Schizophrenia Bulletin最新文献

{"title":"227. Analysis of the psychological laws and key influencing factors of the development of ethical cognition among college students","authors":"Xiaofei Wu","doi":"10.1093/schbul/sbag003.225","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.225","url":null,"abstract":"Background The development of ethical cognition among college students is related to the effectiveness of moral education and the construction of social morality. The existing research lacks empirical analysis that combines Chinese social culture, systematically explores its psychological development patterns, and multidimensional influencing factors, which is particularly urgent in the current context of diverse values. Therefore, the study aims to reveal the dynamic psychological laws of college students' ethical cognition through empirical methods, and quantitatively analyze its key influencing factors, in order to provide scientific basis for moral education work in universities. Methods Adopting a mixed research design with quantification as the main approach and qualitative as the auxiliary approach, three experiments were conducted in sequence. Experiment 1: Through stratified cluster sampling, a questionnaire survey was conducted on 1200 undergraduate students from six universities in the eastern, central, and western regions of China. The tools used included the \"College Students' Ethical Cognition Level Scale,\" \"Family Education Style Questionnaire,\" \"Campus Ethical Atmosphere Scale,\" and demographic variable questionnaires. Relevant analysis and multiple regression were used to preliminarily screen for influencing factors. Experiment2: Based on the results of Experiment 1, 60 individuals from each of the high and low ethical cognition groups were selected. Event related potential technology was used to record EEG data while completing the classic ethical dilemma judgment task. The differences in amplitude and latency between N400 and P300 components were analyzed to explore their cognitive neural mechanisms. Experiment 3: Select 24 respondents for semi-structured interviews. Results Descriptive statistics show that the total score of ethical cognition among college students follows a normal distribution (M = 78.32, SD = 12.46), and there are significant differences in grade and subject category (F = 5.67, p<.01). Regression analysis shows that the frequency of rational exploration in family interactions (β = 0.32, p<.001), perception of campus justice atmosphere (β = 0.28, p<.001), participation in social practice (β = 0.19, p<.01), and empathy ability (β = 0.24, p<.001) are key positive factors predicting ethical cognition level, explaining a total of 47% of the variance. The ERP results showed that the N400 wave amplitude induced by the high group was greater than that of the low group when facing complex ethical conflicts (t = 3.21, p<.01), while the P300 latency was shorter (t = 2.89, p<.05). Qualitative analysis shows that the development of ethical cognition is essentially a dynamic process of accepting external norms and constructing internal principles, manifested in three core themes: \"value internalization tension,\" \"situational balancing strategy,\" and \"role model imitation an","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"34 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"74. The influence of opera vocal performance combined with community nursing on students' psychological regulation","authors":"Hongyu Zhang","doi":"10.1093/schbul/sbag003.074","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.074","url":null,"abstract":"Background With the continuous increase of social competition pressure, psychological problems such as anxiety, depression and mood swings are widespread among students, which seriously affect their learning efficiency and quality of life. At present, school psychological intervention mainly focuses on psychological counseling and health education, with a single form and low acceptance among some students. Opera vocal performance, as an integrated art form that combines music, drama and emotional expression, has a strong emotional resonance and aesthetic experience, and may have a positive effect on emotional regulation. Community care can provide continuous and personalized psychological support and health guidance. To explore a new intervention model that can integrate artistic expression and community support, the study evaluated the impact of opera vocal performance combined with community care on students' psychological regulation ability. Methods 200 college students from September 2023 to June 2024 were chosen as the research objects, and were segmented into the experimental group (EG, n = 100) and the control group (CG, n = 100) by random number table. The CG received routine mental health education, including a psychological lecture once a month and irregular group counseling. On the basis of routine education, the EG increased the combined intervention of opera vocal music performance training and community nursing: under the joint guidance of professional vocal music teachers and community nurses, they carried out opera segment learning and performance training twice a week, 60 minutes each time, and cooperated with community nurses to carry out psychological support group activities once a week for 16 weeks. Self Rating Anxiety Scale (SAS) and Self Rating Depression Scale (SDS) were utilize to assess students' psychological status in pre-intervention, 8 weeks after the intervention, and 