The FRIENDS Program and Coaching in Education: An Effective Solution or Just Another Band-Aid for Student Anxiety?

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For the assignments, I had to think about the following scenario: "Leave yourself in the shoes of a teacher who needs help with a situation when some of your pupils are acting out of character in the classroom. Instructors who successfully finish your school's free FRIENDS program training will be allowed to implement the program in their classrooms. I want to start by discussing why I might need help managing this situation and identifying any signs of anxiety. Secondly, evaluate the FRIENDS program to see if implementing it in the classroom will be beneficial. Thirdly, think about if I would attend the FRIENDS training.

First, let's define "anxiety," which is described as an emotional state triggered by stress and probable risk (Bhargava, 2020). While anxiety is a normal emotion, anxiety disorders should be taken seriously. Those who suffer from anxiety disorders may avoid social circumstances that could exacerbate or trigger their condition, such as work, school, and get-togethers (Bhargava, 2020).

Anxiety disorders are among the most common mental health issues affecting children and give them a great deal of suffering, according to McCloone et al. (2006). For example, there are students in my virtual classroom who decline to participate in class discussions.

Anxiety disorders are mental illnesses characterized by excessive, ongoing, and abnormal feelings of fear and worry. The author of this article discusses a few of his pupils who struggle with anxiety, some of the physical symptoms they exhibit, the programs that can assist them, and ultimately the significance of implementing these tactics in the classroom.

They'll display;

a) don't like to be asked questions, so they keep their heads down or appear as though they're engaged in something else to avoid looking the teacher in the eye (What are Anxiety and OCD? n.d.); 

b) decline to raise their hands to address the instructor with inquiries;

c) find it difficult to socialize with their peers; 

d) worry about making mistakes or receiving negative feedback from others.

My students' unwillingness to participate in class debates and group projects is one of the most overt symptoms of fear. Their anxiety issue is the cause of their hesitancy, not a lack of interest or comprehension of the subject. In the classroom, avoidance behaviors are a manifestation of the dread and worry that define this disease. These pupils typically don't say anything during class debates out of concern that their opinions won't be valued or accepted.

In a similar vein, they might avoid group endeavors since the burden of social interaction and teamwork might be overwhelming. Their academic performance is hampered by this avoidance, which also reduces their chances of social learning and peer interaction.

To solve these problems, our counselor recommended putting the FRIENDS program into action. The FRIENDS program is intended to assist kids and teenagers in managing their emotions of fear, worry, and depression by teaching them useful coping mechanisms.

However, putting this approach into practice in the classroom is not an easy task. In addition to requiring a thorough comprehension of the program's concepts and methodology, it also calls for sensitivity and flexibility in order to apply these principles in a way that best suits the individual requirements and circumstances of each student. For these reasons, I require help to make sure that the FRIENDS program is successfully implemented in my classroom and that my children actually benefit from it.

FRIENDS is an in-class, evidence-based program that helps children develop emotional resilience so they can manage their anxiety and grief more effectively (BC Friends at School, 2015). The cognitive (thinking), physiological (body), and behavioral (learning) processes that lead to anxiety and depression are addressed by the cognitive-behavioral approach that forms the basis of FRIENDS (Angelius, 2006). Teachers lead FRIENDS, which addresses topics including emotional awareness, stress reduction, goal-setting, self-management, problem-solving, interpersonal communication, and the importance of support systems, via hands-on, peer-support learning (BC Friends at School, 2015).

Studies have indicated that the FRIENDS program is a highly effective means of reducing anxiety problems in students. Nearly 80% of children who were initially diagnosed with anxiety disorders stopped exhibiting the typical symptoms of these disorders after completing the program. This program has a remarkable success record, demonstrating to the majority of participating kids its potential to bring about significant behavioral and emotional breakthroughs.

Additionally, the study showed a discernible decline in the students' dejection and anxiousness. This is critical since these unfavorable feelings can impair children's ability to learn, engage in social situations, and maintain their general well-being. The FRIENDS program helps kids focus better on their studies, interact more confidently in social situations, and live healthier lives by easing these emotions.

It has been discovered that the program significantly raises kids' self-esteem. This is a crucial advantage since students' academic success and personal growth are significantly influenced by their sense of self-worth. Students with higher self-esteem are more likely to be eager to learn, resilient in the face of adversity, and socially inclined. As a result, the FRIENDS program's increase in self-esteem may have a profoundly favorable impact on kids' scholastic experiences and personal development.

In light of these proven results, I think the FRIENDS program would be quite helpful in my imaginary classroom. This program provides a thorough, evidence-based, and efficacious intervention, especially for students displaying symptoms of anxiety disorders. It tackles the underlying causes of mental disorders in addition to their symptoms, giving students the knowledge and abilities to better control their anxiety and build emotional resilience. Additionally, all students stand to gain from the program's boost in self-esteem, which can create a more upbeat, productive, and encouraging learning environment.

