Pub Date : 2025-02-18DOI: 10.1093/schbul/sbaf007.077
Jinsha Zhao, Sha Wu, Jiaxin Du*
Background With the intensification of social competition and the acceleration of people’s pace of life, college students are facing unprecedented pressure. According to relevant survey data in China, over 70% of college students experience varying degrees of psychological pressure, with about 20% of students having significant psychological disorders. Psychological pressure and obstacles not only affect the learning, life, and interpersonal communication of college students, but may also have a negative impact on their future development. Psychological counseling, as an effective psychological intervention method, has achieved good results in helping individuals cope with psychological stress. In this context, the study aims to explore the positive intervention effect of psychological counseling strategies combined with social support on stress disorders in college students, with the hope of providing new ideas and methods for the intervention of psychological stress disorders in college students. Methods This study involved 200 college students with stress disorders, divided equally into an experimental group and a control group, with 100 participants in each group. Before the experiment, a comprehensive psychological assessment was conducted using the “Self Rating Scale for Stress Disorders in College Students”, with a scoring range of [0,5]. The higher the score, the more severe the stress disorder. The experimental group adopted a psychological counseling strategy combined with social support for a period of 8 weeks. Two weeks before the experiment, psychological counselors had one-on-one conversations with college students twice a week for 60 minutes each time to understand background information and establish trust. During weeks 3-8, develop personalized plans based on evaluations, encourage participation in club activities, and incorporate cognitive-behavioral therapy and teaching coping skills. During weeks 4-7, provide the experimental group of college students with 30 minutes communication support with family and friends every 2 weeks. The control group used the same psychological counseling strategy as the experimental group, but did not involve social support interventions. The counseling frequency was once a week, 60 minutes each time, lasting for 8 weeks. Results The pre intervention stress disorder score of the experimental group was 3.5 ± 0.6 points, and the post intervention stress disorder score was 2.1 ± 0.4 points. The difference before and after intervention was statistically significant (P<0.01). The pre intervention stress disorder score of the control group was 3.6 ± 0.5, and the post intervention stress disorder score was 2.8 ± 0.5. The difference before and after intervention was statistically significant (P<0.01). After intervention, the stress disorder scores of the experimental group and the control group showed statistical significance (P<0.01). Discussion The psychological counseling strategy c
{"title":"77 THE POSITIVE INTERVENTION EFFECT OF PSYCHOLOGICAL COUNSELING STRATEGIES COMBINED WITH SOCIAL SUPPORT ON STRESS DISORDERS IN COLLEGE STUDENTS","authors":"Jinsha Zhao, Sha Wu, Jiaxin Du*","doi":"10.1093/schbul/sbaf007.077","DOIUrl":"https://doi.org/10.1093/schbul/sbaf007.077","url":null,"abstract":"Background With the intensification of social competition and the acceleration of people’s pace of life, college students are facing unprecedented pressure. According to relevant survey data in China, over 70% of college students experience varying degrees of psychological pressure, with about 20% of students having significant psychological disorders. Psychological pressure and obstacles not only affect the learning, life, and interpersonal communication of college students, but may also have a negative impact on their future development. Psychological counseling, as an effective psychological intervention method, has achieved good results in helping individuals cope with psychological stress. In this context, the study aims to explore the positive intervention effect of psychological counseling strategies combined with social support on stress disorders in college students, with the hope of providing new ideas and methods for the intervention of psychological stress disorders in college students. Methods This study involved 200 college students with stress disorders, divided equally into an experimental group and a control group, with 100 participants in each group. Before the experiment, a comprehensive psychological assessment was conducted using the “Self Rating Scale for Stress Disorders in College Students”, with a scoring range of [0,5]. The higher the score, the more severe the stress disorder. The experimental group adopted a psychological counseling strategy combined with social support for a period of 8 weeks. Two weeks before the experiment, psychological counselors had one-on-one conversations with college students twice a week for 60 minutes each time to understand background information and establish trust. During weeks 3-8, develop personalized plans based on evaluations, encourage