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dc.contributor.advisorTalbert, Tony L.
dc.creatorHurbough, Debra K., 1975-
dc.date.accessioned2021-10-08T13:49:18Z
dc.date.available2021-10-08T13:49:18Z
dc.date.created2021-08
dc.date.issued2021-07-11
dc.date.submittedAugust 2021
dc.identifier.urihttps://hdl.handle.net/2104/11627
dc.description.abstractToday, youth experience many pressures that lead students to struggle with mental health issues, including anxiety. Because anxiety disorders tend to start in adolescence, trained professionals need to provide students with early intervention and support. Anxiety is not easy to pinpoint, and misdiagnosis can occur based on the symptoms. When unidentified, anxiety can worsen and impact adulthood (Huberty, 2010). Early-onset anxiety can “give rise to a cascade of negative long-term consequences,” including a higher risk of depression disorder, anxiety disorders, or other phobias that present later in adulthood (Fernando et al., 2018, p. 2). Preventative efforts and explorations of the experience of anxiety from a student’s perspective are pivotal in averting long-term effects. The student perspective of anxiety is a critical component of educating teachers on how anxiety impacts learners’ social-emotional health. To get an accurate viewpoint from the student about the experience of anxiety, the learners must first gain awareness of the psychological and physical symptoms of anxiety. Adults can support this awareness by providing safe and trusting relationships where students feel free from judgment. When those components come together, students can utilize coping strategies in the classroom effectively. This research study explored the lived experiences from students’ perspectives on anxiety and mindfulness techniques among public school students attending the Prosper Independent School District. Students expressed their beliefs and opinions through interviews and art samples. The collection of data by themes allowed the students an opportunity to express their voice and opinion, both confidentially and securely. Cognitive-behavioral therapy and mindfulness-based intervention were the conceptual frameworks in this research study. In agreement with many researchers, implemented mindfulness-based interventions and cognitive-behavioral therapy positively impacted students who suffer from anxiety. The scholarship noted the limitations of research on a students’ perspective of anxiety and mindfulness.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectAnxiety. Cognitive-based therapy. Mindfulness. Mindfulness-based therapy.
dc.titleAnxiety through the students’ perspective : a multiple case study.
dc.typeThesis
dc.rights.accessrightsNo access – contact librarywebmaster@baylor.edu
dc.type.materialtext
thesis.degree.nameEd.D.
thesis.degree.departmentBaylor University. Dept. of Curriculum & Instruction.
thesis.degree.grantorBaylor University
thesis.degree.levelDoctoral
dc.date.updated2021-10-08T13:49:19Z
local.embargo.lift2026-08-01
local.embargo.terms2026-08-01
dc.creator.orcid0000-0001-7981-2746


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