Whenever various exams are approaching, we always encounter parents leading their children to ask for pre-test stress reduction. Although the performance of these children varies, after categorizing them, we found the common point: children at this stage often have an unreasonable perception of such an event as an examination, which is manifested by some children’s exaggerated negative perception of the examination and the anxiety generated by the examination, coupled with the influence and pressure of society (including school and family) on children, which makes children form a catastrophic experience before or during the examination. The child develops a catastrophic experience before or during the test, thinking that the test will definitely not be good this time and that the child will fail the test. For example, a girl who had a failed exam said that her failure was mainly due to diarrhea before the exam due to nervousness, plus the boy sitting in front of her during the exam kept shaking his leg and made her very annoyed, she wanted not to look, but the more she restrained herself, the more she wanted to look, and finally she was so miserable that she could not concentrate on the exam at all, which directly led to her failure in the first exam and affects future exams. Another boy’s most urgent hope was to find a panacea to help him overcome his pre-test anxiety, but the more he tried to overcome his anxiety, the more it added to his worries. I have two suggestions on how to deal with pre-test anxiety. 1, change the cognition I think the first thing to do to psychologically counsel such students is to make them realize that it is a normal thing to be nervous and anxious before the exam, imagine not being anxious and nervous in front of a major event that can determine one’s fate in a way. At present, there is a misconception among candidates, parents and teachers that there is always a desire to find some way to combat anxiety and nervousness, which sometimes backfires and becomes counterproductive. The less you want to be anxious the more anxious you may become. And it may be more constructive to accept anxiety as it is. In specific counseling also let the mentee recognize the fact that moderate anxiety is positive for people coping with stress, and that moderate anxiety increases the production of hormones such as adrenaline in the body, leading to increased arousal, flexibility and responsiveness. In the case of the girl, she talked about the negative impact her environment (the boy who was shaking his leg) had on her. I made her understand that in most cases, people are passive in adapting to their environment, which means that it is very difficult for a person to change the environment to suit his or her needs. After the counseling, the girl also agreed with me, and she also thought that it was futile to deliberately look for any panacea, and said that her mental state would be much more open this time than last time. After counseling, the other boy eventually reached a consensus. 2, positive hints In addition to changing perceptions, accept the facts. It is not that we do not have any positive ways to reduce the impact of anxiety, this statement seems to contradict the above theory, but the approach we will talk about is to exercise themselves, to improve their own approach, is to practice internal strength, and not directly for anxiety itself, which is in line with the subject-object relationship of psychological phenomena. It is a very simple approach. I ask the mentee to set aside two fixed periods of time each day in preparation for the exam, which can be determined by the mentee. The coachee finds a quiet environment, sits comfortably, closes his eyes and enters a fantasy state, imagining that he has achieved good results in the exam, reached his target or even surpassed himself and entered his ideal school (I ask the coachee to think of every detail in the fantasy, such as: jumping for joy after learning the results, happiness on his face, a phone call from a classmate congratulating him, his mother keeping her promise to take him on a trip. I ask the coachee to think of every detail as much as possible (e.g., jumping for joy after learning the results, being happy, having a phone call from a classmate to congratulate her, her mother keeping her promise to take her on a trip, enjoying the fresh air and bright sunshine during the trip, and being completely intoxicated, etc.), and ask the coachee to fantasize as much as possible. Such a combination of positive suggestion and self-hypnosis not only relaxes the counselee but also greatly increases their self-confidence, and the success achieved in the fantasy makes the counselee confident to achieve it in reality. The two children mentioned earlier felt good about themselves after using this method and completed the exam more successfully.