Increasing Self-Anxiety In Schools
A number of behavior problems are to be expected when working with adolescents in schools. These problems are something that unfortunately cannot be evaded, every school will have their fair share of problems to deal with. In the past, behavior problems with low socioeconomic status has been an area of concentration. However, there has been a significant increase of problems that are occurring at the other end of the socio-economic spectrum. Contrary to popular belief, money does not necessarily make one less at risk for mental illness. Specifically, affluent suburban adolescents have been shown to be at greater risk for depression and drug use than are both middle-class and lower-class samples of youth (Bogard, 2005).
High profile students …show more content…
are frequently from affluent, white-collar families. They have well-educated parents that often earn an annual income, of $150,000 or more. This income is well over twice the national average. In high school these students can also be star athletes, cheerleaders, or even class valedictorian. They are high achievers, yet they show serious levels of maladjustment as teens, displaying problems that tend to get worse as they approach college. Since adolescence is a period of maturational and social change, some youth may engage in unhealthy patterns of substance abuse or experience depression if they do not adjust well to the challenges found during this identity-forming part of their developmental phase (Steingberg, L. & Frey, R., 2011).
These students also have high levels of self-oriented perfectionism. They evaluate themselves by constantly comparing themselves to each other’s. Students in high-achieving schools, for instance, are constantly in intense competition on who gets the highest grades in AP classes and who will get in the top choices of colleges for their athleticism. They are well liked and perceived as highly motivated go-getters. However, regardless of their family’s high-income and advantages, they may display problematic behavior during their adolescence (Luthar, 2013). These behaviors of high profile students often lead to troublous behaviors such as: alcohol use, high alcohol use marijuana and other drug use, depression, Anxiety, and eating disorders. The high rate of maladjustment among affluent adolescents is strikingly counterintuitive. There is a tacit assumption even among those most affected that education and money procure well-being, and that if children falter, they will swiftly get the appropriate services. Education and money may once have served as buffers against distress, but that is no longer the case. Something fundamental has changed: The evidence suggests that the privileged young are much more vulnerable today than in previous generations. (Luthar, 2013).
Interestingly, affluent youths are not more troubled than others prior to adolescence. The first signs of problems emerge about the age of 13. By this age, 7 per cent of these boys are using marijuana and getting drunk at least once a month. And symptoms of depression and anxiety begin to rise, especially among girls. Why do problems emerge at this point? Some experimentation with alcohol and drugs is normal for teens. However, moneyed adolescents generally have easier access to substances, money to buy them, good entree to providers, and the best fake IDs (Luthar, 2013)
Upper socioeconomic status suburban adolescents have been shown to be at greater risk for depression and drug use than both middle-class and lower-class samples of youth. Affluent adolescents reported using drugs as a means to ‘escape from problems’ or ‘relax’ versus lower SES adolescents who typically reported using drugs because of peer pressure. “In general, affluent teens were more likely to use drugs as a way to come with distress. Urban adolescents typically reported using drugs because of peer pressure or to have fun” (Bogard, 2005).
Another cause underlying the different disturbances in high profile teens is high achievement. The children of affluent parents expect to excel at school, in multiple extracurricular activities and in their social lives. They feel a relentless sense of pressure that plays out in excessive substance use. It plays out in crippling anxiety and depression, about anticipated or perceived ‘failures’. There is also immense pressure to do well in school and get into a prestigious university is shared by many teens. However, maintaining the mantle of success is a special imperative for the well-off, for whom expectations are especially high. Adolescents of affluence want to meet the standard of living they are used to.
It is crucial for high profile students to have a strong social support system. It will positively impact the child and may influence them to make positive decisions during their adolescent years. Having a close bond with at least one person, will have a profound impact on a child. Whether it be a parent or caregiver as long as they receive plenty of love and positive attention it is assumed to build resiliency. Regardless, intervention programs in schools could be one avenue for reducing the number of kids experiencing these negative outcomes (Bogard, 2005). High-profile students may benefit from prevention effort and behavioral interventions to reduce their drive to achieve perfection. Parents can, and must, play a central role in mitigating pressures on children. They are, after all, the immediate buffers of the culture. They have great power to help children remain grounded in a value system that emphasizes decency and kindness as much as getting ahead.
Although there are many ways to help these children, there is still a great deal of work to be done. Affluent youth are potentially at risk for emotional distress and substance use, but little effort has gone into investigating the adjustment and well-being of this population (Gilman, 2011).
Stress counseling and stress prevention by counselors and educators should be encouraged to increase these students self-efficacy.
Furthermore, educators and parents should use positive reinforcement and also help these students build resiliency. These students should be praised for their personal achievement, whatever it may be. It is important for parents to remember that no two lives are the same, everyone walks their own path. This will help prevent their children being compared to their peers. It is important to reward direction and not perfection.
References
Bogard, K. L., & Sherrod, L. R. (2005). Citizenship attitudes and allegiances in diverse youth.. Cultural Diversity and Ethnic minority Psychology, 14(4), 286-296.
Gilman, R., Adams, R., & Nounopoulos, A. (2011). The Interpersonal Relationships and Social Perceptions of Adolescent Perfectionists. Journal of Research on Adolescence, 21(2), 505-511.
Luthar, S. S., & Latendresse, S. J. (2002). Adolescent Risk: The Costs Of Affluence. New Directions for Youth Development, 2002(95), 101-122.