participation in club activities, and incorporate cognitive-behavioral therapy and teaching coping skills. During weeks 4-7, provide the experimental group of college students with 30 minutes communication support with family and friends every 2 weeks. The control group used the same psychological counseling strategy as the experimental group, but did not involve social support interventions. The counseling frequency was once a week, 60 minutes each time, lasting for 8 weeks. Results The pre intervention stress disorder score of the experimental group was 3.5 ± 0.6 points, and the post intervention stress disorder score was 2.1 ± 0.4 points. The difference before and after intervention was statistically significant (P&lt;0.01). The pre intervention stress disorder score of the control group was 3.6 ± 0.5, and the post intervention stress disorder score was 2.8 ± 0.5. The difference before and after intervention was statistically significant (P&lt;0.01). After intervention, the stress disorder scores of the experimental group and the control group showed statistical significance (P&lt;0.01). Discussion The psychological counseling strategy c","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"13 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143435036","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 : 2025-02-18DOI: 10.1093/schbul/sbaf007.002
Jianbin Cao
Background Schizophrenia, as a serious mental disorder, has a profound impact on the psychological health and social functioning of patients. Traditional medication treatment ignores the psychological health of patients and affects their comprehensive recovery. In recent years, the application of positive psychology theory in mental health education has gradually received attention. Related studies have shown that interventions guided by positive psychology theory can effectively enhance the happiness and motivation of patients with schizophrenia, improve their health status, and reduce the incidence of depression and disease recurrence. Therefore, the study mainly explored the application effect of positive psychology health education in the rehabilitation nursing of patients with schizophrenia. Methods The study selected 100 schizophrenia patients recruited from a certain hospital from January 2023 to June 2023 as research subjects, and divided them into an experimental group and a control group, with 50 cases in each group. The control group only received conventional psychiatric medication treatment, while the experimental group added 2 sessions of positive psychology education courses per week on top of the control group, with each session lasting 45 minutes. Among them, psychological therapy courses mainly include positive emotions, personal strengths and virtues, interpersonal relationships, happiness and life satisfaction, meaning and goals, etc. The treatment period is 14 weeks, and the life satisfaction scale, Scale for the Assessment of Positive Symptoms (SAPS), and Scale for the Assessment of Negative Symptoms (SANS) are used as evaluation criteria before and after treatment. Results The experimental results can be obtained from the life satisfaction, SAPS, and SANS scale scores of schizophrenia patients in the experimental and control groups before and after a 14-week intervention treatment. The experimental group using positive psychology education curriculum therapy showed significant improvements in life satisfaction, SAPS, and SANS scale scores, and the improvement effect was significantly better than that of the control group. Among them, in the early stage of intervention, the life satisfaction scale score of the experimental group was 62.89 ± 5.87 points, which increased to 69.37 ± 2.11 points after intervention, and there was a statistical difference between the two (P<0.05). At the same time, the SAPS score of the experimental group was significantly reduced before and after intervention, with a certain statistical significance (P<0.05), while the SANS score was significantly improved, with statistical differences (P<0.05). In addition, in the inter group comparison, the experimental group showed certain optimization effects on the scores of various scales after intervention compared to the control group. Discussion The research results indicate that through the intervention of positive psychology educat
{"title":"2 THE IMPROVEMENT OF SCHIZOPHRENIA PATIENTS UNDER POSITIVE PSYCHOLOGY MENTAL HEALTH EDUCATION","authors":"Jianbin Cao","doi":"10.1093/schbul/sbaf007.002","DOIUrl":"https://doi.org/10.1093/schbul/sbaf007.002","url":null,"abstract":"Background Schizophrenia, as a serious mental disorder, has a profound impact on the psychological health and social functioning of patients. Traditional medication treatment ignores the psychological health of patients and affects their comprehensive recovery. In recent years, the application of positive psychology theory in mental health education has gradually received attention. Related studies have shown that interventions guided by positive psychology theory can effectively enhance the happiness and motivation of patients with schizophrenia, improve their health status, and reduce the