Anxiety in the Courtroom

Witness Preparation Services

by Annabelle Parr

Have you ever felt especially nervous before a big presentation? Do you find your heart racing and palms sweating when you have to speak in front of a large group of people? You’re not alone. On average, people rate their fear of public speaking higher than their fear of death. Potentially one of the highest pressure, highest stakes public speaking situations is on the witness stand in a courtroom or during a deposition. Even the most experienced witnesses can feel anxiety, which left unaddressed can hinder their testimony. Anxiety is the number one communication obstacle in legal proceedings (Pitera, 2013).

Source URL: http://www.utahcriminallaw.net/what-happens-if-a-witness-lies-in-court/

Witnesses typically have very specific fears related to testifying. Some common witness fears include, but are not limited to, a fear of letting people down, losing their job, making a mistake, looking incompetent, being embarrassed, judged or blamed, or having to reveal private, personal information. Witnesses also tend to take on more responsibility for the outcome of the case than is necessary or realistic (Pitera, 2013).

Though the source of a witness’s anxiety may be completely unrelated to their credibility or honesty, jurors tend to judge witnesses more on the basis of behavior than testimonial content (Afremow, 2011). Therefore, a testimony could be flawless and completely true, but if it is delivered poorly the concrete verbal content may not matter.

Typical anxious behaviors that jurors tend to interpret as signs of unreliability include non-verbal cues such as poor eye contact, fidgeting, appearing tense, and inconsistency of demeanor or tone (Afremow, 2011). Helping witnesses to become conscious of these subtle reactions as well as the sources of their anxiety before testifying can help them to manage the visible cues thus increasing their perceived credibility.

Meeting with a licensed psychologist who specializes in anxiety management is a great way to help prepare witnesses and allow them to address their anxiety before taking the stand. Using cutting edge, evidence-based, cognitive-behavioral techniques, the therapist can help witnesses modify their anxiety, bringing it into an optimal range for peak performance.

Source URL: http://www.everydayhealth.com/smoking-cessation/living/coping-with-the-urge-behaviorally-and-mentally.aspx

Therapeutic techniques that can help prepare witnesses include:

• cognitive reappraisal, which involves changing catastrophic cognitions that fuel anxiety and lead to poor performance
• grounding, mindfulness, and relaxation
• reduction of safety seeking, avoidance, or anxiety driven behaviors such as lack of eye contact, speaking too softly, fidgeting, talking too much or too little, or looking to the attorney for reassurance
• video-taped feedback, which can help reduce anxiety by showing the witness that they don’t look as anxious as they feel, as well as helping them to notice and address visible safety behaviors

A therapeutic setting offers a safe space to practice testifying and receive non-judgmental, constructive feedback and tools that the witness can apply in court and during depositions. If you or your client are preparing to stand as a witness, know that feeling anxiety is normal, but that it doesn’t have to determine the tone of the testimony.

CSAM IS HERE TO HELP

If you or someone you know might benefit from witness preparation services for anxiety or stress, or if you would like more information about our therapy services, please contact us at (858) 354-4077 or at csamsandiego@gmail.com.

References:

Afremow, J. (2011). Witness this: Behavioral science in the courtroom. Psychology Today. Retrieved from https://www.psychologytoday.com/blog/trust-the-talent/201110/witness

Pitera, M. J. (2013). Witness tip: Anxiety is the #1 barrier affecting communication. Litigation Insights. Retrieved from http://www.litigationinsights.com/witness-preparation-2/witness-tip-anxiety-is-the-1-barrier-affecting-communication/

Let’s Talk About Anxiety

by Annabelle Parr

Anxiety is a hot topic these days. It’s all over the news, and apparently it is on the rise. In the age of information and technology, we are constantly bombarded with doom and gloom news alerts, including reminders that on top of everything else, we are plagued with increasing anxiety. Eventually, these reminders can get exhausting and may even contribute to the anxiety that is apparently so prevalent in the first place.

Image source: https://www.theodysseyonline.com/poems-read-anxiety

Of course, there are benefits to all this conversation around anxiety: we have a better understanding of what anxiety is and as a result we may be able to understand and empathize with those who are struggling better. But it’s important to be careful that we don’t pathologize all anxiety, and that we don’t lose sight of the strength that exists in those who truly do have anxiety disorders.

