Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.150
Geni Yue
Background Intercultural language learners commonly face challenges in social interaction, language expression, and learning adaptation in unfamiliar cultural environments. Studies show that approximately 50% of international students experience language anxiety, 35% experience social withdrawal or decreased self-esteem, and over 40% experience limitations in academic and daily life due to communication barriers. Psychologically supportive language courses, as a proactive intervention combining emotion regulation exercises, expressive exposure, and peer interaction, can improve language anxiety and social adaptation through positive feedback, role-playing, and cultural understanding training. Therefore, this study uses psychological scale assessments to analyze the improvement of psychological anxiety and adaptation in intercultural language learners, and evaluates its actual effects on communication anxiety, learning confidence, and social integration experience, providing empirical evidence for intercultural education interventions. Methods This study included 160 international students aged 18-25 years who were entering a target language learning environment for the first time and were receiving Chinese or English language instruction at overseas universities. Participants were randomly assigned to an intervention group (n = 80) and a control group (n = 80). The intervention group received a 10-week psychological support language intervention, three times a week for 90 minutes each time. The intervention included: ① language communication anxiety management training, ② cultural difference expression and coping exercises, and ③ group collaboration and interaction strategies with immediate teacher feedback. The control group only received regular language classes and assignments. Psychological status was assessed using the Foreign Language Classroom Anxiety Scale (FLCAS) and the Social Adaptation Assessment Scale (SAAS) at pre-intervention (T0), during intervention (week 5, T1), and post-intervention (T2). Independent samples t-tests were used to compare the two groups, with a significance level set at p<.05. Cohen's d effect size was also used to evaluate the magnitude of the intervention effect. Results The total FLCAS score in the intervention group decreased from 71.6 ± 7.8 in stage T0 to 52.3 ± 6.4 in stage T2 (p<.001, d = 2.61), with significant improvements in communication phobia and negative self-evaluation sub-items (p<.01). The intervention group's SAAS score showed a significant improvement in social adaptability, rising from 42.7 ± 5.9 in stage T0 to 57.8 ± 6.2 in stage T2 (p<.001, d = 2.41), which manifested as increased willingness to participate in class, increased peer interaction, and improved learning confidence. In contrast, the FLCAS and SAAS scores of the control group did not change significantly during T0 to T2 (p>.05). Discussion A 10-week psychologically supportive language course sign
跨文化语言学习者在陌生文化环境中普遍面临着社会交往、语言表达和学习适应等方面的挑战。研究表明，大约50%的国际学生经历过语言焦虑，35%的国际学生经历过社交退缩或自尊下降，超过40%的国际学生由于沟通障碍而在学习和日常生活中受到限制。心理支持语言课程作为一种结合情绪调节练习、表达暴露和同伴互动的主动干预，可以通过积极反馈、角色扮演和文化理解训练来改善语言焦虑和社会适应。因此，本研究采用心理量表评估分析跨文化语言学习者心理焦虑和适应的改善情况，并评估其对交际焦虑、学习自信和社会融入体验的实际效果，为跨文化教育干预提供经验证据。方法本研究对象为160名18-25岁首次进入目标语言学习环境，在海外大学接受中文或英文语言教学的留学生。参与者被随机分为干预组（n = 80）和对照组（n = 80）。干预组接受为期10周的心理支持语言干预，每周三次，每次90分钟。干预包括：①语言交际焦虑管理训练；②文化差异表达与应对练习；③教师即时反馈的小组合作与互动策略。对照组只接受常规的语言课程和作业。采用外语课堂焦虑量表（FLCAS）和社会适应评估量表（SAAS）在干预前（T0）、干预期间（第5周，T1）和干预后（T2）进行心理状态评估。采用独立样本t检验对两组进行比较，显著性水平设为p&；lt; 0.05。科恩效应量也被用来评估干预效果的大小。结果干预组FLCAS总分由T0期的71.6±7.8分降至T2期的52.3±6.4分（p < 0.05）。001, d = 2.61)，交流恐惧和消极自我评价子项有显著改善（p<.01）。干预组的SAAS评分在社会适应能力方面有明显改善，从T0期的42.7±5.9分上升到T2期的57.8±6.2分（p<）。001, d = 2.41)，表现为参与课堂的意愿增加，同伴互动增加，学习信心提高。相比之下，对照组的FLCAS和SAAS评分在T0至T2期间无显著变化（p> 0.05）。为期10周的心理支持语言课程显著缓解了跨文化语言学习者的课堂焦虑，提高了他们的社会适应能力和学习参与度。研究结果表明，系统的、情境化的情感支持和协作式语言教学能够有效改善跨文化语言学习者的心理健康，为跨文化教育管理提供可量化的干预数据。未来的研究可以进一步探索干预时间、适应不同文化背景的干预内容组合以及长期随访数据，以优化跨文化学习心理咨询体系，支持制定精准的指导策略。资金没有。XSYXSGG202108;2023号yb53;否。SGH24Y3013;20251793号;否。S202510722055;否。XSYXTT233。
