Rational Emotional Therapy To Improve High School Students A Case Study Of Test Anxiety

Test anxiety is caused by the individual in the mirror of the exam nervous tension, the tension and the fear is the concern, mood as the main characteristics of the negative state of mind. Excessive examination anxiety, as a kind of highly concerns about negative emotions not only affect the students test scores, but also harm the health of body and mind, to the middle school students have serious psychological problems and mood disorders. High school students face huge entrance pressure of the university entrance exam, exam anxiety phenomenon is particularly highlighted. Therefore, how to deal with increasingly serious, the present situation is not optimistic of test anxiety is the priority of school mental health education work. This study was to explore the scientific and efficient test anxiety resolution strategy, to effectively reduce high school examination anxiety level, promote the healthy growth of student’s body and mind and perfect personality.At abroad study of test anxiety more tend to be in the form of group counseling intervention, intervention of individual coaching is relatively small, this study based on the basic theory of rational emotional therapy, in the form of case studies for the participants to carry out the rational emotional guidance. To prove that the rational emotional therapy treatment technology can be effective intervention test anxiety, reduce the students’ test anxiety level, promote the development of high school students health.This study with the method of field recruit selecting experimental middle school in Shanxi Province of five high anxiety level of high school living as object of intervention by test anxiety scale (TAS) as a research tool, for the five students tutoring a three-month individual intervention. The results showed that in the form of individual counseling and intervention of exam anxiety students with rational emotional therapy, to improve the effect of the anxiety level is significant and effective, with real-time and long-term intervention effect.