16 weeks after the intervention. Results At baseline, there was p>.05 in SAS and SDS scores between the two groups. After 16 weeks of intervention, the SAS score of the EG decreased to (42.3 ± 6.5) points, and the SDS score decreased to (45.1 ± 7.2) points; The SAS score of the CG was (48.9 ± 7.8), and the SDS score was (50.6 ± 8.4). The two scores of the EG decreased significantly more than those of the CG (p<.01). For psychological symptom relief rate, the anxiety symptom relief rate of the EG was 76.0%, and the depression symptom relief rate was 72.0%; 51.0% and 48.0% respectively in the CG, which was higher in the EG than in the CG (p<.001). Discussion Opera and vocal music performance combined with community nursing can improve students' anxiety and depression, and enhance their psychological regulation ability, especially for students with moderate and high emotional distress. The joint intervention model has strong feasibility and acceptance, and it is recommended to promote the implementation in schools and communities. Fur","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"30 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"102. The effect of public art installation based on natural elements on psychological stress relief","authors":"Jie Huang","doi":"10.1093/schbul/sbag003.101","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.101","url":null,"abstract":"Background Amid accelerating urbanization, prolonged exposure to high-density environments, noise pollution, and social pressures has led to widespread increases in psychological stress levels. While conventional stress management approaches primarily rely on psychological counseling, exercise therapy, and medication, the psychological support potential of public spaces remains underexplored. Recent years have seen Nature-Based Public Art Installation (NBPAI) – installations centered around natural elements – demonstrate effectiveness in improving mood, enhancing environmental connection, and fostering positive psychological experiences. However, the objective stress-reduction effects and underlying psychological mechanisms of NBPAI remain unverified. This study aims to evaluate the stress-relieving efficacy of NBPAI and explore the psychological pathways through which emotional recovery, attention restoration, and environmental pleasure contribute to intervention outcomes. Methods The study recruited 268 urban residents with high levels of persistent psychological stress, with 178 assigned to the experimental group experiencing Natural-Based Pain Alleviation Intervention (NBPAI) and 90 entering the control group without natural element art installations. The NBPAI included natural light simulation, water soundscapes, dynamic plant imagery, and odor stimulation. Participants stayed in the installation for 20 minutes before undergoing testing. Key metrics included Subjective Stress Rating (SSR), Salivary Cortisol Concentration (SCC), Emotional Restoration Index (ERI), and Attention Restoration Index (ARI). Measurements were taken before entering the installation, immediately after leaving, and again 30 minutes later. A mixed-effects model and regression analysis were used to evaluate the effects and mechanisms of NBPAI. Results The results demonstrated that the experimental group experienced an average 37% reduction in stress-related symptoms (SSR) after experiencing Natural Elements Pleasure Activity (NBPAI), significantly higher than the control group’s 12% decrease (p<.001). Stress-related cognitions (SCC) decreased by approximately 29% in the experimental group compared to 9% in the control group, with statistically significant differences (p=.004). Emotional resonance index (ERI) increased by 42% in the experimental group, markedly higher than the control group’s 15% rise (p=.002). Affective resonance index (ARI) increased by 35%, also exceeding the control group’s 11% reduction (p=.005). Further analysis revealed that both ERI and ARI could predict stress reduction magnitude, with correlation coefficients of -0.48 (p=.01) and -0.44 (p=.02), respectively. Follow-up measurements 30 minutes later showed that the experimental group maintained a 31% stress reduction, while the control group only achieved an 8% decrease (p=.006), indicating short-term sustainability of NBPAI’s stress-relieving effects. Additionally, participants’ higher sco","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"120 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"268. Synergistic mechanisms of thought disorder assessment and mental health education among college students in a virtual simulation context","authors":"Hongmei Wen","doi":"10.1093/schbul/sbag003.266","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.266","url":null,"abstract":"Background College students are at high risk for schizophrenia spectrum–related thought disorders, which are often manifested by loose logic, reduced language coherence, and impaired situational judgment. Current mental health education relies mainly on subjective questionnaires and static interviews, limiting dynamic identification and intervention under realistic cognitive load. Virtual simulation offers a controllable and immersive assessment environment, but evidence for its synergistic use with mental health education remains limited. This study constructs and evaluates a virtual simulation–based synergistic mechanism for thought disorder assessment and mental health education. Methods A total of 220 undergraduate students from three universities were recruited (mean age: 20.4 ± 1.3 years) and classified into a high-risk group (n = 106) and a control group (n = 114) based on mental risk screening results. A pretest–posttest controlled experimental design was adopted. Logical reasoning, situational decision-making, and language organization tasks were implemented on a virtual simulation platform, and indicators including response time, decision-path deviation rate, and language coherence index were collected. In addition to routine mental health education, the high-risk group received an 8-week virtual simulation–assisted intervention, while the control group received routine courses only. Thought disorder assessment scales and mental health questionnaires were administered. Statistical analyses were conducted using t-tests, analysis of variance, and correlation analysis, with the significance level set at p<.05. Results Baseline results showed that the high-risk group exhibited significantly longer response times than the control group (3.79 ± 0.68 s vs. 2.91 ± 0.64 s, p<.001) and significantly lower language coherence indices (69.15 ± 7.92 vs. 77.04 ± 8.01, p<.001). After the intervention, response time in the high-risk group was reduced by 18.7%, and the decision-path deviation rate decreased from 22.14% to 15.03% (p=.001). The total score of the thought disorder scale decreased by 11.86 ± 3.94 points (p<.001). Analysis of variance revealed a significant main effect of group (F = 19.62, p<.001), while no significant interactions with gender or academic year were observed. Correlation analysis indicated a significant negative correlation between improvements in language coherence and reductions in thought disorder scale scores (r = −0.48, p<.01), and a significant positive correlation between improvements in task performance and increases in overall mental health scores (r = 0.52, p<.01). Following the intervention, classroom participation and course completion rates increased by 24.9% and 19.8%, respectively. Discussion The results indicate that the synergistic mechanism integrating thought disorder assessment and mental health education within a virtual simulation context can effectively id","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"31 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"153. A study on the effect of interactive game design based on virtual reality technology on alleviating anxiety disorder","authors":"Xiaoming Zhang","doi":"10.1093/schbul/sbag003.152","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.152","url":null,"abstract":"Background Anxiety disorder is a common mental disorder, with core symptoms including persistent tension, fear, and avoidance behavior, severely impacting patients' daily lives and social functioning. Traditional interventions primarily involve medication and cognitive behavioral therapy, but these suffer from limitations such as insufficient scenario simulation and low patient adherence. Virtual Reality (VR) interactive games, with their immersive experience and engaging interactions, can simulate real-life anxiety scenarios for exposure exercises, while gamification enhances therapeutic engagement. Current research lacks systematic validation of the anxiety-relieving effects of VR interactive games; therefore, this study aims to explore its application value and provide a basis for optimizing anxiety disorder intervention programs. Methods Ninety patients with anxiety disorder, all without serious physical illness or cognitive impairment, were selected for this study and divided into a VR game group and a control group, with 30 patients in each group. The VR game group received a combined intervention of VR interactive games and routine psychological counseling, while the control group maintained routine psychological counseling. The intervention period was 3 months. The Self-Rating Anxiety Scale (SAS), Hamilton Anxiety Rating Scale (HAMA), and Connor-Davidson Resilience Scale (CD-RISC) were used for assessment at baseline and after the intervention. Data are expressed as mean ± standard deviation. Independent samples t-tests were used to analyze differences between groups, and Cronbach's α coefficient was used to test the reliability of the scales. Results Table 1 shows good reliability and validity, with a total Cronbach's α coefficient of 0.91 and α coefficients for each dimension ranging from 0.83 to 0.88. At baseline, there were no significant differences in SAS, HAMA, and CD-RISC scores among the three groups (p>.05). After intervention, the VR game group showed the best improvement, with SAS scores decreasing from 65.4 ± 7.3 to 34.2 ± 5.6 (p<.001) and HAMA scores decreasing from 23.8 ± 4.1 to 9.3 ± 3.4 (p<.001), both significantly lower than the control group. CD-RISC scores increased from 45.6 ± 6.7 to 72.8 ± 5.8 (p<.001), significantly higher than the control group (p<.01). Discussion The results show that VR-based interactive game design has a significant effect on alleviating symptoms of anxiety disorders, and the combined intervention with conventional psychological counseling yields the best results. This model enriches non-pharmacological intervention methods for anxiety disorders. In the future, the sample size can be expanded, the follow-up period extended, and the design of VR game scenes and difficulty optimized. Personalized programs can be developed for different types of anxiety disorders (such as social anxiety and specific phobias) to further improve the accuracy and long-term effectiven","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"97 