Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.021
Suyan Ji
Background With the continuous intensification of social competition and the rapid changes in the market, the employment pressure on college graduates after completing their studies is becoming increasingly severe. This pressure not only stems from the uncertainty of the job market, but also includes anxiety about the transformation of social roles and future career paths. Under the combined effect of these factors, college students have developed serious mental health problems. Mental health issues not only affect college students' personal social skills, but also their long-term career development and personal growth. Therefore, this study explores the promoting effect of mindfulness training combined with employment guidance on the mental health of college graduates, with the aim of providing a scientific basis for mental health education and career development guidance in colleges and universities. Methods The study adopted a randomized controlled trial design, randomly dividing 300 college graduates into the mindfulness training group + employment guidance group, the employment guidance group and the control group, with 100 students in each group. The mindfulness training group received an 8-week mindfulness training course, the employment guidance group received an 8-week employment guidance course, and the control group received no intervention at all. Before and after the intervention, the mental health status of the participants was evaluated using anxiety scales and depression scales. Results The test results of each group on different mental health indicators are shown in Table 1. As shown in Table 1, both the mindfulness training group and the employment guidance group demonstrated significant improvements in all mental health indicators, with the improvement in the mindfulness training + employment guidance group being even more remarkable (p<.001). The anxiety score and depression score of the mindfulness training + employment guidance group decreased from 49.2 ± 5.3 and 50.2 ± 6.7 before the intervention to 37.4 ± 4.9 and 38.4 ± 5.5 after the intervention, respectively. The improvement effect was significantly better than that of the other two groups. This result indicates that the combined use of the two intervention methods has a synergistic effect. Mindfulness training combined with employment guidance not only helps alleviate psychological problems such as anxiety and depression among college graduates, but also effectively promotes their mental health. Discussion The results of this study indicate that the combined use of mindfulness training and career guidance can provide support simultaneously from both psychological and career aspects, helping graduates better cope with employment pressure and life challenges. Future research can further explore the synergy between mindfulness training and employment guidance, as well as how to better integrate these two intervention methods into mental health education in colleges
{"title":"21. The synergistic effect of mindfulness training combined with employment guidance on the mental health of college graduates","authors":"Suyan Ji","doi":"10.1093/schbul/sbag003.021","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.021","url":null,"abstract":"Background With the continuous intensification of social competition and the rapid changes in the market, the employment pressure on college graduates after completing their studies is becoming increasingly severe. This pressure not only stems from the uncertainty of the job market, but also includes anxiety about the transformation of social roles and future career paths. Under the combined effect of these factors, college students have developed serious mental health problems. Mental health issues not only affect college students' personal social skills, but also their long-term career development and personal growth. Therefore, this study explores the promoting effect of mindfulness training combined with employment guidance on the mental health of college graduates, with the aim of providing a scientific basis for mental health education and career development guidance in colleges and universities. Methods The study adopted a randomized controlled trial design, randomly dividing 300 college graduates into the mindfulness training group + employment guidance group, the employment guidance group and the control group, with 100 students in each group. The mindfulness training group received an 8-week mindfulness training course, the employment guidance group received an 8-week employment guidance course, and the control group received no intervention at all. Before and after the intervention, the mental health status of the participants was evaluated using anxiety scales and depression scales. Results The test results of each group on different mental health indicators are shown in Table 1. As shown in Table 1, both the mindfulness training group and the employment guidance group demonstrated significant improvements in all mental health indicators, with the improvement in the mindfulness training + employment guidance group being even more remarkable (p&lt;.001). The anxiety score and depression score of the mindfulness training + employment guidance group decreased from 49.2 ± 5.3 and 50.2 ± 6.7 before the intervention to 37.4 ± 4.9 and 38.4 ± 5.5 after the intervention, respectively. The improvement effect was significantly better than that of the other two groups. This result indicates that the combined use of the two intervention methods has a synergistic effect. Mindfulness training combined with employment guidance not only helps alleviate psychological problems such as anxiety and depression among college graduates, but also effectively promotes their mental health. Discussion The results of this study indicate that the combined use of mindfulness training and career guidance can provide support simultaneously from both psychological and career aspects, helping graduates better cope with employment pressure and life challenges. Future research can further explore the synergy between mindfulness training and employment guidance, as well as how to better integrate these two intervention methods into mental health education in colleges ","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"32 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169897","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}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.016
Lintong Han, Pengjia Wang
Background Depression is not only characterized by persistent low mood, but also accompanied by comprehensive neurological and cognitive disorders such as dysfunction of the prefrontal and limbic systems, obstruction of emotional processing, and degeneration of physical perception. Traditional psychological intervention is effective in improving cognitive biases, but its repair at the physical experience level is limited. Embodied cognitive theory emphasizes the two-way interaction among emotions, body movements and cognitive processing, providing a new theoretical basis for music rhythm therapy. The rhythm structure can directly regulate attention, emotion initiation and cortical rhythm through the synchronous movement of beats, rhythms and the body. However, there is still a lack of systematic empirical research on its specific regulatory mechanism of the neural circuits of depression. Therefore, this study explores the neuroregulatory mechanism of music rhythm therapy on depression from the perspective of embodied cognition, aiming to reveal its improvement effects on emotional regulation, body synchronization processing, and neural activity patterns. Methods A total of 68 patients with depression were included in the study and randomly divided into the rhythm therapy group (n = 34) and the control group (n = 34). The rhythm therapy group received an 8-week embodied music rhythm intervention, including beat synchronization exercises, rhythm gait guidance, body rhythm response, and music-action-emotion matching tasks. The control group