Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.167
Fenglin Wang
Background With accelerating population aging, geriatric mental health issues (depression, anxiety, cognitive impairments) are increasingly prominent. As frontline caregivers, nurses in elderly care institutions directly impact the elderly’s quality of life and rehabilitation through their recognition and intervention capabilities. However, systematic mental health training for this group remains insufficient in China, with no adequate empirical evidence on its effectiveness. Thus, this study uses structured nursing education to improve nurses’ ability to identify common geriatric mental disorders and their intervention confidence, and evaluates its practical impact on enhancing the elderly’s mental health outcomes. Methods A total of 240 nursing staff were recruited from 12 elderly care facilities and randomly divided into an educational intervention group (n = 120) and a routine training group (n = 120). The intervention group received specialized mental health training twice weekly for 8 weeks, covering symptom recognition, risk assessment, non-pharmacological interventions, and communication skills, while the control group only participated in the facilities’ regular training. Assessments were conducted using the Nurses’ Mental Health Recognition Scale (NS-MHRS) and Geriatric Mental Symptom Management Confidence Scale (GS-MCS) at pre-training (T0), post-training (T2), and 3 months post-training (T3). Meanwhile, 240 elderly individuals cared for by each group’s staff were randomly selected, with their mental health evaluated via the Geriatric Depression Scale-15 (GDS-15) and Mini-Mental State Examination (MMSE). Results Pre- and post-training assessments of nurses’ competence and elderly health in both groups showed significant effects (Table 1). As shown in Table 1, the intervention group demonstrated significant improvements: recognition accuracy increased from 62.4% ± 10.2% to 85.3% ± 8.7% (p<.001), and management confidence rose from 45.3 ± 6.8 to 68.9 ± 7.2 points (p<.001), with no significant changes observed in the control group. These enhanced capabilities directly contributed to improved health outcomes among the elderly: depressive symptoms decreased from 9.5 ± 3.2 to 6.8 ± 2.9 points (p<.001), and cognitive function increased from 24.1 ± 2.8 to 25.6 ± 2.5 points (p<.01), with both improvements being significantly greater than those in the control group. Discussion The 8-week structured nursing education effectively enhanced nursing staff’s capabilities in recognizing and intervening in mental health disorders in elderly care settings, and significantly improved the depressive symptoms and cognitive function of the elderly under their care. This indicates that systematic specialized training can be practically translated into higher-quality care practices, providing empirical support for promoting standardized mental health training in elderly care facilities. Future research may further optimize the train
{"title":"169. The role of nursing education IN enhancing the recognition and intervention capabilities for mental health disorders among the elderly population","authors":"Fenglin Wang","doi":"10.1093/schbul/sbag003.167","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.167","url":null,"abstract":"Background With accelerating population aging, geriatric mental health issues (depression, anxiety, cognitive impairments) are increasingly prominent. As frontline caregivers, nurses in elderly care institutions directly impact the elderly’s quality of life and rehabilitation through their recognition and intervention capabilities. However, systematic mental health training for this group remains insufficient in China, with no adequate empirical evidence on its effectiveness. Thus, this study uses structured nursing education to improve nurses’ ability to identify common geriatric mental disorders and their intervention confidence, and evaluates its practical impact on enhancing the elderly’s mental health outcomes. Methods A total of 240 nursing staff were recruited from 12 elderly care facilities and randomly divided into an educational intervention group (n = 120) and a routine training group (n = 120). The intervention group received specialized mental health training twice weekly for 8 weeks, covering symptom recognition, risk assessment, non-pharmacological interventions, and communication skills, while the control group only participated in the facilities’ regular training. Assessments were conducted using the Nurses’ Mental Health Recognition Scale (NS-MHRS) and Geriatric Mental Symptom Management Confidence Scale (GS-MCS) at pre-training (T0), post-training (T2), and 3 months post-training (T3). Meanwhile, 240 elderly individuals cared for by each group’s staff were randomly selected, with their mental health evaluated via the Geriatric Depression Scale-15 (GDS-15) and Mini-Mental State Examination (MMSE). Results Pre- and post-training assessments of nurses’ competence and elderly health in both groups showed significant effects (Table 1). As shown in Table 1, the intervention group demonstrated significant improvements: recognition accuracy increased from 62.4% ± 10.2% to 85.3% ± 8.7% (p&lt;.001), and management confidence rose from 45.3 ± 6.8 to 68.9 ± 7.2 points (p&lt;.001), with no significant changes observed in the control group. These enhanced capabilities directly contributed to improved health outcomes among the elderly: depressive symptoms decreased from 9.5 ± 3.2 to 6.8 ± 2.9 points (p&lt;.001), and cognitive function increased from 24.1 ± 2.8 to 25.6 ± 2.5 points (p&lt;.01), with both improvements being significantly greater than those in the control group. Discussion The 8-week structured nursing education effectively enhanced nursing staff’s capabilities in recognizing and intervening in mental health disorders in elderly care settings, and significantly improved the depressive symptoms and cognitive function of the elderly under their care. This indicates that systematic specialized training can be practically translated into higher-quality care practices, providing empirical support for promoting standardized mental health training in elderly care facilities. Future research may further optimize the train","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"10 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.097
Qingyue Kong
Background In the treatment of schizophrenia, traditional drug therapy has a bottleneck in improving patients’ emotional apathy, depression, and social withdrawal behavior. Physical rehabilitation resources are limited by space and manpower allocation, making it difficult to achieve high-frequency personalized training. Currently, computer network technology provides a controllable virtual interactive medium for mental rehabilitation, and by building a low social pressure digital environment, it is expected to become a new way to regulate patients’ psychological functions. Therefore, the study investigated the intervention efficacy of structured computer network environment on negative emotions and adaptive behaviors in patients with schizophrenia, in order to demonstrate the clinical value of digital methods in psychiatric adjuvant therapy. Methods 160 patients with chronic schizophrenia in a closed ward of a mental health center were selected as experimental subjects and divided into a network intervention group and a conventional control group, with 80 patients in each group. The control group maintained the original atypical antipsychotic drug treatment and routine nursing care. On this basis, the network intervention group entered a specially designed LAN virtual community rehabilitation system for training, including emotion recognition