Handbook of Stress and Academic Anxiety: Psychological Processes and Interventions with Students and Teachers

Description

This handbook presents an overview of research on test anxiety and related forms of students’ stress and anxiety at schools and other academic environments, and also brings together a series of psychological interventions to prevent and treat anxiety disorders related to academic assessments. Its aim is to inform about strategies that help promote more adaptive behaviors towards academic assessment, as well as discuss other variables (e.g., bullying) that influence test anxiety, a typical stressor at the school and academic environment. These stressors can impair the students’ socio-cognitive development, impairing their ability to study and posing a risk to their mental health. The volume is organized in three parts. The first part brings together chapters discussing different variables and processes associated with academic anxiety, such as test anxiety and social influence, academic motivation, bullying, and procrastination. The second part is completely dedicated to psychological interventions with students designed to promote adaptive coping strategies to deal with academic anxiety and to prevent the development of psychopathologies associated with it. These interventions are based on different approaches, such as cognitive behavioral therapy, acceptance and commitment therapy, analytic behavioral therapy, dialectical behavioral therapy, and mindfulness, among others. Finally, the third part presents strategies that teachers can adopt to manage academic anxiety. The Handbook of Stress and Academic Anxiety: Psychological Processes and Interventions with Students and Teachers will be a valuable resource for school and clinical psychologists, teachers, school managers and policy makers by providing information based on the best scientific evidences to help students cope with academic anxiety, prevent the development of psychopathologies associated with it and promote mental health at schools and other academic environments. Foreword Acknowledgments Contents Contributors Introduction: Theories About Anxiety in School Scenery and Overview of the Chapters The Origin of the Book Anxiety in the School Setting Overview of Chapters References Part I: Test Anxiety: Variables and Process Anxiety in the Schools: Causes, Consequences, and Solutions for Academic Anxieties Academic Anxiety Emotional Information Processing Academic Anxiety Sources Consequences of Academic Anxieties Solutions for Academic Anxieties Systemic Approaches to Solutions Adjusting Perceptions of Threat (EIP Stages 1–2) Effective Goal Structures (EIP Stage 3) Coping Strategies and Self-Regulated Learning (EIP Stages 4 and 5) Conclusions References Supporting Student Success: The Role of Test Anxiety, Emotional Intelligence, and Multifaceted Intervention Supporting Student Success: The Role of Test Anxiety, Emotional Intelligence, and Multifaceted Intervention The Distinction Between the Affective and Cognitive Dimensions of Test Anxiety The Self-Regulatory Executive Function Model Situational Threat Executive Processing Self-Knowledge Weaknesses of the Self-Regulatory Executive Function Model Trait Emotional Intelligence Trait Emotional Intelligence in the Context of S-REF Practical Implications Conclusion References Test Anxiety and Influences of Social Systems Test Anxiety: Definition, Prevalence Estimates, and Negative Correlates Biopsychosocial Model of Test Anxiety Parent/Family System and Test Anxiety School System and Test Anxiety Competitive Classroom and School Environments Teacher-Student Relationships Student-Student Relationships Societal System and Test Anxiety Cultural Orientations, Socialization Practices, and Test Anxiety Organization of Educational Systems and Selectivity of Students and Test Anxiety Conclusion References Academic Anxiety: Relationships with Motivation and Attitudes Toward Learning Among Brazilian University Students Introduction The Data Collection: A Brief Description Data Analysis Considerations Results Discussion Final Considerations References Bullying in Adolescence and Anxiety: An Integrative Review Introduction Method Results Discussion Final Considerations References Coping with Test Anxiety and Academic Performance in High School and University: Two Studies in Brazil Coping with Test Anxiety Coping with Test Anxiety and Its Relationship to Student Academic Performance Relationships Between Test Anxiety, Coping, and Academic Performance: An Example of a Study with Brazilian High School Students Coping with School Tests in University: An Example of a Study with Brazilian Undergraduate Students Concluding Remarks References Mathematics Anxiety and Successful Reversal Strategies: A Brazilian Experience Introduction An Operational Definition of Mathematics Anxiety Successful Strategies for Reversal of Mathematics Anxiety A Brazilian Experience Final Considerations: What Have We Learnt from the Interventions? References Interventions to Reduce Academic Procrastination: A Review of Their Theoretical Bases and Characteristics Introduction Personal Factors Involved in Academic Procrastination Interventions to Reduce Academic Procrastination Programs to Improve Time Management Programs to Promote the Self-Regulation of Learning Behavioral Programs in the Educational Field Interventions Based on the Temporal Motivation Theory (TMT, Steel 2007) Cognitive-Behavioral Treatments CBT Interventions That Utilize ICTs Acceptance and Commitment Therapy (ACT) Other Interventions Programs Conducted at the National University of Córdoba Efficacy of the Interventions to Reduce Academic Procrastination References Anxiety Disorders in Childhood and Adolescence: Prevalence and Diagnostic Considerations Prevalence of Anxiety Disorders Assessment and Identification of Anxiety Disorders Diagnostic Considerations and Common Presentations of Anxiety Disorders Specific Considerations for the School Setting Cultural Considerations Assessment and Diagnosis The Presentation of Anxiety Disorders Contemporary Considerations: COVID-19 Conclusion References Part II: Students