Relaciones Humanas

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Relaciones Humanas

Etapa vejez o senectud

Adultez Media

Pareja con hijos

Crisis de la mediana edad

Adultez temprana

Madurez

Inicia la socialización

Adolescencia Tardia

Etapa Sensomotriz Piaget

Adolescencia Media

Adolescencia Temprana

Etapa genital Freud

Operaciones Concretas Piaget

Etapa Preoperatoria Piaget

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The Roadmap

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Starting Situation

Before hitting the road to successfully lower student anxiety in your school, a school leader briefing has taken place that led to the following decision:

Congratulations!You've been selected to become an Implementation Coach (IC) at your school!

At the end of this lesson, you'll have obtained a better understanding of what is expected of you as an IC and what your road to success looks like. If you have any questions, please contact the program manager or navigate to the IC Community platform using the buttons on the image. Good luck! You can continue the lesson by closing this window.

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As you are aware, The Anxiety Project requires collection of school data at a number of intervals during the project. The purpose of the research is to asses teacher, support staff and parental ability to identify and manage child anxiety and to measure the effects of the intervention on children with mild-level anxiety. Data collected will be used by the NSWPPA for feedback to individual schools and to assess overall project impact. There are four research instruments used to do this, measured at various points throughout the intervention.

Step 1: Research

• Teacher Report: Teacher reflection on student, Macquarie University School Anxiety Scale for a random selection of six students in each class.
• Teacher Response: Teacher / School Staff reflection on self all adults in the school participating in the training.
• CALIS Student Reflection: Student reflection on self, Macquarie University Child Anxiety Life Interference Scale (CALIS), all students in the school participating in the intervention.

• FASA Parent Survey: Parent survey, Yale University Family Accommodation Scale – Anxiety (FASA), voluntary participation of parents attending face to face school based parent training.

In Section 3 of the IC Portal, you can find the surveys that are applicable for your school.

Where can I find the surveys that are required for the collection of data?

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Step 2: IC / Leader Training

Where can I find the full versions of the pre-reading?

Before the IC / Leader Training

Besides collecting data, you'll also be sent pre-readings and other content related to The Anxiety Project. It's recommended that you take a look at these materials before the first training day. You'll receive a folder with materials you can use on all three training days. You can find full versions of the pre-reading in Section 2 of the IC Portal.

At the IC / Leader Training

During the IC Training, you'll be given a demonstration of the IC communication platform; a key tool provided to share ideas, resources, and success stories with the IC Community.

In-between sessions:

Complete all four homework assignments in the IC Portal.

After the IC / Leader Training

After you have completed the IC and Leader Training as part of preparing to effectively implement The Anxiety Project in your school, we ask that you complete the following:

• Introduce the idea of anxiety-related accommodations by discussing this with your executive and establishing a process for how you will determine how and what accommodations your school can reduce.
• Introduce the Theory of Change (TOC) process to your executive (and other relevant staff members), and make a plan for how you will finalise your school's TOC documents.
• Submit your first draft of the TOC documents to the IC Portal directly after your meeting.

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Step 2: IC / Leader Training

How do I complete my in-between sessions homework?

Before the IC / Leader Training

Besides collecting data, you'll also be sent pre-readings and other content related to The Anxiety Project. It's recommended that you take a look at these materials before the first training day. You'll receive a folder with materials you can use on all three training days. You can find full versions of the pre-reading in Section 2 of the IC Portal.

At the IC / Leader Training

During the IC Training, you'll be given a demonstration of the IC communication platform; a key tool provided to share ideas, resources, and success stories with the IC Community.

In-between sessions:

Complete all four homework assignments in the IC Portal.

After the IC / Leader Training

After you have completed the IC and Leader Training as part of preparing to effectively implement The Anxiety Project in your school, we ask that you complete the following:

• Introduce the idea of anxiety-related accommodations by discussing this with your executive and establishing a process for how you will determine how and what accommodations your school can reduce.
• Introduce the Theory of Change (TOC) process to your executive (and other relevant staff members), and make a plan for how you will finalise your school's TOC documents.
• Submit your first draft of the TOC documents to the IC Portal directly after your meeting.

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The Roadmap

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Step 2: IC / Leader Training

How do I submit my TOC documents to the IC Portal?

Before the IC / Leader Training

Besides collecting data, you'll also be sent pre-readings and other content related to The Anxiety Project. It's recommended that you take a look at these materials before the first training day. You'll receive a folder with materials you can use on all three training days. You can find full versions of the pre-reading in Section 2 of the IC Portal.

At the IC / Leader Training

During the IC Training, you'll be given a demonstration of the IC communication platform; a key tool provided to share ideas, resources, and success stories with the IC Community.