received conventional psychological education and relaxation training. Assess depression levels respectively before and after the intervention (Hamilton Depression Rating Scale, HAMD-17), emotion regulation ability (Difficulties in Emotion Regulation Scale, DERS), body awareness (Body Awareness Questionnaire, BAQ), which use the technology of electrical record prefrontal alpha inhibition index (Alpha Suppression Index, ASI), the Delta theta/power ratio (Delta/Theta Power Ratio, DTR) and rhythm (Rhythmic Entrainment Synchronization, RES) induced synchronization. In the subsequent analysis, all the above indicators will be directly abbreviated. Statistical tests were conducted using repeated measures analysis of variance. Results After 8 weeks, the HAMD-17 score of the rhythm therapy group decreased from 21.63 ± 4.12 to 12.74 ± 3.58, with an improvement of 41.1%, which was significantly better than 19.8% of the control group (p<.001). The DERS score decreased by 24.6% (p=.003), and the BAQ score increased by 18.3% (p<.01), indicating that emotional regulation and physical awareness improved simultaneously. The electroencephalogram (EEG) indicators showed that RES increased by 31.8%, ASI significantly enhanced (p=.009), and DTR decreased by 14.2% (p<.01), suggesting that rhythm training effectively promoted cortical excitability and the regulatory ability of the prefrontal - limbic circuit. Disc
{"title":"16. Exploration of the neuroregulatory mechanism of music rhythm therapy for depression under embodied cognition","authors":"Lintong Han, Pengjia Wang","doi":"10.1093/schbul/sbag003.016","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.016","url":null,"abstract":"Background Depression is not only characterized by persistent low mood, but also accompanied by comprehensive neurological and cognitive disorders such as dysfunction of the prefrontal and limbic systems, obstruction of emotional processing, and degeneration of physical perception. Traditional psychological intervention is effective in improving cognitive biases, but its repair at the physical experience level is limited. Embodied cognitive theory emphasizes the two-way interaction among emotions, body movements and cognitive processing, providing a new theoretical basis for music rhythm therapy. The rhythm structure can directly regulate attention, emotion initiation and cortical rhythm through the synchronous movement of beats, rhythms and the body. However, there is still a lack of systematic empirical research on its specific regulatory mechanism of the neural circuits of depression. Therefore, this study explores the neuroregulatory mechanism of music rhythm therapy on depression from the perspective of embodied cognition, aiming to reveal its improvement effects on emotional regulation, body synchronization processing, and neural activity patterns. Methods A total of 68 patients with depression were included in the study and randomly divided into the rhythm therapy group (n = 34) and the control group (n = 34). The rhythm therapy group received an 8-week embodied music rhythm intervention, including beat synchronization exercises, rhythm gait guidance, body rhythm response, and music-action-emotion matching tasks. The control group received conventional psychological education and relaxation training. Assess depression levels respectively before and after the intervention (Hamilton Depression Rating Scale, HAMD-17), emotion regulation ability (Difficulties in Emotion Regulation Scale, DERS), body awareness (Body Awareness Questionnaire, BAQ), which use the technology of electrical record prefrontal alpha inhibition index (Alpha Suppression Index, ASI), the Delta theta/power ratio (Delta/Theta Power Ratio, DTR) and rhythm (Rhythmic Entrainment Synchronization, RES) induced synchronization. In the subsequent analysis, all the above indicators will be directly abbreviated. Statistical tests were conducted using repeated measures analysis of variance. Results After 8 weeks, the HAMD-17 score of the rhythm therapy group decreased from 21.63 ± 4.12 to 12.74 ± 3.58, with an improvement of 41.1%, which was significantly better than 19.8% of the control group (p&lt;.001). The DERS score decreased by 24.6% (p=.003), and the BAQ score increased by 18.3% (p&lt;.01), indicating that emotional regulation and physical awareness improved simultaneously. The electroencephalogram (EEG) indicators showed that RES increased by 31.8%, ASI significantly enhanced (p=.009), and DTR decreased by 14.2% (p&lt;.01), suggesting that rhythm training effectively promoted cortical excitability and the regulatory ability of the prefrontal - limbic circuit. Disc","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"22 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169443","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}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.052
Haojian Zhang, Xiaohan Xu, Kaiyue Zhang
Background With the increasingly prominent mental health issues worldwide, the demand for mental health nursing professionals is rapidly increasing, driving the globalization of mental health nursing education. Existing research mostly focuses on introducing the experiences of a single country, lacking analysis of the systematic interaction and contradictions between the two. The research aims to systematically explore the adaptation of global education frameworks in different cultural contexts, analyze core challenges, and propose integration paths to construct an education model that combines international standards and cultural responsiveness. Methods The study adopts a sequential mixed research method. Firstly, conduct a systematic literature review to analyze Chinese and English literature from the past decade and extract the core trends of globalization. Then conduct a comparative study of multiple cases, selecting typical educational projects in China, the United States, and Japan, and comparing their curriculum documents and implementation reports through text analysis. Simultaneously organize two rounds of Delphi expert consultations and invite 15 international experts to rate the challenges and strategies, with a consensus threshold set at 75%. Finally, a questionnaire survey was conducted to evaluate the relevance of curriculum culture and skill application among 220 students from 8 universities in China. The questionnaire reliability Cronbach's alpha was 0.87, and descriptive statistics and analysis of variance were performed on the data. Results Literature analysis shows four major globalization trends: curriculum standardization (92.3%), ability oriented teaching (89.7%), cross-cultural competence centralization (85.9%), and digital resource integration (81.0%). Case comparison shows that the integration rate of American projects in various trends exceeds 90%, while Japanese projects are highly compatible in standardization (88%) and teaching methods (85%) but localized in form. Chinese projects follow up well in standardization (82%) and teaching methods (78%), but there is a certain gap in cross-cultural competence localization (45%) and resource adaptability (50%). Delphi experts have identified five major challenges: cultural belief conflicts (92%), ethical and legal differences (87%), lack of local resources (82%), inadequate teacher capacity (79%), and standard demand conflicts (88%). According to the survey data, only 34.5% of students believe that the curriculum fully integrates local psychological characteristics (M = 2.91), while 67.3% of students find it difficult to directly apply international communication skills (M = 3.68), and there are significant differences in students' perception among different practice durations (F = 4.32, p<.05). Discussion Research has found that the globalization of mental health care education must undergo deep localization transformation. Data analysis shows that simply transplantin
