Intervention
Results
The
therapy was developed to reach its successful conclusion, achieving therapeutic
goals. The student no longer felt anxiety before exams or academic. He attended
the institute welcomed and was confronted with the evidence of safety tests. Was
also integrated socially with peers. The situational type specific phobia had
been overcome.
The
relevant results of this monitoring period and interceptive were:
In
the evaluation period the pretest were contemplated altered parameters all
questionnaires that were used (school fears Inventory (EMI); inventory
situations and anxiety responses (ISRA); The social reserve scale (SRS), The
self reported Multifactor test
child
adaptation (TAMA) and the Progressive Matrices test of intelligence
(RAVEN)).
Through them, we observed high levels of anxiety in
regarding
student attendance at school, to examinations,
and
social interaction with their peers. There was also a
negative
evaluation of the student on itself.
Meanwhile,
in the post-evaluation period were seen in all
questionnaires
normality in their parameters. Anxiety levels
were
low as it highlighted the success of therapeutic tools
employed.
The student reported to have acquired a series behaviors
social
policies that allowed it to join the peer group (grupoclase)
and
participate in learning contexts and standardized interaction.
In
figure 1 and 2 are seen scores of evaluative phases
the
pretest and posttest: Inventory of school fears (IME), with range: 0
and 196,
and the scale of social reserve (SRS) with feature between 22 and 110. in
both
tests its direct scores decreased significantly to
term
treatment.
RESULTS
AND DISCUSSION
As
has been noted, and academic anxiety before exams
type
as situational specific phobia is a disorder of children and adolescents
disabling,
you should be treated therapeutically soon. In this
so it
will help the student regain his sanity and continue
growing
in the spaces: educational and integrative.
To
make this possible interventive action is required from the center
the
indispensable help of the school psychologist, that through the process
assessment
will determine if the student has the disorder phobic. If so, what
refer
the clinical psychologist to confirm the diagnosis and apply the
most
appropriate therapy.
Both
cognitive and behavioral techniques have appreciated effective
in
the treatment of specific phobias in children and adolescents
(Horse
and Simon, 2005; Garcia-Sanchez, 2002 and Stein, 2005).
Therapeutic
intervention will arise from the slope always interdisciplinary, within which
will have a prominent role: the psychologist, the teacher teaching, the tutor, the
support teacher, the class group, and family. They should work coordinated and
confidently.
It
will also be important to work with the family (mother, father, relatives) of
the student, giving them support and psychological counseling and educational
psychology. They teach and motivate them to maintain an educational style not
overprotective, and to support the whole development of interventional action.
Of
particular importance is that the available school prevention and intervention
programs in order to control and reduce test anxiety and improving academic
performance. Thus students will be favored positively by learning techniques: coping
skills, relaxation, positive thinking, self esteem, etc.. As a result of this, will
benefit areas: education, family, and social.
Finally,
for future research on this type of situational specific phobia would be
interesting to consider the following significant issues:
-
Check if this is related to disorders of agoraphobia, anxiety and stress in
children.
-
Expand the information we have about the same from the neurobiological side.
-
Flesh for the acquisition of this in the developmental stages of childhood and
adolescence.
-
Check whether psychoactive drugs (eg imipramine), in the case of children with
depression associated phobia significantly increase the effectiveness of
cognitive behavioral therapy.
-
Find the features and impact of this disorder phobic student within the
university (university phobia).
-
Investigate what relation does this mental disorder in relation to the
temperament of the individual who has it.
-
Find out the usefulness of new technologies (computers in clinical practice) therapy
for school phobia.
-
Examine this disorder in children and its relationship neuroendocrine (alteration
of certain hormones).
-
Clarify whether sex and ethnicity can actually influence the patterns of co
morbidity in this phobic disorder.
- Knowing
the possible relationship between the type of personality disorder and specific
phobia.
-
Investigate the relapse rate of school phobic disorder after treatment.
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