interactive games, network social scenario simulation, and cognitive task collaboration. The frequency was 5 times a week, each session lasting 60 minutes, with a continuous intervention period of 24 weeks. The study used the Positive and Negative Syndrome Scale (PANSS) to assess the severity of psychiatric symptoms, and introduced the Nurses’ Observation Scale for Inpatient Evaluation (NOSIE) and Self Rating Depression Scale (SDS) to evaluate patients’ hospitalization behavior and depressive mood, respectively. Results After 24 weeks of systematic intervention, experimental data showed that the online intervention group was significantly better than the conventional control group in improving emotional delay and enhancing positive social behavior. There was no statistically significant difference in baseline indicators between the two groups at the time of enrollment, but there were significant statistical differences in various indicators after intervention. Among them, the SDS depression index of the online intervention group decreased to 41.23 points, significantly lower than the control group’s 52.45 points, and the difference was statistically significant (p<.05). The instant feedback and achievement reward mechanism in the online environment effectively alleviate patients’ low mood. At the same time, the total score of NOSIE reflecting behavioral function reached 168.34 in the online intervention group, and the social interest factor score improved significantly, indicating that online virtual social training can gradually be transferred to the real environment, promoting the benign reshaping o
{"title":"98. The intervention effect of computer network environment on the emotions and behaviors of patients with schizophrenia","authors":"Qingyue Kong","doi":"10.1093/schbul/sbag003.097","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.097","url":null,"abstract":"Background In the treatment of schizophrenia, traditional drug therapy has a bottleneck in improving patients’ emotional apathy, depression, and social withdrawal behavior. Physical rehabilitation resources are limited by space and manpower allocation, making it difficult to achieve high-frequency personalized training. Currently, computer network technology provides a controllable virtual interactive medium for mental rehabilitation, and by building a low social pressure digital environment, it is expected to become a new way to regulate patients’ psychological functions. Therefore, the study investigated the intervention efficacy of structured computer network environment on negative emotions and adaptive behaviors in patients with schizophrenia, in order to demonstrate the clinical value of digital methods in psychiatric adjuvant therapy. Methods 160 patients with chronic schizophrenia in a closed ward of a mental health center were selected as experimental subjects and divided into a network intervention group and a conventional control group, with 80 patients in each group. The control group maintained the original atypical antipsychotic drug treatment and routine nursing care. On this basis, the network intervention group entered a specially designed LAN virtual community rehabilitation system for training, including emotion recognition interactive games, network social scenario simulation, and cognitive task collaboration. The frequency was 5 times a week, each session lasting 60 minutes, with a continuous intervention period of 24 weeks. The study used the Positive and Negative Syndrome Scale (PANSS) to assess the severity of psychiatric symptoms, and introduced the Nurses’ Observation Scale for Inpatient Evaluation (NOSIE) and Self Rating Depression Scale (SDS) to evaluate patients’ hospitalization behavior and depressive mood, respectively. Results After 24 weeks of systematic intervention, experimental data showed that the online intervention group was significantly better than the conventional control group in improving emotional delay and enhancing positive social behavior. There was no statistically significant difference in baseline indicators between the two groups at the time of enrollment, but there were significant statistical differences in various indicators after intervention. Among them, the SDS depression index of the online intervention group decreased to 41.23 points, significantly lower than the control group’s 52.45 points, and the difference was statistically significant (p&lt;.05). The instant feedback and achievement reward mechanism in the online environment effectively alleviate patients’ low mood. At the same time, the total score of NOSIE reflecting behavioral function reached 168.34 in the online intervention group, and the social interest factor score improved significantly, indicating that online virtual social training can gradually be transferred to the real environment, promoting the benign reshaping o","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"76 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.270
Kaisheng Chen
Background The repetitive behavior of patients with obsessive-compulsive disorder seriously affects their daily life functions, and existing intervention methods have problems such as low compliance and insufficient personalization. The mechanical interaction system, with its characteristics of instant feedback and situational adaptation, provides a new path for repetitive behavior intervention, but the relevant empirical effects have not been fully verified. Methods 60 patients with obsessive-compulsive disorder were selected and randomly divided into experimental group (n = 30) and control group (n = 30). The experimental group used a customized mechanical interaction system to intervene, blocking repetitive behaviors and guiding alternative behaviors in real time through the tactile feedback module, with daily intervention for 30 minutes for 8 weeks; the control group used conventional cognitive behavioral therapy Cognitive Behavioral Therapy (CBT), and the intervention duration and frequency were the same as the experimental group. The Yale-Brown Obsessive Compulsive Scale (Y-BOCS) repetitive behavior dimension score and frequency of repetitive behavior were used as the main evaluation indicators. Assessments were conducted before the intervention (T0), 4 weeks of intervention (T1), and 8 weeks of intervention (T2). SPSS 26.0 was used to conduct repeated measures analysis of variance. Results In Table 1, after intervention, both groups showed significant improvement in repetitive behavior indicators: intra group comparison showed that at T1 and T2, the Y-BOCS repetitive behavior score and daily frequency were significantly reduced compared to T0 (p<.05), and T2 was further reduced compared to T1 (p<.01); The scores of T2Y-BOCS repetitive behavior dimension and the decrease in daily frequency of repetitive behavior in the experimental group (54.0%, 73.3%) were both greater than those in the control group (35.7%, 46.5%), and the difference between the groups was statistically significant (p<.01); Moreover, the improvement of both indicators in the experimental group was better than that in the control group at T1, and the difference between the groups was statistically significant (p<.05). Discussion The intervention effect of mechanical interaction system on repetitive behavior in patients with obsessive-compulsive disorder is significantly better than that of conventional CBT. Its immediate tactile feedback mechanism can quickly block the repetitive behavior loop and improve intervention compliance. However, the sample size of the study is small and long-term effects have not been explored. In the future, it is necessary to expand the sample size for follow-up studies to further optimize the personalized adaptation function of the system.