{"title":"52. The globalization trend and localization practice challenges of mental health nursing education","authors":"Haojian Zhang, Xiaohan Xu, Kaiyue Zhang","doi":"10.1093/schbul/sbag003.052","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.052","url":null,"abstract":"Background With the increasingly prominent mental health issues worldwide, the demand for mental health nursing professionals is rapidly increasing, driving the globalization of mental health nursing education. Existing research mostly focuses on introducing the experiences of a single country, lacking analysis of the systematic interaction and contradictions between the two. The research aims to systematically explore the adaptation of global education frameworks in different cultural contexts, analyze core challenges, and propose integration paths to construct an education model that combines international standards and cultural responsiveness. Methods The study adopts a sequential mixed research method. Firstly, conduct a systematic literature review to analyze Chinese and English literature from the past decade and extract the core trends of globalization. Then conduct a comparative study of multiple cases, selecting typical educational projects in China, the United States, and Japan, and comparing their curriculum documents and implementation reports through text analysis. Simultaneously organize two rounds of Delphi expert consultations and invite 15 international experts to rate the challenges and strategies, with a consensus threshold set at 75%. Finally, a questionnaire survey was conducted to evaluate the relevance of curriculum culture and skill application among 220 students from 8 universities in China. The questionnaire reliability Cronbach's alpha was 0.87, and descriptive statistics and analysis of variance were performed on the data. Results Literature analysis shows four major globalization trends: curriculum standardization (92.3%), ability oriented teaching (89.7%), cross-cultural competence centralization (85.9%), and digital resource integration (81.0%). Case comparison shows that the integration rate of American projects in various trends exceeds 90%, while Japanese projects are highly compatible in standardization (88%) and teaching methods (85%) but localized in form. Chinese projects follow up well in standardization (82%) and teaching methods (78%), but there is a certain gap in cross-cultural competence localization (45%) and resource adaptability (50%). Delphi experts have identified five major challenges: cultural belief conflicts (92%), ethical and legal differences (87%), lack of local resources (82%), inadequate teacher capacity (79%), and standard demand conflicts (88%). According to the survey data, only 34.5% of students believe that the curriculum fully integrates local psychological characteristics (M = 2.91), while 67.3% of students find it difficult to directly apply international communication skills (M = 3.68), and there are significant differences in students' perception among different practice durations (F = 4.32, p&lt;.05). Discussion Research has found that the globalization of mental health care education must undergo deep localization transformation. Data analysis shows that simply transplantin","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"7 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169444","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}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.011
Qilun Bing
Background The global economic instability has intensified exchange rate volatility (ERV), subjecting cross-border trade practitioners to heightened pressures in transaction costs, profit uncertainty, and order risks. Prolonged exposure to occupational stress (OS) stemming from ERV may elevate the risk of emotional exhaustion, coping failure, and depressive tendencies (DT). However, current research on the OS-DT relationship under ERV conditions remains limited, with insufficient systematic evidence regarding stress sources, psychological load variations, and underlying mechanisms. This study aims to investigate OS characteristics among cross-border trade practitioners in ERV contexts and analyze the predictive role of OS on DT along with its influence pathways. Methods To investigate the occupational stress (OS) characteristics of cross-border trade practitioners under ERV and analyze OS's predictive role in deal turnover (DT) along with its influence pathways, this study employed a multi-stage sampling method to recruit 486 participants, including foreign trade agents, cross-border sellers, supply chain coordinators, and financial settlement personnel. The measurement instruments comprised the Occupational Stress Scale (OSS), Depressive Tendency Assessment Scale (DTAS), and Work Uncertainty Perception Questionnaire (WUPQ). Participants completed the scales based on their work experiences over the past three months while recording ERV data for their primary transaction currency. Statistical analyses utilized multiple regression and structural equation modeling to examine both direct and indirect effects of OS on DT. Results In months with higher Exchange Rate Volatility (ERV), employees' Occupational Stress (OS) scores showed a significant increase, with average scores rising 28% compared to stable months (p=.004). DTAS scores increased by 34% during high-ERV periods relative to baseline levels, significantly higher than the 11% rise observed during stable ERV periods (p=.006). Regression analysis revealed a significant predictive effect of OS on DT (standardized regression coefficient = 0.51, p<.001). Job uncertainty perception partially mediated this relationship, accounting for 36% of the total effect (p=.01). Further analysis showed that personnel engaged in high-exchange-rate-sensitive operations (e.g., large-value settlements, foreign currency advance payments) experienced significantly higher DT increases, with symptom risk ratios approximately 1.7 times higher than those in regular positions (p=.02). Additionally, groups lacking internal emotional support and stress management resources demonstrated more pronounced DT growth, exhibiting a clear environmental amplification effect (p=.03). Discussion Research demonstrates that in exchange rate volatility (ERV) environments, cross-border trade practitioners experience significantly elevated occupational stress levels, which maintain a consistent correlation with increased depressive
{"title":"11. Occupational stress and depression tendency of cross-border trade practitioners under the background of exchange rate fluctuation","authors":"Qilun Bing","doi":"10.1093/schbul/sbag003.011","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.011","url":null,"abstract":"Background The global economic instability has intensified exchange rate volatility (ERV), subjecting cross-border trade practitioners to heightened pressures in transaction costs, profit uncertainty, and order risks. Prolonged exposure to occupational stress (OS) stemming from ERV may elevate the risk of emotional exhaustion, coping failure, and depressive tendencies (DT). However, current research on the OS-DT relationship under ERV conditions remains limited, with insufficient systematic evidence regarding stress sources, psychological load variations, and underlying mechanisms. This study aims to investigate OS characteristics among cross-border trade practitioners in ERV contexts and analyze the predictive role of OS on DT along with its influence pathways. Methods To investigate the occupational stress (OS) characteristics of cross-border trade practitioners under ERV and analyze OS's predictive role in deal turnover (DT) along with its influence pathways, this study employed a multi-stage sampling method to recruit 486 participants, including foreign trade agents, cross-border sellers, supply chain coordinators, and financial settlement personnel. The measurement instruments comprised the Occupational Stress Scale (OSS), Depressive Tendency Assessment Scale (DTAS), and Work Uncertainty Perception Questionnaire (WUPQ). Participants completed the scales based on their work experiences over the past three months while recording ERV data for their primary transaction currency. Statistical analyses utilized multiple regression and