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Jillian Ybanez

Ms. Trotter

Brit Lit 3

5 February 2019

Annotated Bibliography

Scott, Elizabeth. “The 10 Most Effective Stress Relievers for Students.” ​Verywell Mind,​

Dotdash, 11 June 2018,

www.verywellmind.com/top-school-stress-relievers-for-students-3145179​.

Elizabeth Scott creates a list of stress relievers that students are able to try in order to help

with their stress because they are fast, easy, and relevant to their busy school schedules. She first

addresses in recent studies of American Psychological Association (APA) that students need to

relieve stress but are unable to because of their schedules push out time to find relievers that

actually relieve stress. Scott suggests that taking power naps, visualizations, or exercising can

help reenergize, detach from stress, and help focus on a different task or environment than the

source of stress. She also suggests doing simple tasks like breathing exercises, staying organized,

and eating healthy can keeps things clear, calm, and help one’s brain stay decluttered and healthy

so it does not build up stress and anxiety. Overall this article help me obtain ideas in what to

incorporate in the designated art area that is to relieve stress so that even if students do not like

making art they have other options open, as well as if the art area fails to happen. It helps me

know that simple tasks like Scott listed may be simply incorporated into students schedule and

time so they can easily relieve stress. If I struggle with creating an artistic environment for
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students to relieve stress, this article is a source of ideas to know that there are other options and

ways in order to so.

Bernal-Morales, Blandina, et al. “Impact of Anxiety and Depression Symptoms on Scholar

Performance in High School and University Students.” ​Intech Open​, IntechOpen, 9 Sept.

2015,

www.intechopen.com/books/a-fresh-look-at-anxiety-disorders/impact-of-anxiety-and-dep

ression-symptoms-on-scholar-performance-in-high-school-and-university-stude​.

In this article, Blandina Bernal-Morales, Juan Francisco Rodríguez-Landa, and Frank

Pulido-Criollo, talk about the causes of anxiety and depression disorders on adolescent students

in their education. After an introduction of the psychological causes and purpose of anxiety, the

authors section the effects of anxiety and depression into eight chapters, including the

introduction and thesis. With studies on young adults and children, the eight chapters address

how natural anxiety can turn into a disorder which can be defined in some phobias or with

symptoms unhealthy physical and emotional behaviors. They then explore how in some cases

these disorders can come from early stress exposition. Anxiety and depression seen in young

adults increase difficulties in their school work and social lives causing them to not do well in

school anymore, turn to bad influences like drugs or isolate themselves, and in the future have a

bad mentality or physical health. This article provides great evidence using studies that associate

the cause of anxiety and its effects on vulnerable people such as students which will help expand

my knowledge of the importance of why teenagers are commonly seen with anxiety and

depression disorders so I can be able to spread that message to others. It will help my
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background research on anxiety itself and whom to I can start helping to stimulate their mental

disorders. I want to be able to understand clearly where anxiety and depression come in place

into students academic work for the sake of not having their mental illnesses and stress take over

their life.

Doyle, Chris. “A Teacher's Struggle With Student Anxiety.” ​Education Week​, Editorial Project

in Education, 20 June 2018,

www.edweek.org/ew/articles/2017/09/13/a-teachers-struggle-with-student-anxiety.html​.

In this article, Chris Doyle expresses that an obstacle in teaching is from how anxiety is

prevailing so quickly in students, making him carrying the burden of what to do in order to help

them. From his own experience and effort to try to help his own students, Doyle states that 20%

of his students were missing class more than two months in the school year and losing credit

from their stress and anxiety. He clarifies that absences did vary like family deaths or illnesses

but some students commented they had a mental break down and had to go to therapy,

overwhelmed, or could not get out of bed. Overall the students grades were generally declining,

and by even addressing them about their grades it only made them more anxious, so he decided

to reach out to their families but it only had the same outcome. This article provides me the

struggle teachers have with students mental state of minds and mental disorders, and the

difficulty it is to improve and help them in their school work. It showed me that teachers wants

to show their students that they can have meaning in their lives with their education and are

rethinking about slowing down their teaching so they do not overwhelm them with so many

challenges, but it is hard to communicate with them about school work in general. I can use this
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as background research on the obstacles teachers have with trying to improve students mental

health and school work, which helps me know the obstacles and hardships I may go through too.

Clifton, Susan. “Benefits of Art Therapy for Mental Health Recovery.” ​Pasadena Villa,​

Pasadena Villa Network of Services, 16 Nov. 2017,

www.pasadenavilla.com/2017/11/16/benefits-of-art-therapy-for-mental-health-recovery/​.

Susan Clifton states that art therapy such as drawing, painting, or sculpting can help

individuals express themselves in a creative way so art therapists can indirectly examine them

through their art. According to her souce, the American Art Therapy Association, a therapist can

understand one’s thoughts, feelings, and disposition through color, texture, and choice of art

media in art therapy. Clifton implies that art therapy reduces pain, anxiety, and lift one’s emotion

and physical state of being. Through this article, Clifton explains that art therapy is an indirect

way for students to let out their emotions without exposing their problems to everyone, which is

a good way for students on campus to do. She provides me information about how art therapy

can help mental disorders by having one individually express themselves and focus on the art

rather than themselves. It will informs me that art therapy is a simple way to help students relieve

stress and that in ways does work. This article also sparks inspiration and reminds me that art

actually can help relieve stress like it has for myself and my friends. I want students to be able to

find comfort in art to relieve stress and anxiety like I do. Overall it supports the idea of using art

as therapy to help one’s problems, physically and mentally.

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Thompson, E. Heather, et al. “Students with Anxiety: Implications for Professional School

Counselors.” ​Professional School Counseling​, vol. 16, no. 4, 2013, pp. 222–234. ​JSTOR​,

www.jstor.org/stable/profschocoun.16.4.222​.

E. Heather Thompson, Phyllis Robertson, Russ Curtis and Melodie H. Frick wish to

inform school counselors and school boards that anxiety disorders are greatly affecting students

academic performances because they are being left untreated. With studies of group therapy at

schools, the authors find that it is less likely to be a way of counseling and therapy because it

does not address the individuals’ needs but just a group. Untreated anxiety can lead to the risk of

depression, addiction, and suicidality in both adults and children. The authors of this journal

want to address that through individual counseling such as computerized cognitive behavioral

interventions, school wide anxiety reduction programs, or somatic and relaxation techniques can

help decrease anxiety and mental health issues upon students. This article argues that because

schools are not doing that much to provide therapeutic counseling for students, their academic

performances are decreasing from the lack of help. With this information and ideas of therapy

and counseling at school, I find ideas that can be incorporated into art therapy as well as the big

importance of school participation in my capstone experience and what they can do to help.