{"title":"272. Research on the effectiveness of mechanical interactive system in intervening repetitive behaviors in patients with obsessive-compulsive disorder","authors":"Kaisheng Chen","doi":"10.1093/schbul/sbag003.270","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.270","url":null,"abstract":"Background The repetitive behavior of patients with obsessive-compulsive disorder seriously affects their daily life functions, and existing intervention methods have problems such as low compliance and insufficient personalization. The mechanical interaction system, with its characteristics of instant feedback and situational adaptation, provides a new path for repetitive behavior intervention, but the relevant empirical effects have not been fully verified. Methods 60 patients with obsessive-compulsive disorder were selected and randomly divided into experimental group (n = 30) and control group (n = 30). The experimental group used a customized mechanical interaction system to intervene, blocking repetitive behaviors and guiding alternative behaviors in real time through the tactile feedback module, with daily intervention for 30 minutes for 8 weeks; the control group used conventional cognitive behavioral therapy Cognitive Behavioral Therapy (CBT), and the intervention duration and frequency were the same as the experimental group. The Yale-Brown Obsessive Compulsive Scale (Y-BOCS) repetitive behavior dimension score and frequency of repetitive behavior were used as the main evaluation indicators. Assessments were conducted before the intervention (T0), 4 weeks of intervention (T1), and 8 weeks of intervention (T2). SPSS 26.0 was used to conduct repeated measures analysis of variance. Results In Table 1, after intervention, both groups showed significant improvement in repetitive behavior indicators: intra group comparison showed that at T1 and T2, the Y-BOCS repetitive behavior score and daily frequency were significantly reduced compared to T0 (p&lt;.05), and T2 was further reduced compared to T1 (p&lt;.01); The scores of T2Y-BOCS repetitive behavior dimension and the decrease in daily frequency of repetitive behavior in the experimental group (54.0%, 73.3%) were both greater than those in the control group (35.7%, 46.5%), and the difference between the groups was statistically significant (p&lt;.01); Moreover, the improvement of both indicators in the experimental group was better than that in the control group at T1, and the difference between the groups was statistically significant (p&lt;.05). Discussion The intervention effect of mechanical interaction system on repetitive behavior in patients with obsessive-compulsive disorder is significantly better than that of conventional CBT. Its immediate tactile feedback mechanism can quickly block the repetitive behavior loop and improve intervention compliance. However, the sample size of the study is small and long-term effects have not been explored. In the future, it is necessary to expand the sample size for follow-up studies to further optimize the personalized adaptation function of the system.","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"18 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.057
Jingwen Li, Yitong Lin
Background Psychological health education plays an important role in improving public psychological literacy and preventing psychological problems. However, the current education model generally suffers from problems such as insufficient cultural adaptability, single forms, and limited interactivity. Hakka culture, as an important branch of the Chinese nation, contains rich psychological adjustment resources such as collective identity, clan support, and folk song expression, and has natural psychological healing elements. At the same time, Artificial Intelligence Generated Content Technology (AIGC) has shown great potential in personalized interaction, situational simulation, and content creation. This study attempts to construct a new model of mental health education that integrates Hakka cultural psychological resources with AIGC interactive technology. By enhancing the cultural affinity, innovative forms, and precise intervention of educational content, it provides a practical path for promoting the localization and digital development of mental health education. Methods A total of 240 participants from two middle schools and two community service centers in Hakka residential areas were selected for the study and divided into an experimental group (n = 120) and a control group (n = 120). The experimental group received an 8-week "Hakka Culture+AIGC" dual module mental health education. The control group received routine mental health lectures and manual learning. The mental health knowledge scale (MHKS), general self-efficacy scale (GSES), and self-designed cultural identity and psychological adaptation questionnaire were used for evaluation before intervention (T0), after intervention (T1), and 2 months after intervention (T2). Meanwhile, semi-structured interviews were conducted with 30 participants in the experimental group. Perform repeated measures ANOVA using SPSS 26.0 and conduct thematic analysis on interview texts using Nvivo 12.0. Results At T0, there was no significant difference in the scores of the two groups (p>.05). At T1, the experimental group showed significantly higher scores in MHKS, GSES, and psychological adaptation compared to the control group (p<.01), with a significant increase in cultural identity (p<.001). At T2, the experimental group maintained an advantage in all scores, with a retention rate of 82.4% for mental health knowledge, which was higher than the control group's 58.6% (p<.01). The interview results showed that cultural resonance enhances participation motivation, with 89% of participants stating that Hakka stories and mountain songs evoke emotional resonance and are more actively engaged in psychological learning. AIGC immersive experience interaction improvement shows that 83% of participants believe that virtual situational role-playing helps with emotional expression and cognitive reconstruction. Technological empowerment promotes the integration of cultural heritage and p
{"title":"57. Innovation of psychological health education model combining Hakka culture and AIGC technology","authors":"Jingwen Li, Yitong Lin","doi":"10.1093/schbul/sbag003.057","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.057","url":null,"abstract":"Background Psychological health education plays an important role in improving public psychological literacy and preventing psychological problems. However, the current education model generally suffers from problems such as insufficient cultural adaptability, single forms, and limited interactivity. Hakka culture, as an important branch of the Chinese nation, contains rich psychological adjustment resources such as collective identity, clan support, and folk song expression, and has natural psychological healing elements. At the same time, Artificial Intelligence Generated Content Technology (AIGC) has shown great potential in personalized interaction, situational simulation, and content creation. This study attempts to construct a new model of mental health education that integrates Hakka cultural psychological resources with AIGC interactive technology. By enhancing the cultural affinity, innovative forms, and precise intervention of educational content, it provides a practical path for promoting the localization and digital development of mental health education. Methods A total of 240 participants from two middle schools and two community service centers in Hakka residential areas were selected for the study and divided into an experimental group (n = 120) and a control group (n = 120). The experimental group received an 8-week \"Hakka Culture+AIGC\" dual module mental health education. The control group received routine mental health lectures and manual