structural equation modeling to examine both direct and indirect effects of OS on DT. Results In months with higher Exchange Rate Volatility (ERV), employees' Occupational Stress (OS) scores showed a significant increase, with average scores rising 28% compared to stable months (p=.004). DTAS scores increased by 34% during high-ERV periods relative to baseline levels, significantly higher than the 11% rise observed during stable ERV periods (p=.006). Regression analysis revealed a significant predictive effect of OS on DT (standardized regression coefficient = 0.51, p&lt;.001). Job uncertainty perception partially mediated this relationship, accounting for 36% of the total effect (p=.01). Further analysis showed that personnel engaged in high-exchange-rate-sensitive operations (e.g., large-value settlements, foreign currency advance payments) experienced significantly higher DT increases, with symptom risk ratios approximately 1.7 times higher than those in regular positions (p=.02). Additionally, groups lacking internal emotional support and stress management resources demonstrated more pronounced DT growth, exhibiting a clear environmental amplification effect (p=.03). Discussion Research demonstrates that in exchange rate volatility (ERV) environments, cross-border trade practitioners experience significantly elevated occupational stress levels, which maintain a consistent correlation with increased depressive ","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"92 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169496","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}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.189
Haiyang Deng, Yasong Deng
Background Educators are at high risk of mental and psychological disorders due to high-intensity occupational pressure and emotional exhaustion. According to statistics, the prevalence of schizophrenia among teachers is approximately 0.5% to 0.8%, and about 70% of them are accompanied by a significant decline in working ability. Although conventional antipsychotic drugs can control some symptoms, their improvement in negative symptoms and drug side effects is limited. The combined nursing of traditional Chinese medicine and acupuncture can have potential advantages in improving core symptoms, reducing drug side effects and enhancing overall function by harmonizing Yin and Yang, soothing the liver and regulating qi, and calming the mind and soothing the spirit. Therefore, the study aims to evaluate through standardized scales and analyze the alleviating effect of traditional Chinese acupuncture combined with structured nursing intervention on the clinical symptoms and social functions of schizophrenia patients among educators, providing an integrated non-pharmaceutical intervention plan for mental rehabilitation. Methods A total of 90 educators who met the diagnostic criteria for schizophrenia were included in the study, with ages ranging from 25 to 50 years old. Participants were randomly divided into the intervention group (n = 45) and the control group (n = 45). The control group maintained the original antipsychotic drug treatment, while the intervention group received an 8-week intervention of traditional Chinese acupuncture combined with specialized nursing. Traditional Chinese acupuncture mainly involved acupoint selection for acupuncture, three times a week, with needles retained for 30 minutes each time. Nursing intervention includes weekly health education and social function rehabilitation training. The assessment tools adopted were the Positive and Negative Syndrome Scale (PANSS) and the Social Disability Screening Schedule (SDSS). The assessment was conducted before the intervention (T0), after the intervention (week 8, T1), and 4 weeks after the intervention ended (follow-up point, T2). Data analysis was conducted using repeated measures analysis of variance (ANOVA), with p<.05 as the significance criterion. The Cohen’s d effect size was calculated to assess the size of the intervention effect. Results The total score of PANSS in the intervention group decreased from 82.6 ± 7.3 at T0 to 65.4 ± 6.8 at T1 (p<.001, d = 2.41), and remained stable at the follow-up point T2. Among them, PANSS improved particularly significantly (p<.01). The total score of SDSS intervention showed a significant improvement in social function, decreasing from 9.5 ± 2.1 at T0 to 6.2 ± 1.8 at T1 (p<.001, d = 1.71). In the control group, the changes in PANSS and SDSS scores during the same period were not significant (p>.05). Repeated measures analysis of variance further verified that the interaction between intervention tim
{"title":"191. The alleviating effect of traditional chinese medicine acupuncture combined with nursing intervention on schizophrenia in educators","authors":"Haiyang Deng, Yasong Deng","doi":"10.1093/schbul/sbag003.189","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.189","url":null,"abstract":"Background Educators are at high risk of mental and psychological disorders due to high-intensity occupational pressure and emotional exhaustion. According to statistics, the prevalence of schizophrenia among teachers is approximately 0.5% to 0.8%, and about 70% of them are accompanied by a significant decline in working ability. Although conventional antipsychotic drugs can control some symptoms, their improvement in negative symptoms and drug side effects is limited. The combined nursing of traditional Chinese medicine and acupuncture can have potential advantages in improving core symptoms, reducing drug side effects and enhancing overall function by harmonizing Yin and Yang, soothing the liver and regulating qi, and calming the mind and soothing the spirit. Therefore, the study aims to evaluate through standardized scales and analyze the alleviating effect of traditional Chinese acupuncture combined with structured nursing intervention on the clinical symptoms and social functions of schizophrenia patients among educators, providing an integrated non-pharmaceutical intervention plan for mental rehabilitation. Methods A total of 90 educators who met the diagnostic criteria for schizophrenia were included in the study, with ages ranging from 25 to 50 years old. Participants were randomly divided into the intervention group (n = 45) and the control group (n = 45). The control group maintained the original antipsychotic drug treatment, while the intervention group received an 8-week intervention of traditional Chinese acupuncture combined with specialized nursing. Traditional Chinese acupuncture mainly involved acupoint selection for acupuncture, three times a week, with needles retained for 30 minutes each time. Nursing intervention includes weekly health education and social function rehabilitation training. The assessment tools adopted were the Positive and Negative Syndrome Scale (PANSS) and the Social Disability Screening Schedule (SDSS). The assessment was conducted before the intervention (T0), after the intervention (week 8, T1), and 4 weeks after the intervention ended (follow-up point, T2). Data analysis was conducted using repeated measures analysis of variance (ANOVA), with p&lt;.05 as the significance criterion. The Cohen’s d effect size was calculated to assess the size of the intervention effect. Results The total score of PANSS in the intervention group decreased from 82.6 ± 7.3 at T0 to 65.4 ± 6.8 at T1 (p&lt;.001, d = 2.41), and remained stable at the follow-up point T2. Among them, PANSS improved particularly significantly (p&lt;.01). The total score of SDSS intervention showed a significant improvement in social function, decreasing from 9.5 ± 2.1 at T0 to 6.2 ± 1.8 at T1 (p&lt;.001, d = 1.71). In the control group, the changes in PANSS and SDSS scores during the same period were not significant (p&gt;.05). Repeated measures analysis of variance further verified that the interaction between intervention tim","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"35 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169502","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}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.199
