The cycle of anxiety describes a situation where a person attempts to avoid a situation that makes them anxious. While their avoidance offers temporary relief, they never learn to overcome their anxiety. Fortunately, there are ways to stop or break this cycle, which requires awareness and guidance.
The Anxiety Cycle Bundle includes two wall art designs: The Cycle of Anxiety and How to Break the Cycle of Anxiety. These posters explain how anxiety starts with triggers that make clients feel threatened and teach ways to spot and address these cycles. Each wall art can be displayed in therapy rooms or classrooms.
Having these posters on display can help kids and teens gain self-awareness. Writing about their triggers and possible responses in a journal can help them gain insight into their experiences and take steps to manage their anxiety.
Therapists or caregivers can simplify this concept by using a physical chain to demonstrate how anxiety connects thoughts, feelings, and behaviors. They can also provide hands-on coping tools, such as making a stress ball or holding a grounding object like a small rock, to reduce tension.
*This item is an instant digital download. A link to download your files will be emailed to you once payment is confirmed.
Want more resources like this? Check out our full catalog of therapy office decor.
References:
- Allan, N. P., Capron, D. W., Lejuez, C. W., Reynolds, E. K., MacPherson, L., & Schmidt, N. B. (2013). Developmental trajectories of anxiety symptoms in early adolescence: The influence of anxiety sensitivity. Journal of Abnormal Child Psychology, 42(4), 589-600. https://doi.org/10.1007/s10802-013-9806-0
- Kuzujanakis, M. (2020). Anxiety in today’s children and young adults. Gifted Education International, 37(1), 54-66. https://doi.org/10.1177/0261429420934445
- Mondin, T. C., Konradt, C. E., Cardoso, T. D., Quevedo, L. D., Jansen, K., Mattos, L. D., Pinheiro, R. T., & Silva, R. A. (2013). Anxiety disorders in young people: A population-based study. Revista Brasileira de Psiquiatria, 35(4), 347-352. https://doi.org/10.1590/1516-4446-2013-1155
