考试一直以来是我国的一种重要的人才选拔方式，考试焦虑广泛地存在于各个学段的学生群体中，以往研究对象主要为中考生和高考生。根据近年来教育部发布的数据，从录取率看考研难度已经超过了高考，但大学生群体的研究生入学考试焦虑问题却较少受到关注，过高的考试焦虑问题不仅会直接影响大学生的学业成绩和自我效能感，还会对大学生的身心健康造成不利影响。接纳承诺疗法是基于正念发展起来的第三代行为疗法，它通过接纳、认知解离、接触当下、以己为景以及价值和承诺行动六个干预过程，提高个体的心理灵活性，帮助个体过上更有价值和更有意义的生活。

本研究在接纳承诺疗法的理论框架下，使用隐喻和正念练习等技术帮助缓解研究生入学考试焦虑的问题。本个案的咨询开始于2022年12月4日，结束于2023年2月19日，共进行12次咨询。本研究分别在咨询的前期、中期、后期及回访时对来访者进行量表施测以分析来访者的心理状态的变化及检验干预疗法的有效性。咨询结束及回访时，来访者的报告和量表施测结果显示来访者已从高度考试焦虑降至中度考试焦虑，心理灵活性有了明显的提升，咨询效果达到临床上的显著意义，整体干预达到了预期效果。另外，本研究也总结了咨询师使用接纳承诺疗法后对咨询过程不足的反思，对技术的使用和干预研究生入学考试焦虑的进一步研究提出了一些设想。

For generations, examinations have served as a pivotal mechanism for identifying and selecting talented individuals in China, with the pervasive phenomenon of test anxiety impinging on students across diverse academic stages. While prior research has predominantly scrutinized the experiences of students preparing for the middle school and high school entrance exams, recent statistics from the Ministry of Education attest that the graduate school entrance exam has surpassed the college entrance exam in terms of admission difficulty, yet the issue of exam-related anxiety among college students remains relatively underexplored. Excessive exam-related anxiety not only directly affects academic performance and self-efficacy, but also poses detrimental effects on the overall well-being and mental health of college students. As such, Acceptance and Commitment Therapy （ACT） has emerged as a third-wave cognitive-behavioral therapy that draws on mindfulness. It cultivates greater psychological flexibility through six intervention processes: acceptance, cognitive defusion, contact with the present moment, self as context, values, and committed action, to promote the development of a more adaptive and meaningful life.

Embedded within the theoretical framework of ACT, this study utilized techniques such as metaphors and mindfulness exercises to alleviate test anxiety among graduate school applicants. The individual case consultation commenced on December 4, 2022 and concluded on February 20, 2023, totaling 12 counseling sessions. Throughout the consultation process, the participants were administered a battery of psychological measures during the pre-intervention, mid-intervention, post-intervention, and follow-up stages to examine changes in their psychological states and evaluate the effectiveness of the interventions employed. During post-consultation and follow-up assessments, it was reported through the participants’ self-report and scale test results that a marked decrease in test anxiety from severe to moderate was observed, accompanied by a significant increase in psychological flexibility, achieving clinically significant effects. Overall, the intervention achieved the intended results. Additionally, the study reflected on the shortcomings of the consultant’s use of Acceptance and Commitment Therapy, providing further insights for the use of the techniques and intervention in future studies on graduate school admission exam anxiety.