Positive Self Talk Training to Reduce Communication Apprehension Among Junior High Mental Health Cadres: A Case Report

Abstract

This study aims to examine the effectiveness of positive self-talk training in reducing communication apprehension among mental health student cadres in a junior high school. This study employed a two-phase design, consisting of an initial descriptive assessment of all mental health cadres (N = 25), followed by a targeted positive self-talk intervention for selected participants (n = 8). Eight seventh-grade students (aged 12–14), screened with the PRCA-24 and categorized as having moderate communication apprehension, participated in a one-group pretest–posttest design. The intervention consisted of nine sessions delivered through psychoeducation, guided discussion, thought restructuring, and relaxation exercises. Communication apprehension was measured using the PRCA-24. Data were analyzed using the Wilcoxon Signed Rank Test. The results indicated a significant reduction in communication apprehension after the intervention. These findings suggest that positive self-talk training is effective for improving self-confidence and reducing public speaking anxiety in adolescents. The study highlights the potential implementation of brief cognitive-based interventions within school mental health programs.