Adams, D., Harris, A., & Jones, M. S. (2016). Teacher-Parent Collaboration for an Inclusive Classroom: Success for Every Child. Malaysian Online Journal of Educational Sciences, 4(3), 58-72.

Anxiety Disorders May Force Students to Drop Out. (1995, October 10). Anxiety Disorders.

Aouad, J., & Bento, F. (2019). A complexity perspective on Parent–Teacher collaboration in special education: Narratives from the field in lebanon. Journal of Open Innovation: Technology, Market, and Complexity, 6(1), 4. doi:10.3390/joitmc6010004

Barlow, David H. Anxiety and Its Disorders the Nature and Treatment of Anxiety and Panic. TPB, 2004.

Barrett, P. M., Dadds, M. R., & Rapee, R. M. (1996). Family treatment of childhood anxiety: A controlled trial. Journal of Consulting and Clinical Psychology, 64(2), 333-342. doi:10.1037/0022-006X.64.2.333

Brendel, K. E., & Maynard, B. R. (2014). Child–Parent interventions for childhood anxiety disorders: A systematic review and meta-analysis. Research on Social Work Practice, 24(3), 287-295. doi:10.1177/1049731513503713

Brook, C. A., & Schmidt, L. A. (2008). Social anxiety disorder: A review of environmental risk factors. Neuropsychiatric Disease and Treatment, 4(1), 123-143.

Caballo, V. E., Arias, B., Salazar, I. C., Calderero, M., Irurtia, M. J., & Ollendick, T. H. (2012). A new selfreport assessment measure of social phobia/anxiety in children: The social anxiety questionnaire for children. Psicología Conductual, 20(3), 485.

Domschke, K. (2013). Anxiety disorders: Genetic mechanisms. E-Neuroforum, 4(3), 71-78. doi:10.1007/s13295- 013-0044-2

Donovan, C. L., Cobham, V., Waters, A. M., & Occhipinti, S. (2015;2014;). Intensive group-based CBT for child social phobia: A pilot study. Behavior Therapy, 46(3), 350-364. doi:10.1016/j.beth.2014.12.005

Ellen Sturm Niz Updated July 07, & Niz, E. (n.d.). Why and How to Teach Your Kids Mindfulness. Retrieved December 09, 2020, from

Empson, M. J., and Walker, A. (2nd ed.). (2015). Atypical child development in context. London, UK: Palgrave.

“Facts & Statistics.” Anxiety and Depression Association of America, ADAA,

Fader, S. (2018, April 15). Anxiety Medications: Types, Effects, and Precautions. Retrieved November 19, 2020, from

Garcia-Lopez, L. J., Díaz-Castela, M. d. M., Muela-Martinez, J. A., & Espinosa-Fernandez, L. (2014). Can parent training for parents with high levels of expressed emotion have a positive effect on their child’s social anxiety improvement? Journal of Anxiety Disorders, 28(8), 812-822. doi:10.1016/j.janxdis.2014.09.001

Ginsburg, G. S., Siqueland, L., Masia-Warner, C., & Hedtke, K. A. (2004). Anxiety disorders in children: Family matters. Cognitive and Behavioral Practice, 11(1), 28-43. doi:10.1016/S1077-7229(04)80005-1

Ginsburg, G. S., & Schlossberg, M. C. (2002). Family-based treatment of childhood anxiety disorders. International Review of Psychiatry, 14(2), 143-154. doi:10.1080/09540260220132662

Ginsburg, G. S., La Greca, A. M., & Silverman, W. K. (1998). Social anxiety in children with anxiety disorders: Relation with social and emotional functioning. Journal of Abnormal Child Psychology, 26(3), 175-185. doi:10.1023/A:1022668101048

Ginsburg, G. S., Silverman, W. K., & Kurtines, W. K. (1995). Family involvement in treating children with phobic and anxiety disorders: A look ahead. Clinical Psychology Review, 15(5), 457-473. doi:10.1016/0272-7358(95)00026-L

Goldin, P. R., Morrison, A. S., Jazaieri, H., Heimberg, R. G., & Gross, J. J. (2017). Trajectories of social anxiety, cognitive reappraisal, and mindfulness during an RCT of CBGT versus MBSR for social anxiety disorder. Behaviour Research and Therapy, 97, 1-13. doi:10.1016/j.brat.2017.06.001

