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| Format: | Artículo científico |
| Language: | en |
| Published: |
Associação Neurologia Cognitiva e do Comportamento
2021
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| Online Access: | https://www.redalyc.org/articulo.oa?id=339581528017 |
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Table of Contents:
- Cognitive-behavioral intervention for math anxiety in childhood a case report Amanda Paola Lobo Guimarães Vitor Geraldi Haase Carmen Beatriz Neufeld Medicina child school anxiety learning mathematics 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. 2021 artículo científico 1980-5764 https://www.redalyc.org/articulo.oa?id=339581528017 en http://www.redalyc.org/revista.oa?id=3395 Dementia & Neuropsychologia application/pdf Associação Neurologia Cognitiva e do Comportamento Dementia & Neuropsychologia (Brasil) Num.2 Vol.15