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The researcher reviews the previous session. Thereafter, He asks the participants to discuss the reason why they think examination should be replaced with another method of assessing students‟ performance. He goes further to ask them to read out those factors they have written in their diary that make them too anxious about examination.

Stage II: Setting of Therapeutic Goal

The researcher assists the participants to set therapeutic goals that would be based on confronting their objectives of anxiety in examination. The main goal of the therapy is to reduce or eliminate test anxiety by the direct confrontation of tests or examination. The therapy will also aim at eliminating the post traumatic stress being experienced in the past about examination.

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Stage III: Making a Commitment to Therapy

The therapist encourages the participants to commit themselves to the therapy by giving them commitment slip to sign. The content of the commitment will include, staying in the therapy for the specified time, full participation and attendance of therapeutic sessions among others.

The researcher will also commit himself to the therapy by obeying the standard ethics and professional guidelines, availability to the participants for weekly therapy and maintenance of confidentiality.

Stage IV: Behavioural Homework and Evaluation

The therapist requests that the participants write all they know about test anxiety: Meaning, reasons, manifestation and effects.

The therapist appreciates the participants for their full participation and rounds off the session.

SESSION THREE:

TOPIC: TEST ANXIETY: MEANING, CAUSES AND CONSEQUENCES Objective: At the end of the session the therapist should be able to assist the participants to:

 Explain the concept: test anxiety.

 Identify causes of test-anxiety

 Explain the consequences of test anxiety.

Stage I: Review of the Past Session

The researcher reviews the past session with the participant. He then asks them to read what they have written on their diaries on test anxiety. The researcher then guides them and puts them through.

Stage II: The Meaning of Test Anxiety

The therapist explains test anxiety as a feeling of agitation and distress about the test and its outcome. Anxiety can be labeled as “anticipatory anxiety” if one feels distressed while studying and when thinking about what might happen when one takes

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a test. Anxiety can also be labeled as “situational anxiety” if it occurs while taking a test. Some anxiety is natural and helpful to keep one mentally and physically alert;

but too much of anxiety may be dangerous. Anxiety occurs in a wave, so it will increase from the time one first recognizes it, come to a peak, and then subsides naturally.

Stage III: Causes of Test Anxiety

The therapist explains the following as causative factors in test anxiety.

 Lack of familiarity with the test.

 Lack of mastery of the subject being listed upon

 Poor preparation.

 Worrying about the following:

(iv) Past performance on exam.

(v) How friends and other students are doing.

(vi) Negative consequences of failure – (e.g. what parents, teachers, siblings will say or do)

 Negative thoughts about yourself.

 Allowing the test environment to get on your nerves.

 Believing certain myths about test and the examiners.

Research asks the participants to identify their own causes of test anxiety.

Stage IV: Manifestation and Effect of Test Anxiety

The researcher discusses the following nature and effects of TA. Anxiety has physiological, behavioural and Psychological effects. Physiological reaction may include rapid hearbeat, muscle tension, dry mouth, or perspiration. Behavioural reactions may include an inability to act, make decisions, express oneself, or to deal with everyday situations. Consequently one may have difficulty:

(d) reading and understanding questions.

(e) organizing thoughts or

(f) retrieving key words and concepts e.t.c.

Psychological reactions may include feelings of apprehension, uneasiness, upset and self-doubt.

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Stage V: Behavioural Home work and Daily Evaluation

The therapist asks the participants to reason together on why the young people who are learning disable are more vulnerable to test anxiety than other students. The researcher ends the session by asking the participants to say what they gain from the session. He then asks them to write in their diaries, methods which they have been using to cope with their anxiety.

SESSION IV.

TOPIC: Behaviour Analysis and Goal Setting

The researcher wishes to achieve the following after the end of the session.

- To review the participants homework and provides feedback.

- To conduct the behavioural analysis of test situations that generates fear and anxiety.

- To guide the participants to set goals on how to overcome each through exposure therapy.