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Wearable Technologies for Anxious Adolescents

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Title: Wearable Technologies for Anxious Adolescents
Language: English
Authors: Conderman, Greg, Van Laarhoven, Toni, Johnson, Jesse, Liberty, Lisa
Source: Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2021 94(1):1-7.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 7
Publication Date: 2021
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Handheld Devices, Anxiety, Adolescents, Self Control, Metacognition, Intervention, Technology Uses in Education, Counseling Techniques
DOI: 10.1080/00098655.2020.1819183
ISSN: 0009-8655
Abstract: Nearly one in three adolescents in our country experience stress or anxiety to the extent that it negatively effects their ability to cope with daily life demands. However, educators are not well prepared to support students who have anxiety-related issues. One approach for supporting adolescents with anxiety-related issues involves the use of wearable technologies. These devices support self-regulation by providing real-time physiological marker information. Wearers can then become more mindful of their stress at that moment and implement positive stress or anxiety-reducing interventions. This article provides an overview of wearable technologies and related research and describes steps that support adolescents who have wearables for addressing their anxiety.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1279501
Database: ERIC
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  Value: <anid>AN0147625779;clh01jan.21;2020Dec17.04:02;v2.2.500</anid> <title id="AN0147625779-1">Wearable Technologies for Anxious Adolescents </title> <p>Nearly one in three adolescents in our country experience stress or anxiety to the extent that it negatively effects their ability to cope with daily life demands. However, educators are not well prepared to support students who have anxiety-related issues. One approach for supporting adolescents with anxiety-related issues involves the use of wearable technologies. These devices support self-regulation by providing real-time physiological marker information. Wearers can then become more mindful of their stress at that moment and implement positive stress or anxiety-reducing interventions. This article provides an overview of wearable technologies and related research and describes steps that support adolescents who have wearables for addressing their anxiety.</p> <p>Keywords: Wearable technologies; anxiety; technologies; self-regulation</p> <p> <emph>Sixth grader Marcos is fearful of attending school because other students bully him for not engaging in traditionally considered masculine activities. Eighth grader Sophia feels she must be perfect, so her father will not leave her family again. Seventh grader Violette has practiced safety drills at her school and everyday wonders if she is ever safe at school. Marcos, Sophia, and Violette represent thousands of adolescents across our country who are attempting to deal with high levels of stress and anxiety on their own.</emph> </p> <p>Adolescence marks the transition from childhood into adulthood characterized by cognitive, physical, psychosocial, and emotional development. It is a fragile developmental stage often including exposure to stressful life events and their debilitating mental health consequences (Byrne, Davenport, and Mazanov [<reflink idref="bib7" id="ref1">7</reflink>]) such as decreased well-being, impaired mental health, anxiety, and depression (Troy and Mauss [<reflink idref="bib30" id="ref2">30</reflink>]). Anxiety disorders are the most-commonly diagnosed mental health disorders for adolescents in the United States (Kessler et al. [<reflink idref="bib15" id="ref3">15</reflink>]) as nearly one in three adolescents (31.9%) meet criteria for this condition (Merikangas et al. [<reflink idref="bib19" id="ref4">19</reflink>]).</p> <p>A student's stress and anxiety effects several factors associated with school performance. For example, anxiety symptoms can negatively interfere with general well-being, social life, academic performance, social skill development, memory, and cognitive functioning. While poor school performance can result from excessive anxiety, it can also be itself the cause of anxiety, low self-esteem, and other affective symptoms; thereby creating a self-maintaining cycle (Mazzone et al. [<reflink idref="bib18" id="ref5">18</reflink>]). High levels of anxiety and school-related stress have also been associated with learning disabilities (LD) (Beauchemin, Hutchins, and Patterson [<reflink idref="bib4" id="ref6">4</reflink>]). Because the majority of students with LD receive most of their education in general education classrooms (US Department of Education [<reflink idref="bib31" id="ref7">31</reflink>]), both general and special educators need to be aware of triggers that cause such students stress as well as effective interventions for addressing stress.