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Cognitive-behavioral intervention for math anxiety in childhood: a case report
Amanda Paola Lobo Guimarães1, Vitor Geraldi Haase2, Carmen Beatriz Neufeld3
1Graduate Program in Neuroscience, Universidade Federal de Minas Gerais - Belo Horizonte, MG, Brazil.
Dementia & Neuropsychologia
|August 4, 2021
Summary
Math anxiety (MA) can be treated with cognitive behavioral therapy. An 11-year-old girl showed improved math performance and reduced anxiety after 12 sessions of a Coping Cat-inspired intervention.
Area of Science:
- Psychology
- Child Psychiatry
Background:
- Math anxiety (MA) is a significant barrier to learning, leading to avoidance behaviors and impaired academic performance.
- Cognitive behavioral therapy (CBT) is a proven method for treating anxiety disorders.
Observation:
- An 11-year-old female participant, N. L., exhibited both math-related and general anxiety symptoms.
- The intervention was adapted from the Coping Cat protocol, a recognized CBT framework for anxiety.
Findings:
- Following 12 individual sessions, the participant demonstrated improvements in arithmetic performance.
- Self-report measures indicated enhanced positive affect, reduced negative affect, and better self-perceived math performance and attitude.
- A notable decrease in math anxiety was observed.
Implications:
- This case study suggests that a CBT-based intervention, adapted from the Coping Cat protocol, can effectively reduce math anxiety in children.
- The findings highlight the potential of integrating psychoeducation, relaxation techniques, cognitive restructuring, and graded exposure for addressing MA.
- Further research is warranted to explore the broader applicability and long-term effects of this intervention in diverse pediatric populations.
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