{"title":"151. Psychological adaptation difficulties and anxiety relief in cross-cultural language learning","authors":"Geni Yue","doi":"10.1093/schbul/sbag003.150","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.150","url":null,"abstract":"Background Intercultural language learners commonly face challenges in social interaction, language expression, and learning adaptation in unfamiliar cultural environments. Studies show that approximately 50% of international students experience language anxiety, 35% experience social withdrawal or decreased self-esteem, and over 40% experience limitations in academic and daily life due to communication barriers. Psychologically supportive language courses, as a proactive intervention combining emotion regulation exercises, expressive exposure, and peer interaction, can improve language anxiety and social adaptation through positive feedback, role-playing, and cultural understanding training. Therefore, this study uses psychological scale assessments to analyze the improvement of psychological anxiety and adaptation in intercultural language learners, and evaluates its actual effects on communication anxiety, learning confidence, and social integration experience, providing empirical evidence for intercultural education interventions. Methods This study included 160 international students aged 18-25 years who were entering a target language learning environment for the first time and were receiving Chinese or English language instruction at overseas universities. Participants were randomly assigned to an intervention group (n = 80) and a control group (n = 80). The intervention group received a 10-week psychological support language intervention, three times a week for 90 minutes each time. The intervention included: ① language communication anxiety management training, ② cultural difference expression and coping exercises, and ③ group collaboration and interaction strategies with immediate teacher feedback. The control group only received regular language classes and assignments. Psychological status was assessed using the Foreign Language Classroom Anxiety Scale (FLCAS) and the Social Adaptation Assessment Scale (SAAS) at pre-intervention (T0), during intervention (week 5, T1), and post-intervention (T2). Independent samples t-tests were used to compare the two groups, with a significance level set at p&lt;.05. Cohen's d effect size was also used to evaluate the magnitude of the intervention effect. Results The total FLCAS score in the intervention group decreased from 71.6 ± 7.8 in stage T0 to 52.3 ± 6.4 in stage T2 (p&lt;.001, d = 2.61), with significant improvements in communication phobia and negative self-evaluation sub-items (p&lt;.01). The intervention group's SAAS score showed a significant improvement in social adaptability, rising from 42.7 ± 5.9 in stage T0 to 57.8 ± 6.2 in stage T2 (p&lt;.001, d = 2.41), which manifested as increased willingness to participate in class, increased peer interaction, and improved learning confidence. In contrast, the FLCAS and SAAS scores of the control group did not change significantly during T0 to T2 (p&gt;.05). Discussion A 10-week psychologically supportive language course sign","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":"146169545","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/sbag003.118
Aijun Wang
Background First-time offending among adolescents is often influenced by multiple factors, including insufficient emotional management skills, weak impulse control, negative peer influence, and poor family communication. Traditional correctional approaches mainly rely on disciplinary constraints and behavioral punishment, which fail to address the underlying psychological causes of misconduct, leading to behavioral relapse or poor post-intervention adjustment. In recent years, mental health–oriented intervention models centered on emotional regulation training, cognitive-behavioral correction, and family system support have shown increasing feasibility and sustainability; however, evidence regarding their effectiveness specifically for first-time adolescent offenders remains limited. This study evaluated the effectiveness of an integrated mental health intervention in improving behavioral outcomes among adolescents with first-time offenses, aiming to examine its impact on emotional regulation, impulse control, and family functioning. Methods A total of 120 adolescents documented for their first illegal or rule-violating behavior were recruited from a juvenile correctional institution and randomly assigned to the mental health intervention group (n = 60) and the control group (n = 60). The intervention group received an 8-week integrated program, including emotional regulation training, impulse control training, cognitive-behavioral restructuring, family communication counseling, and peer-support workshops. The control group received routine safety education and disciplinary instruction. Before and after the intervention, participants were assessed on behavioral problem severity (Youth Self-Report, YSR), impulse control (Barratt Impulsiveness Scale-11th Edition, BIS-11), emotional regulation ability (Difficulties in Emotion Regulation Scale-Short Form, DERS-SF), and family functioning (Family Assessment Device, FAD). Recidivism within 6 months after the intervention was also recorded. Statistical analyses included paired t-tests, between-group comparisons, and logistic regression. Results After 