Luthar Ph.D., S. S. (n.d.). The Problem With Rich Kids. Psychology Today: Health, Help, Happiness. From
http://www.psychologytoday.com/articles/2013/the-problem-rich-kids
High profile students …show more content…
are frequently from affluent, white-collar families. They have well-educated parents that often earn an annual income, of $150,000 or more. This income is well over twice the national average. In high school these students can also be star athletes, cheerleaders, or even class valedictorian. They are high achievers, yet they show serious levels of maladjustment as teens, displaying problems that tend to get worse as they approach college. Since adolescence is a period of maturational and social change, some youth may engage in unhealthy patterns of substance abuse or experience depression if they do not adjust well to the challenges found during this identity-forming part of their developmental phase (Steingberg, L. & Frey, R., 2011).
These students also have high levels of self-oriented perfectionism. They evaluate themselves by constantly comparing themselves to each other’s. Students in high-achieving schools, for instance, are constantly in intense competition on who gets the highest grades in AP classes and who will get in the top choices of colleges for their athleticism. They are well liked and perceived as highly motivated go-getters. However, regardless of their family’s high-income and advantages, they may display problematic behavior during their adolescence (Luthar, 2013). These behaviors of high profile students often lead to troublous behaviors such as: alcohol use, high alcohol use marijuana and other drug use, depression, Anxiety, and eating disorders. The high rate of maladjustment among affluent adolescents is strikingly counterintuitive. There is a tacit assumption even among those most affected that education and money procure well-being, and that if children falter, they will swiftly get the appropriate services. Education and money may once have served as buffers against distress, but that is no longer the case. Something fundamental has changed: The evidence suggests that the privileged young are much more vulnerable today than in previous generations. (Luthar, 2013).
Interestingly, affluent youths are not more troubled than others prior to adolescence. The first signs of problems emerge about the age of 13. By this age, 7 per cent of these boys are using marijuana and getting drunk at least once a month. And symptoms of depression and anxiety begin to rise, especially among girls. Why do problems emerge at this point? Some experimentation with alcohol and drugs is normal for teens. However, moneyed adolescents generally have easier access to substances, money to buy them, good entree to providers, and the best fake IDs (Luthar, 2013)
Upper socioeconomic status suburban adolescents have been shown to be at greater risk for depression and drug use than both middle-class and lower-class samples of youth. Affluent adolescents reported using drugs as a means to ‘escape from problems’ or ‘relax’ versus lower SES adolescents who typically reported using drugs because of peer pressure. “In general, affluent teens were more likely to use drugs as a way to come with distress. Urban adolescents typically reported using drugs because of peer pressure or to have fun” (Bogard, 2005).
Another cause underlying the different disturbances in high profile teens is high achievement. The children of affluent parents expect to excel at school, in multiple extracurricular activities and in their social lives. They feel a relentless sense of pressure that plays out in excessive substance use. It plays out in crippling anxiety and depression, about anticipated or perceived ‘failures’. There is also immense pressure to do well in school and get into a prestigious university is shared by many teens. However, maintaining the mantle of success is a special imperative for the well-off, for whom expectations are especially high. Adolescents of affluence want to meet the standard of living they are used to.
It is crucial for high profile students to have a strong social support system. It will positively impact the child and may influence them to make positive decisions during their adolescent years. Having a close bond with at least one person, will have a profound impact on a child. Whether it be a parent or caregiver as long as they receive plenty of love and positive attention it is assumed to build resiliency. Regardless, intervention programs in schools could be one avenue for reducing the number of kids experiencing these negative outcomes (Bogard, 2005). High-profile students may benefit from prevention effort and behavioral interventions to reduce their drive to achieve perfection. Parents can, and must, play a central role in mitigating pressures on children. They are, after all, the immediate buffers of the culture. They have great power to help children remain grounded in a value system that emphasizes decency and kindness as much as getting ahead.
Although there are many ways to help these children, there is still a great deal of work to be done. Affluent youth are potentially at risk for emotional distress and substance use, but little effort has gone into investigating the adjustment and well-being of this population (Gilman, 2011).
Stress counseling and stress prevention by counselors and educators should be encouraged to increase these students self-efficacy.
Furthermore, educators and parents should use positive reinforcement and also help these students build resiliency. These students should be praised for their personal achievement, whatever it may be. It is important for parents to remember that no two lives are the same, everyone walks their own path. This will help prevent their children being compared to their peers. It is important to reward direction and not perfection.
References
Bogard, K. L., & Sherrod, L. R. (2005). Citizenship attitudes and allegiances in diverse youth.. Cultural Diversity and Ethnic minority Psychology, 14(4), 286-296.
Gilman, R., Adams, R., & Nounopoulos, A. (2011). The Interpersonal Relationships and Social Perceptions of Adolescent Perfectionists. Journal of Research on Adolescence, 21(2), 505-511.
Luthar, S. S., & Latendresse, S. J. (2002). Adolescent Risk: The Costs Of Affluence. New Directions for Youth Development, 2002(95), 101-122.
Luthar Ph.D., S. S. (n.d.). The Problem With Rich Kids. Psychology Today: Health, Help, Happiness. From
http://www.psychologytoday.com/articles/2013/the-problem-rich-kids