IT'S that time of the year again, when thousands of students and their parents are on the last lap of the run in to Leaving Certificate and Junior Certificate examinations.

There are many students and parents who will face these testing times with the maturity that ensures a focus on genuine and real effort and a recognition that an examination is a test of knowledge - and a limited one at that - not of a person's worth or value in this world.

However, there is a great number of students (and parents) who face these key examinations with fear of trepidation. Signs of such undue pressure and strain in students are:

. restlessness

. difficulties in concentration

. avoidance of study

. irritability

. aggressive or hostile withdrawal when confronted on poor or no application to studies

. insomnia

. complaints of abdominal pain, headaches or other physical symptoms

. loss of appetite or over eating

. worrying about examinations

. "don't care" attitude

. studying for excessively long periods

. withdrawal and non communicative

Students showing any of the above signs of distress need the help and support of their parents and teachers in order for the pressure they are experiencing to be reduced.

Students fare far better at examinations when they can approach them with the safe knowledge that, whether the results are good, bad or indifferent, they will not lose the regard of their parents, teachers and self.

Whilst parents need to encourage a responsible approach to study, they must not confuse their love for their children with an examination result. With the safeguard of unconditional love, young people can face examinations with confidence and they have far greater access to their abilities to recall and abstract from the knowledge and skills they have accumulated on their chosen exam subjects.

Over the coming days there is a number of things that parents can do to help their children approach the examinations in a more relaxed frame of mind by ensuring that there is:

. an absence of verbal and nonverbal pressure to get down to study. (It is well for parents to remember that a sigh, a disapproving facial expression, a look of worry, emotional and physical withdrawal can be just as pressurising as nagging, criticism and scolding).

. the presence of warmth, encouragement, support and good humour when efforts to study are present. (Be wary of being too invasive and don't be over inquisitive. An acknowledgement of the efforts made treats mid way and at the end of study times. Also, a genuine recognition of how difficult examination preparations can be will make a considerable difference).

. the provision of advice only on request. Many parents make the mistake of attempting to read their children's minds and, what is more, assume their assessment is right. When you feel your son or daughter is distressed, certainly show concern with such expressions as "I'm wondering how you are feeling?" or "I'm concerned that you seem under a strain". Respect a non committal reply with the response: "I'm here for you should you need to talk". Do not nag or interrogate.

. a clear declaration (timing is important) that your child's worth and your relationship with him or her is all important and no examination result will ever threaten that sacred bond.

. provision of a healthy diet. In the week before and the days during the examinations, it is a good idea to increase carbohydrate intake as this maintains good energy levels. Be sure to return to a low carbohydrate diet following these testing days.

. no discussion about examination results, the points system or a possible future career. Help your child to stay focussed on the present as excursions into the future tend to escalate anxiety.

. a demonstration of belief in your children's ability to do their best

. undistracted listening if your child communicates distress and reassurance that love and regard is ever present.

. no manifestation of anxiety by parents regarding the examinations. (When anxiety is shown it has the effect of undermining children's confidence and induces fear).

. offers to obtain necessary materials for the examination as children may now be too busy to go and acquire it themselves.

When parents engage in the above listed interactions they pave a safe and affirming road to State and other examinations so that examinations will be perceived by their children as challenges and test of knowledge and skill but not measure of their personal worth.