Anxiety: Natural Response to Stress or Disorder?

The way we talk about anxiety today, it is easy to believe that all anxiety is inherently bad and forget that it’s our natural response to threat or danger. We actually need anxiety to survive; it prepares our body to respond appropriately in the face of danger. However, our physiological experience of anxiety developed back when the regular dangers humans faced included running from large, sharp toothed predators. So when we are experiencing the fight-or-flight response before a big exam or presentation, it may not feel particularly adaptive. But despite the discomfort that comes with anxiety, it is natural when it is experienced as the result of a particular situation or problem, when it is proportional to the stressor, and when it only lasts until the situation is resolved (ULifeline, 2016). Anxiety, though often painful, is an important and adaptive part of the human experience.

Image source: aconsciouslifenow.com

Though originally an adaptive response, anxiety does have the potential to be harmful when it manifests as “constant, chronic and unsubstantiated worry that causes significant distress, disturbs your social life and interferes with classes and work” (Active Minds, 2016). In other words, anxiety is no longer helpful when it begins to appear when there is no actual threat present. When a person experiences anxiety but has no threat to respond to, what happens? They begin avoiding situations that are actually safe. Their mind and body are telling them that safe situations are threatening, which can have a debilitating effect. When anxiety becomes disordered, it arises unexpectedly, is overwhelming, and, rather than catalyzing adaptive behavior in the face of a threat, often fosters avoidance of everyday situations (Here to Help, 2016).

Image source: http://www.huffingtonpost.com/2015/05/18/anxiety-photos-katie-crawford_n_7292548.html

So what is the takeaway? Anxiety is uncomfortable, but it helps us respond to threat, uncertainty, trouble, or feelings of unpreparedness (Active Minds, 2016). Anxiety becomes a problem (and possibly a disorder) when it comes seemingly out of nowhere and in the absence of a stressor proportional to the response, and it interferes with functioning in some way.

Recognizing Strengths as well as Struggles

There is no denying that feeling anxious is not pleasant. It can range from uncomfortable to unbearable. For those with anxiety disorders, anxiety is unpleasant on a whole new level; it can be completely overwhelming and paralyzing. It is hard to describe how out of control one can feel in the middle of a panic attack, or how draining it is to go through the day (week, month, or year) flooded with anxiety.

But in the midst of this struggle, it’s important to remember that anxiety doesn’t own you. It may be a part of you, and it may influence your life in various and profound ways. But anxiety does not determine who you are. A diagnosis does not define you. You are not a disorder. You are not weak, powerless, or alone.

Image source: http://quotesgram.com/from-brene-brown-quotes/

Acknowledging the pain anxiety can bring is so important, but it can also be helpful to recognize that struggling with anxiety may also foster certain strengths. According to Dr. Tracy Foose (2013), trait anxiety is associated with being “highly conscientious, honest, detail oriented, performance driven, socially responsible, [and] self-controlled.” Furthermore, learning to cope with anxiety can push us towards an increased self-awareness and knowledge of ourselves. Because it is so uncomfortable, it can motivate us to grow and change parts of ourselves or our lives that may not be serving us. And once we learn that we can move through the discomfort of anxiety, we often feel stronger and more confident in ourselves knowing that we have the fortitude to move through something so profoundly difficult (Sutherland, 2011).

Finally, if you do feel like anxiety is controlling your life, you don’t have to stay stuck in this space. Not only can anxiety teach you to embrace vulnerability and reach out for support from loved ones, but therapy offers very effective treatment. Cognitive Behavioral Therapy and Acceptance and Commitment Therapy can teach valuable coping skills, and can help to change your relationship to anxiety. Nothing will ever take anxiety away completely, but we wouldn’t want that because without anxiety, we wouldn’t survive. But therapy can help us learn that even in the worst throws of anxiety, we will survive, and even thrive.

CSAM IS HERE TO HELP

If you or someone you love might benefit from acceptance and commitment therapy (ACT), cognitive behavioral therapy (CBT), or biofeedback for anxiety, depression, stress, or PTSD, or if you would like more information about our therapy services, please contact us at (858) 354-4077 or at csamsandiego@gmail.com.

