Maier Anna, Schaitz Caroline, Kröner Julia, Connemann Bernhard, Sosic-Vasic Zrinka
Department for Psychiatry and Psychotherapy, University Clinic of Ulm, Ulm, Germany.
Front Psychiatry. 2020 Feb 28;11:84. doi: 10.3389/fpsyt.2020.00084. eCollection 2020.
Test anxiety is common in university students. Demanding schedules may contribute to the relatively low utilization of professional counseling, when compared to other anxiety disorders. A possible solution could be a psychotherapeutic short-term intervention. The present exploratory study implemented a short-term psychotherapeutic treatment, consisting of two imagery rescripting (IR) sessions. The efficacy of IR techniques has already been demonstrated in the treatment of various anxiety disorders including test anxiety.
Nine students suffering from test anxiety (m = 3, f = 6) underwent two weekly applied sessions of IR. Outcome variables were examined one week prior to (t1), immediately after (t2) and three months after (t3) the intervention, using self-evaluation questionnaires on test anxiety (PAF), depressive symptoms (BDI II), life satisfaction (FLZ), general self-efficacy and study-specific self-efficacy (WIRKALL; WIRK_STUD), intrusiveness of mental images (IFES), and change and acceptance (VEV; ZUF; BFTB).
There were no dropouts. According to results from ZUF and BFTB, the participants where highly satisfied with the intervention. PAF scores decreased significantly over time (t1 to t3), whereas WIRKALL scores (t1 to t3) and WIRK_STUD scores (t1 to t3 and t2 to t3) increased significantly. IFES scores decreased immediately after the intervention (t1 compared to t2) and further after the follow-up (t1 to t3). No changes in BDI-II scores were observed.
The findings indicate a high acceptance and efficacy of the two-session IR-intervention. Limits are the lack of a control group, and the small sample size. Further evaluation in future controlled studies is needed.
考试焦虑在大学生中很常见。与其他焦虑症相比，紧张的日程安排可能导致专业咨询的利用率相对较低。一个可能的解决方案是短期心理治疗干预。本探索性研究实施了一种短期心理治疗，包括两次意象改写（IR）治疗。IR技术的疗效已在包括考试焦虑在内的各种焦虑症治疗中得到证实。
9名患有考试焦虑的学生（男3名，女6名）每周接受两次IR治疗。在干预前一周（t1）、干预后立即（t2）和干预后三个月（t3），使用关于考试焦虑（PAF）、抑郁症状（BDI II）、生活满意度（FLZ）、一般自我效能感和学习特定自我效能感（WIRKALL；WIRK_STUD）、心理意象的侵扰性（IFES）以及改变与接受度（VEV；ZUF；BFTB）的自我评估问卷对结果变量进行检查。
无脱落病例。根据ZUF和BFTB的结果，参与者对干预非常满意。PAF得分随时间显著下降（从t1到t3），而WIRKALL得分（从t1到t3）和WIRK_STUD得分（从t1到t3以及从t2到t3）显著增加。IFES得分在干预后立即下降（t1与t2相比），在随访后进一步下降（从t1到t3）。未观察到BDI-II得分有变化。
研究结果表明两阶段IR干预具有较高的接受度和疗效。局限性在于缺乏对照组以及样本量较小。未来需要在对照研究中进行进一步评估。