In-between sessions:

Complete all four homework assignments in the IC Portal.

After the IC / Leader Training

After you have completed the IC and Leader Training as part of preparing to effectively implement The Anxiety Project in your school, we ask that you complete the following:

• Introduce the idea of anxiety-related accommodations by discussing this with your executive and establishing a process for how you will determine how and what accommodations your school can reduce.
• Introduce the Theory of Change (TOC) process to your executive (and other relevant staff members), and make a plan for how you will finalise your school's TOC documents.
• Submit your first draft of the TOC documents to the IC Portal directly after your meeting.

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The Roadmap

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What does The Anxiety Project offer me to help me prep the staff for the Whole-School Training?

Step 3: Prep your teachers and staff for training

• Use the IC Community to exchange ideas with your fellow ICs about how to best prep your teachers and other staff for the upcoming training day.
• Prepare teachers by explaining The Anxiety Project, its aims and its duration. Emphasise that, at a minimum, the project requires changes in their incidental conversations with students. Also make staff aware of the research timeline and requirements – ensure you allocate time for staff and students to complete the surveys in your school planning calendar.

In Section 6 of the IC Portal, you can find a presentation you can use to share with teachers and SLSOs to introduce the idea of accommodations in anxiety terms and what are helpful and unhelpful accommodations.

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Where can I find the Implementation Checklist?

Attend the Whole-Staff Training We will make sure you receive everything you need for this day by sending the workbooks to your school. After the Training Next to the fortnightly newsletters, you'll also be invited to fortnightly Zoom Cafés. You'll be expected to attend these to ask questions and exchange stories with other ICs. The Implementation Checklist is a key instrument to measuring the project's success. You can find it in Section 1 and 7 of the IC Portal.

Step 4: Starting the Implementation Process

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Step 5: Prep your teachers and staff to deliver the lessons

Where can I find the materials I need to deliver the lessons?

Once your whole team has been trained in The Anxiety Project, it is time to deliver the lessons to students. Plan for this by organising staff meeting discussions of the lesson content and delivery. There are 7 lessons for each stage, aligned to the PDHPE syllabus. Ensure you have allocated time for staff to review and understand them and determine the delivery schedule with activities to embed the learning between each lesson (we recommend delivering these lessons once a week or once a fortnight). You will find the Zoom Cafes particularly valuable to share resources created by each school to support the lessons. There will be 2 specialised Zoom Cafés dedicated to the topic of lesson delivery. In Section 10 to 12 of the IC Portal you can find the lesson plans, but also lots of materials to help you prepare for delivery.

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Step 6: Implement the lessons

How can I promote The Anxiety Project in my school?

Once your teachers are fully prepared and ready to go, it's time to implement the lessons in stage groups. Here are a couple of things you can do that will help you steer in the right direction:

• An important part of your role is to act as a critical friend to teachers implementing the lessons in the classroom, try to spend some time observing teachers delivering the lessons.
• For larger schools you may wish to nominate "lesson experts" for each stage to assist with the implementation of the lessons.

Important: ask for feedback from students following the 7 lessons. Establish that at least 50% of students will be able to demonstrate the success criteria of all the lessons. You may also wish to start communicating the project to stakeholders in your school and build on your Theory Of Change work by doing the following:

• Finalise the set of teachers' expectations of student behaviour. Laminate these and display them in classrooms.
• Ensure that teachers have a ready supply of calm cards to give to students.
• Write to satellite professions (GPs, psychologists, OTs, etc.) to alert them to the project and seek their support. Send them a cover letter and The Anxiety Project fact sheet.
• Build-in measures of progress across the year: determine type (what) and dosage (frequency) of measures (possible percentage reduction in the use of exit cards, improvements gained in attendance or possible reductions in provisions for student anxiety across the year).
• Place posters around the school and draw students’ attention to the posters in relevant lessons.

In Section 9 of the IC Portal, you can find templates for posters, letters, and marketing resources to use in your school.

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Are there any SALON-related resources I can use?

Step 7: Organise refresher PL

Organise a schedule of refresher PL, run by you (the IC), in staff meetings or on staff development days. It's also important that you keep the project first of mind by providing feedback to staff via regular staff notices and standing meeting agenda items (staff and faculty meetings). Consider a dedicated The Anxiety Project news-board or have regular The Anxiety Project meetings. At staff meetings, have at least one agenda item on The Anxiety Project. Train new staff with the materials provided in the IC Portal (Section 14).

It's absolutely essential that you take charge in promoting incidental conversations between teachers, administration staff, SLSOs and students, using SALON. You can use the tools provided by The Anxiety Project to help with this (you can find these resources in Section 8).

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How can I train new staff to get them on board?