8 weeks, the YSR behavioral problem score in the intervention group decreased from 63.42 ± 7.15 to 51.87 ± 6.32, an 18.2% reduction, markedly greater than the 5.7% reduction in the control group (p<.001), indicating better improvement in impulsive behaviors, aggression, and rule-breaking. BIS-11 scores decreased from 72.63 ± 8.04 to 58.94 ± 7.28 in the intervention group (p<.001), achieving 2.6 times the improvement observed in the control group, suggesting that strengthened emotional and cognitive training directly contributed to the reduction of impulsive actions. DERS-SF scores decreased by 21.5% (p=.002), and FAD scores improved by 17.3% (p<.01), showing positive effects on emotional regulation and family communication. Follow-up results indicated that the 6-month recidivism rate in the intervention group was 8.3%, significantly low
{"title":"119. Effectiveness of a mental health-based intervention program for correcting first-time offenses among adolescents","authors":"Aijun Wang","doi":"10.1093/schbul/sbag003.118","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.118","url":null,"abstract":"Background First-time offending among adolescents is often influenced by multiple factors, including insufficient emotional management skills, weak impulse control, negative peer influence, and poor family communication. Traditional correctional approaches mainly rely on disciplinary constraints and behavioral punishment, which fail to address the underlying psychological causes of misconduct, leading to behavioral relapse or poor post-intervention adjustment. In recent years, mental health–oriented intervention models centered on emotional regulation training, cognitive-behavioral correction, and family system support have shown increasing feasibility and sustainability; however, evidence regarding their effectiveness specifically for first-time adolescent offenders remains limited. This study evaluated the effectiveness of an integrated mental health intervention in improving behavioral outcomes among adolescents with first-time offenses, aiming to examine its impact on emotional regulation, impulse control, and family functioning. Methods A total of 120 adolescents documented for their first illegal or rule-violating behavior were recruited from a juvenile correctional institution and randomly assigned to the mental health intervention group (n = 60) and the control group (n = 60). The intervention group received an 8-week integrated program, including emotional regulation training, impulse control training, cognitive-behavioral restructuring, family communication counseling, and peer-support workshops. The control group received routine safety education and disciplinary instruction. Before and after the intervention, participants were assessed on behavioral problem severity (Youth Self-Report, YSR), impulse control (Barratt Impulsiveness Scale-11th Edition, BIS-11), emotional regulation ability (Difficulties in Emotion Regulation Scale-Short Form, DERS-SF), and family functioning (Family Assessment Device, FAD). Recidivism within 6 months after the intervention was also recorded. Statistical analyses included paired t-tests, between-group comparisons, and logistic regression. Results After 8 weeks, the YSR behavioral problem score in the intervention group decreased from 63.42 ± 7.15 to 51.87 ± 6.32, an 18.2% reduction, markedly greater than the 5.7% reduction in the control group (p&lt;.001), indicating better improvement in impulsive behaviors, aggression, and rule-breaking. BIS-11 scores decreased from 72.63 ± 8.04 to 58.94 ± 7.28 in the intervention group (p&lt;.001), achieving 2.6 times the improvement observed in the control group, suggesting that strengthened emotional and cognitive training directly contributed to the reduction of impulsive actions. DERS-SF scores decreased by 21.5% (p=.002), and FAD scores improved by 17.3% (p&lt;.01), showing positive effects on emotional regulation and family communication. Follow-up results indicated that the 6-month recidivism rate in the intervention group was 8.3%, significantly low","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":"146169598","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/sbag003.095
Xin Chen, Yuansheng Pei
