Reducing Anxiety and Managing Anxiety

Unfortunately, we can never eradicate or remove everything that causes anxiety.

Anxiety is a natural part of life and something that everyone experiences, to a greater or lesser extent, at some stage.

However, there are a few strategies that may help autistic teenagers understand and manage their own anxiety.

• Where possible, and this may not be easy, find out what “triggers” or causes the autistic teenager anxiety
  • This may be done through observation, conversation and/or using visuals
• Some of the common triggers for anxiety include:
  • Changes in routine or environment (Link to transitions section)
  • Unfamiliar social situations
  • Sensory sensitivities – Anxiety escalates in sensory-rich environments e.g. a noisy supermarket, playground, classroom; or as a result of exposure to disliked sensory stimuli such as a child crying, light touch, smells. (Link to Sensory Resource)
  • Fear of a particular situation, activity or object – for example, sleeping in their own bed, going to the toilet, balloons, spiders or vacuum cleaners etc.
• Once the “triggers” have been identified, work with the teenager to develop individualised appropriate strategies for dealing with these situations
• Give the teenager lots of opportunities to practise dealing with these difficulties and situations in a safe environment
• It helps if other people in contact with the autistic teenager are aware of the “triggers”and have agreed strategies for handling such situations
• Help the teenager recognise anxious feelings
  • Teach the autistic teenager: What is anxiety? What does anxiety feel like? And, what to do to deal with the difficulty.
  • Visual strategies and social stories may help.
  • See http://www.moodjuice.scot.nhs.uk/anxiety.asp

 

 

This image is from a book, Stallard, P. (2002) Think Good Feel Good: A Cognitive Behaviour Workbook for Children. Wiley-Blackwell.

• Teach the autistic teenager to manage his or her anxiety, to take ownership of it, by offering an array of relaxation and calming strategies that could be implemented when he or she notices the early stages of his or her anxiety; social stories and visuals may help the teenager learn how to access and use relaxation and calming strategies. These may include:
  • Managing the sensory environment e.g. noise, temperature, lighting, eye defenders, personalised music on headphones, going to a calm area where sensory stimulation is muted (see sensory resource)
  • Teaching deep pressure techniques and strategies (see deep pressure techniques sensory resource)
  • Counting slowly to 10
  • Taking five deep, slow breaths (breathing resource or see http://www.modelmekids.com for other related videos)
  • Try humour see https://www.youtube.com/watch?v=bM06o26PCDQ
  • Using gym equipment or weights under supervision.
  • Doing a set number of jumps on the trampoline with Tse, (2020) claiming that physical exercise has a positive effect on wellbeing, including emotion regulation and is seen as a proactive means of dealing with anxiety, even suggesting that physicians and educators should consider prescribing physical exercise for autistic children and young people to help them alleviate their anxiety, and positively influence their emotional and behavioural needs. See http://www.health.com/health/video/0,,20742595,00.html
  • Looking at or counting a collection of favourite, special things or engaging with their focused interest
  • Reading a favourite book or listening to calming music, playing a video or tablet based game
    • See research into Minecraft and Autism http://www.cnet.com/uk/news/minecraft-helps-kids-with-autism-build-richer-lives/
  • Closing eyes for a few moments
  • Writing down the problem then tearing it up into small pieces
  • Going to a quiet, calm area (see calm area sensory resource)
  • Guided imagery e.g. computer software e.g. see Phillips Vital Signs App https://itunes.apple.com/gb/app/vital-signs-camera-philips/id474433446?mt=8
  • Social stories about how to recognise anxiety and how to relax (see The Mental Health Foundation pdf mindfulness or Mindfulness a personal perspective)

The teenager should practise these strategies when he or she is calm, alert and focused; his or teachable moment.

As some may find change and transitions difficult, it may be helpful to be warned about a change or an event in advance, technology can be helpful e.g. texting on a smart phone or emailing teenager about change. Some like to know a week in advance. But for some, too much warning can mean they worry until the event happens.

A psychologist, cognitive behavioural therapist or mental health occupational therapist might be able to help if the young person is very anxious. It may be advisable to ask your GP for advice and a recommendation for a suitable psychologist or therapist.