Instructors just need to take one day out of their busy schedules to become certified as FRIENDS program trainers, and the certification is free of charge. Furthermore, the teacher receives ongoing support and resources (BC Friends at School, 2015). I would absolutely attend the training if it were offered since I want to help students who are struggling with anxiety.

Anxiety in students can show itself in the classroom in a variety of ways, such as avoiding involvement in class or having trouble focusing on assignments. Students may not completely engage in learning opportunities or may be concerned with their problems, which might result in underperformance. Their social connections and academic performance suffer as a result. Anxiety can be a hindrance to learning, preventing pupils from taking in new knowledge or applying critical thinking skills.

One useful instrument in the fight against this problem is the FRIENDS program. Its efficacy has been shown in lower symptoms of anxiety and boosts emotional resilience in kids, both of which can improve their participation and performance in the classroom. The program offers a thorough approach by addressing the behavioral, physiological, and cognitive elements of anxiety.

Furthermore, the FRIENDS program is a workable approach because it is simple for teachers to receive training in. Teachers are not prevented from participating by budgetary constraints because the training is free. In addition, even for educators with hectic schedules, the mandatory one-day training is a reasonable commitment. This could benefit a greater number of children by giving more instructors the tools they need to carry out the program successfully in their classrooms. All things considered, the FRIENDS program is a very helpful tool for handling student anxiety in the classroom.

The FRIENDS Program seems to be a lasting cure for student anxiety. Its all-encompassing method tackles the behavioral, physiological, and cognitive facets of anxiety, giving pupils the skills they need to control their feelings of worry and develop emotional fortitude. The program has shown to be highly helpful in helping adolescents with anxiety disorders by reducing their symptoms, boosting their self-esteem, and increasing their social and academic performance. Moreover, it is a workable and viable option that can be implemented in schools due to its accessibility and free training for educators. As a result, the FRIENDS Program is an effective and worthwhile instrument for advancing students' mental health and well-being rather than just another band-aid solution for anxiety among adolescents.

The FRIENDS program demonstrates a strong correlation between coaching and education. Much like an effective coach, the program focuses on building essential skills, fostering emotional resilience, and providing continuous support. In education, this approach translates to helping students manage anxiety, enhance their self-esteem, and improve their overall performance. By integrating coaching principles, such as goal-setting, problem-solving, and stress management, the FRIENDS program equips students with the tools to succeed both academically and personally. This holistic method ensures that students are not only learning but also developing the emotional and psychological strength needed to thrive in various aspects of their lives.

Coaching and education both aim to develop individuals' potential by guiding them through structured methodologies and personalized support. The FRIENDS program mirrors these objectives by offering a structured curriculum that addresses the cognitive, emotional, and behavioral aspects of anxiety. Just as a coach would, the program provides consistent feedback and encouragement, helping students to set realistic goals and overcome obstacles. This approach not only improves their academic performance but also builds their confidence and resilience, preparing them for future challenges.

Moreover, the continuous support offered by the FRIENDS program aligns with the ongoing nature of coaching. In both contexts, the focus is on long-term development rather than short-term fixes. This sustained support helps students to internalize the skills they learn, making them more adept at managing anxiety and other emotional challenges independently. By fostering a supportive and nurturing environment, both coaching and the FRIENDS program create a safe space for students to grow, learn, and thrive.

In summary, the FRIENDS program embodies the principles of effective coaching within an educational framework. It not only addresses the immediate needs of students struggling with anxiety but also equips them with the skills and resilience to succeed in the long run. This integration of coaching techniques into educational practice highlights the program's holistic approach to student development, making it a valuable tool for promoting mental health and well-being in the classroom.

References 

Angelius, K. (2006). Resilience-building and anxiety prevention. Visions Journal. https://www.heretohelp.bc.ca/visions-treatment-for-young-people-vol3/friends-life 

BC Friends at School. (2015). British Columbia. https://www2.gov.bc.ca/assets/gov/health/managing-your-health/mental-health-substance-use/child-teen-mental-health/bc_friends_at_school.pdf

Bhargava, H. D. (2020, June 25). Anxiety disorder. https://www.webmd.com/anxietypanic/guide/anxiety-disorders 

McLoone, J., Hudson, J. L., & Rapee, R. M. (2006). Treating anxiety disorders in a school setting. Education and Treatment of Children, 29 (2), 219-242. http://www.jstor.org/stable/42899883 

What are Anxiety and OCD? (n.d.). Anxiety in the Classroom. https://anxietyintheclassroom.org/school-system/i-want-to-learn-more/anxiety-and- ocd- symptoms/