References:

Active Minds. (2016). NSOD: Difference between normal anxiety and an anxiety disorder.  Retrieved from: http://www.activeminds.org/component/content/article/512-nsod-difference-between-normal-anxiety-and-an-anxiety-disorder

Foose, T. (2013, Feb. 19). Positive traits seen in anxiety disorders. SF Gate. Retrieved from: http://www.sfgate.com/health/article/Positive-traits-seen-in-anxiety-disorders-4291474.php

Here to Help. (2016). What’s the difference between anxiety and an anxiety disorder?  Retrieved from: http://www.heretohelp.bc.ca/ask-us/whats-the-difference-between-anxiety-and-an-anxiety-disorder

Sutherland, M. (2011). The Benefits of Anxiety. Retrieved from: https://willowtreecounselling.ca/articles/the-benefits-of-anxiety/

ULifeline. (2016). Anxiety vs. anxiety disorders. Retrieved from: http://www.ulifeline.org/articles/439-anxiety-vs-anxiety-disorders

DEALING WITH BACK-TO-SCHOOL ANXIETY IN YOUNG CHILDREN

a guest blog post originally posted on SitterCity.com

As parents prepare their children for the school year to begin, it’s easy to get swept up in all the details: Are the school medical forms filled out? What’s left on the school supplies list? Have you found an after-school sitter yet?

Ticking off all the items on your family’s back-to-school checklist is important, but it’s equally important to pay attention to your child’s behavior during the weeks leading up to school. Anxiety about advancing to a new grade or starting a new school is normal; after all, people of all ages need time to adjust to a new situation. Here are a few ways you can turn those back-to-school jitters into excitement.

(Please note: If you suspect that something more than garden-variety jitters is going on, call your pediatrician who can refer you to a child psychologist for a consultation.)

Get some sleep.

A well-rested kid is a happy kid. While it’s fun to stay up late and sleep in during the summer, it’s important to get bedtime on track at least a week before school starts. Kids can feel grouchy, upset or fearful when they’re sleep deprived. Start practicing normal school day wakeups a week or two in advance so they get used to their new schedule.

Attend the open house. 

Schools often host an open house a couple weeks before classes begin. Be sure to clear your schedule for it — it’s an invaluable chance for your child to meet their new teacher and start feeling comfortable with them, as well as a chance to check out their new classroom.

Plan play dates. 

If you’re new to a school, open houses are also a chance for kids to mingle with their new classmates a little with the safety of you still being around, so they’re not making as many introductions on the first day of school. As you chat with the other parents, see if any of them are open to the idea of a play date, even if it’s just meeting up informally at the playground so your kids can continue to get to know each other.

Do a practice run. 

If your child is starting at a new school, take the time to do a dry run of the morning commute. On one of the mornings they’re waking up early, be sure to get them dressed and out the door on time, too. Practice walking or driving to school — whatever your normal commute will entail. If your child is taking a bus to school for the first time, drive along the bus’s route and answer any questions they might have about what school buses are like.

Eat at a cafeteria. 

Is this the first time your child will be eating a hot lunch at school? Go to a cafeteria-style restaurant to help them practice holding a tray, waiting in line, selecting from multiple options and sitting at a bench-style table. Even if you’re planning to pack a bag lunch, it’s doesn’t hurt to get your child used to a cafeteria-like environment.

Visit the library.

It’s time to do a little back-to-school reading! There are plenty of great children’s stories that address back-to-school anxiety. A few worth checking out are First Day Jitters by Julie Dannenberg; The Night Before Kindergarten and The Night Before First Grade, both by Natasha Wing; The Kissing Hand, by Audrey Penn; and Miss Bindergarten Gets Ready for Kindergarten, by Joseph Slate. Talk to your librarian to see if they have any other recommendations as well.

Take care of the details.

Pay attention to little things that will help make the first week of school smooth sailing. Have them pick out some new clothes and a new backpack for the first few days of school so there are no morning wardrobe meltdowns. If they’re bringing their lunch, plan out a few of their favorite meals ahead of time. Create a morning “launch pad” for backpacks and coats. These may seem like little things, but they can add up to a lot of stress for a child, and they’re easy to prepare for in advance.

Listen to them.

Keep those lines of communication open! Ask you’re child if they’re excited for school, what subject they’re looking forward to most and what friends they’re excited to see. If they’re experiencing social anxiety this is a good time to start talking it out and reassuring them. Being understanding and supportive is the most important thing you can do to ensure your little one has a great back-to-school experience.