learning. The mental health knowledge scale (MHKS), general self-efficacy scale (GSES), and self-designed cultural identity and psychological adaptation questionnaire were used for evaluation before intervention (T0), after intervention (T1), and 2 months after intervention (T2). Meanwhile, semi-structured interviews were conducted with 30 participants in the experimental group. Perform repeated measures ANOVA using SPSS 26.0 and conduct thematic analysis on interview texts using Nvivo 12.0. Results At T0, there was no significant difference in the scores of the two groups (p&gt;.05). At T1, the experimental group showed significantly higher scores in MHKS, GSES, and psychological adaptation compared to the control group (p&lt;.01), with a significant increase in cultural identity (p&lt;.001). At T2, the experimental group maintained an advantage in all scores, with a retention rate of 82.4% for mental health knowledge, which was higher than the control group's 58.6% (p&lt;.01). The interview results showed that cultural resonance enhances participation motivation, with 89% of participants stating that Hakka stories and mountain songs evoke emotional resonance and are more actively engaged in psychological learning. AIGC immersive experience interaction improvement shows that 83% of participants believe that virtual situational role-playing helps with emotional expression and cognitive reconstruction. Technological empowerment promotes the integration of cultural heritage and p","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"10 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.121
Xinchen Tu
Background With the global spread of Chinese language and culture, an increasing number of overseas students are participating in international Chinese language education programs. However, due to language pressure, cultural shock, differences in learning styles, and barriers in cross-cultural communication, these students often experience psychological problems that are latent, cumulative, and delayed. Social adaptation difficulties are frequently accompanied by anxiety, loneliness, interpersonal withdrawal, and learning burnout, while existing student management systems provide limited psychological support for learners from cross-cultural backgrounds. Therefore, it is essential to construct a mental health support system tailored to international Chinese language education students and to examine its effectiveness in promoting social adaptation and psychological well-being. Methods A mixed-methods research design combining quantitative tracking and qualitative interviews was adopted. A total of 186 international students enrolled in the School of International Chinese Language Education at a university were included and randomly assigned by residential area to a psychological support intervention group (n = 93) and a routine management group (n = 93). The intervention lasted ten weeks and consisted of three core components. The first component was language-culture integrated support, including tiered language tutoring, cross-cultural communication training, and cultural scenario-based experiential courses. The second component was the construction of a peer mutual-support network, which established a “peer pairing mechanism” between Chinese and international students and implemented group cooperative tasks. The third component focused on optimizing psychological services, with counselors and psychology instructors forming a support team to provide emotional screening, crisis warning, and individual counseling. Psychological health and social adaptation were assessed using a cross-cultural adaptation scale, a university mental health scale, and a learning engagement score. Additionally, semi-structured interviews were conducted to obtain students’ authentic experiences with the support system. Results After ten weeks of intervention, the psychological support group demonstrated significant improvements in emotional adaptation, learning adaptation, and interpersonal adaptation on the cross-cultural adaptation scale. The total score increased by 24.37% from baseline, substantially higher than the 9.54% improvement observed in the routine management group (p<.01). Psychological health also showed a marked improvement, with anxiety and loneliness scores decreasing by 31.42% and 27.83% respectively, both superior to the control group (p<.05). Learning engagement increased by 18.62%, significantly outperforming the control group (p<.01). Interview feedback indicated that language support and peer assistance were perceived as the
{"title":"122. Construction of a mental health support system for international chinese language education students and its impact on social adaptation","authors":"Xinchen Tu","doi":"10.1093/schbul/sbag003.121","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.121","url":null,"abstract":"Background With the global spread of Chinese language and culture, an increasing number of overseas students are participating in international Chinese language education programs. However, due to language pressure, cultural shock, differences in learning styles, and barriers in cross-cultural communication, these students often experience psychological problems that are latent, cumulative, and delayed. Social adaptation difficulties are frequently accompanied by anxiety, loneliness, interpersonal withdrawal, and learning burnout, while existing student management systems provide limited psychological support for learners from cross-cultural backgrounds. Therefore, it is essential to construct a mental health support system tailored to international Chinese language education students and to examine its effectiveness in promoting social adaptation and psychological well-being. Methods A mixed-methods research design combining quantitative tracking and qualitative interviews was adopted. A total of 186 international students enrolled in the School of International Chinese Language Education at a university were included and randomly assigned by residential area to a psychological support intervention group (n = 93) and a routine management group (n = 93). The intervention lasted ten weeks and consisted of three core components. The first component was language-culture integrated support, including tiered language tutoring, cross-cultural communication training, and cultural scenario-based experiential courses. The second component was the construction of a peer mutual-support network, which established a “peer pairing mechanism” between Chinese and international students and implemented group cooperative tasks. The third component focused on optimizing psychological services, with counselors and psychology instructors forming a support team to provide emotional screening, crisis warning, and individual counseling. Psychological health and social adaptation were assessed using a cross-cultural adaptation scale, a university mental health scale, and a learning engagement score. Additionally, semi-structured interviews were conducted to obtain students’ authentic experiences with the support system. Results After ten weeks of intervention, the psychological support group demonstrated significant improvements in emotional adaptation, learning adaptation, and interpersonal adaptation on the cross-cultural adaptation scale. The total score increased by 24.37% from baseline, substantially higher than the 9.54% improvement observed in the routine management group (p&lt;.01). Psychological health also showed a marked improvement, with anxiety and loneliness scores decreasing by 31.42% and 27.83% respectively, both superior to the control group (p&lt;.05). Learning engagement increased by 18.62%, significantly outperforming the control group (p&lt;.01). Interview feedback indicated that language support and peer assistance were perceived as the ","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"181 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-13DOI: 10.1093/schbul/sbag003.135
