YOUTH, SCHOOL, AND ANXIETY REVIEW OF RESEARCH:

AN ANNOTATED BIBLIOGRAPHY

CRAIG OLSON
OLTD 510
VANCOUVER ISLAND UNIVERSITY
JUNE 2015

Bottorff, J., Johnson, J., Moffat, B., & Mulvogue, T. (2009). Relief-oriented marijuana use
by teens. Substance Abuse Treatment, Prevention, and Policy, 4(7). doi:10.1186/1747597X-4-7
A group of twenty adolescents between the ages of thirteen and eighteen, living in British
Columbia, who self-identified as using marijuana to relieve or manage health problems
were interviewed and the results were analysed. Of the twenty, twelve of the youth
indicated that their use of marijuana was to cope with anxiety, stress, and other difficult
feelings. In general, the youth described their use of marijuana as helpful and even
necessary as opposed to recreational and that the frequency of use was not abnormal.
Clarke, A., Kuosmanen, T., & Barry, M. (2014). A systematic review of online youth mental
health promotion and prevention interventions. Journal of Youth and Adolescence,
44(1). Retrieved from:
http://link.springer.com.ezproxy.viu.ca/article/10.1007/s10964-014-01650/fulltext.html
This review examines the effectiveness of online mental health intervention options for
youth available in several countries including Canada. Online cognitive behavioural
therapy interventions showed promising results in the effectiveness of treating youth and
young adults with anxiety and depression symptoms. The researchers were also
encouraged by the findings of the analysis of online mental health promotions. While the
data set was relatively small, this review highlighted the potential for online interventions
in treating and promoting youth mental health and well-being.
Day, V. (2013). Internet-based guided self-help for university students with anxiety,
depression and stress: A randomized controlled clinical trial. Behaviour Research
and Therapy, 51(7). Retrieved from:
http://dd6db2vc8s.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info
%3Aofi%2Fenc%3AUTF8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:
journal&rft.genre=article&rft.atitle=Internet-based+guided+selfhelp+for+university+students+with+anxiety%2C+depression+and+stress
%3A+A+randomized+controlled+clinical+trial&rft.jtitle=Behaviour+Research+and
+Therapy&rft.au=Victor+Day&rft.au=Patrick+J+McGrath&rft.au=Magdalena+W
ojtowicz&rft.date=2013-07-01&rft.pub=Pergamon+Press+Inc&rft.issn=00057967&rft.eissn=1873622X&rft.volume=51&rft.issue=7&rft.spage=344&rft.externalDocID=2987174211&
paramdict=en-US
A study of university students from Nova Scotia with anxiety, depression, and stress
found that improvement in symptoms was reported when students participated in an
online self-help program. Students received some guidance on a weekly basis from
trained student coaches. The treatment program was based on standard cognitive
behavioural therapy principles. Students were able to access the service at their
convenience or when needed. While the researchers point out limitations of the service,
it is an economical option for treatment that is worth providing.