Goldin, P. R., Morrison, A., Jazaieri, H., Brozovich, F., Heimberg, R., & Gross, J. J. (2016). Group CBT versus MBSR for social anxiety disorder: A randomized controlled trial. Journal of Consulting and Clinical Psychology, 84(5), 427-437. doi:10.1037/ccp0000092

Goldin, P. R., Ziv, M., Jazaieri, H., Weeks, J., Heimberg, R. G., & Gross, J. J. (2014). Impact of cognitive behavioral therapy for social anxiety disorder on the neural bases of emotional reactivity to and regulation of social evaluation. Behaviour Research and Therapy, 62, 97-106. doi:10.1016/j.brat.2014.08.005

Hjeltnes, A., Moltu, C., Schanche, E., Jansen, Y., & Binder, P. (2019). Facing social fears: How do improved participants experience change in mindfulness-based stress reduction for social anxiety disorder? Counselling and Psychotherapy Research, 19(1), 35-44. doi:10.1002/capr.12200

Hofmann, S. G., & Otto, M. W. (2017). Cognitive behavioral therapy for social anxiety disorder: Evidencebased and disorder specific treatment techniques (2nd ed.). Milton: Taylor and Francis.

Jozsef, P. (2020, January 14). Treating Social Anxiety Disorder with Mindfulness. Retrieved December 08, 2020, from

Kaslow, N. J., Broth, M. R., Smith, C. O., & Collins, M. H. (2012). Family‐Based interventions for child and adolescent disorders. Journal of Marital and Family Therapy, 38(1), 82-100. doi:10.1111/j.1752-0606.2011.00257.x

kazemi, M. s., & Javid, M. m. (2010). The relationship between mental health and women’s tendency to suicide in sardasht. Procedia, Social and Behavioral Sciences, 5, 1381-1386. doi:10.1016/j.sbspro.2010.07.292

Khansari, D. N., Murgo, A. J. & Faith, R.E. (1990). Effects of stress on the immune system. Immunology today, 11, 170-175. DOI: 10.1016/0167-5699(90)90069-L

Knappe, S., Beesdo-Baum, K., & Wittchen, H. (2010). Familial risk factors in social anxiety disorder: Calling for a family-oriented approach for targeted prevention and early intervention. European Child & Adolescent Psychiatry, 19(12), 857-871. doi:10.1007/s00787-010-0138-0

Knaus, W. J., Carlson, J., Shoup, A., & Kahn, B. (2014). The cognitive behavioral workbook for anxiety: A step-by-step program (Second ed.). Oakland, California: New Harbinger Publications, Inc.

Lee, S., Palmer, S. B., Turnbull, A. P., & Wehmeyer, M. L. (2006). A model for parent-teacher collaboration to promote self-determination in young children with disabilities. TEACHING Exceptional Children, 38(3), 36-41.

Lima Osório, F. d. (2013). Social anxiety disorder: From research to practice. Hauppauge, New York: Nova Science Publishers, Inc.

Masia Warner, C., Colognori, D., & Lynch, C. (2018). Helping students overcome social anxiety: Skills for academic and social success (SASS). New York: Guilford Publications.

McEvoy, P. M., Rapee, R. M., & Saulsman, L. M. (2017). Imagery-enhanced CBT for social anxiety disorder. New York: Guilford Publications.

Meier, S. M., Mattheisen, M., Mors, O., Mortensen, P. B., Laursen, T. M., & Penninx, B. W. (2016;2018;). Increased mortality among people with anxiety disorders: Total population study. British Journal of Psychiatry, 209(3), 216-221. doi:10.1192/bjp.bp.115.171975

Morris, T. L., & Oosterhoff, B. (2016). Observed mother and father rejection and control: Association with child social anxiety, general anxiety, and depression. Journal of Child and Family Studies, 25(9), 2904-2914. doi:10.1007/s10826-016-0448-z

Neal, J. A., Edelmann, R. J., & Glachan, M. (2002). Behavioural inhibition and symptoms of anxiety and depression: Is there a specific relationship with social phobia? British Journal of Clinical Psychology, 41(4), 361-374. doi:10.1348/014466502760387489

Nores, M., & Barnett, W. S. (2010). Benefits of early childhood interventions across the world: (under) investing in the very young. Economics of Education Review, 29(2), 271-282. doi:10.1016/j.econedurev.2009.09.001

Rubin, K. H., Coplan, R. J., & Bowker, J. C. (2009). Social withdrawal in childhood. Annual review of psychology60, 141–171. doi: 10.1146/annurev.psych.60.110707.163642