Interventions in Academic Anxiety Applications of Preventive Child Regulation Work (P-CRW) in the School Context Introduction Anxiety Disorders in Childhood and Adolescence Overview of Individual Treatments for Anxiety in Childhood and Adolescence: Validity of the Clinical P-CRW The Work of Child Regulation, Preventive Mode: P-CRW P-CRW Application Model in a School in Portugal Final Considerations References Creative Intervention Proposal in the Management of Academic Anxiety Creativity: Definition and Importance Relationship Between Creativity and Anxiety Development of Creativity Method Fluency Flexibility Elaboration Originality Unusual Perspective Use of Context Expression of Emotion Fantasy Desired Results References Cognitive-Behavioral Treatments for School-Related Anxiety in Children and Adolescents School-Based Prevention and Intervention Services School-Based Universal and Selective Prevention Programs School-Based Targeted Interventions Test Anxiety Interventions for Test Anxiety Anxiety and School Refusal Behavior Culturally Responsive Prevention and Intervention for Anxiety Implementation Challenges in a School Setting References Trial-Based Cognitive Therapy for Schoolchildren with Test Anxiety The Influence of Beliefs with Test Anxiety Trial-Based Cognitive Therapy Stage 1: Mind Detective Stage 3: Judge of Mind Stage 4: Master of the Mind General Considerations References Sleep-Wake Cycle and Moderating Effect of Physical Activity in Managing Anxiety Introduction Sleep-Wake Cycle and Its Relationship with Anxiety Physical Activity as a Moderating Factor of Anxiety and Improvement of Sleep Quality Final Considerations References Acceptance and Commitment Therapy in Educational Setting Introduction Acceptance and Commitment Therapy ACT in the Educational Context Intervention Proposals Workshop: ACT Workshops Embedded in the Academic Curriculum Protocol for Self-Guided Interventions Conclusion References Compassion-Focused Therapy Intervention for Vestibular Exam for Students from Private High School in the City of São Paulo Introduction Compassion-Focused Therapy (Gilbert, 2014) The Efficacy of Compassion-Focused Therapy (Videira, 2018) Method and Interventions Results Conclusions References The Use of Functional Analytic Psychotherapy in a Case of Test Anxiety Introduction Behavior Analysis Functional Analytical Psychotherapy (FAP) Conceptualization of a Test Anxiety Case Personal and Family History Examples of Logical FAP Interaction During the Session Using the Five Rules Final Considerations References Dialectical Behavior Therapy Skills Training in the School Environment Introduction Emotional Dysregulation in Adolescence Method Dialectical Behavioral Therapy Dialectical Behavioral Therapy for Adolescents The Dialectical Behavioral Therapy Skills Training in School – DBT STEPS-A Adaptation for the Brazilian School Context Conclusion References Applications of Rational Emotive Behavior Therapy for Students with Test Anxiety Test Anxiety: An Overview Test Anxiety: An REBT Perspective Challenging Irrational Beliefs The A-B-C-D-E Model Test Anxiety Interventions for Children Adios Anxiety What If… Doom and Gloom Glasses Test Anxiety Interventions for Adolescents Chain Reaction Don’t Soak It Up Let It Go Conclusion References Mindfulness-Based Interventions for Anxiety and Stress in College Students: An Integrative Review Introduction The Mental Health of the University Student Mindfulness The Present Study What Are the Results of the Studies? What Do These Results Tell Us? Conclusion Limitations References Schema Therapy for Adolescents with Test Anxiety Anxiety and Test Anxiety Schema Therapy Schema Therapy for Children and Adolescents Schema Therapy Applied to Adolescents with Test Anxiety Test Anxiety and Schema Therapy – Understanding and Clinical Approach Fear and Anxiety Thoughts About Tests-Associated EMS Schema Modes in Test Anxiety – Therapeutic Approaches Conclusions References Online Care for Adolescents and Young Adults with Anxiety During the Aftermath of the COVID-19 Pandemic Mental Health in the Pandemic of COVID-19 and Online Care Cognitive Model of Anxiety Online Interventions for Children and Adolescents Online Intervention for Students with Academic Anxiety Good Practices for Conducting Therapies in the Online Modality Effectiveness of Cognitive-Behavioral Therapy for Anxiety in Children and Adolescents Effectiveness of Online Cognitive-Behavioral Therapy for Children and Adolescents Conclusions References Part III: Academic Anxiety and Teachers Interventions Emergency Remote Education in Brazil in the Context of the COVID-19 Pandemic: Dialogues on Teaching Practice Introduction Organization of Teaching Work in Brazil Infrastructure of Brazilian Educational Environments A Look at the Health of Teachers Concluding Remarks References Cognitive-Behavioural Intervention for Test Anxiety: Could Teachers Deliver the STEPS Program and What Training Would They Require? Introduction What Is Test Anxiety? Why Is Test Anxiety an Issue of Concern? Test Anxiety Intervention Strategies to Tackle Examination Pressure and Stress (STEPS) STEPS 2.0 Teacher-Delivered Interventions in School Settings Initial Training Required to Deliver CBI for Test Anxiety Underpinning Theoretical Knowledge of Test Anxiety Differentiating Between Stress and Anxiety Understanding How Students Can Be Affected by Test Anxiety Understanding Test Anxiety Processes Understanding that Test Anxiety Is Amenable to Intervention Underpinning Theoretical Knowledge of CBI General Principles of CBI Cognitive Intervention: Theory and Techniques Emotional and Behavioural Intervention Therapeutic Practice Skills Required to Facilitate Small Group Intervention The Importance of Freely Exercised Choice Creating a Safe Psychological Environment Building Rapport and Positive Relationships Facilitator Style Conclusion References Teachers’ Educative Social Skills: A Discussion About Their Importance for the Teaching-Learning Process Proposition of a Conceptual Model About the HSE of Teachers Publications Related to ESS of Teachers in the Last 5 Years HSE Tips Conclusion References Index