Every child is a candidate for exam anxiety. We have the chance to intervene in most of the situations that cause test anxiety to arise and to make preventive changes before the problem arises. Our priority is to provide preventive mental health services to children, families and teachers so that children do not experience exam anxiety. A change should be made in the system that considers exam results as the only determinant in placing children in the school or department where they will receive education. When exam anxiety begins, it should be recognized as early as possible and treatment should be sought. In order to seek early diagnosis and treatment, children, parents and teachers need to know the symptoms of test anxiety, its harms and that it is a treatable disorder.
How Do We Know If Children Have Test Anxiety?
Students need to experience an appropriate level of anxiety about whether they will be successful in the exams and the difficulties they will face if they fail. Anxiety experienced at an appropriate level provides a motivating, activating, attention-sustaining and attention-increasing effect on the student for listening to the lesson, doing his homework and doing the work he needs to do before the exam. If the level of anxiety experienced by the student negatively affects the amount and efficiency of studying before the exam, prevents the student from fully using the knowledge and capacity he/she has during the exam, and reduces the level of academic success below the expected level, it is necessary to consider test anxiety. Forgetfulness during the exam, distraction, difficulty in reading-understanding-answering questions, physical symptoms (palpitations, abdominal pain, nausea, vomiting, shaking-cold hands, dizziness, headache, etc.), anxiety, fear, feeling of failure, pessimism. It can be experienced. Children experiencing test anxiety may exhibit behavior such as avoiding exams, leaving the exam unfinished, postponing or completely quitting studying, and being absent from school. Test anxiety is especially experienced during monthly evaluation exams, trial exams, and high school and university entrance exams, where students are ranked and whose results are given more importance by themselves and their surroundings. For some children, it can be done in class. Even subject tests and essays can be a source of intense anxiety. The duration of test anxiety is not limited to the exam moment. Some children who experience test anxiety describe anxiety that lasts from the moment the exam date is determined until the exam result is announced. Anxiety doesn't just affect a child's study and achievement level. At the same time, the child may experience physical symptoms such as tension, unhappiness, restlessness, reluctance, decrease in attention and concentration, seeing oneself as inadequate or worthless, decrease in self-confidence, nausea-abdominal pain-vomiting-palpitations, and disruption in sleeping and eating patterns.
What are the Causes of Exam Anxiety in Children?
- Familial, genetic predisposition to anxiety
- Inappropriate attitudes of the parents (over-protective, over-oppressive, over-critical, over-interventionist, comparative approach)
- Inappropriate attitudes of the educator (high expectations, >insulting, humiliating, comparing, threatening with grades, ranking-classifying students according to exam results)
- Having an individual in the family who reflects his/her own concerns to the child
- The child has an expectation of success beyond his/her own capacity
- Negative or negative comments about the child's exams and results Having inappropriate thoughts and beliefs. (if I get a low grade; I will be punished, I will not be liked, I will not be loved)
- The child, a family member or the teacher has a perfectionist, competitive personality structure
- Negative exam experience in the past and negative thoughts about the experience (I fail when I experience anxiety, I always get low scores in mathematics exams)
- Irregular, unplanned, faulty studying >
How is Test Anxiety Diagnosed in Children?
A child and a teenager come to the child psychiatry clinic with a complaint of test anxiety. Upon arrival, a detailed interview is held with the family and the child. During this interview;
- Is there a physical disorder that causes the child to experience anxiety?
- Is there any other mental disorder that causes or accompanies test anxiety?
- Exam anxiety What are the emotional, cognitive, physical and behavioral symptoms associated with anxiety?
- How does test anxiety affect the child's quality of life, academic success, social relations and mental state? What are the methods that work or don't work for test anxiety that the child, family and teacher have tried until the interview?
>- What are the reasons that cause exam anxiety? What can be done to eliminate the causes?
- Family and is the child's knowledge about test anxiety and its treatment sufficient?
- Who can be cooperated with at home and at school to solve the problem?
- Which psychotherapy method should be preferred to solve the problem?
- Is drug therapy necessary to solve the problem? ? Answers to these questions are sought.
For a more accurate psychological evaluation, other family members or the school are contacted, if necessary. Forms or scales regarding test anxiety are given to be filled out by the child, family and school in order to understand the severity and prevalence of the problem. These forms and scales can be repeated during the therapy and follow-up process and used to evaluate the benefit from the treatment. If a physical medical problem is suspected, an appropriate medical examination is requested or a referral is made to a specialist physician.
How is Exam Anxiety Treated in Children?
During psychotherapy, the family and the child are given education about test anxiety and ways to cope. Breathing and relaxation exercises are recommended to help people cope with exam anxiety. A discussion is held regarding the erroneous thoughts that increase the child's anxiety level (such as I will not succeed, if I fail, my friends will make fun of me, if I fail, my family-teacher will be angry, and if I fail, I will fail the exam). The child is helped to realize his/her erroneous, negative and unrealistic thoughts about the exam. These thoughts, which increase the level of anxiety, are replaced with appropriate, positive and realistic thoughts during the therapy process. Instead of misbehavior (quitting studying, not attending school, leaving the exam early) to cope with exam anxiety, it is helped to develop appropriate approaches to the solution. The physical symptoms experienced during anxiety (sweating, flushing, tremors, palpitations) are often misinterpreted by children, causing anxiety to increase even more and entering into a vicious circle. Let the children know A sense of well-being and the ability to cope with physical symptoms are gained. Method and application errors in studying, exam preparation and exam process, which cause the child to perform below his/her capacity and indirectly increase the level of anxiety, are reviewed. The child is given counseling on how to deal with negative approaches (critical approach, comparison, shaming, pressure, etc.) that increase the level of anxiety. If the child is present, interviews are held regarding "perfectionism, giving excessive importance to the opinions of others, selectively focusing on the negative, making generalizations, and lack of self-confidence." In cases where the level of anxiety is very severe, accompanied by additional mental disorders such as depression, and there are serious losses in the person's functions, drug treatment under the supervision of a psychiatrist may be considered in addition to psychotherapy. Medication and psychotherapy may also be recommended together for children and young people who apply shortly before the high school and university entrance exams, who have difficulty coping with exam anxiety, and who are likely to experience serious performance loss during the exam.
How Should Families Approach a Child with Test Anxiety?
Parents should first try to understand the child's feeling of anxiety and the difficulties experienced due to anxiety, and express to the child that they will give their best support in solving the problem. When does a child's test anxiety appear? What does he think and feel during anxiety, what physical symptoms does he experience, how does he react to anxiety, in what situations does his anxiety decrease or increase? Do family members or school have an impact on the emergence of anxiety? What arrangements can be made in the family or school to reduce anxiety? Suggestions such as "don't worry about it, try not to think about it, stay calm, don't panic, study more, focus on the questions" often cause the child to feel that he or she is not understood. Children who feel that they are not understood and who do not receive support stop sharing on the subject. Focusing on the low grades that result from anxiety, rather than the anxiety and difficulties experienced by the child before and during the exam, increases anxiety.
The family's approach style affects the anxiety level of children. Therefore, families
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