The Taming Sneaky Fears Program: Working with Daycare and School Professionals
This chapter focuses on how clinicians and researchers can help parents of four- to seven-year-old children advocate for daycare and school supports. It offers suggestions on how clinicians and researchers can work with daycare and school professionals to support young children with anxiety disorders and their parents. It emphasizes that although all young children with anxiety disorders can benefit from strong support from professionals working in daycare and school settings, those with separation anxiety disorder, selective mutism, and social anxiety disorder may especially benefit. The chapter provides suggestions for the type of information and training clinicians and researchers might provide to daycare and school professionals to equip them with the necessary knowledge and skills to help young anxious children and their parents implement within the daycare or classroom setting the strategies they learn in the Taming Sneaky Fears program. The chapter also provides suggestions on how to engage and support daycare and school professionals while they implement Bravery Ladders within daycare, classroom, or school settings.
KeywordsSchool-based approaches preschool anxiety Teacher strategies preschool anxiety School management of preschool anxiety
- Benoit, D., & Monga, S. (2018a). Apprivoiser les Peurs-pas-fines—L’histoire de bravoure de Léo le lionceau & Dans la tanière de Léo: Le cahier de travail. Victoria, British Columbia: FriesenPress.Google Scholar
- Benoit, D., & Monga, S. (2018b). Taming Sneaky Fears—Leo the Lion’s story of bravery & Inside Leo’s den: The workbook. Victoria, British Columbia: FriesenPress.Google Scholar
- Huebner, D. (2006). What to do when you worry too much—A kid’s guide to overcoming anxiety. Washington, DC: Magination Press.Google Scholar