Ling Li
Background Clinical outcomes of adolescent anxiety disorders vary widely, with about 25% developing persistent anxiety or comorbid depression within 2 ~ 3 years. Early identification of psychological and neurophysiological markers predicting symptom worsening is essential for targeted intervention. Evidence indicates that anxiety involves dysfunction in emotional processing and attention regulation, driven by prefrontal-limbic imbalance. Piano training, as an active music-based intervention, may enhance autonomic stability through rhythm engagement and emotional expression. Therefore, this study introduced structured piano training into routine psychological care to explore the impact of this piano training intervention on anxiety symptoms and heart rate variability (HRV) in adolescents, providing empirical support for early non-pharmacological intervention for anxiety disorders. Methods This study included 120 clinically diagnosed adolescents with anxiety disorders, aged 13-18 years, who were randomly divided into an experimental group (n = 60) and a control group (n = 60). Both groups received routine care, including psychological counseling, sleep and exercise management. The experimental group received an additional 8-week piano training intervention, three times a week for 45 minutes each time. Psychological assessments were conducted before and after the intervention using the Self-Rating Anxiety Scale (SAS) and the State–Trait Anxiety Inventory (STAI). Standard Deviation of Normal to Normal Intervals (SDNN) was also collected. Data were statistically analyzed using SPSS 26.0. Paired t-tests were used for within-group comparisons, and independent samples t-tests were used for between-group comparisons. A p< .05 was considered statistically significant. Results The changes in various indicators before and after the intervention in both groups are shown in Table 1. After the intervention, the SAS score in the experimental group significantly decreased from 62.8 ± 5.9 to 45.6 ± 4.3, the STAI state anxiety score decreased from 61.3 ± 6.2 to 42.1 ± 5.0, and the trait anxiety score decreased from 58.7 ± 5.8 to 41.4 ± 4.7. All scores were significantly lower than the corresponding values in the control group (p<.001). HRV analysis showed that the SDNN in the experimental group increased from 92.3 ± 11.6 ms to 116.8 ± 12.5 ms (p<.001). Discussion Nursing interventions integrating piano training can effectively reduce the psychological anxiety level and improve autonomic nervous function in adolescents with anxiety disorders. The results suggest that the combined effect of music rhythm and emotion regulation can promote the positive remodeling of prefrontal-limbic neural circuits, thereby achieving psychological stability and physical relaxation. This method can serve as an auxiliary intervention in the psychological care of adolescents in schools and communities. Future research can further explore the mechanism of personalized
{"title":"136. A study on the impact of nursing interventions integrating piano training on anxiety disorders in adolescents","authors":"Ling Li","doi":"10.1093/schbul/sbag003.135","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.135","url":null,"abstract":"Background Clinical outcomes of adolescent anxiety disorders vary widely, with about 25% developing persistent anxiety or comorbid depression within 2 ~ 3 years. Early identification of psychological and neurophysiological markers predicting symptom worsening is essential for targeted intervention. Evidence indicates that anxiety involves dysfunction in emotional processing and attention regulation, driven by prefrontal-limbic imbalance. Piano training, as an active music-based intervention, may enhance autonomic stability through rhythm engagement and emotional expression. Therefore, this study introduced structured piano training into routine psychological care to explore the impact of this piano training intervention on anxiety symptoms and heart rate variability (HRV) in adolescents, providing empirical support for early non-pharmacological intervention for anxiety disorders. Methods This study included 120 clinically diagnosed adolescents with anxiety disorders, aged 13-18 years, who were randomly divided into an experimental group (n = 60) and a control group (n = 60). Both groups received routine care, including psychological counseling, sleep and exercise management. The experimental group received an additional 8-week piano training intervention, three times a week for 45 minutes each time. Psychological assessments were conducted before and after the intervention using the Self-Rating Anxiety Scale (SAS) and the State–Trait Anxiety Inventory (STAI). Standard Deviation of Normal to Normal Intervals (SDNN) was also collected. Data were statistically analyzed using SPSS 26.0. Paired t-tests were used for within-group comparisons, and independent samples t-tests were used for between-group comparisons. A p&lt; .05 was considered statistically significant. Results The changes in various indicators before and after the intervention in both groups are shown in Table 1. After the intervention, the SAS score in the experimental group significantly decreased from 62.8 ± 5.9 to 45.6 ± 4.3, the STAI state anxiety score decreased from 61.3 ± 6.2 to 42.1 ± 5.0, and the trait anxiety score decreased from 58.7 ± 5.8 to 41.4 ± 4.7. All scores were significantly lower than the corresponding values in the control group (p&lt;.001). HRV analysis showed that the SDNN in the experimental group increased from 92.3 ± 11.6 ms to 116.8 ± 12.5 ms (p&lt;.001). Discussion Nursing interventions integrating piano training can effectively reduce the psychological anxiety level and improve autonomic nervous function in adolescents with anxiety disorders. The results suggest that the combined effect of music rhythm and emotion regulation can promote the positive remodeling of prefrontal-limbic neural circuits, thereby achieving psychological stability and physical relaxation. This method can serve as an auxiliary intervention in the psychological care of adolescents in schools and communities. Future research can further explore the mechanism of personalized","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"15 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169895","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/sbag003.127
Chang Liu
Background The advent of the globalized economy has promoted the rapid development of cross-border educational exchanges, and the scale of the international student group has continued to expand. In an environment where there is a language barrier, daily communication becomes the main bottleneck for international students to integrate into the local society, which intensifies their social anxiety and sense of loneliness. For this reason, real-time speech recognition and translation technology have become potential intervention tools. To alleviate the social anxiety of international students, this study combines speech recognition real-time translation technology to intervene in the language barriers of international students in real social scenarios, and records and analyzes the changes in their anxiety levels. Methods The study selected 46 international students from different countries as subjects, whose ages ranged from 18 to 30. The study divided it into two groups, Group A and Group B, and implemented different intervention measures for the students in the two groups. Group A students participated in an eight-week daily conversation training using real-time translation devices based on speech recognition, while Group B received traditional language courses without using any translation AIDS. During the experiment, the social situations and anxiety levels of the two groups of students were recorded every week. The frequency of