incidence of depression and disease recurrence. Therefore, the study mainly explored the application effect of positive psychology health education in the rehabilitation nursing of patients with schizophrenia. Methods The study selected 100 schizophrenia patients recruited from a certain hospital from January 2023 to June 2023 as research subjects, and divided them into an experimental group and a control group, with 50 cases in each group. The control group only received conventional psychiatric medication treatment, while the experimental group added 2 sessions of positive psychology education courses per week on top of the control group, with each session lasting 45 minutes. Among them, psychological therapy courses mainly include positive emotions, personal strengths and virtues, interpersonal relationships, happiness and life satisfaction, meaning and goals, etc. The treatment period is 14 weeks, and the life satisfaction scale, Scale for the Assessment of Positive Symptoms (SAPS), and Scale for the Assessment of Negative Symptoms (SANS) are used as evaluation criteria before and after treatment. Results The experimental results can be obtained from the life satisfaction, SAPS, and SANS scale scores of schizophrenia patients in the experimental and control groups before and after a 14-week intervention treatment. The experimental group using positive psychology education curriculum therapy showed significant improvements in life satisfaction, SAPS, and SANS scale scores, and the improvement effect was significantly better than that of the control group. Among them, in the early stage of intervention, the life satisfaction scale score of the experimental group was 62.89 ± 5.87 points, which increased to 69.37 ± 2.11 points after intervention, and there was a statistical difference between the two (P&lt;0.05). At the same time, the SAPS score of the experimental group was significantly reduced before and after intervention, with a certain statistical significance (P&lt;0.05), while the SANS score was significantly improved, with statistical differences (P&lt;0.05). In addition, in the inter group comparison, the experimental group showed certain optimization effects on the scores of various scales after intervention compared to the control group. Discussion The research results indicate that through the intervention of positive psychology educat","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"24 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143434929","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 : 2025-02-18DOI: 10.1093/schbul/sbaf007.061
Ying Yang, Mingxu Zhao*
Background In the field of mental disorders, early intervention is widely recognized as an important strategy to improve long-term outcomes and social functioning of patients. Research shows that people with psychosis often face a significant decline in social functioning after experiencing an episode, affecting their quality of life and social adjustment. As an effective means of early intervention, psychological education intervention has attracted more and more researchers’ attention in recent years. Psychological education can not only help patients and their families understand the nature of the disease and treatment options, but also enhance patients’ coping ability and social skills, and provide support for the recovery of their social functions. However, there is still a lack of systematic empirical research on the specific effects of psychoeducational intervention on the recovery of social function in psychiatric patients. The aim of this study was to investigate the effect of early psychoeducational intervention on the recovery of social function in psychiatric patients and to provide empirical support for future treatment programs. Methods A randomized controlled trial design was used to recruit 120 patients diagnosed with psychosis, who were randomly divided into experimental and control groups. The experimental group received three months of psychological education intervention, including pathological knowledge teaching, coping skills training and social ability improvement. The control group received only the usual drug treatment. Before the study began, all participants completed an assessment questionnaire on social functioning, covering multiple dimensions of social interaction, occupational functioning, and daily life. At the end of the intervention, the participants completed the same assessments again to assess changes in social functioning. In order to ensure the reliability of the data, a mixture of required evaluation tools was used during the study, and the statistical data were rigorously analyzed. SPSS software was used for data processing, and T-test and ANOVA were applied to compare the differences between the two groups. Results The results showed that the social functioning scores of the experimental group were significantly higher than those of the control group after the intervention (P<0.001). Specifically, the improvement of social communication ability is the most obvious, followed by occupational function and daily life ability. In addition, the experimental group showed significant improvement in the scores after the intervention, especially in social skills and coping skills (P<0.01), while the control group showed no significant change in these dimensions (P>0.05). Overall, early psycho-educational intervention significantly promoted the recovery of social function in psychiatric patients. Discussion Studies have shown that early psychoeducational intervention has a significant positive
