This page will take you upon a fantastic voyage. One that will ask you to unpack your bags before we can begin the trip. This journey will be unlike any you’ve ever taken and to a place where you have always been, and are most welcome. In this program you will become reunited with your inner wisdom. The process designed for you in this section is a guide to each Student/Member leading them down a path to the place that can only be described as HOME.

The feeling is familiar and the path is one we’ve always known about and felt many times. It may need the weeds pulled away and the shrubbery cut back a bit for it hasn’t been walked much lately. There exists inside of each of us the person that we truly are and the echoes of the thoughts that are whispered to you are comforting and they are known to us. When we slow our thoughts and quiet the voices inside we know this place as home. In this place dwells a wisdom that we can own and know to be authentic to our being. The truth inside knows who we are and where actually we are meant to fit in. It knows who we were made to be and how to bring that truth and ability forward with ease. Our full potential wields a strength and inner wisdom waits for a moment alone with us to remind us all that we possess. Our inner guide is strong and able, wise beyond measure.

Human behavior for the most part is learned. Directing our interest and specifically addressing the content of our inner voice or self-talk we embark upon a journey to locate the cause of our stress and then start the modification process. Assessment of self-efficacy is the active ingredients of the change process. Do we believe in our capability to accomplish our goals? If the answer is no, how do we change that to yes?

(Self-Realization Analysis link)

The purpose of the ‘Self-Realization Analysis Workup’ is to gain information about the Student/Member that enables the software to produce an Audio-Recorded Product designed to target the exact nature of the inner conflict that each Student/Member is facing as he meets with the challenge of exam taking.

The goal of this website is to guide each Student/Member in the development of self-efficacy. This is the key element lacking in those who face difficulty from the stressors brought on by the exam taking experience itself. Exam Anxiety seems to lie within the emotional state of the Student/Member as a direct result of the thought of the actual event of taking an exam. Many stressors come into play here all of which represent the state of mind of the Student/Member. This is specifically referring to the state and or condition of the Student/Members’ Self-efficacy. Not to be taken lightly the effects of a positive sense of personal capability not to be confused with self-esteem, this is the belief that one is capable.

The role of cognitive factors challenges the traditional beliefs of behavior therapy.

The coaching of the concept of ‘self’ promotes a change in the maladaptive thinking processes leading to exam anxiety.  Human behavior, for the most part, is learned. Directing our interest to the nature of the state of mind of the Student/Member and specifically addressing the content of inner speech or self-talk we may begin to embark upon a stress modification process. Assessment of outcome or self-efficacy is the active ingredients of the change process. Once the core issue is uncovered, healthy, positive beliefs about one’s efficacy may be built to take the place of negative, distressing emotions, thoughts, and behaviors. Successful transformation at the core level reflects changes that are of a permanent nature. 

We offer a web-based guided process that promotes self-coaching of skills necessary to altering negative patterns and achieving a transformative belief system. Changing the way that we think about ourselves or more specifically the way we think about our ability is as important as oxygen to this process.

It is our season to affect a change worldwide. https://youtu.be/j1TxCMJ67fc?t=127

It is our season, a time for goodness to infect a people with the power of positivity. A coming together of forces embodying all that is pure, absolute, and noble to reproduce that goodness of character in others at a time when dysfunction and negativity are far more popular in the world. We need not compete against each other with this sameness of purpose but, rather to come together and pool our resources and employ the power of many is the answer.

The change starts with “One,” the power of One. This changing of the spirit and mindfulness brought about by the transformation of One reaches out to the many One at a time!

This is what our mission hopes to activate.

All aspects of the Self-Realization Analysis address the formation of a solid foundation of personal self-efficacy. The unity of each of these influences upon the identity forges a change within the emotive response to the task of test taking. These include but are not limited to the following:

  • Male or Female Narrators
  • PowerScenes Selections
  • PowerStatements Personal Creation
  • Time-of-Day Specific Relaxation Techniques
  • Location of Student/Member

The Student/Member will also attend lectures and Webinars that address some of the following topics:

  • The importance of selecting personally meaningful affirmations for the Audio-Recorded Product
  • The reference to a specific religious or spiritual belief system, Higher Power, or God
  • The area of specific study referenced in the Audio-Recorded Product

Note: The change that the Student/Member is intended to experience as a result of participation with the Audio-Recorded Product must be briefly addressed here paragraph & link to the Create an Audio-Recorded Product Page for further understanding and information. 


Taylor Manifest Anxiety Scale

The Taylor Manifest Anxiety Scale (TMAS) is a test of anxiety as a personality trait.

The statements below inquire about your behavior and emotions. Consider each statement carefully. Then indicate whether the statements are generally true or false for you.

