焦虑是儿童群体常见的心理问题，过度焦虑可能会影响其家庭和学校适应，也可能会增加其罹患心理障碍的风险。基于认知行为治疗的应对猫项目是较为短程有效的干预儿童焦虑的心理治疗方法，通过帮助来访者改变认知和行为应对焦虑情境，从而达到缓解焦虑的效果。 本文主要是运用应对猫项目干预一例有焦虑情绪儿童的个案研究。来访者的主述为存在考试焦虑情绪且已经影响其考试状态和考试成绩，来访者希望通过心理咨询调节考试焦虑情绪。通过连续10周每周1次的心理咨询过程，咨询师与来访者共同商定咨询目标和咨询方式，与来访者在建立良好咨访关系的基础上，完成包含心理教育和情境练习两个阶段的咨询过程。在此过程中，来访者通过练习在不同情境中觉察情绪感受，思考自我对话、应对想法、态度和行为以及自我奖励等，逐渐对自己在不同经历中的情绪感受以及认知、感受和行为之间的联系有所觉察和运用，也逐渐学会应对考试焦虑情境。来访者的焦虑情绪有明显改善，来访者及来访者家长均在咨询访谈中给予咨询效果积极反馈，来访者及来访者家长在儿童青少年多维度焦虑量表-自陈量表以及儿童行为量表-家长量表上的分数与咨询前测相比均有明显改善且稳定于正常范围。本文详细阐明了对此有考试焦虑情绪来访者的个案概念化、咨询过程以及咨询效果和反思，证明应对猫项目干预此个案的有效性。

Anxiety is a common psychological problem among children group. Excessive anxiety may affect their adaptation of family and school, and may increase their risk of psychological disorders. Coping Cat based on Cognitive-Behavior Therapy is a short-term and effective method of psychotherapy to intervene children's anxiety, which can help clients improve anxiety by transforming their cognitions and behaviors to cope with anxiety situations. This paper is a case study of taking use of Coping Cat to intervene a child with anxiety. The client’s main complaint is that he has examination anxiety which has a negative influence on his examination status and scores. The client hopes that he can regulate the examination anxiety by attending the counseling. This counseling process lasted for 10 weeks with 1 session each week. The counselor and the client agreed on the counseling goals and counseling ways. On the basis of establishing a good counseling relationship with the client, the counselor accompanied with the client to complete the counseling process including psychological education and situational exercises. During this process, by the practices of perceiving emotional feelings in different situations and thinking about self-dialogue, coping with ideas, attitudes and behaviors and self-reward, the client gradually learned to perceive and apply the emotional feelings in different experiences and the links among the cognition, feelings and behaviors, and also gradually learned to cope with examination anxiety. Result shows that the client’s anxiety improved significantly, combining with the positive feedback of counseling effect from the client and the client’s parent and the scores on the Multidimensional Anxiety Scale for Children and Child Behavior Checklist which took on a downward trend and maintained within a normal range. This paper includes the detail description of the client’s case conceptualization, counseling process and counseling effect and reflection to prove the effectiveness of Coping Cat’s intervention for this case.