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"169. The role of nursing education IN enhancing the recognition and intervention capabilities for mental health disorders among the elderly population","authors":"Fenglin Wang","doi":"10.1093/schbul/sbag003.167","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.167","url":null,"abstract":"Background With accelerating population aging, geriatric mental health issues (depression, anxiety, cognitive impairments) are increasingly prominent. As frontline caregivers, nurses in elderly care institutions directly impact the elderly’s quality of life and rehabilitation through their recognition and intervention capabilities. However, systematic mental health training for this group remains insufficient in China, with no adequate empirical evidence on its effectiveness. Thus, this study uses structured nursing education to improve nurses’ ability to identify common geriatric mental disorders and their intervention confidence, and evaluates its practical impact on enhancing the elderly’s mental health outcomes. Methods A total of 240 nursing staff were recruited from 12 elderly care facilities and randomly divided into an educational intervention group (n = 120) and a routine training group (n = 120). The intervention group received specialized mental health training twice weekly for 8 weeks, covering symptom recognition, risk assessment, non-pharmacological interventions, and communication skills, while the control group only participated in the facilities’ regular training. Assessments were conducted using the Nurses’ Mental Health Recognition Scale (NS-MHRS) and Geriatric Mental Symptom Management Confidence Scale (GS-MCS) at pre-training (T0), post-training (T2), and 3 months post-training (T3). Meanwhile, 240 elderly individuals cared for by each group’s staff were randomly selected, with their mental health evaluated via the Geriatric Depression Scale-15 (GDS-15) and Mini-Mental State Examination (MMSE). Results Pre- and post-training assessments of nurses’ competence and elderly health in both groups showed significant effects (Table 1). As shown in Table 1, the intervention group demonstrated significant improvements: recognition accuracy increased from 62.4% ± 10.2% to 85.3% ± 8.7% (p<.001), and management confidence rose from 45.3 ± 6.8 to 68.9 ± 7.2 points (p<.001), with no significant changes observed in the control group. These enhanced capabilities directly contributed to improved health outcomes among the elderly: depressive symptoms decreased from 9.5 ± 3.2 to 6.8 ± 2.9 points (p<.001), and cognitive function increased from 24.1 ± 2.8 to 25.6 ± 2.5 points (p<.01), with both improvements being significantly greater than those in the control group. Discussion The 8-week structured nursing education effectively enhanced nursing staff’s capabilities in recognizing and intervening in mental health disorders in elderly care settings, and significantly improved the depressive symptoms and cognitive function of the elderly under their care. This indicates that systematic specialized training can be practically translated into higher-quality care practices, providing empirical support for promoting standardized mental health training in elderly care facilities. Future research may further optimize the train","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"10 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"98. The intervention effect of computer network environment on the emotions and behaviors of patients with schizophrenia","authors":"Qingyue Kong","doi":"10.1093/schbul/sbag003.097","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.097","url":null,"abstract":"Background In the treatment of schizophrenia, traditional drug therapy has a bottleneck in improving patients’ emotional apathy, depression, and social withdrawal behavior. Physical rehabilitation resources are limited by space and manpower allocation, making it difficult to achieve high-frequency personalized training. Currently, computer network technology provides a controllable virtual interactive medium for mental rehabilitation, and by building a low social pressure digital environment, it is expected to become a new way to regulate patients’ psychological functions. Therefore, the study investigated the intervention efficacy of structured computer network environment on negative emotions and adaptive behaviors in patients with schizophrenia, in order to demonstrate the clinical value of digital methods in psychiatric adjuvant therapy. Methods 160 patients with chronic schizophrenia in a closed ward of a mental health center were selected as experimental subjects and divided into a network intervention group and a conventional control group, with 80 patients in each group. The control group maintained the original atypical antipsychotic drug treatment and routine nursing care. On this basis, the network intervention group entered a specially designed LAN virtual community rehabilitation system for training, including emotion recognition interactive games, network social scenario simulation, and cognitive task collaboration. The frequency was 5 times a week, each session lasting 60 minutes, with a continuous intervention period of 24 weeks. The study used the Positive and Negative Syndrome Scale (PANSS) to assess the severity of psychiatric symptoms, and introduced the Nurses’ Observation Scale for Inpatient Evaluation (NOSIE) and Self Rating Depression Scale (SDS) to evaluate patients’ hospitalization behavior and depressive