Honkanen, M., Maatta, H., Hurtig, T., Ebeling, H., Taanila, A., & Koivumaa-Honkanen, H.
(2014). Teachers' assessments of children's mental problems with respect to
adolescents' subsequent self-reported mental health. Journal of Adolescent Health,
54(1). doi:10.1016/j.jadohealth.2013.07.041
This Finnish study analysed teacher assessment of student emotional and behavioural
problems at eight years of age with a self-evaluation done by the same students at age
sixteen. Teacher observations of emotional and behavioural problems and hyperactivity
were predictive of self-reported social and attention problems as well as aggressive and
delinquent behaviour and withdrawal in adolescence. There was also a strong correlation
between teacher assessment and the overall student life satisfaction. Early intervention
based on teacher observation could be the best chance for a well-adjusted adolescence.
Huberty, T. J. (2010). Test and performance anxiety. Education Digest, 75(9), 34-38.
Retrieved from: http://dd6db2vc8s.search.serialssolutions.com/?ctx_ver=Z39.882004&ctx_enc=info%3Aofi%2Fenc%3AUTF8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:
journal&rft.genre=article&rft.atitle=Test+and+Performance+ANXIETY&rft.jtitle=
The+Education+Digest&rft.au=Thomas+J+Huberty&rft.date=2010-0501&rft.pub=Prakken+Publications%2C+Inc&rft.issn=0013-127X&rft.eissn=19490275&rft.volume=75&rft.issue=9&rft.spage=34&rft.externalDocID=2056861861&p
aramdict=en-US
While most adolescents experience some level of anxiety at times, they generally cope
fairly well. However, up to thirty per cent of students suffer from episodes of severe
anxiety that impair their performance at school and elsewhere in certain situations.
Teachers, administrators, and mental health professionals can work together to support
students prone to test anxiety. It is important to acknowledge that test anxiety is a real
psychological issue and it should be addressed in schools.
Johnson, C., Eva, A., Johnson, L. & Walker, B. (2011). Dont turn away: empowering
teachers to support students mental health. The Clearing House: A Journal of
Educational Strategies, Issues and Ideas 84(1). doi:10.1080/00098655.2010.484441
This article highlights some of the impact and influence teachers can have on student
mental health due to the amount of contact they may have with a student and the potential
for fostering positive, supportive relationships. Teachers could also be made aware of the
signs and symptoms of students that may be struggling with mental health conditions
such as depression. Maintaining a supportive, positive classroom environment can also
be helpful for struggling students. Most importantly, though, teachers are in a position to
alert school counsellors and make appropriate referrals when students seem to be dealing
with mental health issues.
Keeley, M. and Storch, E. (2009). Anxiety disorders in youth. Journal of Pediatric Nursing,
24(1). Retrieved from:
http://www.sciencedirect.com.ezproxy.viu.ca/science/article/pii/S0882596307003387
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This article outlines the different treatments options available to youth suffering from
anxiety disorders. It is estimated that 20 per cent of youth are afflicted by an anxiety
disorder and that the impairment to the functioning of the individuals and their families
can be substantial. While the information is from a nursing perspective, it is useful for
educators to be familiar with the symptoms of the different types of anxiety, especially
when considering how prevalent they can be amongst youth.
Nail, J., Christofferson, J., Ginsburg, G., Drake, K., Kendall, P., McCracken, J., Birmaher,
B., Sakolsky, D. (2014). Academic impairment and impact of treatments among
youth with anxiety disorders. Journal of Research and Practice in Childrens
Services, 44(3). Retrieved from:
http://link.springer.com.ezproxy.viu.ca/article/10.1007/s10566-014-9290x/fulltext.html
Students with diagnosed anxiety disorders were further examined for academic
impairments in seven different areas such as ability to work in class and completing
homework. Forty-seven per cent of the participants indicated having trouble in at least
four of the seven areas. The highest area of difficulty identified was concentrating on
work. Students receiving treatment were likely to see improvement in academic
performance. School staff were advised to consider anxiety disorders when looking into
learning disabilities and make appropriate referrals.
Rodger, S., Hibbert, K., Leschied, A., Pickel, L., Stepien, M., Atkins, M., . . . Vandermeer,
M. (2014). Shaping a mental health curriculum for canada's teacher education
programs: Rationale and brief overview. Physical & Health Education Journal,
80(3), 28-29. Retrieved from: http://ezproxy.viu.ca/login?
url=http://search.proquest.com/docview/1646753899?accountid=12246
In an analysis of course content in Canadian teacher education programs, it was
determined that only two of over 700 courses could be described as mental health literacy
courses. With the increasing attention on mental health issues in children and youth,
teachers need a level of awareness beyond what has been available in most teacher
education programs. While teachers are prepared in curriculum, theory, pedagogy, and
policy, they shared that they were lacking in the area of mental health literacy. Teachers
are in a position to support early intervention but seem to be lacking the training to do so.