</p> <p>Despite the many effects of anxiety on school functioning, many adolescents with anxiety are unrecognized and untreated, especially by school personnel. Many school professionals lack specific evidence-based knowledge and skills to identify and intervene with students at risk for mental illness (Koller and Bertel [<reflink idref="bib16" id="ref8">16</reflink>]). Rones and Hoagwood ([<reflink idref="bib21" id="ref9">21</reflink>]) noted that university-based preservice teacher preparation programs do not adequately prepare teachers to work with children with mental health challenges. Due to the significant impact anxiety and other mental health issues can have on a student's overall functioning, school practitioners need to be aware of ways to help anxious adolescents. This article provides information about wearables, reviews related research, and describes tips for their use with adolescents.</p> <hd id="AN0147625779-2">What are wearable technologies?</hd> <p>Wearable technology describes electronics and computers integrated into clothing and other accessories that individuals can wear comfortably on the body. These devices fulfill many of the same tasks as hand-held technologies, but they can surpass them in performance due to sensory and scanning features such as biofeedback and physiological function tracking (Wright and Keith [<reflink idref="bib32" id="ref10">32</reflink>]). Examples of wearable devices include watches, glasses, contact lenses, e-textiles and smart fabrics, headbands, beanies and caps, jewelry such as rings, bracelets, and hearing aid- like devices designed to look like earrings. Researchers and educators have used these devices to help individuals monitor personal activity food intake, heart rates, skin temperature, perspiration, and sleep. Many of these devices can sync with a personal computer, iPhone, or Android phone (Wright and Keith [<reflink idref="bib32" id="ref11">32</reflink>]). Leaders in the technology industry worldwide are witnessing a dramatic increase in the use of digital technology to self-track or self-monitor certain behaviors (Crawford, Lingel, and Karppi [<reflink idref="bib9" id="ref12">9</reflink>]). Consumers can now choose from a large array of devices that gather real-time data from their bodies, convert this information into electrical signals, and run it through algorithms programmed to discern patterns and inform interventions into future behavior (Schull [<reflink idref="bib24" id="ref13">24</reflink>]).</p> <hd id="AN0147625779-3">Use with adolescents</hd> <p>Research on using wearable technologies for adolescents for school-based interventions is emerging. Researchers have noted positive results using wearable technology with adolescents for setting various health-related goals (Ananthanarayan and Siek [<reflink idref="bib2" id="ref14">2</reflink>]); monitoring or increasing physical activity (Schaefer, Van Loan, and German [<reflink idref="bib23" id="ref15">23</reflink>]); monitoring dietary behavior (for a review see Steele [<reflink idref="bib26" id="ref16">26</reflink>]); and measuring nighttime sleep (de Zambotti, Baker, and Colrain [<reflink idref="bib10" id="ref17">10</reflink>]). Similarly, researchers are investigating the use of wearable technologies with adolescents, especially those with Autism Spectrum Disorders (ASD) and Intellectual Disabilities (ID) who sometimes display behaviors that may be associated with stress or anxiety (Hagopian and Jennett [<reflink idref="bib14" id="ref18">14</reflink>]).</p> <p>One of the biggest advantages of using wearables for adolescents with anxiety issues is that with carefully crafted prompting messages (e.g., "Take a breath", "You can do this"), they can provide consistent and unobtrusive help with self-regulation (Evmenova et al. [<reflink idref="bib12" id="ref19">12</reflink>]). Self-regulation is the ability to continuously monitor progress toward a goal, check outcomes, and redirect unsuccessful efforts (Berk [<reflink idref="bib5" id="ref20">5</reflink>]). The major changes in brain architecture that occur during adolescence make self-regulation interventions at this age important and timely (Murray and Rosanbalm [<reflink idref="bib20" id="ref21">20</reflink>]). Self-regulated individuals are aware of their own thought processes and can actively participate in their own learning process (Zimmerman [<reflink idref="bib33" id="ref22">33</reflink>]). Further, self-regulation is an important factor in determining resilience during times of stress or anxiety (Troy and Mauss [<reflink idref="bib30" id="ref23">30</reflink>]). Conversely, the development of self-regulation can be disrupted by prolonged or pronounced stress (Murray and Rosanbalm [<reflink idref="bib20" id="ref24">20</reflink>]).</p> <p>However, wearables alone do not automatically promote self-regulation. These skills need to be taught. Instruction in self-regulation often includes teaching students a specific sequence of related skills including self-observation, self-recording, self-instruction, self-evaluation, and self-reinforcement.