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Videotaped scenes for desensitization of test anxiety
J Behav. ~rner. & Exp Psychlat.
Vol.3, pp. 195-197.Pergamon Press, 1972.Printedin Great Britain
VIDEOTAPED SCENES FOR DESENSITIZATION OF TEST ANXIETY* THEADORA KAY HARRIS BECK Department of Counseling and Personnel Services, University of Maryland Summary--A videotape of anxiety-provoking situations, arranged in a hierarchy from least anxiety-provoking to most anxiety-provoking has been developed for systematic desensitization therapy of test anxiety. This videotape makes it possible to do without a therapist since it can be automated and self-administered by the client. The videotape recording can also be duplicated or altered to fit specific research designs.t SEVERAL studies (Emery and Krumboltz, 1967; Garlington and Cotler, 1968; Kondas, 1967; Suinn, 1968) have reported that systematic desensitization is effective in reducing test anxiety. Cohen (1969) and Katahn, Strenger and Cherry (1966) have reported the effectiveness of systematic desensitization for both reducing test anxiety and increasing academic performance. Standard desensitization, however, depends upon the client's ability to conjure up images adequate enough to provoke anxiety. Wolpe (1969) lists "inadequacy of imagery" as one of the more usual reasons for failure. The accessibility, however, of real stimuli may present difficult logistic problems--for example with a client who fears high bridges. These limitations to the usual systematic desensitization technique have led to the consideration of new approaches. Videotaped vicarious desensitization represents one of them. This method involves a videotaped hierarchy of anxiety-provoking situations which the client views. It assures that the anxietyprovoking stimuli are consistently available and accessible; and provides economy since it is to a large extent automated. A videotaped recording has been designed and produced to be used in the treatment of test anxiety. Its method of use is based upon the
study by Woody and Schauble on fear of snakes; but there is no live therapist. It is completely automated to be self-administered by the client. The recording starts with a therapist explaining the systematic desensitization method, then giving instructions on relaxation. (It should he noted here that students making use of these tapes should be provided with type-written instruction sheets on relaxation procedures, so as to facilitate at-home relaxation practice.) The therapist proceeds to give instructions in visualization practice, after which the anxietyhierarchy scenes are presented in sequence. The therapist instructs the clients to turn off the set if they experience any feelings of discomfort or tension when they visualize the hierarchy scenes. A standard five or six sentence description accompanies each hierarchy scene, narrated by the therapist who was seen at the beginning of the recording. The hierarchy consists of nine anxietyprovoking situations related to preparation for a classroom examination and participation in the examination. A "subjective" camera technique was used in producing the scenes, so that there is no social model in them. This technique eliminates the possibility of lack of identification (because of sex, age, race etc.) with the model. Rather, the client is provided with relatively
* Requests for reprints should be addressed to Theadora Kay Harris Beck, 1184 North Decatur Road, Atlanta, Georgia 30307. 1"The recording is available from Dr. George Marx, Counseling and Personnel Services, University of Maryland, College Park. 195
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THEADORA KAY HARRIS BECK
nebulous situations into which he can project himself. The nine scenes are as follows, beginning with the least anxiety-provoking. l--Scene of a typical place of study with books and papers in disarray on the desk. 2mScene of person tossing and turning in bed the night before the examination is to be given. 3--Scene of person nervously awakening and trying to get ready for class. He is experiencing increasing anxiety as the time for the examination is nearing. 4--Scene of person gathering together his books and leaving for class while trying to recall everything studied the night before. 5--Scene of a typical classroom with students talking nervously before class. The instructor enters carrying the examinations. 6--In the same classroom the instructor picks up the pile of examinations and commences to distribute them to the students. 7--Scene of students receiving the examinations with close-up shots of an examination paper being nervously rustled by anxious student. 8--Close-up of time slipping by as anxious student writes frantically on examination paper. 9--Time running out as the last of the students finish the examination and begin leaving the classroom. Instructor waiting impatiently for last student to finish. Closeup of student feverishly trying to finish and becoming more nervous as he tries harder. There is a time lag of 10 see between steps in the anxiety-hierarchy on the videotape recording. DISCUSSION If the validity of the self-administered videotaped vicarious desensitization method is maintained there are practical implications. This videotaped recording provides a stockpiled repertoire of usable stimuli for simulating anxiety-provoking situations surrounding testanxiety. The recording can also be envisioned