Background Mental health issues among high-stress occupational groups are becoming increasingly prominent, with chronic stress leading to anxiety, depression, and reduced work efficiency. As the physical environment where employees spend over eight hours daily, office spaces exert a significant influence on psychological well-being through their color design. Existing studies are largely theoretical and lack validation through randomized controlled trials (RCTs). To address this gap, this study focuses on high-stress individuals and employs an RCT to investigate the mechanisms by which specific color schemes alleviate stress, improve mood, and enhance job satisfaction, thereby providing empirical evidence for human-centered office space design. Methods This parallel-group RCT was conducted from March 2024 to January 2025, recruiting 120 high-stress employees (PSS-10 ≥ 22) from five large metropolitan corporations. Participants were randomized via computer-generated sequences to intervention (n = 60) and control (n = 60) groups with no significant baseline differences in demographics or psychological indicators (p>.05). Intervention offices underwent systematic renovation featuring low-saturation blue-green walls (lightness 65-75, saturation 20%-30%), warm yellow rest-area accents (lightness 75-85), and standardized 4000 K work lighting. Controls maintained conventional gray-white tones. Comprehensive assessments using the Perceived Stress Scale-10 (PSS-10), State–Trait Anxiety Inventory (STAI), Minnesota Satisfaction Questionnaire (MSQ), and salivary cortisol as an objective biomarker were performed at baseline, 4, 8, 12 weeks, and 6-month follow-up. SPSS 26.0 conducted repeated measures ANOVA, independent samples t-tests, and chi-square tests, with p<.05 indicating statistical significance. Results After 4 weeks, intervention PSS-10 scores fell significantly from 26.8 ± 3.2 to 21.4 ± 2.9 (p<.001) and cortisol dropped 18.7% (8.2 ± 1.6 vs 6.7 ± 1.3 nmol/L, p<.01), while controls exhibited minimal changes. At 8 weeks, improvements continued deepening (PSS-10: 19.1 ± 2.6; STAI: 42.3 ± 4.5). By 12 weeks, intervention PSS-10 reached 17.2 ± 2.5, STAI state anxiety decreased from 48.6 ± 5.8 to 38.1 ± 4.2 (t = 11.23, p<.001), and MSQ scores rose 23.4% to 84.6 ± 5.9 (t = 9.67, p<.001). In contrast, control PSS-10 only marginally decreased to 23.1 ± 3.0, with highly significant between-group differences (t = 8.45, p<.001). At 6-month follow-up, intervention clinical response rate (PSS-10 reduction ≥30%) remained robust at 81.7% versus 45.0% for controls (χ2 = 19.68, p<.001). Subgroup analysis revealed blue-green tones particularly benefited technical staff stress relief (effect size d = 1.02), while warm yellow accents enhanced administrative satisfaction more significantly (d = 0.89). Discussion This study confirms that color psychology-based office design produces significant and durable reductions
{"title":"96. The role of color psychology in alleviating workplace stress through office space design: a randomized controlled trial","authors":"Xin Chen, Yuansheng Pei","doi":"10.1093/schbul/sbag003.095","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.095","url":null,"abstract":"Background Mental health issues among high-stress occupational groups are becoming increasingly prominent, with chronic stress leading to anxiety, depression, and reduced work efficiency. As the physical environment where employees spend over eight hours daily, office spaces exert a significant influence on psychological well-being through their color design. Existing studies are largely theoretical and lack validation through randomized controlled trials (RCTs). To address this gap, this study focuses on high-stress individuals and employs an RCT to investigate the mechanisms by which specific color schemes alleviate stress, improve mood, and enhance job satisfaction, thereby providing empirical evidence for human-centered office space design. Methods This parallel-group RCT was conducted from March 2024 to January 2025, recruiting 120 high-stress employees (PSS-10 ≥ 22) from five large metropolitan corporations. Participants were randomized via computer-generated sequences to intervention (n = 60) and control (n = 60) groups with no significant baseline differences in demographics or psychological indicators (p&gt;.05). Intervention offices underwent systematic renovation featuring low-saturation blue-green walls (lightness 65-75, saturation 20%-30%), warm yellow rest-area accents (lightness 75-85), and standardized 4000 K work lighting. Controls maintained conventional gray-white tones. Comprehensive assessments using the Perceived Stress Scale-10 (PSS-10), State–Trait Anxiety Inventory (STAI), Minnesota Satisfaction Questionnaire (MSQ), and salivary cortisol as an objective biomarker were performed at baseline, 4, 8, 12 weeks, and 6-month follow-up. SPSS 26.0 conducted repeated measures ANOVA, independent samples t-tests, and chi-square tests, with p&lt;.05 indicating statistical significance. Results After 4 weeks, intervention PSS-10 scores fell significantly from 26.8 ± 3.2 to 21.4 ± 2.9 (p&lt;.001) and cortisol dropped 18.7% (8.2 ± 1.6 vs 6.7 ± 1.3 nmol/L, p&lt;.01), while controls exhibited minimal changes. At 8 weeks, improvements continued deepening (PSS-10: 19.1 ± 2.6; STAI: 42.3 ± 4.5). By 12 weeks, intervention PSS-10 reached 17.2 ± 2.5, STAI state anxiety decreased from 48.6 ± 5.8 to 38.1 ± 4.2 (t = 11.23, p&lt;.001), and MSQ scores rose 23.4% to 84.6 ± 5.9 (t = 9.67, p&lt;.001). In contrast, control PSS-10 only marginally decreased to 23.1 ± 3.0, with highly significant between-group differences (t = 8.45, p&lt;.001). At 6-month follow-up, intervention clinical response rate (PSS-10 reduction ≥30%) remained robust at 81.7% versus 45.0% for controls (χ2 = 19.68, p&lt;.001). Subgroup analysis revealed blue-green tones particularly benefited technical staff stress relief (effect size d = 1.02), while warm yellow accents enhanced administrative satisfaction more significantly (d = 0.89). Discussion This study confirms that color psychology-based office design produces significant and durable reductions ","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"105 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169606","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/sbag003.185
Zhong Wei, Genlei Zhang, Yiwen Ma
Background Due to the occupational particularities, digital artists suffer from high work pressure, circadian rhythm disorders and creative exhaustion, resulting in a significantly higher incidence of nightmare disorder than the general population, which seriously impairs their cognitive function and artistic output. As an interdisciplinary practice integrating technological innovation and cultural inheritance, cultural heritage digitization can serve as a potential intervention to alleviate artists’ psychological stress by providing structured creative tasks and enhancing cultural identity as well as community belonging. However, systematic empirical research to support this is currently lacking. Therefore, this study adopted standardized psychological and sleep scales to assess the effect of structured cultural heritage digitization projects on relieving nightmare disorder and related psychological indicators among digital artists, aiming to provide empirical evidence for the mental health support system of the creative industry. Methods A total of 100 full-time digital artists who met the screening criteria for nightmare disorder and had more than 2 years of professional experience were enrolled and randomly divided into an intervention group (n = 50) and a control group (n = 50). On the basis of maintaining their original work rhythm, the intervention group participated in a 12-week structured cultural heritage digitization workshop, with two 90-minute sessions per week. The workshop included digital restoration and re-creation of designated cultural heritage via 3D scanning, digital modeling and other technologies, incorporating cultural background learning, group collaboration and achievement display. The control group maintained their regular work and life routines. Assessments were conducted at baseline (T0), the 6th week (T1) and the 12th week (T2) using the Pittsburgh Sleep Quality Index (PSQI), Nightmare Frequency Scale (NFS), Generalized Anxiety Disorder 7-item scale (GAD-7) and Patient Health Questionnaire-9 (PHQ-9). Data analysis was performed using repeated measures analysis of variance (p<.05) and Cohen’s d effect size was calculated. Results In the intervention group, the total PSQI score decreased significantly from 12.8 ± 2.6 at T0 to 8.4 ± 2.2 at T2 (p<.001, d = 1.82), with significant improvements in the subscales of sleep quality, sleep onset latency and daytime dysfunction (p<.01). The NFS score dropped from 3.5 ± 1.2 episodes per week to 1.6 ± 0.9 episodes (p<.001, d = 1.78). Meanwhile, the levels of anxiety and depression in the intervention group decreased significantly (p<.001). No significant changes were observed in all indicators of the control group (p>.05). Repeated measures analysis of variance showed significant interaction effects between time and group on PSQI, NFS, GAD-7, PHQ-9 and WMS scores (p<.001). Discussion After 12 weeks of intervention with the cultural
数字艺术家由于职业的特殊性，工作压力大，昼夜节律紊乱，创作疲惫，噩梦障碍的发生率明显高于一般人群，严重影响了他们的认知功能和艺术产出。作为技术创新与文化传承相结合的跨学科实践，文化遗产数字化可以作为一种潜在的干预手段，通过提供结构化的创作任务，增强文化认同和社区归属感，缓解艺术家的心理压力。然而，目前还缺乏系统的实证研究来支持这一观点。因此，本研究采用标准化的心理和睡眠量表，评估结构化文化遗产数字化项目对数字艺术家噩梦障碍及相关心理指标的缓解效果，旨在为创意产业心理健康支持体系提供实证依据。方法选取100名符合噩梦障碍筛查标准且具有2年以上从业经验的专职数字艺术家，随机分为干预组（n = 50）和对照组（n = 50）。干预组在保持原有工作节奏的基础上，参加了为期12周的结构化文化遗产数字化工作坊，每周两次90分钟的工作坊。工作坊内容包括通过3D扫描、数字建模等技术对指定文化遗产进行数字化修复和再创造，并结合文化背景学习、小组合作和成果展示。对照组保持正常的工作和生活习惯。采用匹兹堡睡眠质量指数（PSQI）、噩梦频率量表（NFS）、广泛性焦虑障碍7项量表（GAD-7）和患者健康问卷-9 （PHQ-9）在基线（T0）、第6周（T1）和第12周（T2）进行评估。数据分析采用重复测量方差分析（p<.05），计算Cohen 's d效应量。结果干预组PSQI总分由T0时的12.8±2.6分降至T2时的8.4±2.2分（p < 0.05）。0.001, d = 1.82)，睡眠质量、睡眠发作潜伏期和日间功能障碍的亚量表均有显著改善（p<.01）。NFS评分从每周3.5±1.2集下降到1.6±0.9集（p<）。001, d = 1.78)。干预组焦虑、抑郁水平显著降低（p<.001）。对照组的各项指标均无显著变化（p> 0.05）。重复测量方差分析显示，时间和组对PSQI、NFS、GAD-7、PHQ-9和WMS评分有显著的交互作用（p<.001）。文物数字化项目干预12周后，数字艺术家在睡眠质量、噩梦频率和情绪指标上均有显著改善，干预组表现优于对照组。研究结果表明，文化传承与技术创新相结合的结构化工作坊能有效缓解数字艺术家的职业心理困扰，为创意产业心理健康支持提供实证依据。未来的研究可以进一步探索不同文化遗产类型、技术形式和干预强度的差异影响，并通过长期随访优化干预方案，从而制定更完善的适合数字创意人才的心理健康促进方案。
