Guimarães Amanda Paola Lobo, Haase Vitor Geraldi, Neufeld Carmen Beatriz
Graduate Program in Neuroscience, Universidade Federal de Minas Gerais - Belo Horizonte, MG, Brazil.
Psychology Department, Universidade Federal de Minas Gerais - Belo Horizonte, MG, Brazil.
Dement Neuropsychol. 2021 Apr-Jun;15(2):286-290. doi: 10.1590/1980-57642021dn15-020018.
Math anxiety (MA) is a feeling of dread, tension and anxiety when dealing with math situations. Avoidance behavior prevents children from learning math, impairing their performance. Cognitive behavioral therapy is an approach with robust evidence of efficacy in treating anxiety disorders. The Coping Cat, a protocol for treating anxiety disorders, inspired the MA intervention reported here. The participant was N. L., an 11-year-old female displaying math-related and math-unrelated anxiety symptoms. Outcome measures included arithmetic performance, and self-reports of general positive and negative affect and math-related self-perceived performance, attitude, unhappiness and anxiety. The therapeutic approach included psychoeducation, relaxation, diaphragmatic breathing, cognitive restructuring, problem-solving training and graded exposure. After 12 individual intervention sessions, there was an improvement in negative and positive affect, as well as an improvement in self-perceived performance and a decrease in MA.
数学焦虑（MA）是指在面对数学情境时产生的恐惧、紧张和焦虑情绪。回避行为会阻碍孩子学习数学，影响他们的成绩。认知行为疗法是一种在治疗焦虑症方面有充分疗效证据的方法。《应对猫》是一种治疗焦虑症的方案，启发了此处报告的数学焦虑干预措施。参与者是N.L.，一名11岁的女性，表现出与数学相关和与数学无关的焦虑症状。结果测量包括算术成绩，以及一般积极和消极情绪的自我报告，以及与数学相关的自我感知成绩、态度、不快乐和焦虑。治疗方法包括心理教育、放松、腹式呼吸、认知重构、问题解决训练和分级暴露。经过12次个体干预治疗后，消极和积极情绪有所改善，自我感知成绩也有所提高，数学焦虑有所降低。