Stadler-Heer, S. (2019). inclusion. ELT Journal, 73(2), 219-222. doi:10.1093/elt/ccz004

 Stein, M. B., Chen, C., Jain, S., Jensen, K. P., He, F., Heeringa, S. G., . . . On behalf of the Army STARRS Collaborators. (2017). Genetic risk variants for social anxiety. American Journal of Medical Genetics Part B: Neuropsychiatric Genetics, 174(2), 120-131. doi:10.1002/ajmg.b.32520

Stein, M. B., Prof, & Stein, D. J., Prof. (2008). Social anxiety disorder. Lancet, the, 371(9618), 1115-1125. doi:10.1016/S0140-6736(08)60488-2

Substance Use Disorders | Anxiety and Depression Association of America, ADAA. (n.d.). Anxiety and Depression Association of America. Retrieved November 5, 2020, from

Thompson, B. L., & Waltz, J. A. (2007;2008;). Mindfulness, self-esteem, and unconditional selfacceptance. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 26(2), 119-126. doi:10.1007/s10942-007-0059-0

Vitelli, E. M. (2015). Universal design for learning: Are we teaching it to preservice general education teachers? Journal of Special Education Technology, 30(3), 166-178. doi:10.1177/0162643415618931

“What Is Fear?: What Causes Fear?” Paul Ekman Group, 30 Jan. 2020,

What are the five major types of anxiety disorders? (2015, August 21). HHS.Gov.

World Health Organization. (2019, November 12). Substance abuse.


students and social anxiety videos

Social Anxiety

Your Brain on Social Anxiety Disorder

Is Anxiety Hereditary / Genetic Or Learned?

The Evolution of Inclusion: The past and future of education

Inclusion and education : All means all animation

8 Signs You Might Have Social Anxiety

Through the eyes of someone with social anxiety disorder

parents behaviour and social anxiety videos

Parenting Styles and their Effects on Children

Social Anxiety: How to Deal With Toxic Family

What Your Attachment Style Says About Your Personality

Parent training videos

How Parents Can Help With Child Anxiety | UCLA CARES Center

Anxiety in Youth: A family-based treatment (Webinar)

Criticism from parents affects how children’s brains respond to emotional information

Parental Involvement in Special Education Services

Teacher-parent collaboration videos

What is Self Determination Theory?

SDLMI Probe _ EG

Interventions videos

What is early intervention?

How Important is a Diagnosis?

7 Signs And Symptoms Of Social Anxiety Disorder

Treatment of Social Anxiety Disorder

10 MINDFUL EXERCISES | How To Be Present

Train Your Brain: Mindfulness Meditation for Anxiety, Depression, ADD and PTSD

Mindful Breathing Meditation (5 Minutes)

5 Min Guided Meditation Body Scan

A Simple Exercise to Practice Mindfulness Anywhere in Nature

Gratitude Meditation for Kids | Guided mindfulness practice for kids


interventions books


Masia Warner, C., Colognori, D., & Lynch, C. (2018). Helping students overcome social anxiety: Skills for academic and social success (SASS). New York: Guilford Publications.

This unique book gives front-line school professionals innovative, easy-to-use tools for identifying and intervening with socially anxious students in grades 6-12.

Huberty, T. J. (2012). Interventions for anxiety disorders. (pp. 245-281). New York, NY: Springer New York. doi:10.1007/978-1-4614-3110-7_10

Although many types of models and approaches exist, this book will focus on those approaches that have shown evidence of effectiveness. Cognitive–behavioural, behavioural, and pharmacotherapy methods have been found to show likely efficacy in treating children and adolescents with anxiety disorders.

Self-determined learning model of intervention:

Wehmeyer, M. L. (2003). Theory in self-determination: Foundations for educational practice. Springfield, Ill: C.C. Thomas

The book is based on self-determination theory in children with or without disability and mental health disorders. The authors offer interventions to promote skills like problem solving, goal setting, decision making, and self-advocacy are in place for all students.

Cognitive behaviour therapy CBT:

Seiler, L. (2008). Cool connections with cognitive behavioural therapy: Encouraging self-esteem, resilience and well-being in children and young people using CBT approaches. London;Philadelphia;: Jessica Kingsley Publishers.