{"title":"187. Research on the mitigating effect of cultural heritage digitization on nightmare disorder among digital artists","authors":"Zhong Wei, Genlei Zhang, Yiwen Ma","doi":"10.1093/schbul/sbag003.185","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.185","url":null,"abstract":"Background Due to the occupational particularities, digital artists suffer from high work pressure, circadian rhythm disorders and creative exhaustion, resulting in a significantly higher incidence of nightmare disorder than the general population, which seriously impairs their cognitive function and artistic output. As an interdisciplinary practice integrating technological innovation and cultural inheritance, cultural heritage digitization can serve as a potential intervention to alleviate artists’ psychological stress by providing structured creative tasks and enhancing cultural identity as well as community belonging. However, systematic empirical research to support this is currently lacking. Therefore, this study adopted standardized psychological and sleep scales to assess the effect of structured cultural heritage digitization projects on relieving nightmare disorder and related psychological indicators among digital artists, aiming to provide empirical evidence for the mental health support system of the creative industry. Methods A total of 100 full-time digital artists who met the screening criteria for nightmare disorder and had more than 2 years of professional experience were enrolled and randomly divided into an intervention group (n = 50) and a control group (n = 50). On the basis of maintaining their original work rhythm, the intervention group participated in a 12-week structured cultural heritage digitization workshop, with two 90-minute sessions per week. The workshop included digital restoration and re-creation of designated cultural heritage via 3D scanning, digital modeling and other technologies, incorporating cultural background learning, group collaboration and achievement display. The control group maintained their regular work and life routines. Assessments were conducted at baseline (T0), the 6th week (T1) and the 12th week (T2) using the Pittsburgh Sleep Quality Index (PSQI), Nightmare Frequency Scale (NFS), Generalized Anxiety Disorder 7-item scale (GAD-7) and Patient Health Questionnaire-9 (PHQ-9). Data analysis was performed using repeated measures analysis of variance (p&lt;.05) and Cohen’s d effect size was calculated. Results In the intervention group, the total PSQI score decreased significantly from 12.8 ± 2.6 at T0 to 8.4 ± 2.2 at T2 (p&lt;.001, d = 1.82), with significant improvements in the subscales of sleep quality, sleep onset latency and daytime dysfunction (p&lt;.01). The NFS score dropped from 3.5 ± 1.2 episodes per week to 1.6 ± 0.9 episodes (p&lt;.001, d = 1.78). Meanwhile, the levels of anxiety and depression in the intervention group decreased significantly (p&lt;.001). No significant changes were observed in all indicators of the control group (p&gt;.05). Repeated measures analysis of variance showed significant interaction effects between time and group on PSQI, NFS, GAD-7, PHQ-9 and WMS scores (p&lt;.001). Discussion After 12 weeks of intervention with the cultural ","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"277 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169607","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/sbag003.026
Fan Rao
Background Adolescent depression refers to a mental disorder characterized by persistent low mood and loss of interest in adolescents aged 13 to 19 years old, which belongs to the category of mental illness. With the current increase in study pressure and changes in social patterns and other factors, the incidence of depression among teenagers is increasing. Virtual Reality (VR) technology can help patients with depression due to its immersive, customizable and sensory interactive features. Intelligent sports games based on VR may enhance users' sense of participation and fun in sports through immersive experiences and intelligent interaction. This study aims to explore the therapeutic effect of VR-based intelligent sports games on adolescent patients with depression. Through comparative experiments, the changes in the therapeutic effects of adolescents under different treatment methods were analyzed to explore the clinical application potential of this technology. Methods The study randomly selected 100 adolescent patients with depression aged 13 to 19 years old as research