social interaction, the duration of conversations and the number of communication partners are used as assessment indicators of social ability. Teachers conduct blind evaluations of their social performance, with scores ranging from 1 to 5. The higher the score, the better the social performance. Anxiety levels are evaluated using the Hamilton Anxiety Scale (HAMA). Results The changes in social performance and anxiety levels of the two groups of students during the experiment are shown in Fig. 1. As can be seen from Fig. 1 (a), the social performance scores of students in group A steadily increased over time. The average score in the eighth week reached 4.3 points, which was significantly higher than that of students in group B at the same period, which was 2.8 points. The difference was statistically significant (p<.05). Fig. 1 (b) shows that the HAMA score of group A decreased from 21.2 points at baseline to 12.6 points at week 8, while that of group B only dropped from 20.9 points to 17.3 points. The anxiety level in group A was relieved more significantly, and the difference between the groups was statistically significant (p<.05). Discussion The research results show that the real-time translation technology of speech recognition can effectively alleviate the anxiety of international students in cross-language social interaction and significantly enhance their social participation ability. Current research only focuses on short-term intervention effects and has not yet examined the possible long-term
{"title":"128. The intervention of real-time speech recognition translation for social anxiety disorders among international students","authors":"Chang Liu","doi":"10.1093/schbul/sbag003.127","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.127","url":null,"abstract":"Background The advent of the globalized economy has promoted the rapid development of cross-border educational exchanges, and the scale of the international student group has continued to expand. In an environment where there is a language barrier, daily communication becomes the main bottleneck for international students to integrate into the local society, which intensifies their social anxiety and sense of loneliness. For this reason, real-time speech recognition and translation technology have become potential intervention tools. To alleviate the social anxiety of international students, this study combines speech recognition real-time translation technology to intervene in the language barriers of international students in real social scenarios, and records and analyzes the changes in their anxiety levels. Methods The study selected 46 international students from different countries as subjects, whose ages ranged from 18 to 30. The study divided it into two groups, Group A and Group B, and implemented different intervention measures for the students in the two groups. Group A students participated in an eight-week daily conversation training using real-time translation devices based on speech recognition, while Group B received traditional language courses without using any translation AIDS. During the experiment, the social situations and anxiety levels of the two groups of students were recorded every week. The frequency of social interaction, the duration of conversations and the number of communication partners are used as assessment indicators of social ability. Teachers conduct blind evaluations of their social performance, with scores ranging from 1 to 5. The higher the score, the better the social performance. Anxiety levels are evaluated using the Hamilton Anxiety Scale (HAMA). Results The changes in social performance and anxiety levels of the two groups of students during the experiment are shown in Fig. 1. As can be seen from Fig. 1 (a), the social performance scores of students in group A steadily increased over time. The average score in the eighth week reached 4.3 points, which was significantly higher than that of students in group B at the same period, which was 2.8 points. The difference was statistically significant (p&lt;.05). Fig. 1 (b) shows that the HAMA score of group A decreased from 21.2 points at baseline to 12.6 points at week 8, while that of group B only dropped from 20.9 points to 17.3 points. The anxiety level in group A was relieved more significantly, and the difference between the groups was statistically significant (p&lt;.05). Discussion The research results show that the real-time translation technology of speech recognition can effectively alleviate the anxiety of international students in cross-language social interaction and significantly enhance their social participation ability. Current research only focuses on short-term intervention effects and has not yet examined the possible long-term ","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"10 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169438","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/sbag003.056
Zhaoxi Xu
Background Depression is increasingly prevalent among college students, and English majors face heightened risks due to intensive language training, cross-cultural adaptation pressures, and career uncertainties. Physical exercise, particularly aerobic activities, has been proven to alleviate depressive symptoms. However, intervention studies targeting specific academic populations—especially those exploring underlying psychological mechanisms—remain scarce. This research therefore focuses on English majors, examining the psychological pathways through which regular running improves depressive mood. The study aims to provide empirical support and tailored strategies for promoting mental health among English majors. Methods A randomized controlled trial was conducted. Eighty-four English majors with a Self-rating Depression Scale (SDS) score ≥ 53 were recruited and randomly assigned to an experimental group (n = 42) or a control group (n = 42). Both groups received general mental health education. The experimental group additionally completed an 8-week running intervention: 30-40 minutes of moderate-intensity running (60%-75% of maximum heart rate), three times per week, with supervised attendance. The control group maintained their usual routines. Assessments using the SDS, Beck Depression Inventory-II (BDI-II), and Connor-Davidson Resilience Scale (CD-RISC) were conducted at baseline (T0) and post-intervention (T1). Data were analyzed with repeated-measures ANOVA via SPSS 26.0 Twenty experimental participants were interviewed post-intervention; data were analyzed thematically. Results Repeated-measures ANOVA revealed significant time-by-group interactions for both SDS and BDI-II scores (p<.001). Simple effects analysis showed that at T1, the experimental group had significantly lower SDS (M = 47.3, SD = 6.5) and BDI-II scores (M = 14.2, SD = 4.1) than the control group (SDS M = 56.8, SD = 7.2; BDI-II M = 21.5, SD = 5.3), p<.001. The experimental group ' s resilience score also increased significantly (p<.01), while the control group showed no change. The interview analysis identified several key themes. First is the “restoration of self-control,” with 90% of respondents indicating that completing their running plans boosted their confidence in managing daily routines. Second is the “interruption of negative thoughts,” as 85% of students mentioned that the focus required during running helped them temporarily escape academic rumination and anxiety. Additionally, “alleviation of somatic symptoms” emerged, with 80% of students reporting improved sleep quality and reduced fatigue, which in turn elevated their overall emotional state. Discussion Research confirms that an 8-week program of regular running effectively alleviates depressive symptoms among English majors while simultaneously enhancing their psychological resilience. The mechanism of action may involve: rebuilding a sense of life control and self-efficacy through consi