to provide self-administered therapy as follows. A client will be given technical instructions on the use of the recorder. The client will then turn on the recorder and be exposed to the videotape of the therapist explaining the desensitization method, giving instructions in relaxation procedures, and presenting the first of the hierarchy of anxiety-provoking situations. After this, the client can control his own exposure to scenes by the use of a remote control device, The use of a self-administered and coflapletely automated method has an obvious economic advantage. The cost of installation of one Sony Videotape Recorder is approximately $1295. With two such recorders, a minimum of 16 clients could be treated in one 8-hr work day. How efficient is a standardized hierarchy? Emery and Krumboltz (1967) investigated whether a hierarchy individualized for each client is better than using a standardized one. In a study with test anxious students they concluded that there was no significant difference between the effects of individualized and standardized hierarchies. Woody and Schnauble (1969) found that the videotaped vicarious desensitization method with the use of a standardized hierarchy was effective for both individuals and groups. Mann and Rosenthal (1969) investigating the relative effectiveness of direct versus vicarious and individual versus group desensitization procedures in reducing test anxiety for seventh graders reported only slight differences favoring the vicarious procedure. REFERENCES COHENR. (1969) The effects of group interaction and progressive hierarchy presentation on desensitization of test anxiety,Behav. Res. & Therapy 7, 15-26. E~t~RY J. R. and KRUMaOLTZJ. D. (1967) Standard versus individualizedhierarchies in desensitizationto reduce test anxiety~ J. Counseling PsychoL 14, 204-209. GAltLINOrONW. K. and COTLEgS. B. (1968) Systematic desensitization of test anxiety,Behav. Res. & Therapy 6, 94-97. KATAHNM., STRENGERS. and CHERRYN. (1966) Group counseling and behavior therapy with test anxious college students, J. Consulting PsychoL 30, 544-549. KONDASO. (1967) Reduction of examination anxiety and stage fright by group desensitization and relaxation, Behav. Res. & Therapy 5, 275-28t.
V I D E O T A P E D SCENES FOR DESENSITIZATION OF TEST ANXIETY MANN J. and ROSENTHALT. L. (1969) Vicarious and direct counterconditionmg of test anxiety through individual and group desensitization, Behav Res. & Therapy 7, 359-367. SUI~N R. M. (1968) The desensitization of test anxiety by group and individual treatment, Behav. & Res. Therapy 6, 385-387.
197
WOLFE J. and LAZURUS A. (1966) Behavtor Therapy Techniques, pp. 53-55. Pergamon Press, Oxford. WooDy R. H. and SCnAUaLE R. G. (1969) Videotapcd vicarious desenstt~zatlon, J herr. ment Dts 148, 281-286
(Recewed 28 October 1971 )
Vol.3, pp. 195-197.Pergamon Press, 1972.Printedin Great Britain
VIDEOTAPED SCENES FOR DESENSITIZATION OF TEST ANXIETY* THEADORA KAY HARRIS BECK Department of Counseling and Personnel Services, University of Maryland Summary--A videotape of anxiety-provoking situations, arranged in a hierarchy from least anxiety-provoking to most anxiety-provoking has been developed for systematic desensitization therapy of test anxiety. This videotape makes it possible to do without a therapist since it can be automated and self-administered by the client. The videotape recording can also be duplicated or altered to fit specific research designs.t SEVERAL studies (Emery and Krumboltz, 1967; Garlington and Cotler, 1968; Kondas, 1967; Suinn, 1968) have reported that systematic desensitization is effective in reducing test anxiety. Cohen (1969) and Katahn, Strenger and Cherry (1966) have reported the effectiveness of systematic desensitization for both reducing test anxiety and increasing academic performance. Standard desensitization, however, depends upon the client's ability to conjure up images adequate enough to provoke anxiety. Wolpe (1969) lists "inadequacy of imagery" as one of the more usual reasons for failure. The accessibility, however, of real stimuli may present difficult logistic problems--for example with a client who fears high bridges. These limitations to the usual systematic desensitization technique have led to the consideration of new approaches. Videotaped vicarious desensitization represents one of them. This method involves a videotaped hierarchy of anxiety-provoking situations which the client views. It assures that the anxietyprovoking stimuli are consistently available and accessible; and provides economy since it is to a large extent automated. A videotaped recording has been designed and produced to be used in the treatment of test anxiety. Its method of use is based upon the
study by Woody and Schauble on fear of snakes; but there is no live therapist. It is completely automated to be self-administered by the client. The recording starts with a therapist explaining the systematic desensitization method, then giving instructions on relaxation. (It should he noted here that students making use of these tapes should be provided with type-written instruction sheets on relaxation procedures, so as to facilitate at-home relaxation practice.) The therapist proceeds to give instructions in visualization practice, after which the anxietyhierarchy scenes are presented in sequence. The therapist instructs the clients to turn off the set if they experience any feelings of discomfort or tension when they visualize the hierarchy scenes. A standard five or six sentence description accompanies each hierarchy scene, narrated by the therapist who was seen at the beginning of the recording. The hierarchy consists of nine anxietyprovoking situations related to preparation for a classroom examination and participation in the examination. A "subjective" camera technique was used in producing the scenes, so that there is no social model in them. This technique eliminates the possibility of lack of identification (because of sex, age, race etc.) with the model. Rather, the client is provided with relatively