Salend, S. J. (2011). Addressing test anxiety. Teaching Exceptional Children, 44(2), 58-68.
Retrieved from: http://dd6db2vc8s.search.serialssolutions.com/?ctx_ver=Z39.882004&ctx_enc=info%3Aofi%2Fenc%3AUTF8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:
journal&rft.genre=article&rft.atitle=Addressing+Test+Anxiety&rft.jtitle=TEACHI
NG+Exceptional+Children&rft.au=Salend%2C+Spencer+J&rft.date=2011-1101&rft.pub=SAGE+Publications&rft.issn=0040-0599&rft.eissn=21635684&rft.volume=44&rft.issue=2&rft.spage=58&rft.epage=68&rft.externalDBID=n
%2Fa&rft.externalDocID=10.1177%2F004005991104400206&paramdict=en-US
Students with disabilities experience test anxiety to a greater degree than their peers
without disabilities. Some students that are particularly susceptible include those
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suffering from anxiety, attention disorders, obsessive compulsive behaviours, learned

helplessness, and perfection tendencies. A variety of interventions can lessen the impact
of anxiety and improve the performance of students with test anxiety. The suggested
strategies include both collaborative approaches and the use of online options as well as
teaching students relaxation techniques.
Stewart, S., Morris, E., Mellings, T., & Komar, J. (2006). Relations of social anxiety
variables to drinking motives, drinking quantity and frequency, and alcohol-related
problems in undergraduates. Journal of Mental Health, 15(6), 671-682. doi:
10.1080/09638230600998904
Building on past studies looking at social phobia and alcohol use disorder, this study
looked further into the relationship between these conditions. While students with social
phobia had a lower frequency of drinking, those that did were more likely to drink to
cope with emotions and peer pressure. The suggestion was made that the conditions could
possibly be treated simultaneously and that early intervention and prevention with
school-age children should be considered.
Tramonte, L. and Willms, D. (2010). The prevalence of anxiety among middle and
secondary school students in Canada. Journal of Canadian Public Health / Revue
Canadienne de Sante'e Publique, 101(3). Retrieved from:
http://www.jstor.org.ezproxy.viu.ca/stable/41995369?pqorigsite=summon&seq=2#page_scan_tab_contents
This study examined the frequency of anxiety amongst students in relation to the
challenges they are facing at school and their skills to deal with these issues. The girls
had a peak of 17% in Grade 7, dropping to under 12% by Grade 12. The rate for boys
was highest in Grade 6 at just under 11% with a steady decline to 10% by Grade 12.
Students with greater skills experienced lower levels of anxiety and the students with
lower skills had higher levels.
Wit, D., Karioja, K., Rye, B. & Shain, M. (2011). Perceptions of declining classmate and
teacher support following the transition to high school: Potential correlates of
increasing student mental health difficulties. Psychology in the Schools, 48(6), 556
572. doi: 10.1002/pits.20576
This study of students from twenty-three different schools in Ontario suggests there is a
moderate to strong correlation between declining classmate and teacher support and
increasing mental health difficulties as the students move to higher grade levels. While it
is suggested that school administrators, educators, and political decision makers need to
increase their awareness and attention to mental health, higher awareness among students
may also be important as they are in a unique position to support their peers.
Ye, X., Synyshyn, M., Sutherland, K., Bapuji, S.B., Winters, S., Struthers, A., Raynard, M.,
Metge, C., .Sutherland, K. (2014). Effectiveness of internet-based interventions
for children, youth, and young adults with anxiety and/or depression: a systematic
review and meta-analysis. BMC Health Services Research, 14(313).
doi:10.1186/1472-6963-14-313
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With the dramatic rise in the use of technology by young people, the ability to deliver
services via the internet has created new mental health treatment options. The results of
seven studies involving over five hundred participants between the ages of seven and
twenty- five were analysed. It was found that the symptoms of anxiety were diminished
through the use of online treatment. The results of internet and traditional face to face
treatments for anxiety and depression were not statistically different.
Yuen, E. (2013). Treatment of social anxiety disorder using online virtual environments in
second life. Behavior Therapy, 44(1). Retrieved from: http://ac.elscdn.com/S0005789412000846/1-s2.0-S0005789412000846-main.pdf?_tid=ca0be0260280-11e5-84cb00000aacb362&acdnat=1432518967_0b61e6bc033b107a1154de6bfb6f1436
An interesting American study in which adult subjects were treated for social anxiety
disorder by meeting with therapists in a virtual online environment called Second Life.
After screening and orientation, participants met weekly with their therapist in a private
secure room where they interacted via voice communications and the use of avatars to
participate in activities and scenarios. Outcomes suggest that therapeutic treatment in an
online virtual environment is an effective option, especially when considering that 80%
of people with social anxiety disorder never seek treatment.