mood, respectively. Results After 24 weeks of systematic intervention, experimental data showed that the online intervention group was significantly better than the conventional control group in improving emotional delay and enhancing positive social behavior. There was no statistically significant difference in baseline indicators between the two groups at the time of enrollment, but there were significant statistical differences in various indicators after intervention. Among them, the SDS depression index of the online intervention group decreased to 41.23 points, significantly lower than the control group’s 52.45 points, and the difference was statistically significant (p<.05). The instant feedback and achievement reward mechanism in the online environment effectively alleviate patients’ low mood. At the same time, the total score of NOSIE reflecting behavioral function reached 168.34 in the online intervention group, and the social interest factor score improved significantly, indicating that online virtual social training can gradually be transferred to the real environment, promoting the benign reshaping o","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"76 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"272. Research on the effectiveness of mechanical interactive system in intervening repetitive behaviors in patients with obsessive-compulsive disorder","authors":"Kaisheng Chen","doi":"10.1093/schbul/sbag003.270","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.270","url":null,"abstract":"Background The repetitive behavior of patients with obsessive-compulsive disorder seriously affects their daily life functions, and existing intervention methods have problems such as low compliance and insufficient personalization. The mechanical interaction system, with its characteristics of instant feedback and situational adaptation, provides a new path for repetitive behavior intervention, but the relevant empirical effects have not been fully verified. Methods 60 patients with obsessive-compulsive disorder were selected and randomly divided into experimental group (n = 30) and control group (n = 30). The experimental group used a customized mechanical interaction system to intervene, blocking repetitive behaviors and guiding alternative behaviors in real time through the tactile feedback module, with daily intervention for 30 minutes for 8 weeks; the control group used conventional cognitive behavioral therapy Cognitive Behavioral Therapy (CBT), and the intervention duration and frequency were the same as the experimental group. The Yale-Brown Obsessive Compulsive Scale (Y-BOCS) repetitive behavior dimension score and frequency of repetitive behavior were used as the main evaluation indicators. Assessments were conducted before the intervention (T0), 4 weeks of intervention (T1), and 8 weeks of intervention (T2). SPSS 26.0 was used to conduct repeated measures analysis of variance. Results In Table 1, after intervention, both groups showed significant improvement in repetitive behavior indicators: intra group comparison showed that at T1 and T2, the Y-BOCS repetitive behavior score and daily frequency were significantly reduced compared to T0 (p<.05), and T2 was further reduced compared to T1 (p<.01); The scores of T2Y-BOCS repetitive behavior dimension and the decrease in daily frequency of repetitive behavior in the experimental group (54.0%, 73.3%) were both greater than those in the control group (35.7%, 46.5%), and the difference between the groups was statistically significant (p<.01); Moreover, the improvement of both indicators in the experimental group was better than that in the control group at T1, and the difference between the groups was statistically significant (p<.05). Discussion The intervention effect of mechanical interaction system on repetitive behavior in patients with obsessive-compulsive disorder is significantly better than that of conventional CBT. Its immediate tactile feedback mechanism can quickly block the repetitive behavior loop and improve intervention compliance. However, the sample size of the study is small and long-term effects have not been explored. In the future, it is necessary to expand the sample size for follow-up studies to further optimize the personalized adaptation function of the system.","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"18 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"57. Innovation of psychological health education model combining Hakka culture and AIGC technology","authors":"Jingwen Li, Yitong Lin","doi":"10.1093/schbul/sbag003.057","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.057","url":null,"abstract":"Background Psychological health education plays an important role in improving public psychological literacy and preventing psychological problems. However, the current education model generally suffers from problems such as insufficient cultural adaptability, single forms, and limited interactivity. Hakka culture, as an important branch of the Chinese nation, contains rich psychological adjustment resources such as collective identity, clan support, and folk song expression, and has natural psychological healing elements. At the same time, Artificial Intelligence Generated Content Technology (AIGC) has shown great potential in personalized interaction, situational simulation, and content creation. This study attempts to construct a new model of mental health education that integrates Hakka cultural psychological resources with AIGC interactive technology. By enhancing the