{"title":"61 THE INFLUENCE OF EARLY PSYCHOEDUCATIONAL INTERVENTION ON THE RECOVERY OF SOCIAL FUNCTION IN PSYCHIATRIC PATIENTS","authors":"Ying Yang, Mingxu Zhao*","doi":"10.1093/schbul/sbaf007.061","DOIUrl":"https://doi.org/10.1093/schbul/sbaf007.061","url":null,"abstract":"Background In the field of mental disorders, early intervention is widely recognized as an important strategy to improve long-term outcomes and social functioning of patients. Research shows that people with psychosis often face a significant decline in social functioning after experiencing an episode, affecting their quality of life and social adjustment. As an effective means of early intervention, psychological education intervention has attracted more and more researchers’ attention in recent years. Psychological education can not only help patients and their families understand the nature of the disease and treatment options, but also enhance patients’ coping ability and social skills, and provide support for the recovery of their social functions. However, there is still a lack of systematic empirical research on the specific effects of psychoeducational intervention on the recovery of social function in psychiatric patients. The aim of this study was to investigate the effect of early psychoeducational intervention on the recovery of social function in psychiatric patients and to provide empirical support for future treatment programs. Methods A randomized controlled trial design was used to recruit 120 patients diagnosed with psychosis, who were randomly divided into experimental and control groups. The experimental group received three months of psychological education intervention, including pathological knowledge teaching, coping skills training and social ability improvement. The control group received only the usual drug treatment. Before the study began, all participants completed an assessment questionnaire on social functioning, covering multiple dimensions of social interaction, occupational functioning, and daily life. At the end of the intervention, the participants completed the same assessments again to assess changes in social functioning. In order to ensure the reliability of the data, a mixture of required evaluation tools was used during the study, and the statistical data were rigorously analyzed. SPSS software was used for data processing, and T-test and ANOVA were applied to compare the differences between the two groups. Results The results showed that the social functioning scores of the experimental group were significantly higher than those of the control group after the intervention (P&lt;0.001). Specifically, the improvement of social communication ability is the most obvious, followed by occupational function and daily life ability. In addition, the experimental group showed significant improvement in the scores after the intervention, especially in social skills and coping skills (P&lt;0.01), while the control group showed no significant change in these dimensions (P&gt;0.05). Overall, early psycho-educational intervention significantly promoted the recovery of social function in psychiatric patients. Discussion Studies have shown that early psychoeducational intervention has a significant positive ","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"24 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143434960","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 : 2025-02-18DOI: 10.1093/schbul/sbaf007.065
Ang Chen, Zhenyu Wang*
Background In the clinical management of schizophrenia, patients belonging to special populations, including the elderly, adolescents, and those with comorbid conditions, often face unique challenges. These challenges extend beyond the diagnosis and treatment of the disease to include impairments in cognitive functions that affect memory, attention, and executive functions, thereby impacting their daily living and work capabilities. Ethical issues are particularly prominent in the medical decision-making process, especially when dealing with informed consent, respecting patient autonomy, and safeguarding the best interests of the patient. For these special populations, balancing these ethical principles to ensure appropriate treatment and care is particularly urgent. Therefore, the study aims to address the cognitive health and ethical issues in medical decision-making for special populations of schizophrenia patients. Methods The study employed a mixed-methods approach, combining quantitative analysis of cognitive health indicators with qualitative assessment of ethical challenges in medical decision-making. The study included 150 schizophrenia patients from a specialized psychiatric clinic, with a focus on the elderly (aged 60 and above). Cognitive health was assessed using