* Requests for reprints should be addressed to Theadora Kay Harris Beck, 1184 North Decatur Road, Atlanta, Georgia 30307. 1"The recording is available from Dr. George Marx, Counseling and Personnel Services, University of Maryland, College Park. 195
196
THEADORA KAY HARRIS BECK
nebulous situations into which he can project himself. The nine scenes are as follows, beginning with the least anxiety-provoking. l--Scene of a typical place of study with books and papers in disarray on the desk. 2mScene of person tossing and turning in bed the night before the examination is to be given. 3--Scene of person nervously awakening and trying to get ready for class. He is experiencing increasing anxiety as the time for the examination is nearing. 4--Scene of person gathering together his books and leaving for class while trying to recall everything studied the night before. 5--Scene of a typical classroom with students talking nervously before class. The instructor enters carrying the examinations. 6--In the same classroom the instructor picks up the pile of examinations and commences to distribute them to the students. 7--Scene of students receiving the examinations with close-up shots of an examination paper being nervously rustled by anxious student. 8--Close-up of time slipping by as anxious student writes frantically on examination paper. 9--Time running out as the last of the students finish the examination and begin leaving the classroom. Instructor waiting impatiently for last student to finish. Closeup of student feverishly trying to finish and becoming more nervous as he tries harder. There is a time lag of 10 see between steps in the anxiety-hierarchy on the videotape recording. DISCUSSION If the validity of the self-administered videotaped vicarious desensitization method is maintained there are practical implications. This videotaped recording provides a stockpiled repertoire of usable stimuli for simulating anxiety-provoking situations surrounding testanxiety. The recording can also be envisioned
to provide self-administered therapy as follows. A client will be given technical instructions on the use of the recorder. The client will then turn on the recorder and be exposed to the videotape of the therapist explaining the desensitization method, giving instructions in relaxation procedures, and presenting the first of the hierarchy of anxiety-provoking situations. After this, the client can control his own exposure to scenes by the use of a remote control device, The use of a self-administered and coflapletely automated method has an obvious economic advantage. The cost of installation of one Sony Videotape Recorder is approximately $1295. With two such recorders, a minimum of 16 clients could be treated in one 8-hr work day. How efficient is a standardized hierarchy? Emery and Krumboltz (1967) investigated whether a hierarchy individualized for each client is better than using a standardized one. In a study with test anxious students they concluded that there was no significant difference between the effects of individualized and standardized hierarchies. Woody and Schnauble (1969) found that the videotaped vicarious desensitization method with the use of a standardized hierarchy was effective for both individuals and groups. Mann and Rosenthal (1969) investigating the relative effectiveness of direct versus vicarious and individual versus group desensitization procedures in reducing test anxiety for seventh graders reported only slight differences favoring the vicarious procedure. REFERENCES COHENR. (1969) The effects of group interaction and progressive hierarchy presentation on desensitization of test anxiety,Behav. Res. & Therapy 7, 15-26. E~t~RY J. R. and KRUMaOLTZJ. D. (1967) Standard versus individualizedhierarchies in desensitizationto reduce test anxiety~ J. Counseling PsychoL 14, 204-209. GAltLINOrONW. K. and COTLEgS. B. (1968) Systematic desensitization of test anxiety,Behav. Res. & Therapy 6, 94-97. KATAHNM., STRENGERS. and CHERRYN. (1966) Group counseling and behavior therapy with test anxious college students, J. Consulting PsychoL 30, 544-549. KONDASO. (1967) Reduction of examination anxiety and stage fright by group desensitization and relaxation, Behav. Res. & Therapy 5, 275-28t.
V I D E O T A P E D SCENES FOR DESENSITIZATION OF TEST ANXIETY MANN J. and ROSENTHALT. L. (1969) Vicarious and direct counterconditionmg of test anxiety through individual and group desensitization, Behav Res. & Therapy 7, 359-367. SUI~N R. M. (1968) The desensitization of test anxiety by group and individual treatment, Behav. & Res. Therapy 6, 385-387.
197
WOLFE J. and LAZURUS A. (1966) Behavtor Therapy Techniques, pp. 53-55. Pergamon Press, Oxford. WooDy R. H. and SCnAUaLE R. G. (1969) Videotapcd vicarious desenstt~zatlon, J herr. ment Dts 148, 281-286
(Recewed 28 October 1971 )