Using role reversal in the treatment of learners with performance anxiety in the school environment

Abstract

In this study the technique of role reversal for the treatment of performance anxiety, experienced by learners in the school environment, was investigated. Performance anxiety sometimes presents as part of a larger pattern of social phobia and negatively impacts on an individual’s tasks performance due to the fear of negative evaluation. My qualitative study involved a collective, instrumental case study. Role reversal was implemented as part of a group-therapeutic intervention which continued for approximately three months, and involved participants acting as peer tutors. Data analysis focused on the participant’s personal experiences of the technique as well as therapeutic gains and the usefulness of the technique from a school-based counsellor’s perspective. The research findings revealed that although the helping role held certain challenges for the participants, it seemed to generally impact positively on their social and academic confidence and functioning. Additionally their levels of performance anxiety appeared to decrease.