</p> <p>The first step, self-observation, involves teaching the student to be aware of their behavior or emotional reactions to specific situations. Once students have learned to self-observe, they can learn to self-record each instance of their reaction or behavior using a self-monitoring sheet or an electronic device. During the self-instruction step, students learn to use a calming strategy or coping skill they have practiced previously. For example, if a student self-records anxious behavior (e.g., talking fast, arguing with the teacher), they could engage in deep breathing. In self-evaluation, students evaluate their own data, based on self-recording, and compare their performance to a goal or criteria. When students meet the goal or criteria, they make positive self-statements and engage in self-reinforcement by taking a five-minute break, listening to music, or completing some other preselected activity.</p> <p>Research is beginning to show how feedback from wearables can assist educators in teaching students these critical self-regulation skills (Torrado, Gomez, and Montoro [<reflink idref="bib29" id="ref25">29</reflink>]). Therefore, with the help of wearables, school professionals can help adolescents 1) recognize triggers and symptoms of out-of-control emotions and 2) use reasoning skills to reflect, examine emotions, and consider long-term consequences of their behavior (Sanders [<reflink idref="bib22" id="ref26">22</reflink>]).</p> <p>Wearables offer additional advantages, as well. First, Goodyear, Kerner, and Quennerstedt ([<reflink idref="bib13" id="ref27">13</reflink>]) noted that wearables provide hands-free access to information while providing timely feedback to the student. Hands-free technologies allow students to remain connected to classroom instruction. The device's functionality provides students freedom in the educational space and interaction with the learning environment (Carriere [<reflink idref="bib8" id="ref28">8</reflink>]). Next, wearables are typically light-weight and difficult to detect visually which reduces embarrassment for the adolescent. Also, many adolescents already have access to a smart phone which makes data collection more efficient. Additionally, many adults use wearables for various purposes, so their use is becoming more accepted and widespread.</p> <p>On the other hand, wearables are not without their challenges. For example, as noted above, wearables require additional tools. Wearables usually do not have their own wireless internet connection. They need a smart phone or a computer to connect to the internet. Therefore, the wearable is dependent upon additional tools and connections which can be time consuming for teachers (Evmenova et al. [<reflink idref="bib12" id="ref29">12</reflink>]). Similarly, certain wearables require large battery capacity to cope with heavy use. Additionally, wearables present some data privacy issues which do not seem to concern adolescents (Engen, Giaever, and Mifsud [<reflink idref="bib11" id="ref30">11</reflink>]) which could lead to careless use of the device and any generated data. Another issue is that wearables can be costly. Wearable devices cost much more than smart phones, which could be an obstacle facing families from low-income families and school personnel when considering its use for students (Attallah and Ilagure [<reflink idref="bib3" id="ref31">3</reflink>]). Lastly, researchers are concerned that students may become dependent upon the wearable which reduces their ability to make decisions and engage in self- regulation (Sturman and Bower [<reflink idref="bib27" id="ref32">27</reflink>]) or become disinterested in its use. For example, Goodyear, Kerner, and Quennerstedt ([<reflink idref="bib13" id="ref33">13</reflink>]) discovered that adolescents became disengaged with their fitness monitoring device after only a few weeks of use and developed negative feelings related to its use.</p> <p>Despite these concerns, some students may benefit from a wearable. In those cases, we recommend six steps for supporting students who have a wearable or who are considering having a wearable to address their anxiety issues. Following these steps helps ensure that the student experiences maximum benefit of the wearable.</p> <hd id="AN0147625779-4">Steps for supporting students</hd> <p></p> <hd id="AN0147625779-5">Determine if a wearable is appropriate for the adolescent</hd> <p>This step involves completing an anxiety-screening tool and following up with medical professionals, if necessary. One commonly used screening tool used with adolescents is the <emph>Screen for Child Anxiety Related Disorders</emph> (SCARED) (Birmaher et al. [<reflink idref="bib6" id="ref34">6</reflink>]). Its purpose is to screen for signs of anxiety disorders for individuals between the ages of 8–18. The SCARED is a 41-item inventory completed by parents/caregivers and students to measure anxiety across four domains: panic/somatic, separation anxiety, generalized anxiety, and school phobia. The SCARED inventories and scoring samples can be found online at: <ulink href="http://www.midss.org/content/screen-child-anxiety-related-disorders-scared">http://www.midss.org/content/screen-child-anxiety-related-disorders-scared</ulink>.