the MATRICS Consensus Cognitive Battery (MCCB). Ethical challenges were evaluated through semi-structured interviews with patients, caregivers, and healthcare providers. Results Quantitative analyses showed that a special group of schizophrenics showed significant impairments in all seven cognitive domains of the MCCB compared to the normal population. In terms of assessing the speed at which things are done, the average score of the patients was 58.3±12.4, which was significantly different from the normal population (P<0.001). For working memory, the average score of the patients was 52.1±10.8, again significantly different from the normal population (P<0.001). The average score for executive functions in the patient group was 49.5±11.2, which was significantly different from the normal population (P<0.001). Qualitative analysis revealed ethical challenges faced in medical decision-making, including the difficulty of obtaining informed consent, balancing patient autonomy with the necessity of medical intervention, and the impact of comorbidities on treatment choices. Additionally, the study found significant differences in healthcare utilization and costs among special populations. The average healthcare utilization rate for the special population was 42.6%, lower than the general population’s 58.9% (P<0.05). The average annual cost of healthcare for the special population was $12,345, higher than the general population’s $9,876 (P<0.05). Discussion The study results emphasize the importance of cognitive health interventions for special populations of schizophrenia patients. The presence of cognitive impairments and ethical challenges in m
{"title":"65 COGNITIVE HEALTH AND ETHICAL CHALLENGES IN HEALTHCARE DECISION-MAKING IN A SPECIAL GROUP OF SCHIZOPHRENIC PATIENTS STUDY","authors":"Ang Chen, Zhenyu Wang*","doi":"10.1093/schbul/sbaf007.065","DOIUrl":"https://doi.org/10.1093/schbul/sbaf007.065","url":null,"abstract":"Background In the clinical management of schizophrenia, patients belonging to special populations, including the elderly, adolescents, and those with comorbid conditions, often face unique challenges. These challenges extend beyond the diagnosis and treatment of the disease to include impairments in cognitive functions that affect memory, attention, and executive functions, thereby impacting their daily living and work capabilities. Ethical issues are particularly prominent in the medical decision-making process, especially when dealing with informed consent, respecting patient autonomy, and safeguarding the best interests of the patient. For these special populations, balancing these ethical principles to ensure appropriate treatment and care is particularly urgent. Therefore, the study aims to address the cognitive health and ethical issues in medical decision-making for special populations of schizophrenia patients. Methods The study employed a mixed-methods approach, combining quantitative analysis of cognitive health indicators with qualitative assessment of ethical challenges in medical decision-making. The study included 150 schizophrenia patients from a specialized psychiatric clinic, with a focus on the elderly (aged 60 and above). Cognitive health was assessed using the MATRICS Consensus Cognitive Battery (MCCB). Ethical challenges were evaluated through semi-structured interviews with patients, caregivers, and healthcare providers. Results Quantitative analyses showed that a special group of schizophrenics showed significant impairments in all seven cognitive domains of the MCCB compared to the normal population. In terms of assessing the speed at which things are done, the average score of the patients was 58.3±12.4, which was significantly different from the normal population (P&lt;0.001). For working memory, the average score of the patients was 52.1±10.8, again significantly different from the normal population (P&lt;0.001). The average score for executive functions in the patient group was 49.5±11.2, which was significantly different from the normal population (P&lt;0.001). Qualitative analysis revealed ethical challenges faced in medical decision-making, including the difficulty of obtaining informed consent, balancing patient autonomy with the necessity of medical intervention, and the impact of comorbidities on treatment choices. Additionally, the study found significant differences in healthcare utilization and costs among special populations. The average healthcare utilization rate for the special population was 42.6%, lower than the general population’s 58.9% (P&lt;0.05). The average annual cost of healthcare for the special population was $12,345, higher than the general population’s $9,876 (P&lt;0.05). Discussion The study results emphasize the importance of cognitive health interventions for special populations of schizophrenia patients. The presence of cognitive impairments and ethical challenges in m","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"9 6 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143434998","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 : 2025-02-18DOI: 10.1093/schbul/sbaf007.048
Jing Fang