Fei Gao, Laichuang Fei
Background Campus mental health services face real challenges such as rapidly growing demand, lagging risk identification, and uneven allocation of intervention resources. Early identification and continuous monitoring of mental health problems are crucial for reducing the risk of symptom exacerbation and improving intervention effectiveness. With the development of educational big data technology, the comprehensive analysis of student behavior, learning, and psychological data offers new possibilities for optimizing the campus mental health service system. This study aims to explore the operational effectiveness of a campus mental health service system driven by educational big data and analyze its practical value in improving students’ mental state and enhancing their risk identification capabilities. Methods The study employed a quasi-experimental design, selecting 420 undergraduate students from two universities as research subjects. One university implemented a mental health service system supported by educational big data as the intervention group, while the other university used a conventional mental health service model as the control group. The educational big data-driven service system mainly includes a psychological risk early warning system integrating multi-source data, dynamic tracking of individual mental state, and a tiered intervention delivery mechanism. Mental state assessment used the anxiety and depression dimensions of the Symptom Checklist-90 (SCL-90), and psychological stress level was assessed using the Perceived Stress Scale (PSS). The intervention period was one semester, with assessments conducted at the beginning and end of the semester. Statistical analysis used paired t-tests and independent samples t-tests, controlling for variables such as grade and gender. Results End-of-term assessment results showed that the SCL-90 anxiety dimension score in the intervention group decreased from 2.12 ± 0.51 to 1.58 ± 0.47, while that in the control group decreased from 2.09 ± 0.49 to 1.92 ± 0.50, with a significant difference between the groups (t = 4.27, p<.001). The depression dimension score decreased from 2.06 ± 0.48 to 1.54 ± 0.45 in the intervention group, while the decrease in the control group was only from 2.03 ± 0.46 to 1.87 ± 0.47, with a statistically significant difference (t = 3.89, p<.001). The PSS score decreased significantly more in the intervention group than in the control group (t = 3.45, p=.001). Further analysis revealed a significant negative correlation between the number of risk warnings triggered by educational big data and the degree of improvement in psychological symptoms (r = -0.36, p<.001), suggesting that data-driven services have a positive role in psychological state regulation. Discussion A campus mental health service system driven by big data in education can effectively improve students’ anxiety and depression levels and enhance the timeliness of psychological risk ide
校园心理健康服务面临着需求快速增长、风险识别滞后、干预资源分配不均等现实挑战。早期识别和持续监测精神健康问题对于减少症状恶化的风险和提高干预效果至关重要。随着教育大数据技术的发展，对学生行为、学习、心理数据的综合分析，为优化校园心理健康服务体系提供了新的可能。本研究旨在探索以教育大数据为驱动的校园心理健康服务系统的运行效果，分析其在改善学生心理状态、提高学生风险识别能力方面的实用价值。方法采用准实验设计，选取两所高校420名本科生作为研究对象。一所大学采用教育大数据支持的心理健康服务系统作为干预组，另一所大学采用传统的心理健康服务模式作为对照组。教育大数据驱动服务体系主要包括多源数据集成的心理风险预警系统、个体心理状态动态跟踪、分层干预交付机制。心理状态评估采用症状自评量表（SCL-90）的焦虑和抑郁维度，心理压力水平评估采用感知压力量表（PSS）。干预期为一个学期，在学期初和学期末分别进行评估。统计分析使用配对t检验和独立样本t检验，控制年级和性别等变量。结果期末评估结果显示，干预组SCL-90焦虑维度得分由2.12±0.51降至1.58±0.47，对照组由2.09±0.49降至1.92±0.50，组间差异有统计学意义（t = 4.27, p < 0.01）。干预组抑郁维度得分由2.06±0.48降至1.54±0.45，而对照组仅由2.03±0.46降至1.87±0.47，差异有统计学意义（t = 3.89, p < 0.01）。干预组患者PSS评分下降明显高于对照组（t = 3.45, p= 0.001）。进一步分析发现，教育大数据引发的风险预警次数与心理症状改善程度呈显著负相关（r = -0.36, p<）。001)，表明数据驱动服务在心理状态调节中具有积极作用。以教育大数据为驱动的校园心理健康服务体系可以有效改善学生的焦虑抑郁水平，增强心理风险识别和干预的及时性。从心理治疗的角度来看，该模式有助于实现对心理健康问题的早期发现和分层干预，弥补了传统服务体系在动态监测和精准支持方面的不足。未来的研究可以进一步纳入纵向跟踪数据，评估该系统对严重心理健康问题的预防和心理功能的长期恢复的影响，同时在数据伦理和隐私保护的框架下探索校园心理健康服务的可持续优化路径。
{"title":"201. Optimization path of campus mental health service system driven by educational big data","authors":"Fei Gao, Laichuang Fei","doi":"10.1093/schbul/sbag003.199","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.199","url":null,"abstract":"Background Campus mental health services face real challenges such as rapidly growing demand, lagging risk identification, and uneven allocation of intervention resources. Early identification and continuous monitoring of mental health problems are crucial for reducing the risk of symptom exacerbation and improving intervention effectiveness. With the development of educational big data technology, the comprehensive analysis of student behavior, learning, and psychological data offers new possibilities for optimizing the campus mental health service system. This study aims to explore the operational effectiveness of a campus mental health service system driven by educational big data and analyze its practical value in improving students’ mental state and enhancing their risk identification capabilities. Methods The study employed a quasi-experimental design, selecting 420 undergraduate students from two universities as research subjects. One university implemented a mental health service system supported by educational big data as the intervention group, while the other university used a conventional mental health service model as the control group. The educational big data-driven service system mainly includes a psychological risk early warning system integrating multi-source data, dynamic tracking of individual mental state, and a tiered intervention delivery mechanism. Mental state assessment used the anxiety and depression dimensions of the Symptom Checklist-90 (SCL-90), and psychological stress level was assessed using the Perceived Stress Scale (PSS). The intervention period was one semester, with assessments conducted at the beginning and end of the semester. Statistical analysis used paired t-tests and independent samples t-tests, controlling for variables such as grade and gender. Results End-of-term assessment results showed that the SCL-90 anxiety dimension score in the intervention group decreased from 2.12 ± 0.51 to 1.58 ± 0.47, while that in the control group decreased from 2.09 ± 0.49 to 1.92 ± 0.50, with a significant difference between the groups (t = 4.27, p&lt;.001). The depression dimension score decreased from 2.06 ± 0.48 to 1.54 ± 0.45 in the intervention group, while the decrease in the control group was only from 2.03 ± 0.46 to 1.87 ± 0.47, with a statistically significant difference (t = 3.89, p&lt;.001). The PSS score decreased significantly more in the intervention group than in the control group (t = 3.45, p=.001). Further analysis revealed a significant negative correlation between the number of risk warnings triggered by educational big data and the degree of improvement in psychological symptoms (r = -0.36, p&lt;.001), suggesting that data-driven services have a positive role in psychological state regulation. Discussion A campus mental health service system driven by big data in education can effectively improve students’ anxiety and depression levels and enhance the timeliness of psychological risk ide","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":"146169503","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}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.015
Ya Zhuo