subjects, with a male to female ratio of 1:1, and excluded patients with severe suicidal tendencies and contraindications to the use of VR equipment. They were randomly divided into experimental group and control group, with 50 patients in each group. In addition to using traditional treatment methods, patients in the experimental group also need to wear VR equipment, enter intelligent sports games according to the VR equipment, and follow the voice in the VR equipment to complete various sports such as light yoga, breathing training, and morning jogging. Virtual rewards will be issued to patients who complete the sports to stimulate the patients' intrinsic motivation. The control group used traditional treatment methods without any other intervention. The cycle is 3 months, with intervention twice a week, 30 minutes each time. Children's Depression Inventory (CDI), Beck Depression Inventory (BDI) scores, and Social Anxiety Scale for Adolescents (SAS) were used to record the patient's situation before and after the intervention to evaluate the patient's depression relief. Results The results showed that after 3 months of intervention, the average decrease in CDI scores of the 50 patients in the experimental group was significantly higher than that of the control group (p<.01). The CDI scores of the experimental group decreased by an average of 4.2 points, while the CDI scores of the control group only decreased by 2.3 points. And the mean decreases in the BDI score and SAS score of the experimental group were 5.2 points and 4.8 points respectively, which were significantly better than the 3.1 points and 2.9 points of the control group (p<.01). Discussion Research results show that after using VR intelligent sports games for intervention, the depressive symptoms of adolescent depression patients are significantly relieved, which can provide support for ensuring t
{"title":"26. Evaluation of the efficacy of VR-based intelligent sports games on adolescent patients with depression","authors":"Fan Rao","doi":"10.1093/schbul/sbag003.026","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.026","url":null,"abstract":"Background Adolescent depression refers to a mental disorder characterized by persistent low mood and loss of interest in adolescents aged 13 to 19 years old, which belongs to the category of mental illness. With the current increase in study pressure and changes in social patterns and other factors, the incidence of depression among teenagers is increasing. Virtual Reality (VR) technology can help patients with depression due to its immersive, customizable and sensory interactive features. Intelligent sports games based on VR may enhance users' sense of participation and fun in sports through immersive experiences and intelligent interaction. This study aims to explore the therapeutic effect of VR-based intelligent sports games on adolescent patients with depression. Through comparative experiments, the changes in the therapeutic effects of adolescents under different treatment methods were analyzed to explore the clinical application potential of this technology. Methods The study randomly selected 100 adolescent patients with depression aged 13 to 19 years old as research subjects, with a male to female ratio of 1:1, and excluded patients with severe suicidal tendencies and contraindications to the use of VR equipment. They were randomly divided into experimental group and control group, with 50 patients in each group. In addition to using traditional treatment methods, patients in the experimental group also need to wear VR equipment, enter intelligent sports games according to the VR equipment, and follow the voice in the VR equipment to complete various sports such as light yoga, breathing training, and morning jogging. Virtual rewards will be issued to patients who complete the sports to stimulate the patients' intrinsic motivation. The control group used traditional treatment methods without any other intervention. The cycle is 3 months, with intervention twice a week, 30 minutes each time. Children's Depression Inventory (CDI), Beck Depression Inventory (BDI) scores, and Social Anxiety Scale for Adolescents (SAS) were used to record the patient's situation before and after the intervention to evaluate the patient's depression relief. Results The results showed that after 3 months of intervention, the average decrease in CDI scores of the 50 patients in the experimental group was significantly higher than that of the control group (p&lt;.01). The CDI scores of the experimental group decreased by an average of 4.2 points, while the CDI scores of the control group only decreased by 2.3 points. And the mean decreases in the BDI score and SAS score of the experimental group were 5.2 points and 4.8 points respectively, which were significantly better than the 3.1 points and 2.9 points of the control group (p&lt;.01). Discussion Research results show that after using VR intelligent sports games for intervention, the depressive symptoms of adolescent depression patients are significantly relieved, which can provide support for ensuring t","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":"146169690","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/sbag003.225
