The Effectiveness of a Cognitive Behavioral Therapeutic Program in Reducing Perceived Psychological Stress and Future Anxiety in a Student Preparing for the Baccalaureate Examination

Abstract

This study aims to examine the effectiveness of Cognitive Behavioral Therapy (CBT) in reducing perceived psychological stress and future anxiety in a student preparing for the baccalaureate examination. The student exhibited high levels of both future anxiety and perceived stress, as identified through the administration of the Future Anxiety Scale and the Perceived Stress Scale. The results revealed elevated scores on both measures. ‎‏Accordingly, the study seeks to determine the extent to which cognitive behavioral techniques can alleviate psychological distress and enhance mental readiness among students facing this critical academic milestone.

‎‏To achieve this objective, a single-group quasi-experimental design was employed. A purposive sample consisting of one student preparing for the baccalaureate exam was selected. The study was conducted at the Psychological Support Center at the University of M’sila.

‎‏The research instruments included a semi-structured clinical interview, a CBT program developed by the researcher, the Perceived Stress Scale by Levenstein, and the Future Anxiety Scale by Zeinab Shaqir (2005). The results indicated the following:

- CBT proved effective in reducing both perceived stress and future anxiety in the student preparing for the baccalaureate examination.

- A clear positive change was observed, with a noticeable decrease in the levels of perceived stress and future anxiety in the post-test compared to the pre-test, demonstrating the positive impact and therapeutic effectiveness of the intervention.