{"title":"56. Running exercise on depressive mood in english major college students","authors":"Zhaoxi Xu","doi":"10.1093/schbul/sbag003.056","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.056","url":null,"abstract":"Background Depression is increasingly prevalent among college students, and English majors face heightened risks due to intensive language training, cross-cultural adaptation pressures, and career uncertainties. Physical exercise, particularly aerobic activities, has been proven to alleviate depressive symptoms. However, intervention studies targeting specific academic populations—especially those exploring underlying psychological mechanisms—remain scarce. This research therefore focuses on English majors, examining the psychological pathways through which regular running improves depressive mood. The study aims to provide empirical support and tailored strategies for promoting mental health among English majors. Methods A randomized controlled trial was conducted. Eighty-four English majors with a Self-rating Depression Scale (SDS) score ≥ 53 were recruited and randomly assigned to an experimental group (n = 42) or a control group (n = 42). Both groups received general mental health education. The experimental group additionally completed an 8-week running intervention: 30-40 minutes of moderate-intensity running (60%-75% of maximum heart rate), three times per week, with supervised attendance. The control group maintained their usual routines. Assessments using the SDS, Beck Depression Inventory-II (BDI-II), and Connor-Davidson Resilience Scale (CD-RISC) were conducted at baseline (T0) and post-intervention (T1). Data were analyzed with repeated-measures ANOVA via SPSS 26.0 Twenty experimental participants were interviewed post-intervention; data were analyzed thematically. Results Repeated-measures ANOVA revealed significant time-by-group interactions for both SDS and BDI-II scores (p&lt;.001). Simple effects analysis showed that at T1, the experimental group had significantly lower SDS (M = 47.3, SD = 6.5) and BDI-II scores (M = 14.2, SD = 4.1) than the control group (SDS M = 56.8, SD = 7.2; BDI-II M = 21.5, SD = 5.3), p&lt;.001. The experimental group ' s resilience score also increased significantly (p&lt;.01), while the control group showed no change. The interview analysis identified several key themes. First is the “restoration of self-control,” with 90% of respondents indicating that completing their running plans boosted their confidence in managing daily routines. Second is the “interruption of negative thoughts,” as 85% of students mentioned that the focus required during running helped them temporarily escape academic rumination and anxiety. Additionally, “alleviation of somatic symptoms” emerged, with 80% of students reporting improved sleep quality and reduced fatigue, which in turn elevated their overall emotional state. Discussion Research confirms that an 8-week program of regular running effectively alleviates depressive symptoms among English majors while simultaneously enhancing their psychological resilience. The mechanism of action may involve: rebuilding a sense of life control and self-efficacy through consi","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"207 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169442","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/sbag003.164
Guoyuan Zhang
Background Due to heavy academic burdens, uncertain career prospects, and strict industry ethical standards, law students often face high psychological stress, which can easily lead to depression. Thus, providing timely psychological counseling for them is crucial. A fusion model combining Cognitive Behavioral Intervention with regular classroom teaching can enhance emotional regulation and social adaptation by adjusting negative thinking, improving stress coping skills, and promoting classroom interaction. This study systematically analyzed the impact of this combined approach on students’ mental health using standardized psychological tools and the depression symptom method, focusing on its effectiveness in reducing anxiety, depressive moods, and improving self-regulation, providing empirical evidence for promoting early non-drug interventions. Methods A total of 120 undergraduate students majoring in law who met the diagnostic criteria for depression in the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition) (DSM-5) were included in the study. The participants ranged in age from 18 to 25 years old. Participants were randomly divided into an intervention group (n = 60) and a control group (n = 60). The intervention group received a 12-week integrated intervention program of “cognitive behavioral intervention combined with classroom teaching.” The intervention is conducted in the regular course of Legal Professional Ethics, once a week for 90 minutes each time, for a total of 12 sessions. The control group only received regular teaching of “Legal Professional Ethics” course with the same class hours. The study used the State Trait Anxiety Inventory (STAI) and Beck Depression Inventory II, Second Edition (BDI-II) to measure before and after intervention (week 12). Statistical analysis was conducted using repeated measures analysis of variance, with a significance level set at p<.05. Results The experimental results are shown in Table 1. It can be seen from Table 1 that the total score of STAI-S in the intervention group decreased from 49.3 ± 5.2 before the intervention to 30.1 ± 4.5 after the intervention, which was significantly better than that in the control group (p<.001). The total score of STAI-S in the control group did not change significantly before and after the intervention (p>.05). The total score of BDI-II in the intervention group showed that depressive symptoms were alleviated, decreasing from 28.5 ± 6.0 before the intervention to 22.4 ± 6.5 after the intervention. The total score after the intervention was significantly better than that of the control group (p<.001). Discussion Research on the use of CBI combined with regular classroom teaching to explore its impact on the mental health of law students with depression. After the 12-week intervention, the data showed that participants who received the fusion intervention exhibited statistically significant and clinically significant imp
{"title":"166. The impact of cognitive behavioral intervention combined with classroom teaching on the mental health of students with depression","authors":"Guoyuan Zhang","doi":"10.1093/schbul/sbag003.164","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.164","url":null,"abstract":"Background Due to heavy academic burdens, uncertain career prospects, and strict industry ethical standards, law students often face high psychological stress, which can easily lead to depression. Thus, providing timely psychological counseling for them is crucial. A fusion model combining Cognitive Behavioral Intervention with regular classroom teaching can enhance emotional regulation and social adaptation by adjusting negative thinking, improving stress coping skills, and promoting classroom interaction. This study systematically analyzed the impact of this combined approach on students’ mental health using standardized psychological tools and the depression symptom method, focusing on its effectiveness in reducing anxiety, depressive moods, and improving self-regulation, providing empirical evidence for promoting early non-drug interventions. Methods A total of 120 undergraduate students majoring in law who met the diagnostic criteria for depression in the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition) (DSM-5) were included in the study. The participants ranged in age from 18 to 25 years old. Participants were randomly divided into an intervention group (n = 60) and a control group (n = 60). The intervention group received a 12-week integrated intervention