Xiaofei Wu
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
{"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&lt;.01). Regression analysis shows that the frequency of rational exploration in family interactions (β = 0.32, p&lt;.001), perception of campus justice atmosphere (β = 0.28, p&lt;.001), participation in social practice (β = 0.19, p&lt;.01), and empathy ability (β = 0.24, p&lt;.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&lt;.01), while the P300 latency was shorter (t = 2.89, p&lt;.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}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.074
Hongyu Zhang
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
随着社会竞争压力的不断加大，学生普遍存在焦虑、抑郁、情绪波动等心理问题，严重影响了学生的学习效率和生活质量。目前，学校心理干预主要以心理咨询和健康教育为主，形式单一，部分学生接受程度较低。歌剧声乐表演作为一种音乐、戏剧和情感表达相结合的综合艺术形式，具有强烈的情感共鸣和审美体验，可能对情绪调节有积极的作用。社区护理可以提供持续的、个性化的心理支持和健康指导。为探索艺术表达与社区支持相结合的干预新模式，本研究评估戏曲声乐表演与社区关怀相结合对学生心理调节能力的影响。方法选择2023年9月~ 2024年6月在校大学生200人作为研究对象，采用随机数字表法将其分为实验组（EG, n = 100）和对照组（CG, n = 100）。患儿接受常规心理健康教育，包括每月一次心理讲座和不定期的小组咨询。EG在常规教育的基础上，增加了歌剧声乐表演训练与社区护理的联合干预：在专业声乐教师和社区护士的共同指导下，每周进行两次歌剧片段学习和表演训练，每次60分钟，并配合社区护士开展每周一次的心理支持小组活动，持续16周。采用焦虑自评量表（SAS）和抑郁自评量表（SDS）评估干预前、干预后8周和干预后16周学生的心理状态。结果基线时，两组患者均无明显差异。两组SAS、SDS评分差异无统计学意义（p < 0.05）。干预16周后，EG的SAS评分降至（42.3±6.5）分，SDS评分降至（45.1±7.2）分；对照组SAS评分为（48.9±7.8）分，SDS评分为（50.6±8.4）分。EG的两项评分明显低于CG （p<.01）。心理症状缓解率方面，EG组焦虑症状缓解率为76.0%，抑郁症状缓解率为72.0%；CG组分别为51.0%和48.0%，EG组高于CG组（p<.001）。讨论戏曲、声乐表演结合社区护理可以改善学生的焦虑和抑郁，增强学生的心理调节能力，尤其对中、重度情绪困扰的学生效果更好。联合干预模式具有较强的可行性和可接受性，建议在学校和社区推广实施。进一步的工作可以探索不同表演形式和干预周期对长期心理健康的持续影响。
{"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&gt;.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&lt;.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&lt;.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}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.101
Jie Huang
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
{"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&lt;.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}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.266
Hongmei Wen
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
大学生是精神分裂症谱系相关思维障碍的高危人群，通常表现为逻辑松散、语言连贯和情境判断能力受损。目前的心理健康教育主要依靠主观问卷调查和静态访谈，限制了现实认知负荷下的动态识别和干预。虚拟模拟提供了一个可控的沉浸式评估环境，但其与心理健康教育协同使用的证据仍然有限。本研究构建并评估基于虚拟仿真的思维障碍评估与心理健康教育协同机制。方法从三所高校抽取220名大学生（平均年龄：20.4±1.3岁），根据心理风险筛查结果分为高危组（106例）和对照组（114例）。采用前测后测对照实验设计。在虚拟仿真平台上执行逻辑推理、情景决策和语言组织任务，收集响应时间、决策路径偏差率和语言一致性指标。在常规心理健康教育的基础上，高危组接受为期8周的虚拟模拟辅助干预，对照组只接受常规课程。采用思维障碍评估量表和心理健康问卷。采用t检验、方差分析和相关分析进行统计学分析，显著性水平设为p&；lt; 0.05。结果基线结果显示，高危组反应时间明显长于对照组（3.79±0.68 s vs. 2.91±0.64 s）。语言连贯指数（69.15±7.92 vs. 77.04±8.01,p<.001）显著降低。干预后高危组反应时间缩短18.7%，决策路径偏差率由22.14%降至15.03% （p= 0.001）。思维障碍量表总分下降11.86±3.94分（p . amp;lt;.001）。方差分析显示组间主效应显著（F = 19.62, p<）。001)，而没有观察到与性别或学年的显著相互作用。相关分析表明，语言连贯性的提高与思维障碍量表得分的降低之间存在显著的负相关（r = - 0.48, p<）。任务表现的改善与总体心理健康得分的增加之间存在显著的正相关（r = 0.52, p< 0.01）。干预后，课堂参与率和课程完成率分别提高了24.9%和19.8%。结果表明，在虚拟模拟情境下，思维障碍评估与心理健康教育相结合的协同机制可以有效识别大学生思维加工异常，显著改善高危个体的认知和心理健康结果。评价指标与干预效果显著相关，支持了评价-反馈-干预综合框架在校园心理健康教育中的实用价值。本研究为精神分裂症谱系相关思维障碍的早期识别和精准干预提供了新的途径。未来的研究应纳入多模式行为数据和纵向随访，以进一步验证该机制的稳定性和预测效用。基金编号：24C17。
{"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&lt;.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&lt;.001) and significantly lower language coherence indices (69.15 ± 7.92 vs. 77.04 ± 8.01, p&lt;.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&lt;.001). Analysis of variance revealed a significant main effect of group (F = 19.62, p&lt;.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&lt;.01), and a significant positive correlation between improvements in task performance and increases in overall mental health scores (r = 0.52, p&lt;.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}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.152
Xiaoming Zhang
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
{"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&gt;.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&lt;.001) and HAMA scores decreasing from 23.8 ± 4.1 to 9.3 ± 3.4 (p&lt;.001), both significantly lower than the control group. CD-RISC scores increased from 45.6 ± 6.7 to 72.8 ± 5.8 (p&lt;.001), significantly higher than the control group (p&lt;.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}
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