  1. I do not tire quickly
  2. I believe I am no more nervous than others
  3. I have very few headaches
  4. I work under a great deal of tension
  5. I frequently notice my hand shakes when I try do something
  6. I blush no more often than others
  7. I have diarrhea one a month or more
  8. I worry quite a bit over possible misfortunes
  9. I practically never blush
  10. I am often afraid that I am going to blush
  11. My hands and feet are usually warm enough
  12. I sweat very easily even on cool days
  13. Sometimes when embarrassed, I break out in a sweat
  14. I hardly ever notice my heart pounding, and I am seldom short of breath
  15. I feel hungry almost all of the time
  16. I am very seldom troubled by constipation
  17. I have a great deal of stomach trouble
  18. I have had periods in which I lost sleep over worry
  19. I am easily embarrassed
  20. I am more sensitive than most other people
  21. I frequently find myself worrying about something
  22. I wish I could be as happy as others seem to be
  23. I am usually calm and not easily upset
  24. I feel anxiety about something or someone almost all of the time
  25. I am happy most of the time
  26. It makes me nervous to have to wait
  27. Sometimes I become so excited I find it hard to get to sleep
  28. I have sometimes felt that difficulties piling up so high I couldn’t get over them
  29. I admit I have felt worried beyond reason over small things
  30. I have very few fears compared to my friends
  31. I certainly feel useless at times
  32. I find it hard to keep my mind on a task or job
  33. I am usually self-conscious
  34. I am inclined to take things hard
  35. At times I think I am no good at all
  36. I am certainly lacking in self-confidence
  37. I sometimes feel that I am about to go to pieces
  38. I am entirely self-confident

Sources; Janet A. Taylor. A Personality Scale of Manifest Anxiety. 48(2) J. Abnormal and Social Psych. 285-290. 1953.

Psychological Assessment, Vol 27(3), Sep 2015, 985-996. http://dx.doi.org/10.1037/pas0000081


The Test Anxiety Inventory (TAI: Spielberg, 1980) is a 20-item self-report measure designed to access test anxiety in high school and college students. The T AI consists of a total scale and two subscales (worry and emotionality). Respondents rate their responses to the 20 different statements on a four-point Likert scale.


The Stress Overload Scale. (SOS) Criterion validation of a stress measure

Validating stress scales poses problems beyond those of other psychological measures. Here, three studies were conducted to address those problems and assess the criterion validity of scores from a new theory-derived measure, the Stress Overload Scale (SOS; Amirkhan, 2012).

In Study 1, the SOS was tested for its ability to predict post semester illness in a sample of college students (n = 127). Even with precautions to minimize criterion contamination, scores were found to predict health problems in the month following a final exam on all of 5 different criteria.

 In Study 2, a community sample (n = 231) was used to test the SOS’ ability to differentiate people in stressful circumstances from those in more relaxed contexts.
SOS scores demonstrated excellent sensitivity (96%) and specificity (100%) in this general population application.

In Study 3, the SOS was tested for its ability to differentiate salivary cortisol responses to a laboratory stressor in a group of pregnant women (n = 40). High scores were found to be associated with a blunted cortisol response, which is indicative of HPA-axis overload and typical of persons suffering chronic stress and stress-related pathology.

Across all 3 studies, despite variations in the stressor, criterion, population, and methods, SOS scores emerged as valid indicators of stress. However, each study also introduced new problems that beg additional corrective steps in future stress-scale validity tests. These strategies, and the SOS’ utility as a research and diagnostic tool in varied applications and populations are discussed.  (PsycINFO Database Record (c) 2016 APA, all rights reserved) Amirkhan, James H.; Urizar Jr., Guido G.; Clark, Sarah

Journal of Educational Psychology, Vol 73(4), Aug 1981, 541-555. http://dx.doi.org/10.1037/0022-0663.73.4.541

 


Abstract

Reviews the literature generated by R. M. Liebert and L. W. Morris’s (1967) 2-component conceptualization of anxiety, specifically test anxiety, and other related theoretical and research programs.

It is concluded (a) that the inverse relationship between anxiety and various performance variables under appropriate conditions is attributable primarily to the worry–performance relationship, supporting a cognitive–attentional view of performance deficits; (b) that the 2 components are probably aroused and maintained by different aspects of stressful situations; certainly worry may or may not be accompanied by the emotional component; and (c) that efforts to apply the distinction to the development of more effective treatment techniques have been productive.

Recent advances in assessment are noted, and a revised worry–emotionality questionnaire is presented, along with the factor-analytic evidence on which it is based. A social learning position is used to provide further theoretical perspective.

Morris, Larry W.; Davis, Mark A.; Hutchings, Calvin H. 