</p> <p>If results indicate that the adolescent is experiencing anxiety, then family members, school personnel, and the student should consider several questions. Some of these include: (a) does the student struggle with self-regulation and/or coping skills?; (b) have teachers used less obtrusive methods for teaching self-regulation such as teaching self-regulation (described earlier), developing class and school-wide behavioral and social expectations to minimize bullying, counseling, cue cards, calming apps, or peer supports?; (c) does the student express interest in using wearable technologies, and will they tolerate wearing the device throughout the day?; and (d) which type of device is most suitable for the student and the end goal? Answers to these questions help determine if wearable technologies are a suitable intervention for the adolescent. Table 1 provides a listing and short description of several wearables and apps that support students experiencing stress or anxiety issues. This listing represents a small sample of the many choices available.</p> <p>Table 1. Examples of apps and wearables for adolescents.</p> <p> <ephtml> <table><thead><tr><td>Wearable or App</td><td>Description</td></tr></thead><tbody valign="top"><tr><td>Spire Stone Wearable</td><td>Device that monitors breathing patterns and guides wearers to calmer breathing patterns through guided breathing exercises</td></tr><tr><td>Fitbit</td><td>Various devices and products that monitor and track sleep patterns, fitness goals, and heart rates. Newer versions have guided breathing sessions built in</td></tr><tr><td>Sona</td><td>Leather wristband that tracks heart rate variability, daily steps, and calorie burn. Helps relieve stress with deep breathing and mediation sessions</td></tr><tr><td>CALM.</td><td>Devices for activity analysis such as movement tracking, posture monitoring, and sleep analysis</td></tr><tr><td>The Well Be</td><td>Lightweight bracelet and mobile app that uses heart rate monitoring sensors that track heart rate every three minutes. The device provides wearers with ways of reducing stress such as meditation and focused breathing</td></tr><tr><td>Aura</td><td>Mindfulness app with thousands of meditations for stress, anxiety, and sleep</td></tr><tr><td>Headspace</td><td>Free app that provides guided sessions on meditation and mindfulness. Programs also include sleep casts and relaxing sounds</td></tr><tr><td>GPS for the Soul</td><td>App that features music, poetry, and breathing</td></tr></tbody></table> </ephtml> </p> <p>As noted in Table 1, several choices are available for helping adolescents. Time spent researching the device (or app) is time well spent. The device must be tailed to the needs of the individual. For example, Spire Stone tracks breathing, has seven years of research, but it is expensive with some options costing $400 (Spire Helps end Stress [<reflink idref="bib25" id="ref35">25</reflink>]). Sona (The Caeden Sona Connected Bracelet for Mind and Body, n. d.,) provides high-end heart rate monitoring and pace-breathing meditation and has decades of research with costs generally from $130–$200. Many apps, such as Headspace, (A Few Minutes could Change your Whole Day [<reflink idref="bib1" id="ref36">1</reflink>]) provide guided meditations, offer free trials or free lessons, and are less expensive than a wearable, but they do not typically notify the student when they are experiencing stress, so they do not support self-regulation skills. Therefore, on their own, these apps are less helpful for adolescents who do not already possess self-regulation skills.</p> <hd id="AN0147625779-6">Identify practical and logistical concerns for using wearable technologies and address them p...</hd> <p>Whenever any technology is introduced in a school setting, practical and logistical issues arise, so educators and family members need to put a proactive plan in place. An initial consideration pertains to the purchase of wearable technologies. For example, who will pay for the devices and from what funding source will the purchases be made (e.g., families, school district, special education funds, technology funds, general funds)? If purchased with school district funds, several additional questions to ask include: (a) who will prepare devices and/or install associated apps?; (b) who will teach the student to use the device and engage in coping or self-regulation skills when needed?; (c) will staff and/or family member training be required, and if so, who will provide training?; (d) where will devices be stored and secured when not in use?; (e) who will be responsible for charging devices?; (f) will the student wear the device only at school, or will they wear the device at home as well?; (g) who will be responsible for replacing the device if it is lost or stolen?; (h) who will be responsible for maintaining and/or repairing broken devices? Discussing these questions is important because investing in wearable technologies requires coordination among the student, family members, and school personnel for successful use of the device. Providing consistent training for family members and school personnel helps team members collaborate on guiding the student to practice self-regulation and/or coping strategies when they experience anxiety.