Background Schizophrenia is a group of serious mental diseases that often occur in young adults. At present, the pathogenesis of schizophrenia has not been fully defined, and it is believed that it is influenced by genetic, neurobiological, environmental and psychosocial factors. Risperidone, olanzapine, aripiprazole and other drugs can regulate the function of neurotransmitters and relieve mental symptoms to a certain extent. However, long-term medication can easily lead to reduced adherence to the drug and damage to other body functions. At present, various psychological AIDS have been applied to the treatment of various mental and psychological diseases in clinical research, among which the clinical effect of art therapy has been widely concerned. Art therapy can improve the physiological, psychological, life and social states of participants through painting, music gardening, handwork and other forms, but its intervention effect in the emotional regulation of schizophrenia patients has not been proven, so this study applies art therapy to the intervention of schizophrenia to investigate its impact on patients’ emotions. Methods Fifty patients who met the third edition of Chinese Classification and Diagnosis criteria for schizophrenia were randomly divided into experimental group and control group. The control group received conventional treatment without any other form of psychological intervention. The experimental group received art therapy as defined by the British Association of Art Therapists for intervention, 120min twice a week for 6 months. Scale scores were performed for two types of treatment: Difficulties in Emotion Regulation Scale (DERS), Patient Health Questionnaired-9, PHQ-9), Generalized Anxiety Disorder 7 (GAD-7), Emotional Expressivity Scale (GAD-7), EES), Positive and Negative Affect Scale (PANAS), which were conducted at various stages before, during and after the intervention, and data analysis was performed using SPSS25.0 software. Results The difference of treatment means made the scale score different between groups. Compared with the control group, the experimental group’s DERS scale was significant after the third month (P<0.05), and finally achieved a DERS scale score of 37.164 after the intervention, and the emotional regulation ability was significantly improved. The scores of GAD-7 and PHQ-9 scales decreased in both groups, but the scores of the two scales in the art therapy intervention group decreased by 17.164 and 11.467 points, respectively, and there was a statistically significant difference compared with the control group (P<0.05). At the same time, in the two dimensions of positive emotion and negative emotion, the positive emotion of the experimental group was stronger, the negative emotion was weaker, and the emotional positivity was stronger than that of the control group (P<0.05). Finally, the EES score of the experimental group increased from (47.116±2.496) to (54.794±3.467), whi
{"title":"48 THE EFFECT OF ART THERAPY ON THE MOOD OF PSYCHOTIC SCHIZOPHRENIC PATIENTS","authors":"Jing Fang","doi":"10.1093/schbul/sbaf007.048","DOIUrl":"https://doi.org/10.1093/schbul/sbaf007.048","url":null,"abstract":"Background Schizophrenia is a group of serious mental diseases that often occur in young adults. At present, the pathogenesis of schizophrenia has not been fully defined, and it is believed that it is influenced by genetic, neurobiological, environmental and psychosocial factors. Risperidone, olanzapine, aripiprazole and other drugs can regulate the function of neurotransmitters and relieve mental symptoms to a certain extent. However, long-term medication can easily lead to reduced adherence to the drug and damage to other body functions. At present, various psychological AIDS have been applied to the treatment of various mental and psychological diseases in clinical research, among which the clinical effect of art therapy has been widely concerned. Art therapy can improve the physiological, psychological, life and social states of participants through painting, music gardening, handwork and other forms, but its intervention effect in the emotional regulation of schizophrenia patients has not been proven, so this study applies art therapy to the intervention of schizophrenia to investigate its impact on patients’ emotions. Methods Fifty patients who met the third edition of Chinese Classification and Diagnosis criteria for schizophrenia were randomly divided into experimental group and control group. The control group received conventional treatment without any other form of psychological intervention. The experimental group received art therapy as defined by the British Association of Art Therapists for intervention, 120min twice a week for 6 months. Scale scores were performed for two types of treatment: Difficulties in Emotion Regulation Scale (DERS), Patient Health Questionnaired-9, PHQ-9), Generalized Anxiety Disorder 7 (GAD-7), Emotional Expressivity Scale (GAD-7), EES), Positive and Negative Affect Scale (PANAS), which were conducted at various stages before, during and after the intervention, and data analysis was performed using SPSS25.0 software. Results The difference of treatment means made the scale