The Effectiveness of Paradox Therapy (PTC) on Test Anxiety and Self-Confidence of Female High School Students in Tehran: A Single-Subject Design

Mahta  Salehin; Mohammad Hassan  Asayesh; Zahra  Naghsh

doi:10.18502/qjcr.v24i93.19071

Mahta Salehin M.A. in School Counseling, Department of Educational Psychology and Counseling, Faculty of Psychology and education, University of Tehran, Tehran, Iran.
Mohammad Hassan Asayesh Ph.D. in Counseling, Assistant Professor, Department of Educational Psychology and Counseling, Faculty of Psychology and education, University of Tehran, Tehran, Iran.
Zahra Naghsh Ph.D. in Educational Psychology, Associate Professor, Department of Educational Psychology and Counseling, Faculty of Psychology and education, University of Tehran, Tehran, Iran

DOI: https://doi.org/10.18502/qjcr.v24i93.19071

Keywords: Paradoxical therapy, paradoxical intention, PTC, paradoxical psychotherapy, test anxiety, self-confidence

Abstract

Aim: The Paradoxical Therapy Model (PTC) is a new and comprehensiveapproach to the treatment of anxiety disorders. Accordingly, the aim of the presentstudy was to investigate the effectiveness of PTC on test anxiety and self-confidence among female high school students in Tehran. Methods: The studyemployed a single-subject ABA design. The statistical population included all12th-grade female students in Tehran during the 2021–2022 academic year. Aconvenience sample was selected from students who had referred to the schoolcounselor at Zahra Al-Athar High School (S.A.) with complaints of test anxietyand low self-confidence. These students scored within the inclusion criteria on theFriedman and Jacob Test Anxiety Scale (1997) and the Eysenck Self-ConfidenceQuestionnaire (1979). Four students were selected via non-random conveniencesampling. After a three-week baseline assessment, participants received threeindividual intervention sessions, each lasting 45 minutes. During the interventionphase (B), PTC techniques were implemented. Outcomes were evaluated usingvisual analysis (eyeball method) and effect size calculations across multiplemeasurement points. Findings: The results showed significant differences in self-confidence and test anxiety scores before and after the intervention in all fourstudents, indicating that PTC had a positive effect in reducing test anxiety andenhancing self-confidence. Conclusion: School counselors may benefit fromapplying this approach to help students with anxiety disorders and low self-confidence.