THE POWER OF BREATHING

by Annabelle Parr

Whether or not you struggle with an anxiety disorder, we have all found ourselves overwhelmed by stress or anxiety at some point.  We each have slightly different stressors that trigger our body’s natural stress response, but we all know what the response feels like: sweaty palms, racing heart, tense muscles.  This bodily reaction can feel overwhelming, as if it controls us.  It is easy to feel powerless to our biological response to stress, but we have more control than we think.

THE STRESS RESPONSE

Source URL: http://www.gestaltreality.com/2012/07/11/metabolic-diet-supplements-an-exploration/

Before we deem our biological reaction to stress bad, let’s talk about what happens and what purpose it serves.  When we get stressed out or anxious, our body begins preparing us to face threat.  Stress activates our sympathetic nervous system, triggering the fight-flight-or-freeze response.  This causes the sweaty palms, racing heart, panicky breathing and muscle tension (McGonigal, 2013).  We often look at the stress response as inherently bad, because it is not healthy to be in the fight-flight-or-freeze mode chronically (McGonigal, 2013).  However, it’s important to remember that when your heart starts racing or your palms get sweaty, your body is just trying to help prepare you.  Nevertheless, these sensations can feel overwhelming, and perpetuate our experience of anxiety.  So how can we calm ourselves down once this cycle is in motion?

DEEP BELLY BREATHING

Using our breath, we actually have the power to activate our parasympathetic nervous system.  The parasympathetic nervous system allows our body to “rest and digest” as opposed to the sympathetic nervous system’s fight or flight response (Hunt, 2016).  While “take a deep breath” is common advice, how we actually take that breath is important.  This is how to use the breath to calm down:

Source URL: http://goodrelaxation.com/2015/05/deep-breathing-for-headaches/

1. Find a comfortable, relaxed seated position with your feet planted on the ground; alternatively, you can try breathing laying down.  Now begin to bring your focus to your breath.
2. With each breath, your belly should rise as you inhale and fall as you exhale. 
3. Your shoulders and chest should remain still.  If you notice your shoulders rise, or your chest move, drop the breath down to the belly.  Breathing into your chest is reminiscent of hyperventilating, which will only further activate your sympathetic nervous system (Hunt, 2016).
4. Now focus on breathing into your belly for four counts.  Hold your breath for a second or two.  Now exhale for five counts and relax (Hunt, 2016).  Repeat this process, focusing on your inhalations and exhalations, and making your belly rise and fall.
5. You may notice that your heart rate speeds up at first.  Don’t panic or give up.  Your body is not used to calming itself down, and is simply adjusting.  After a few cycles of inhaling and exhaling, you should notice your heart rate begin to relax. 
6. If you begin to get distracted or thoughts pop into your mind, simply notice they are there and then come back to focus on the breath. 

Source URL: http://goodrelaxation.com/2015/05/deep-breathing-for-headaches/

See if you can practice doing four or five deep belly breaths a day.  Then see if you can work your way up to thirty seconds at a time.  Then maybe a minute.  Eventually, you will be able to sit in this space with your breath for a long period of time.

Being able to tap into your breath to find a calm, centered space, no matter where you are, is an invaluable resource.  This diaphragmatic breathing essentially turns off your sympathetic nervous system and turns on your parasympathetic nervous system (Hunt, 2016). 

This is not to say that you will never feel stressed again, or that you will never experience the fight-flight-or-freeze response.  But using deep belly breathing can help you to calm your body down and lessen the biological reaction to a stressful situation.

CSAM IS HERE TO HELP

If you or someone you love might benefit from acceptance and commitment therapy (ACT), cognitive behavioral therapy (CBT), or biofeedback for anxiety, depression, stress, or PTSD, or if you would like more information about our therapy services, please contact us at (858) 354-4077 or at csamsandiego@gmail.com.

REFERENCES:

Hunt, M. G. (2016). Reclaim your life from IBS: A scientifically proven plan for relief without restrictive diets. Toronto, ON: Sterling Publishing Co., Inc.

