RESUMO
Guided imagery technique is a cognitive behavioural technique in which under the guided instructions a client is guided in imagining a relaxing scene or series of experiences. It is a gentle powerful technique more often used to promote relaxation and to provide therapeutic bene?ts. Adolescents are very often susceptible to emotional distress due to exam anxiety .The aim of the study was to assess the effectiveness of guided imagery technique on examination anxiety among adolescent students. A quasi-experimental research which includes a pre-test, guided imagery technique training and a post-test was conducted. A convenient sampling was used to select the 60 adolescent students and their knowledge was assessed by multiple-choice questionnaire and standardized test anxiety questionnaire developed by Nist and Diehl. The results revealed that the mean post-test anxiety level score (14.97) was lesser than the mean pre-test score (21.2). The obtained “t” value was 5.74 which was signi?cant at p<0.05 level .The study concluded that guided imagery technique is an effective intervention for reducing examination anxiety among adolescent students.
RESUMO
Aim: The aim of the present research was to study the impact of hypnotherapy as treatment intervention in overcoming examination anxiety and improving scholastic achievement. Method: A 10 item anxiety test developed by Nist and Diehl (1990) was administered on 10 school children of 13 and 14 years of age. Following pre and post test design, anxiety and scholastic achievement scores were obtained both before and after hypnotherapy intervention. The children were given 2 sessions each week in a month just before the exams and before each exam day. The hypnosis techniques used were relaxation exercises, anxiety management about taking and giving exams and positive suggestions given to the subconscious mind. Results: Pre test anxiety scores ranged from 80-92% among all the children while post test anxiety scores dropped to a range of 60-68 %. The pre test academic scores ranged 50-57% while post intervention scores increased by 10-15%. Further, anxiety symptoms of forgetting before the exam, excessive nervousness, sweating during and before the exam, going blank after seeing the paper were all controlled/eliminated after hypnotherapy and these were observed by the teachers, parents and the children themselves. Conclusion: These results indicated that hypnotherapy as treatment intervention proved to be effective in reducing exam anxiety and improving scholastic performance among children.