Background Female emotional disorders are both a mental health issue and a socio-cultural symptom. As a carrier of popular culture, film and television have a profound impact on public cognition, but their presentation often oscillates between objectivity and exaggeration, debunking and stereotyping, and solidifying prejudice. Therefore, analyzing the gender norms and power relations behind its audiovisual presentation has important academic and practical significance. Methods The study adopts a multi-method design that combines qualitative and quantitative methods. By purposive sampling, 30 film and television works with female emotional disorders as the core from 2010 to 2023 were selected as samples. Firstly, conduct a detailed reading and narrative analysis of the text, deconstructing character settings, symptom presentation, and disease attribution. Subsequently, a coding manual was established to systematically code dimensions such as barrier types, social attribution, and stigmatization tendencies. Finally, quantitative statistics were conducted using SPSS software for frequency analysis and chi-square test to reveal the distribution patterns and correlations between different narrative elements. Results The experiment quantified the specific patterns and significant deviations in the visual representation of female emotional disorders, and the test results are shown in Table 1. As shown in Table 1, there is a significant deviation and pattern tendency in the presentation of female emotional disorders in film and television. Depression has the highest frequency of presentation (43.3%), followed by PTSD (26.7%). Only 36.7% of works attribute obstacles to systemic gender pressure. The narrative ending is highly inclined towards "individualized resolution": 63.3% of works set "complete healing" or "romantic redemption" endings, and only 16.7% accept long-term coexistence. The chi-square test showed that the type of disorder was significantly correlated with social attribution (χ2 = 8.92, p<.05), and PTSD was more likely to be associated with structural factors, but the overall narrative was still dominated by individualized rescue plans. Discussion Research has confirmed that there is a contradiction in the presentation of film and television: although attention has increased, storytelling is still constrained by traditional concepts, which may lead to the neglect of social structural factors and reinforce stereotypes about patients. Future creation needs to seek a more balanced narrative between individual experience and social criticism.
{"title":"15. The film and television presentation of female emotional disorders and its sociological analysis","authors":"Ya Zhuo","doi":"10.1093/schbul/sbag003.015","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.015","url":null,"abstract":"Background Female emotional disorders are both a mental health issue and a socio-cultural symptom. As a carrier of popular culture, film and television have a profound impact on public cognition, but their presentation often oscillates between objectivity and exaggeration, debunking and stereotyping, and solidifying prejudice. Therefore, analyzing the gender norms and power relations behind its audiovisual presentation has important academic and practical significance. Methods The study adopts a multi-method design that combines qualitative and quantitative methods. By purposive sampling, 30 film and television works with female emotional disorders as the core from 2010 to 2023 were selected as samples. Firstly, conduct a detailed reading and narrative analysis of the text, deconstructing character settings, symptom presentation, and disease attribution. Subsequently, a coding manual was established to systematically code dimensions such as barrier types, social attribution, and stigmatization tendencies. Finally, quantitative statistics were conducted using SPSS software for frequency analysis and chi-square test to reveal the distribution patterns and correlations between different narrative elements. Results The experiment quantified the specific patterns and significant deviations in the visual representation of female emotional disorders, and the test results are shown in Table 1. As shown in Table 1, there is a significant deviation and pattern tendency in the presentation of female emotional disorders in film and television. Depression has the highest frequency of presentation (43.3%), followed by PTSD (26.7%). Only 36.7% of works attribute obstacles to systemic gender pressure. The narrative ending is highly inclined towards \"individualized resolution\": 63.3% of works set \"complete healing\" or \"romantic redemption\" endings, and only 16.7% accept long-term coexistence. The chi-square test showed that the type of disorder was significantly correlated with social attribution (χ2 = 8.92, p&lt;.05), and PTSD was more likely to be associated with structural factors, but the overall narrative was still dominated by individualized rescue plans. Discussion Research has confirmed that there is a contradiction in the presentation of film and television: although attention has increased, storytelling is still constrained by traditional concepts, which may lead to the neglect of social structural factors and reinforce stereotypes about patients. Future creation needs to seek a more balanced narrative between individual experience and social criticism.","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"43 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169504","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}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.024
Wanping Zhou
Background Avoidant Personality Disorder (AvPD) is characterised by pervasive social inhibition, a sense of inadequate self-worth, and excessive sensitivity to negative evaluation, resulting in severely impaired social functioning. Creative arts therapies (such as music interventions) may serve as effective mediators for social rehabilitation by providing patients with non-verbal avenues for expression and emotional regulation. However, empirical research focusing on structured group piano ensemble interventions and systematically evaluating their impact on objective social behaviours in AvPD patients remains unexplored. This study aims to examine whether a 10-week group piano ensemble intervention programme can effectively improve social avoidance behaviours and social anxiety levels in individuals with AvPD. Methods The study employed a randomised controlled trial design, with 72 participants meeting DSM-5 diagnostic criteria for Avoidant Personality Disorder (AvPD) randomly assigned to either a piano intervention group (n = 36) or a routine supportive psychoeducation control group (n = 36). The intervention group received weekly 90-minute group piano ensemble training sessions, comprising individual rhythmic exercises, paired note call-and-response, group melody composition, and culminating in rehearsals of small ensemble pieces. The control group received supportive group psychoeducation at the same frequency. The primary outcome measures were social avoidance behaviours, assessed using the Social Avoidance and Distress Scale (SAD) and the Social Anxiety Scale (SAS). All scales were administered at baseline (T1), post-intervention (T2), and three months post-intervention (T3). Results The piano intervention group demonstrated significant reductions in both self-reported and observed social avoidance behaviours at T2 and T3 compared to T1 (all p<.001), with the magnitude of reduction significantly greater than that of the control group (all p<.001). A significant interaction effect was also observed for the secondary outcome measure, the SAS, indicating a significant decrease in anxiety levels within the intervention group. Detailed data are presented in Table 1. Discussion Research indicates that structured group piano ensemble interventions yield significant and sustained improvements in social avoidance behaviours and social anxiety levels among patients with avoidant personality disorder, demonstrating markedly superior efficacy compared to conventional supportive interventions. The notable enhancement in objective behavioural observation data is particularly crucial, confirming the intervention's effectiveness in facilitating genuine social interaction. This may stem from the ensemble setting creating a “task-centred” rather than “evaluation-centred” social context. Participants, immersed in musical collaboration, naturally reduced anxiety about social performance while practising non-verbal synchronisation and cooperative s