McGonigal, K. (2013, June). Kelly McGonigal: How to make stress your friend [Video File].  Retrieved from: https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_friend?language=e

Why Adult Learning Anxiety is like Learning to Fish in Phoenix:

5 Tips and 6 Resources for Adult Students

by Lucas Myers

In difficult economic times, many adults are returning to school in order to seek out new opportunities or transition into a second career. This can prove to be a tremendous challenge. Have you ever heard the saying “You can’t teach an old dog new tricks”? There may be a grain of truth to the saying but take it with a grain of salt. In this case you might say two grains are better than one. Knowing about the challenges facing an adult learner and having a plan to overcome them is the ticket to success.

Yes, as we age learning becomes more difficult and can become more anxiety provoking. Adults may be even more sensitive to failure in learning situations than children. Often, previous negative experiences with education may contribute to self-doubt and fear surrounding ability. Adults returning to school or any in-depth learning project are likely to feel that they are in unfamiliar territory in spite of education level or socioeconomic status. Frequent sources of adult learning anxiety may include feeling intimidated by unfamiliar new technology, out of place in online learning environments, a lack of confidence in rusty study skills, and concerns related to how school will impact already hectic schedules and limited finances. Returning to school later in life can make an adult as nervous as a fish on Friday.

However, regardless of the challenges that face adult learners, their differences create areas of opportunity in which they excel. A key to success in learning is the source of motivation. It is widely believed that motivation that is inspired by external factors, or extrinsic motivation, is much less powerful than motivation that comes from someone’s internal needs and desires. This intrinsic motivation is particularly important to create the best results with adult learners. Experts believe that adults are strongly motivated to learn in areas that are relevant to their growth in society, social roles, addressing life crises, and managing transitional periods. What I'm telling you is this: no amount of nagging and cajoling will get an adult to hit the books, but if you have an iron clad argument for how education will help him get a raise, a promotion, a new career, a tax break, or a hot dinner, you may find yourself a star pupil.

Unlike young learners who are focused on a postponed application of knowledge (e.g. “I'm going to be an ocean explorer one day”), adults’ time perspective has changed to one of immediate applications (e.g. “I want fish for dinner tonight”). This involves a shift from subject-oriented learning (i.e. marine biology) to problem-oriented learning (i.e. feeding the kids). Research supports the perspective that adults undertaking an educational project hope to solve a problem rather than learn about a subject. Because adult learners will engage better with material that they can relate to their own experiences, they will also learn faster and better. If the educator and learner are able to integrate new and difficult concepts with helping present and future personal experiences, the learner will maximize her chances for success. During transitional periods of life, adults who find themselves in need of knowledge in service of family life or new job skills are triggered to initiate learning. In other words, adults ask of their education “Hey Bub, what have you done for me lately?” Does what you're learning apply to your life now? Learning to fish doesn't help you much in downtown Phoenix, but a hungry man on a lifeboat in the middle of the Pacific is a motivated fisherman.

As a rule, adults are inclined to devote energy and engagement to the quality and quantity of learning that they see as the most immediately beneficial to their future (after all, finding an air conditioner is probably more important than fishing if you live in Phoenix). Therefore, it is vital that an adult learner feel empowered in influencing learning goals to ensure that his or her goals meet specific needs in his or her life. Because adults tend to have a broad base of experience, they are usually well equipped to identify what they need to learn. For most, there are responsibilities that will compete for time and attention. Does the average person need to know the migration patterns of salmon? No. Do they need to know how to bait a hook? Maybe. Do they need to put dinner on the table for the kids tonight? Absolutely. Part of setting goals must then be balancing the expenditure of time with the importance of completing educational objectives.

What can you take away from this for those who are seeking out a new degree, certification or career training? 

• Caution them that they may feel more challenged by learning than they once did and it is normal to feel anxiety about returning to school. Many adult students incorrectly believe that they do not have the study skills that are necessary to be successful. The truth is that most adults in their forties and fifties possess about the same level of learning ability as they did in their twenties and thirties. In fact experts agree that if there is an age limit on learning performance it is unlikely to be seen before the age of seventy-five. “Bill, you're never too old to learn to fish”.

• Remind adult learners often to think about their motivation for seeking education and to focus on how it will have direct and immediate impacts on helping them to achieve their goals. Reflecting on what new knowledge will bring to a student’s life, particularly the hows and whys, is a great way to inspire dedication and focus. If the rewards are seen as valuable enough then sacrifices will be borne more willingly and easily. “Bill, your kids are gonna love them fishsticks and tonight we're gonna have the best darn Cajun-style Catfish you ever tasted!”