cultural affinity, innovative forms, and precise intervention of educational content, it provides a practical path for promoting the localization and digital development of mental health education. Methods A total of 240 participants from two middle schools and two community service centers in Hakka residential areas were selected for the study and divided into an experimental group (n = 120) and a control group (n = 120). The experimental group received an 8-week \"Hakka Culture+AIGC\" dual module mental health education. The control group received routine mental health lectures and manual learning. The mental health knowledge scale (MHKS), general self-efficacy scale (GSES), and self-designed cultural identity and psychological adaptation questionnaire were used for evaluation before intervention (T0), after intervention (T1), and 2 months after intervention (T2). Meanwhile, semi-structured interviews were conducted with 30 participants in the experimental group. Perform repeated measures ANOVA using SPSS 26.0 and conduct thematic analysis on interview texts using Nvivo 12.0. Results At T0, there was no significant difference in the scores of the two groups (p>.05). At T1, the experimental group showed significantly higher scores in MHKS, GSES, and psychological adaptation compared to the control group (p<.01), with a significant increase in cultural identity (p<.001). At T2, the experimental group maintained an advantage in all scores, with a retention rate of 82.4% for mental health knowledge, which was higher than the control group's 58.6% (p<.01). The interview results showed that cultural resonance enhances participation motivation, with 89% of participants stating that Hakka stories and mountain songs evoke emotional resonance and are more actively engaged in psychological learning. AIGC immersive experience interaction improvement shows that 83% of participants believe that virtual situational role-playing helps with emotional expression and cognitive reconstruction. Technological empowerment promotes the integration of cultural heritage and p","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"10 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"122. Construction of a mental health support system for international chinese language education students and its impact on social adaptation","authors":"Xinchen Tu","doi":"10.1093/schbul/sbag003.121","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.121","url":null,"abstract":"Background With the global spread of Chinese language and culture, an increasing number of overseas students are participating in international Chinese language education programs. However, due to language pressure, cultural shock, differences in learning styles, and barriers in cross-cultural communication, these students often experience psychological problems that are latent, cumulative, and delayed. Social adaptation difficulties are frequently accompanied by anxiety, loneliness, interpersonal withdrawal, and learning burnout, while existing student management systems provide limited psychological support for learners from cross-cultural backgrounds. Therefore, it is essential to construct a mental health support system tailored to international Chinese language education students and to examine its effectiveness in promoting social adaptation and psychological well-being. Methods A mixed-methods research design combining quantitative tracking and qualitative interviews was adopted. A total of 186 international students enrolled in the School of International Chinese Language Education at a university were included and randomly assigned by residential area to a psychological support intervention group (n = 93) and a routine management group (n = 93). The intervention lasted ten weeks and consisted of three core components. The first component was language-culture integrated support, including tiered language tutoring, cross-cultural communication training, and cultural scenario-based experiential courses. The second component was the construction of a peer mutual-support network, which established a “peer pairing mechanism” between Chinese and international students and implemented group cooperative tasks. The third component focused on optimizing psychological services, with counselors and psychology instructors forming a support team to provide emotional screening, crisis warning, and individual counseling. Psychological health and social adaptation were assessed using a cross-cultural adaptation scale, a university mental health scale, and a learning engagement score. Additionally, semi-structured interviews were conducted to obtain students’ authentic experiences with the support system. Results After ten weeks of intervention, the psychological support group demonstrated significant improvements in emotional adaptation, learning adaptation, and interpersonal adaptation on the cross-cultural adaptation scale. The total score increased by 24.37% from baseline, substantially higher than the 9.54% improvement observed in the routine management group (p<.01). Psychological health also showed a marked improvement, with anxiety and loneliness scores decreasing by 31.42% and 27.83% respectively, both superior to the control group (p<.05). Learning engagement increased by 18.62%, significantly outperforming the control group (p<.01). Interview feedback indicated that language support and peer assistance were perceived as the ","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"181 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}