program of “cognitive behavioral intervention combined with classroom teaching.” The intervention is conducted in the regular course of Legal Professional Ethics, once a week for 90 minutes each time, for a total of 12 sessions. The control group only received regular teaching of “Legal Professional Ethics” course with the same class hours. The study used the State Trait Anxiety Inventory (STAI) and Beck Depression Inventory II, Second Edition (BDI-II) to measure before and after intervention (week 12). Statistical analysis was conducted using repeated measures analysis of variance, with a significance level set at p&lt;.05. Results The experimental results are shown in Table 1. It can be seen from Table 1 that the total score of STAI-S in the intervention group decreased from 49.3 ± 5.2 before the intervention to 30.1 ± 4.5 after the intervention, which was significantly better than that in the control group (p&lt;.001). The total score of STAI-S in the control group did not change significantly before and after the intervention (p&gt;.05). The total score of BDI-II in the intervention group showed that depressive symptoms were alleviated, decreasing from 28.5 ± 6.0 before the intervention to 22.4 ± 6.5 after the intervention. The total score after the intervention was significantly better than that of the control group (p&lt;.001). Discussion Research on the use of CBI combined with regular classroom teaching to explore its impact on the mental health of law students with depression. After the 12-week intervention, the data showed that participants who received the fusion intervention exhibited statistically significant and clinically significant imp","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"15 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169501","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/sbag003.084
Siting Yu
Background Depression is a leading cause of global disability. While effective, conventional treatments face challenges like low adherence and stigma. Recent studies in environmental psychology increasingly emphasize the positive role of natural environments in emotional recovery. Intangible Cultural Heritage (ICH) elements, which embody profound cultural memory and emotional resonance, can be integrated into landscape design to enhance spiritual belonging and emotional regulation. However, existing designs often remain aesthetic-focused, lacking systematic validation for their efficacy in depressed populations. This study explored the effect of ICH-integrated landscape design on the emotional state of depressed patients, to provide empirical evidence for culturally therapeutic environmental design. Methods A total of 120 patients meeting the ICD-10 criteria for a depressive episode were recruited and randomly assigned to Group A (n = 60) or Group B (n = 60). Group A engaged in sitting and walking activities for 30 minutes, three times per week, within a landscape environment incorporating ICH elements (e.g., traditional patterns, local plants, folk motifs). Group B performed the same activities for an identical duration in an ordinary urban park. The intervention period lasted 8 weeks. The Hamilton Depression Rating Scale (HAMD), the Positive and Negative Affect Schedule (PANAS), and the high-frequency power of Heart Rate Variability (HRV) were used as assessment tools at baseline and week 8. Analysis of Covariance (ANCOVA) was employed to control for baseline scores and compare the post-intervention effects between the two groups. Results ANCOVA results revealed significant between-group differences after the 8-week intervention in HAMD scores (F(1, 117) = 35.42, p<.001), PANAS positive affect scores (F(1, 117) = 28.15, p<.001), and HRV high-frequency power (F(1, 117) = 22.73, p<.001). As shown in Table 1, the improvement in all indicators was significantly greater in Group A compared to Group B. Discussion Landscape design integrating intangible cultural heritage (ICH) elements is more effective than standard urban parks in alleviating depressive symptoms, enhancing positive emotions, and regulating autonomic function. Drawing on environmental psychology and cultural identity theories, its mechanism likely involves the familiar cultural symbols and collective memory of ICH, which can evoke cultural belonging and foster positive emotional connections, thereby reducing psychological alienation and negative rumination. These results indicate that such design functions as a culturally informed therapeutic medium, offering a novel non-pharmacological intervention pathway for depression. Funding No. 2022KY1711; No. 2022JGB503.
{"title":"84. Landscape design integrating intangible cultural heritage elements with psychological healing functions on emotional recovery in patients with depression","authors":"Siting Yu","doi":"10.1093/schbul/sbag003.084","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.084","url":null,"abstract":"Background Depression is a leading cause of global disability. While effective, conventional treatments face challenges like low adherence and stigma. Recent studies in environmental psychology increasingly emphasize the positive role of natural environments in emotional recovery. Intangible Cultural Heritage (ICH) elements, which embody profound cultural memory and emotional resonance, can be integrated into landscape design to enhance spiritual belonging and emotional regulation. However, existing designs often remain aesthetic-focused, lacking systematic validation for their efficacy in depressed populations. This study explored the effect of ICH-integrated landscape design on the emotional state of depressed patients, to provide empirical evidence for culturally therapeutic environmental design. Methods A total of 120 patients meeting the ICD-10 criteria for a depressive episode were recruited and randomly assigned to Group A (n = 60) or Group B (n = 60). Group A engaged in sitting and walking activities for 30 minutes, three times per week, within a landscape environment incorporating ICH elements (e.g., traditional patterns, local plants, folk motifs). Group B performed the same activities for an identical duration in an ordinary urban park. The intervention period lasted 8 weeks. The Hamilton Depression Rating Scale (HAMD), the Positive and Negative Affect Schedule (PANAS), and the high-frequency power of Heart Rate Variability (HRV) were used as assessment tools at baseline and week 8. Analysis of Covariance (ANCOVA) was employed to control for baseline scores and compare the post-intervention effects between the two groups. Results ANCOVA results revealed significant between-group differences after the 8-week intervention in HAMD scores (F(1, 117) = 35.42, p&lt;.001), PANAS positive affect scores (F(1, 117) = 28.15, p&lt;.001), and HRV high-frequency power (F(1, 117) = 22.73, p&lt;.001). As shown in Table 1, the improvement in all indicators was significantly greater in Group A compared to Group B. Discussion Landscape design integrating intangible cultural heritage (ICH) elements is more effective than standard urban parks in alleviating depressive symptoms, enhancing positive emotions, and regulating autonomic function. Drawing on environmental psychology and cultural identity theories, its mechanism likely involves the familiar cultural symbols and collective memory of ICH, which can evoke cultural belonging and foster positive emotional connections, thereby reducing psychological alienation and negative rumination. These results indicate that such design functions as a culturally informed therapeutic medium, offering a novel non-pharmacological intervention pathway for depression. Funding No. 2022KY1711; No. 2022JGB503.","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"101 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169544","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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