ADDITIONAL TIP: One way to stay motivated is to seek out a mentor, someone who is a little farther along the path to her educational and career goals that can share inspiration, advice, and support.

An adult learner must actively look for ways to manage stress. Going back to school, and learning new skills, especially when added to adult responsibilities like caring for a family and paying bills, can be a major source of stress. Like all stress, it is important to be aware of how going to school is going to impact your life, and to make a plan to maintain balance. 

• Self care such as diet, exercise, and sleep are particularly important to achieving this balance. 

• Making time to participate in activities that one enjoys is a great way to relieve tension (like fishing!).

• Reconnecting with friends and family ensures that the busy schedule of an adult student doesn’t lead to isolation and becoming overwhelmed. 

With the many demands facing an adult learner it can be tempting to put his personal needs on the back burner and it is particularly important to remember that self care is not just a momentary impulse now but it part of the journey to a successful education experience and therefore it is an investment in the future.

So why IS adult learning anxiety like learning to fish in Phoenix? They both give you something to do but they don't put dinner on the table.

Adult students, remember: 

1. Relate lessons to your life to remain motivated.

2. Remember motivation to increase engagement and focus. 

3. Maintain balance; take time to care for yourself now so you can be successful later. 

4. If you are finding yourself feeling alone and overwhelmed reach out to a friend, teacher, adult family member or classmate. 

5. If anxiety has become too overwhelming, don’t be afraid to ask for help.

If you are suffering from stress or anxiety and would like to speak with a professional, please contact us at the Center for Stress and Anxiety Management at CSAM.SanDiego@gmail.com or by dialing 858-

BONUS: Learning Resources for Mature Students

Learn 2 Type (http://www.learn2type.com) – In order to write, you must possess basic typing (or keyboarding) skills.  Learning to type faster will help you compose your thoughts more quickly, saving time and making you more efficient!  Learn 2 Type is an excellent typing tutor and is free to use.

The Purdue OWL (Online Writing Lab) (http://owl.english.purdue.edu/) – This is the most famous writing website I have found.  You will find help with APA formatting, avoiding plagiarism, grammar, mechanics, etc.

Daily Grammar (http://www.dailygrammar.com/) – Provides a great refresher of basic grammar rules.

The Oatmeal (http://theoatmeal.com/tag/grammar) – A website that offers humorous and strange examples to help you remember grammar concepts.  The lessons on using an apostrophe and a semicolon properly are my favorites.

Guide to Writing a Basic Essay (http://lklivingston.tripod.com/essay/) – Steps you through the writing process. 

James ESL Free English Lessons  (http://www.youtube.com/user/JamesESL) – James has had over 7 million people watch his videos.  Scroll through his lessons and find the one that will be most helpful to you!

References

Brookfield, S. (1985). Self-directed learning : from theory to practice. San Francisco: Jossey-Bass.

Cross, K. (1981). Adults as learners. San Francisco: Jossey-Bass.

Darkenwald, G., & Merriam, S. B. (1982). Adult education: Foundations of practice. New York: 

Harper & Row.

Jones, H. E, & Conrad, H. (1933). The growth and decline of intelligence: A study of a 

homogeneous group between the ages of l0 and 60. Genetic Psychological Monographs, 

13, 223-298.

Kidd, J. (1973). How adults learn. New York: Association Press.

Knowles, M. (1980). The modern practice of adult education : from pedagogy to andragogy. 

Wilton, Conn. Chicago: Association Press Follett Pub. Co.

Knowles, M., Holton, E. & Swanson, R. (2011). The Adult Learner : The Definitive Classic in 

Adult Education and Human Resource Development. Amsterdam Boston: Elsevier.

Knox, A. B. (1977). Adult development and learning. San Francisco: Jossey-Bass.

Maxine E. Rossman and Mark H. Rossman. (1990). The Rossman Adult Learning Inventory: 

Creating awareness of adult development. New Directions for Adult and Continuing Education.

Smith, J., & Baltes, P B. (1990). Wisdom-related knowledge: Age/cohort differences in response 

to life- planning problems. Developmental Psychology, 26, 494-505.

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