A Case Study Of The Intervention Of Rational Emotive Therapy In Anxiety Of College Students

College students are the main force of youth,and the university stage is an important stage in the personal growth process.During this period,individuals’ psychology and physiology continue to develop and tend to mature.Compared to the middle school stage,college students have a more diverse and diverse living environment,a more complex curriculum,and more intense competition in various aspects.This also brings a lot of pressure and troubles to college students at this stage,which can easily trigger psychological disorders such as anxiety and depression.What sets college apart from middle and high school is that compared to the relatively simple learning content of middle school students,the depth,breadth,and degree of specialization of college students’ learning will greatly increase.The training program of universities also puts higher requirements on college students’ autonomous planning ability and self-discipline,and college students face many temptations.Therefore,many college students have varying degrees of learning anxiety,The main manifestations are fear of failing exams,unsatisfactory exam results that do not meet expected goals,heavy academic burden,and excessive content.Learning anxiety,as one of the main factors affecting the mental health development of college students,can affect their correct understanding of learning objectives and processes,leading to negative emotions such as rejection,disgust,and avoidance towards learning,resulting in serious negative consequences and even hindering the normal functioning of college students’ psychological and social functions.Therefore,paying attention to the issue of learning anxiety among college students will enhance their ability to adapt to the environment and enhance their psychological quality.It is of great significance to help college students better immerse themselves in learning and life,and promote their physical and mental health and growth.This article summarizes the research on academic anxiety and rational emotional therapy among college students both domestically and internationally.After describing and understanding the research results and the latest research directions,taking G University in Anhui Province as an example,we conducted SCL-90 and other assessments on college students at G University to understand the current level of anxiety among them.Through observation and semi-structured interviews with teachers and students,we summarized the physiological,psychological,and behavioral manifestations of learning anxiety among G University students,and analyzed and explored the causes of learning anxiety among G University students.Based on the learning anxiety of G school students and guided by the relevant theories of rational emotional therapy,typical cases were selected as the case subjects.Understand the basic information of the case owner,clarify the irrational beliefs and service needs that cause the case owner’s learning anxiety,develop a service plan,and carry out case work interventions.During the case service process,the rational emotional therapy "psychological diagnosis comprehension cultivation re education" treatment steps were used to help the case owner clarify the unreasonable beliefs that led to learning anxiety through seven interviews.Techniques such as clarifying and explaining,debating with the case owner’s unreasonable beliefs,etc.were used to help the case owner change their incorrect cognition,alleviate anxiety and academic pressure,and rebuild confidence,and assist the client in using the REBT self-help scale to solve similar problems they may encounter in the future,using rational emotional therapy for ’self-help’.Finally,an anxiety test scale was used to evaluate the effectiveness of the intervention before and after the case,reflecting and summarizing the intervention process of the case,in order to provide reference and reference for rational emotional therapy to alleviate college students’ learning anxiety from the perspective of social work.