Managing Anxiousness and Self-esteem in Mainstream School Student: A Single Case Study

Abstract

In school, many students face problems of anxiousness and low self-esteem that can affect their academic performance. to develop a school-based intervention plan and explore its effectiveness in managing self-esteem and anxiousness. For this purpose, single case research ABA design was used. The participant was a 13-year-old girl with presenting complaints of anxiousness, low self-esteem, difficulty learning long questions, lack of class participation, and absentees. Informal assessment included clinical interviews with the informants and the student, behavioral observation, subjective rating, baseline, curriculum-based assessment (CBA). Formal assessment including school children problem scale (SCPS) (Saleem & Mehmood, 2011) and self-esteem scale (Saleem & Mehmood, 2011) was carried out. The results of the assessment showed that the participant had low self-esteem and got anxious due to it. Taking account of assessment modalities an intervention plan has been formulated i.e., rapport building, psycho-education, metacognition model, cognitive model, deep breathing, backward counting, triple column technique, evidence for and against, wrote your strengths worksheet, compliment jar strategy, coping statements, “I” statements, role/reverse role play, mirror technique, and PQRST method. The total number of sessions were 9. The client's presenting problems were reportedly improved with follow-up assessments. The intervention plans reduced anxiousness and academic issues while enhancing self-esteem and class participation.

Keywords: self-esteem, anxiousness, academic issues, lack of participation in class