The book is designed to encourage resilience and self-esteem and reduce feelings of anxiety and depression. Fully photocopiable, fully illustrated and easy to use, this structured workbook is an effective tool for professionals working to improve the general wellbeing of children and young people, including psychologists, psychiatrists, counsellors, social workers, and child and adolescent mental health services, as well as professionals in residential care settings and educational professionals in child/youth services.


Didonna, F. (2009;2008;). In Didonna F. (Ed.), Clinical handbook of mindfulness (1. Aufl. ed.). New York, NY: Springer. doi:10.1007/978-0-387-09593-6

This book, both a review and practical guide, explores the use of mindfulness in treating psychological problems.

Brantley, J., & ebrary, I. (2007). Calming your anxious mind: How mindfulness and compassion can free you from anxiety, fear, and panic (2nd ed.). Oakland, CA: New Harbinger Publications

this book which is about self-help classic Calming Your Anxious Mind, offers you a powerful and profound approach to overcoming anxiety, fear, and panic

teachers parents collaboration books

teachers-parents collaboration:

Ming-tak, H. (2008). Working with parents to create a positive classroom environment. (pp. 165) Hong Kong University Press, HKU. The book establishes some forms of partnership with parents to promotes students’ learning, introduces various approaches to involve parents, organize meetings with parents in an effective manner; introduces ways to develop communication skills for handling any conflicts which may arise in a teacher-parent meetings

parents training books

parent training:

Dacey, J. S., Brion-Meisels, S., & Fiore, L. B. (2016). Your childs social and emotional well-being: A complete guide for parents and those who help them. Chichester, England: Wiley Blackwell.

The book demonstrates how to foster social and emotional learning (SEL) at home and in the classroom, and shows how parents and professionals can work together for success Includes a wealth of exercises for promoting social and emotional wellbeing, along with tips, tools, and coverage of new developments.

parent behaviour books

family environment:

Breiner, H., Ford, M. A., Gadsden, V. L., National Academies of Sciences, Engineering, and Medicine (U.S.). Committee on Supporting the Parents of Young Children, Division of Behavioral and Social Sciences and Education, National Academies of Sciences, Engineering, and Medicine, . . . Committee on Supporting the Parents of Young Children. (2016). In Morgan Ford, Heather Breiner and Vivian L. Gadsden (Eds.), Parenting matters: Supporting parents of children ages 0-8. Washington, DC: National Academies Press. doi:10.17226/21868

The book explore how parent and family environment impact children’s development in early ages and how Parents can help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond.

Psychopathology and the family:

Hudson, J. L., & Rapee, R. M. (2005). Psychopathology and the family (1st ed.). Amsterdam; San Diego, CA; Oxford; Elsevier.

Understanding the factors that place an individual at greater risk of developing psychopathology has important implications for both treatment and prevention of psychological disorders. This book illustrates the potential influence of the family, Parenting and the family environment as significant contributers to a child’s early development and adjustment.

Environmental factors:

Lewis, M., Mayes, L. C., & ProQuest (Firm). (2012). In Mayes L., Lewis M. (Eds.), The cambridge handbook of environment in human development. Cambridge;New York;: Cambridge University Press. doi:10.1017/CBO9781139016827

The book is devoted to the understanding of the nature of environments in child development. Utilizing Urie Bronfenbrenner’s idea of embedded environments, this volume looks at environments from the immediate environment of the family (including fathers, siblings, grandparents and day-care personnel) to the larger environment including schools, neighborhoods, geographic regions, countries and cultures.

students and social anxiety books

social anxiety:

Hofmann, S. G., & DiBartolo, P. M. (2014). Social anxiety: Clinical, developmental, and social perspectives (3rd ed.). Burlington: Elsevier Science.

The book integrates examinations of social anxiety, shyness, and embarrassment with the research on social anxiety disorder subtypes, biological theories and cognitive-behavioral or pharmacological treatment outcome studies.


Hart, S. (2016). inclusion Jessica Kingsley Publishers

The book explores how play within children’s groups can be facilitated in order to foster emotional and empathic capacities, how to overcome common challenges to inclusion in schools and introduces practical, creative approaches to cultivating a sense of unity and team spirit in children’s groups.

Universal design for learning:

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, Massachusetts: CAST Professional Publishing.

The book has a new insights from research on learner differences and how human variability plays out in learning environments, Research-based discussions of what it means to become expert at learning, First-hand accounts and exemplars of how to implement UDL at all levels and across subjects using the UDL Guidelines.