         


Self-Consciousness Scale (SCS-R)

Private self-consciousness is a tendency to introspect and examine one’s inner self and feelings. Public self-consciousness is an awareness of the self as it is viewed by others. This kind of self-consciousness can result in self-monitoring and social anxiety. Both private and public self-consciousness are viewed as personality traits that are relatively stable over time, but they are not correlated. Just because an individual is high on one dimension doesn’t mean that he or she is high on the other. Self-consciousness can strongly influence behavior. As well as public and private self-consciousness, the Self-Consciousness Scale (SCS-R) measures social anxiety. This revised scale is applicable to more general populations.

Psychometrics: 

The Cronbach’s alpha for private self-consciousness was found to be .75, for public self-consciousness it was .84, and for social anxiety .79. These alphas compared favorably to those of the original scale. The test-retest correlation for the private subscale was .76, for the public subscale .74, and for the social anxiety subscale .77. These suggest that the scale possesses reasonable stability over time.

Keywords: 

Files: 

Scale and Scoring Instructions

Web link to tool: 

http://www.psy.cmu.edu/people/scheier.html

Digital Object Identifier (DOI): 

http://dx.doi.org/10.13072/midss.613

Author of Tool: 

Scheier, M. F., & Carver, C. S.

Key references: 

Martin, A. J., & Debus, R. L. (1999). Alternative factor structure for the Revised Self-Consciousness Scale. Journal of Personality Assessment, 72(2), 266-281

Scheier, M. F., & Carver, C. S. (1985). The Self-Consciousness Scale: A revised version for use with general populations. Journal of Applied Social Psychology, 15, 687-69


 Westside Test Anxiety Scale 

 Rate how true each of the following is of you, from extremely or always true, to not at all or never true.
Use the following 5 point scale.  Circle your answers: 

5                        4                       3                       2                         1 

extremely                highly             moderately          slightly               not at all 

always                  usually             sometimes           seldom                never  

true                      true                     true                  true                    true 

 __  1)  The closer I am to a major exam, the harder it is for me to concentrate on the material.  

5                      4                        3                        2                        1 

 __  2)  When I study for my exams, I worry that I will not remember the material on the exam.   

5                      4                        3                        2                        1 

 __  3)  During important exams, I think that I am doing awful or that I may fail.  

5                      4                        3                        2                        1 

 __  4)  I lose focus on important exams, and I cannot remember material that I knew before the exam.    

5                      4                        3                        2                        1 

 __  5)  I finally remember the answer to exam questions after the exam is already over.  

5                      4                        3                        2                        1 

 __  6)  I worry so much before a major exam that I am too worn out to do my best on the exam.   

5                      4                        3                        2                        1 

 __  7)  I feel out of sorts or not really myself when I take important exams.   

5                      4                        3                        2                        1 

 __  8)  I find that my mind sometimes wanders when I am taking important exams. 

5                      4                        3                        2                        1 

 __ 9)  After an exam, I worry about whether I did well enough.      

5                      4                        3                        2                        1 

 __ 10)  I struggle with written assignments, or avoid doing them because I feel that whatever I do will not be good enough.  I want it to be perfect.     

5                      4                        3                        2                        1 

 _____ Sum of the 10 questions

< _____ >   Divide the sum by 10.  This is your Test Anxiety score. 

 © by Richard Driscoll & Westside Psychology.  You have permission to reprint this scale for personal use or to screen students in schools and colleges.  Please include copyright, author, and web address.   © 2004 by Richard Driscoll, Ph.D.

 What does your score mean? 

  < _____ >   Test Anxiety score (from 10 item scale). 

Interpreting your test anxiety scores:   

1.0—1.9  Comfortably low test anxiety 

2.0—2.5  Normal or average test anxiety 

2.5—2.9  High normal test anxiety 

3.0—3.4  Moderately high (some items rated 4=high) 

3.5—3.9  High test anxiety (half or more of the items rated 4=high) 

4.0—5.0   Extremely high anxiety (items rated 4=high and 5=extreme)  

The Westside scale picks up performance impairment and intrusive worry: 

The scale is constructed to measure anxiety impairments, with most items asking directly about performance impairment or about worrying, which interferes with concentration.  Simple indications of physiological stress are found to be relatively weak indicators of performance impairments.  

Incapacity (memory loss and poor cognitive processing) — 6 Items #1, 4, 5, 6, 8 & 10  

Worry (catastrophizing) —  4 Items #2, 3, 7, 9  

Physiological symptoms — no items.    

Recommendations.   

We have found that students who score at least 3.0 or more on our scale (moderately high anxiety) tend to benefit from anxiety reduction training, experiencing lower anxiety on tests and achieving higher grades.   

 


 See:  www.amtaa.org for test anxiety information  

See:  www.amtaa.org/solutionsCDs.html for test anxiety reduction Trainings on CD. 

See:  www.peacewithmyself.com/test.htm for “active control” anxiety reduction Training.  

See:  https://psychology-tools.com/taylor-manifest-anxiety-scale/