</p> <hd id="AN0147625779-7">Provide training on device usage to the student or group of students</hd> <p>Training students to use the wearable device is important, so they can independently manage the device, identify, and then respond to signals/data/prompts emitted from the device when they experience stress or anxiety. The first training step is to provide an overview of device features and functions (e.g., location of sensors, powering instructions). The student also needs to learn how to wear the device correctly. Several devices require accurate placement of sensors on specific body parts (e.g., sensors placed on wrist, abdomen) and a snug fit to collect physiological biomarker data accurately. Once students are wearing the devices and physiological information is being gathered, they are ready to "read" signals on the device or associated app (e.g., a visual notification, haptic vibration, color). This helps them recognize when they are experiencing stress or anxiety or when they need to follow suggested recommendations for engaging in calming activities. We have found that this type of instruction is most effective when the instructor is also wearing a device and modeling correct usage.</p> <hd id="AN0147625779-8">Teach calming techniques</hd> <p>After students know how to position and interpret signals, data, or prompts from the wearable devices, they can practice calming or self-regulation strategies. Some devices offer suggestions for activities to engage in during periods of stress or anxiety, but others do not. Some examples of calming techniques include deep breathing, stretching/yoga, listening to music, acupressure, meditation, muscle relaxation, visualization, drawing, engaging in repetitive movements, counting backwards, and/or aromatherapy. Table 2 provides a brief definition of some of these.</p> <p>Table 2. Calming strategies for students who experience anxiety.</p> <p> <ephtml> <table><thead><tr><td>Strategy</td><td>Description</td></tr></thead><tbody valign="top"><tr><td>Mindfulness-based activities</td><td>Teaching students to attend to experiences in the present in a nonjudgmental and accepting way. These include one's thoughts and feelings, accepted just as they are. Students practice recognizing the thoughts or feelings and then attend to something neutral such as breathing or the sensation of pressure on the bottom of their feet or clothing on their body.</td></tr><tr><td>Progressive muscle relaxation (PMR)</td><td>Teaching students to attend to specific muscle groups while tensing and relaxing them. For example, a teacher may have students sit in a chair with their arms at their sides. The teacher then leads students through a sequence of tensing and releasing different groups of muscles (e.g., forearms, biceps, entire arm, shoulders, neck, back muscles, etc.). After practicing the exercise, students learn to use PMR just before and during anxiety provoking situations.</td></tr><tr><td>Deep breathing</td><td>Having students practice taking deep even breaths while sitting calmly. After much practice in calm situations, teachers prompt students with deep breathing during anxious situations. Students can practice deep breathing by itself, with mindfulness-based activities, or during PMR.</td></tr><tr><td>Yoga activities</td><td>Guided exercises focused on posture, balance, and breathing.</td></tr><tr><td>Movement-based activities</td><td>Teachers provide students with opportunities to engage in respective physical tasks, exercise, or activities that involve gross motor movement.</td></tr><tr><td>Positive self-statements</td><td>Students practice self-affirming statements during role-play situations. Later, teachers prompt students to use positive self-statements as part of the "self-instruction" step in a self-regulation program.</td></tr></tbody></table> </ephtml> </p> <p>Students should learn a variety of calming techniques, so they can determine what works best for them. Therefore, it is beneficial to teach students a variety of techniques and for them to create their own personalized menu of techniques, such as shown in Figure 1.</p> <p>PHOTO (COLOR): Figure 1. Menu of calming strategies. Directions: At the beginning of each lesson or activity, circle the icon next to the calming strategy you would like to use and show your choice to your teacher. During the lesson or activity, use the strategy you selected when you feel anxious or when your wearable device signals that you are tense.</p> <p>Teachers could direct students to circle the calming method they wish to use. This helps students make more purposeful choices. It also helps school personnel and family members determine which calming techniques are most effective. In some cases, wearable technologies assist students in identifying activities that are calming for them. In these situations, students can track what they are doing during periods when their devices indicate that they are calm and then engage in those activities when they are stressed or anxious. Likewise, wearable devices may also help identify triggers or situations associated with stress or anxiety. In these situations, interventions might include ameliorating the averseness of the stress-provoking situations or minimizing exposure to anxiety-provoking situations.