Step 7: Organise refresher PL

Organise a schedule of refresher PL, run by you (the IC), in staff meetings or on staff development days. It's also important that you keep the project first of mind by providing feedback to staff via regular staff notices and standing meeting agenda items (staff and faculty meetings). Consider a dedicated The Anxiety Project news-board or have regular The Anxiety Project meetings. At staff meetings, have at least one agenda item on The Anxiety Project. Train new staff with the materials provided in the IC Portal (Section 14).

It's absolutely essential that you take charge in promoting incidental conversations between teachers, administration staff, SLSOs and students, using SALON. You can use the tools provided by The Anxiety Project to help with this (you can find these resources in Section 8).

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Where can I find information about the things I can do to engage parents with The Anxiety Project?

Step 8: Engage with parents

Engage your parent community in the The Anxiety Project in the following ways:

• Involve them through engaging your P&C and regular communication (The Anxiety Project updates in the school newsletter).
• Promote and deliver parent training courses (for more information, see step 10) to explain how parents can challenge their children's cognitive distortions (what, why, how). We recommend that you commence these the term after your whole-staff training day, to allow enough preparation time for you (the IC) and your teachers to have a good understanding of the concepts behind The Anxiety Project.
• Make sure to attend the Zoom Cafés and use the community to ask questions and exchange information about how to set this up.
• Promote The Anxiety Coach book and encourage parents to participate in the Anxiety Coach parent sessions at your school. For those parents unable to attend the live session you run, encourage them to use the self-paced online course (Anxiety Coach for Parents™).You will receive an email with a personalised code that gives the school a number of free access codes for you to use with select parents.

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Step 9: Create school routines that support The Anxiety Project in your school

How can I utilise the IC Portal to review the accommodations my school makes?

An important part of ensuring the success and longevity of The Anxiety Project, is changing school routines to embed the change in conversations with students and an understanding of preferred responses to anxious behaviours. Also, such things as onboarding new staff into The Anxiety Project, allowing ICs space and release time to be able to support teachers with implementation. Review the accommodations your school makes, your Theory of Change plan and create a consistent set of expectations of students and the adults around them. Utilise the IC Community to learn about the routines that other ICs create that supports The Anxiety Project at their school.

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How can I prepare myself for the parent sessions?

Step 10: Deliver parent sessions

Part of the role of the IC is to deliver Anxiety Coach to parents. This is delivered via three face-to-face sessions. You are encouraged to run these throughout the duration of the Anxiety Project. Prior to the parent training sessions, you will need to do the following:

• Review the recording How to set up your Anxiety Coach parent sessions in Section 13 of your IC Portal
• Enrol in the full-day training session with Michael Hawton in Zoom
• Use the promotional materials in the IC Portal to advertise your parent sessions

It is important for you (the IC) to ensure that parent pre- and post-surveys are completed. The pre-survey needs to be completed prior to running your first parent training session and the post survey needs to be sent four weeks after you have completed all three parent sessions.

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Where can I find information about the data collection points in the IC Portal?

Step 11: Continue to measure the project's efficacy

Ensure that you stick to the data collection points to review the efficacy of the program. You will then be given reports on the progress of your school, the cohort and same comparative analysis on how you are tracking against like schools. The NSWPPA will provide you with a link to the surveys. If you have any questions about this, please send an email to Rob Walker (click on the button on the image on the left). You can also use the performance metrics you established in your Theory of Change planning process to measure the success of The Anxiety Project. Ensure that you share your success stories with your school community.

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Step 12: Take measures to ensure sustainability

What activities can I do to ensure sustainability when going into Year 2?

Encourage sustainability of the intervention by using tools provided by The Anxiety Project to keep the learning fresh in the mind of your school community. Resources will be shared with you as the project progresses. Make sure to stay up to date via the IC Community, fortnightly newsletters and Zoom Cafés. This will help you gain from ongoing learning and maintain project impetus. After Year 1 Make sure to take part in the Annual Implementation Review via the IC Portal (Section 15). This will help you reflect on the year that has passed, and will challenge you to think about the next year(s) ahead. Beyond Year 2 Once the 2-year implementation process has come to an end, organise and run your own Zoom Cafés for all staff to attend.

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Step 13: Celebrate success

Remember to share your success with your school community! Continue to measure progress and share success stories. Make recommendations to the project leadership team for refinement of the project implementation for future school cohorts.

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Click here to see the overview

La comunicación

Las palabras expresan conceptos e ideas, con frecuencia el lenguaje hablado va acompañado de una carga afectiva , que corresponde al pasado o la historia del interlocutor, de tal manera que las palabras evocan sentimientos, recuerdos y contenidos conceptuales para dialogar

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