{"title":"24. Randomised controlled trial of piano ensemble intervention on social behaviour improvement in patients with avoidant personality disorder","authors":"Wanping Zhou","doi":"10.1093/schbul/sbag003.024","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.024","url":null,"abstract":"Background Avoidant Personality Disorder (AvPD) is characterised by pervasive social inhibition, a sense of inadequate self-worth, and excessive sensitivity to negative evaluation, resulting in severely impaired social functioning. Creative arts therapies (such as music interventions) may serve as effective mediators for social rehabilitation by providing patients with non-verbal avenues for expression and emotional regulation. However, empirical research focusing on structured group piano ensemble interventions and systematically evaluating their impact on objective social behaviours in AvPD patients remains unexplored. This study aims to examine whether a 10-week group piano ensemble intervention programme can effectively improve social avoidance behaviours and social anxiety levels in individuals with AvPD. Methods The study employed a randomised controlled trial design, with 72 participants meeting DSM-5 diagnostic criteria for Avoidant Personality Disorder (AvPD) randomly assigned to either a piano intervention group (n = 36) or a routine supportive psychoeducation control group (n = 36). The intervention group received weekly 90-minute group piano ensemble training sessions, comprising individual rhythmic exercises, paired note call-and-response, group melody composition, and culminating in rehearsals of small ensemble pieces. The control group received supportive group psychoeducation at the same frequency. The primary outcome measures were social avoidance behaviours, assessed using the Social Avoidance and Distress Scale (SAD) and the Social Anxiety Scale (SAS). All scales were administered at baseline (T1), post-intervention (T2), and three months post-intervention (T3). Results The piano intervention group demonstrated significant reductions in both self-reported and observed social avoidance behaviours at T2 and T3 compared to T1 (all p&lt;.001), with the magnitude of reduction significantly greater than that of the control group (all p&lt;.001). A significant interaction effect was also observed for the secondary outcome measure, the SAS, indicating a significant decrease in anxiety levels within the intervention group. Detailed data are presented in Table 1. Discussion Research indicates that structured group piano ensemble interventions yield significant and sustained improvements in social avoidance behaviours and social anxiety levels among patients with avoidant personality disorder, demonstrating markedly superior efficacy compared to conventional supportive interventions. The notable enhancement in objective behavioural observation data is particularly crucial, confirming the intervention's effectiveness in facilitating genuine social interaction. This may stem from the ensemble setting creating a “task-centred” rather than “evaluation-centred” social context. Participants, immersed in musical collaboration, naturally reduced anxiety about social performance while practising non-verbal synchronisation and cooperative s","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"92 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169552","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}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.284
Guangmao Li
Background Social anxiety disorder among college students has become a high incidence problem that affects their academic performance, interpersonal development, and mental health. Currently, psychological interventions in universities are mostly limited to individual counseling or group counseling within the school, and the effectiveness of interventions is often limited due to the lack of a generalized and sustained supportive environment. As an important ecosystem, the interaction mode and support level of the family have a profound impact on the social function of college students. Therefore, exploring a collaborative intervention model that integrates school professional resources with family support systems has important theoretical and practical significance for building a long-term and ecological support system. Methods We have developed and implemented a "home school collaboration" joint intervention model. This model consists of three core components: cognitive behavioral group training for students, systematic psychological education workshops for parents, and regular online communication and feedback mechanisms between home and school. The study adopted a quasi experimental design, dividing 72 college students and their main parents diagnosed with moderate or above social anxiety through a scale screening (Social Avoidance and Distress Scale, SAD) into an experimental group (receiving a combined intervention for 8 weeks) and a waiting control group. We conducted follow-up assessments using the Social Anxiety Scale (LSAS) and the Family Intimacy and Adaptability Scale (FACES II) before, after, and three months after the intervention, and processed the data using repeated measures ANOVA and mediation models. Results Data analysis shows that the home school collaborative intervention model has significant and multidimensional effects. In terms of core symptoms, the total score of LSAS in the experimental group decreased by 36.8% compared to before intervention, significantly better than the 9.2% improvement in the control group (F (1,70) = 31.75, p<.001, η_p2 = 0.31). From a dimensional perspective, the scores of the subscales for "social avoidance" and "fear of negative evaluation" decreased by 42.1% and 33.5%, respectively (both p<.001). At the level of psychological resources, the experimental group showed a significant improvement in social self-efficacy (51.3% increase, d = 1.15), and the FACES II scores for "intimacy" and "adaptability" increased by 28.4% and 24.7%, respectively (both p< .01). More importantly, the mediation model revealed the key path of joint intervention: the improvement of family functioning played a significant partial mediating role in reducing students' social anxiety, with a mediation effect accounting for 34.8% (95% CI [0.12, 0.58]). The three-month follow-up data confirmed the sustainability of the effect, with no significant increase in anxiety scores in the experimental group, while
{"title":"286. The joint intervention model of college students' social anxiety from the perspective of family school collaboration","authors":"Guangmao Li","doi":"10.1093/schbul/sbag003.284","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.284","url":null,"abstract":"Background Social anxiety disorder among college students has become a high incidence problem that affects their academic performance, interpersonal development, and mental health. Currently, psychological interventions in universities are mostly limited to individual counseling or group counseling within the school, and the effectiveness of interventions is often limited due to the lack of a generalized and sustained supportive environment. As an important ecosystem, the interaction mode and support level of the family have a profound impact on the social function of college students. Therefore, exploring a collaborative intervention model that integrates school professional resources with family support systems has important theoretical and practical significance for building a long-term and ecological support system. Methods We have developed and implemented a \"home school collaboration\" joint intervention model. This model consists of three core components: cognitive behavioral group training for students, systematic psychological education workshops for parents, and regular online communication and feedback mechanisms between home and school. The study adopted a quasi experimental design, dividing 72 college students and their main parents diagnosed with moderate or above social anxiety through a scale screening (Social Avoidance and Distress Scale, SAD) into an experimental group (receiving a combined intervention for 8 weeks) and a waiting control group. We conducted follow-up assessments using the Social Anxiety Scale (LSAS) and the Family Intimacy and Adaptability