</p> <hd id="AN0147625779-9">Practice</hd> <p>For adolescents to use wearable technologies effectively, students, family members, and school practitioners must be familiar with identifying or "reading" signals of stress or anxiety from the device and selecting appropriate calming strategies that fit the situation. Initially, students often need considerable coaching to recognize when they are stressed or anxious. They may also need support or modeling to select and engage in the calming strategy. This will require repeated practice until students can self-regulate and manage their stress-related responses independently.</p> <hd id="AN0147625779-10">Evaluate the intervention</hd> <p>Many wearable devices provide a summary or interpretation of data related to the number of stress-related responses or the duration of stress-related bouts that occur throughout the day. Educators can use this information to evaluate the effectiveness of the intervention over time. Hopefully, team members will observe a decrease in the amount and number of times the student experiences stress or anxiety each day. Another way to evaluate the effectiveness of the intervention is to have students complete self-report instruments such as the <emph>Multidimensional Anxiety Scale for Children</emph> (MASC-2; March [<reflink idref="bib17" id="ref37">17</reflink>]) in a pre-post format or to monitor their anxiety symptoms weekly using a shortened MASC-10 form. Family members and other practitioners may also complete the instruments for additional data and comparative reports.</p> <hd id="AN0147625779-11">Concluding thoughts</hd> <p>Many adolescents experience episodes of anxiety or stress that interfere with their overall functioning. These students may—or may not— be aware of triggers causing such feelings or know how to use effective calming techniques when they are stressed. Wearable technologies, in combination with calming technique instruction and other school-based interventions, can be part of an overall effective support plan for adolescents, like Marcos, Sophia, and Violette, noted in the beginning vignette, who experience stress or anxiety. Adolescents should not have to deal with their stress and anxiety alone. Hope for adolescents might be in the form of technology.</p> <ref id="AN0147625779-12"> <title> References </title> <blist> <bibl id="bib1" idref="ref36" type="bt">1</bibl> <bibtext> A Few Minutes could Change your Whole Day. 2020. Headspace Inc. https://<ulink href="http://www.headspace.com/headspace-meditation-app">www.headspace.com/headspace-meditation-app</ulink></bibtext> </blist> <blist> <bibl id="bib2" idref="ref14" type="bt">2</bibl> <bibtext> Ananthanarayan, S., and K. Siek. 2010. Health sense: A Gedanken experiment on persuasive wearable technology for health awareness. First International ACM Conference on Health Informatics, 400 – 404, ACM, New York.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref31" type="bt">3</bibl> <bibtext> Attallah, B., and Z. Ilagure. 2018. Wearable technology: Facilitating or complexing education. 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  Data: Wearable Technologies for Anxious Adolescents
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  Data: <searchLink fieldCode="AR" term="%22Conderman%2C+Greg%22">Conderman, Greg</searchLink><br /><searchLink fieldCode="AR" term="%22Van+Laarhoven%2C+Toni%22">Van Laarhoven, Toni</searchLink><br /><searchLink fieldCode="AR" term="%22Johnson%2C+Jesse%22">Johnson, Jesse</searchLink><br /><searchLink fieldCode="AR" term="%22Liberty%2C+Lisa%22">Liberty, Lisa</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Clearing+House%3A+A+Journal+of+Educational+Strategies%2C+Issues+and+Ideas%22"><i>Clearing House: A Journal of Educational Strategies, Issues and Ideas</i></searchLink>. 2021 94(1):1-7.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 7
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Counseling+Techniques%22">Counseling Techniques</searchLink>
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  Data: 10.1080/00098655.2020.1819183
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  Data: 0009-8655
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  Label: Abstract
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  Data: Nearly one in three adolescents in our country experience stress or anxiety to the extent that it negatively effects their ability to cope with daily life demands. However, educators are not well prepared to support students who have anxiety-related issues. One approach for supporting adolescents with anxiety-related issues involves the use of wearable technologies. These devices support self-regulation by providing real-time physiological marker information. Wearers can then become more mindful of their stress at that moment and implement positive stress or anxiety-reducing interventions. This article provides an overview of wearable technologies and related research and describes steps that support adolescents who have wearables for addressing their anxiety.
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      – TitleFull: Wearable Technologies for Anxious Adolescents
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