experiences them from time to time. However, it becomes a concern when worries interfere with other aspects of life or cause unhappiness.
Activity 1: Exploring Worry
Distribute the top half of “What is Worry?” handout, focusing on the top half. Instruct students to circle their worries from the categories provided.
Engage students in a class discussion, allowing them to share the worries they have identified. Encourage an open and non-judgmental environment for students to express their concerns.
Prompt students to consider if there are any additional worries that are not included in the categories provided, allowing them to share other sources of worry they may have.
Reflection and Deep-Breathing Exercise:
Transition to a discussion about the physical and emotional experiences associated with worry. Help students recognize the bodily sensations that accompany worry, such as increased heart rate, shallow breathing, muscle tension, or a racing mind.
Explain the physiological and cognitive effects of worry, highlighting how it can impact concentration, sleep, and overall well-being.
Introduce deep-breathing as a practical technique to interrupt the cycle of anxiety. Guide students through a deep-breathing exercise, emphasizing slow, deep inhalations through the nose and exhaling gently through the mouth. Encourage them to focus on their breath and notice how it helps them feel more grounded and calm.
Activity Conclusion:
Conclude the activity by emphasizing the importance of understanding worry and developing resilience strategies. Encourage students to continue practicing deep-breathing techniques whenever they experience worry or anxiety. Remind them that by recognizing and managing worry, they can regain control over their thoughts and emotions.
Note: Adjust the discussion and exercises according to the age group and specific needs of the students. Provide appropriate support and reassurance for students who may have significant worries or anxiety.
Activity 2: Mapping the Experience of Worry
Learning Objectives:
- Students will visually represent how they express the emotion of worry on a body map.
- Students will identify and document different feelings and bodily sensations associated with worry.
- Students will explore the physiological and cognitive aspects of worry.
Body Mapping:
Provide each student with a copy of the Body Mapping Template. Display an example of a completed body map on a whiteboard or draw one to demonstrate the activity.
Instruct students to draw their face on the body map, depicting how they express the emotion of worry. Encourage them to write down the different feeling words they associate with this emotion next to the body, such as worried, nervous, scared, or stressed.
Ask students to recall a recent experience when they felt worried. Prompt them to reflect on the bodily sensations they experienced during that time.
Guide students to add or write down the different sensations they can remember on their body map. Prompt them to consider various body sensations commonly associated with anxiety or anger. For example, encourage them to reflect on their breathing patterns and any changes they noticed in their stomach or muscles.
Model by example, describing some of your own bodily sensations when experiencing the emotion of worry. This will help develop their awareness and understanding of their own bodily changes. Include physical activities to enhance their awareness of physical sensations.
For example:
Have students stand up and alternately make their bodies into tight and rigid objects (e.g., robots, traffic lights, brick walls) and then into loose and relaxed objects (e.g., jellyfish, rag dolls, spaghetti). Discuss the difference between tense and relaxed muscles, and how their muscles feel when experiencing worry versus relaxation.
Direct their attention to their breathing and heart rate while in a relaxed state. Then, have them run on the spot for a minute or two and repeat the observation. If available, use a stethoscope to demonstrate the changes in heart rate and breathing. Discuss the differences they feel in their heart rate and breathing when relaxed versus when experiencing worry.
Prompt students to consider the thoughts they typically have when feeling worried. Encourage them to write down the types of worry-related thoughts they identify with in thought bubbles next to the body. Normalize their experiences and remind them that worry thoughts often start with phrases like “what if…”
Reflection on Physiological and Cognitive Aspects:
Engage students in a discussion about the physiological aspects of worry. Explain that the feeling of worry originates in the amygdala, a brain region responsible for intense emotional responses. Discuss how neurotransmitters activate the sympathetic nervous system, resulting in increased heart and breathing rates, muscle tension, and redirection of blood flow to the brain. Emphasize that anxiety is a natural response that prepares the body to handle a crisis.
Shift the focus to the cognitive aspects of worry. Share the Swedish proverb, “Worry often gives a small thing a big shadow,” and discuss its meaning. Explain that worry begins with nagging thoughts that can quickly escalate, leading to irrational thinking and draining mental and physical energy. Discuss how worry affects executive functions, attention, problem-solving abilities, memory, and self-beliefs.
Activity Conclusion:
Conclude the activity by reflecting on the students’ body maps and the insights gained about the experience of worry. Encourage students to develop self-awareness and use strategies like deep-breathing techniques to interrupt the cycle of worry and promote relaxation. Remind them that understanding the physiological and cognitive aspects of worry empowers them to navigate their emotions more effectively.
Note: Adapt the activity and discussions according to the age and developmental level of the students. Foster an environment of empathy and support, allowing students to express their thoughts and experiences openly.
Activity 3: Understanding Anxiety Symptoms and Practicing Deep Breathing
Learning Objectives:
- Students will assess their level of anxiety symptoms using the Beck Anxiety Inventory.
- Students will reflect on their inventory results and discuss their observations.
- Students will learn and practice deep-breathing techniques to counteract anxiety symptoms.
Beck Anxiety Inventory:
Explain to students that they will be using the Beck Anxiety Inventory to assess their level of anxiety symptoms. Distribute the inventory and instruct them to carefully read each item on the list.
Ask students to indicate how much they have been bothered by each symptom during the past month, including today, by circling the corresponding number in the column next to each symptom.
Once students have completed the inventory, ask them to calculate their scores based on the guidelines provided.
Have students calculate their score once complete.
Debriefing the Beck Anxiety Inventory:
Engage students in a discussion about their experience with the Beck Anxiety Inventory. Ask questions such as:
- What stood out to you while completing the inventory?
- Were you surprised by any of the results?
- Did the inventory help you gain insights into your anxiety symptoms?
Cycle of Anxiety:
Distribute the Cycle of Anxiety handout and guide students through each component of the cycle. Discuss how worry and anxiety can create a cycle that perpetuates feelings of distress.
Skill Building: Deep Breathing
Explain to students that deep breathing is a powerful tool to interrupt thought patterns when feeling worried or anxious. Describe how the body’s stress response triggers symptoms such as shallow and rapid breathing, increased heart rate, and muscle tension. Deep breathing, on the other hand, activates the relaxation response and helps alleviate anxiety symptoms.
Provide instructions for practicing deep breathing:
- Instruct students to sit back or lie down in a comfortable position.
- Encourage them to close their eyes if they prefer.
- Suggest placing a hand on the stomach to feel its rising and falling with each deep breath.
- Guide students to take slow, deep inhalations through the nose, allowing their stomachs to rise.
- Instruct them to exhale slowly through the mouth, feeling the stomach fall.
- Encourage students to focus their attention on their breath and notice how the relaxation response begins to counteract anxiety symptoms.
- Inhale: Breathe in slowly through your nose for 4 seconds.
- Pause: Hold the air in your lungs for 4 seconds.
- Exhale: Breathe out slowly through your mouth for 6 seconds.
- Tip: Pucker your lips, as if you are blowing through a straw, to slow your exhalation.
- Repeat: Practice for at least 2 minutes, but preferably 5 to 10 minutes.
Alternatively use the following video:
Activity Conclusion:
Conclude the activity by emphasizing the significance of self-awareness and using deep-breathing techniques as a practical strategy to disrupt the cycle of worry and anxiety. Encourage students to incorporate deep breathing into their daily routines whenever they experience anxiety symptoms. Remind them that with practice, deep breathing can help restore a sense of calm and well-being.
Note: Be mindful of any students who may have severe anxiety or panic disorders. Provide appropriate support and resources if needed.