Scale (FACES II) before, after, and three months after the intervention, and processed the data using repeated measures ANOVA and mediation models. Results Data analysis shows that the home school collaborative intervention model has significant and multidimensional effects. In terms of core symptoms, the total score of LSAS in the experimental group decreased by 36.8% compared to before intervention, significantly better than the 9.2% improvement in the control group (F (1,70) = 31.75, p&lt;.001, η_p2 = 0.31). From a dimensional perspective, the scores of the subscales for \"social avoidance\" and \"fear of negative evaluation\" decreased by 42.1% and 33.5%, respectively (both p&lt;.001). At the level of psychological resources, the experimental group showed a significant improvement in social self-efficacy (51.3% increase, d = 1.15), and the FACES II scores for \"intimacy\" and \"adaptability\" increased by 28.4% and 24.7%, respectively (both p&lt; .01). More importantly, the mediation model revealed the key path of joint intervention: the improvement of family functioning played a significant partial mediating role in reducing students' social anxiety, with a mediation effect accounting for 34.8% (95% CI [0.12, 0.58]). The three-month follow-up data confirmed the sustainability of the effect, with no significant increase in anxiety scores in the experimental group, while","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"29 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169446","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}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.079
Yun Zhao, Huanhuan Jia, Dehe Li, Xiaojing Huang
Background Because the traditional medical model has shortcomings such as uneven distribution of resources and uneven quality of medical services, it cannot properly meet the long-term treatment and care needs of patients with mental illness. To this end, the study analyzed the impact of extended nursing intervention under the medical consortium model on community patients with mental illness and depression, aiming to provide new technical directions for the care of mental illness. Methods The study design was a randomized controlled trial, selecting 120 community patients. These patients were all diagnosed with mental illness accompanied by depression in the coverage area of a certain medical consortium from January 2024 to June 2025. The patients were randomly divided into a control group and an intervention group, with 60 cases in each group. Patients in the control group only received conventional treatment, while patients in the intervention group received extended nursing intervention under the medical alliance model on the basis of conventional treatment. Nursing intervention involves nurses formulating personalized care plans based on the patient's condition, including medication management, dietary regulation, exercise planning, and psychological management. The trial period lasted for 10 months, and the patients' depressive symptoms were assessed with the Hamilton Depression Rating Scale (HAMD) before and after the experiment. In addition, patients' quality of life was assessed using the World Health Organization Quality of Life Brief version (WHOQOL-BREF), while satisfaction with nursing services was assessed using a self-made service satisfaction questionnaire. Results During the 10-month intervention and follow-up, the results showed that the HAMD score of patients in the intervention group was significantly reduced, from 24.3 ± 5.2 before the experiment to 12.7 ± 4.6 after the end of the experiment. The HAMD score of patients in the control group decreased from 23.8 ± 5.0 before the experiment to 18.9 ± 4.8 after the experiment (p<.05). The WHOQOL-BREF score of patients in the intervention group improved significantly, from 48.6 ± 10.4 before the experiment to 68.2 ± 11.3 after the experiment. The WHOQOL-BREF score of patients in the control group increased from 47.9 ± 10.1 before the experiment to 58.3 ± 10.7 after the experiment (p<.05). After the experiment, the satisfaction scores of the intervention group and the control group were 86.3 ± 7.5 and 74.8 ± 8.2 respectively. The service satisfaction of patients in the intervention group was significantly higher than that in the control group (p<.05). Discussion The results show that extended nursing intervention under the medical consortium model can significantly improve the depressive symptoms of community patients with mental illness and depression, and improve their quality of life and satisfaction with nursing services. This shows that the medical consorti
{"title":"79. The impact of extended nursing intervention In the medical alliance model on patients with mental illness and depression in the community","authors":"Yun Zhao, Huanhuan Jia, Dehe Li, Xiaojing Huang","doi":"10.1093/schbul/sbag003.079","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.079","url":null,"abstract":"Background Because the traditional medical model has shortcomings such as uneven distribution of resources and uneven quality of medical services, it cannot properly meet the long-term treatment and care needs of patients with mental illness. To this end, the study analyzed the impact of extended nursing intervention under the medical consortium model on community patients with mental illness and depression, aiming to provide new technical directions for the care of mental illness. Methods The study design was a randomized controlled trial, selecting 120 community patients. These patients were all diagnosed with mental illness accompanied by depression in the coverage area of a certain medical consortium from January 2024 to June 2025. The patients were randomly divided into a control group and an intervention group, with 60 cases in each group. Patients in the control group only received conventional treatment, while patients in the intervention group received extended nursing intervention under the medical alliance model on the basis of conventional treatment. Nursing intervention involves nurses formulating personalized care plans based on the patient's condition, including medication management, dietary regulation, exercise planning, and psychological management. The trial period lasted for 10 months, and the patients' depressive symptoms were assessed with the Hamilton Depression Rating Scale (HAMD) before and after the experiment. In addition, patients' quality of life was assessed using the World Health Organization Quality of Life Brief version (WHOQOL-BREF), while satisfaction with nursing services was assessed using a self-made service satisfaction questionnaire. Results During the 10-month intervention and follow-up, the results showed that the HAMD score of patients in the intervention group was significantly reduced, from 24.3 ± 5.2 before the experiment to 12.7 ± 4.6 after the end of the experiment. The HAMD score of patients in the control group decreased from 23.8 ± 5.0 before the experiment to 18.9 ± 4.8 after the experiment (p&lt;.05). The WHOQOL-BREF score of patients in the intervention group improved significantly, from 48.6 ± 10.4 before the experiment to 68.2 ± 11.3 after the experiment. The WHOQOL-BREF score of patients in the control group increased from 47.9 ± 10.1 before the experiment to 58.3 ± 10.7 after the experiment (p&lt;.05). After the experiment, the satisfaction scores of the intervention group and the control group were 86.3 ± 7.5 and 74.8 ± 8.2 respectively. The service satisfaction of patients in the intervention group was significantly higher than that in the control group (p&lt;.05). Discussion The results show that extended nursing intervention under the medical consortium model can significantly improve the depressive symptoms of community patients with mental illness and depression, and improve their quality of life and satisfaction with nursing services. This shows that the medical consorti","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"13 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169498","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：