score different between groups. Compared with the control group, the experimental group’s DERS scale was significant after the third month (P&lt;0.05), and finally achieved a DERS scale score of 37.164 after the intervention, and the emotional regulation ability was significantly improved. The scores of GAD-7 and PHQ-9 scales decreased in both groups, but the scores of the two scales in the art therapy intervention group decreased by 17.164 and 11.467 points, respectively, and there was a statistically significant difference compared with the control group (P&lt;0.05). At the same time, in the two dimensions of positive emotion and negative emotion, the positive emotion of the experimental group was stronger, the negative emotion was weaker, and the emotional positivity was stronger than that of the control group (P&lt;0.05). Finally, the EES score of the experimental group increased from (47.116±2.496) to (54.794±3.467), whi","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"10 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143435002","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 : 2025-02-18DOI: 10.1093/schbul/sbaf007.059
Qiaqia Wang
Background Depression is a common mental illness characterized by persistent low mood, cognitive dysfunction, and impaired social functioning. In recent years, with the rapid development of digital media technologies, using these technologies to study the changes of emotional and cognitive functions has become a new research direction. Digital media technologies such as digital applications, online assessment tools and biofeedback devices, which provide real-time data collection and analysis, offer innovative approaches to depression assessment and intervention. These techniques not only help researchers gain a deeper understanding of the emotional experience and cognitive function of people with depression, but also support the development of personalized treatment programs. The purpose of this study is to analyze the emotional state and cognitive function performance of patients with depression by using digital media technology. Methods The study was designed using a hybrid approach, combining quantitative and qualitative studies, to gain insight into the emotional and cognitive functions of patients with depression. Taking 160 patients diagnosed with depression who were treated at a mental health center, The Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM-5) meets the DSM-5 criteria for depression. Participants were randomly divided into an experimental group (n=50, receiving the digital media technology intervention) and a control group (n=50, receiving the usual treatment). Groups are grouped using a computer-generated list of random numbers to ensure that the two groups match on baseline features. Prior to the study, all participants completed a self-rated questionnaire on depressive symptoms and daily mood performance, including the Hamilton Depression Rating Scale (HAM-D). At the end of the 12-week intervention, all participants filled out the Hamilton Depression Scale again, and cognitive function was assessed via an online cognitive platform. Results The score results of the two groups of patients before and after the experimental intervention are shown in Table 1. The baseline HAM-D score of the experimental group was 22.5 points, which decreased to 12.3 points after 12 weeks, with a mean change range of 45.5%. The statistical results showed significant changes in depressive symptoms in the group (P<0.001). The experimental group had a baseline cognitive function score of 72.8, which improved slightly to 74.0 after 12 weeks, a change of only 1.6%. Showed little substantial improvement in cognitive function in the control group. Discussion The results of the study support the validity of using digital media techniques to analyze mood and cognitive function in patients with depression. Through precise data collection and analysis, the study revealed a close relationship between mood swings and cognitive function in patients with depression, suggesting that emotion management may be an important way to impr
{"title":"59 USING DIGITAL MEDIA TECHNOLOGY TO ANALYZE THE EMOTIONAL AND COGNITIVE FUNCTION OF PATIENTS WITH DEPRESSION","authors":"Qiaqia Wang","doi":"10.1093/schbul/sbaf007.059","DOIUrl":"https://doi.org/10.1093/schbul/sbaf007.059","url":null,"abstract":"Background Depression is a common mental illness characterized by persistent low mood, cognitive dysfunction, and impaired social functioning. In recent years, with the rapid development of digital media technologies, using these technologies to study the changes of emotional and cognitive functions has become a new research direction. Digital media technologies such as digital applications, online assessment tools and biofeedback devices, which provide real-time data collection and analysis, offer innovative approaches to depression assessment and intervention. These techniques not only help researchers gain a deeper understanding of the emotional experience and cognitive function of people with depression, but also support the development of personalized treatment programs. The purpose of this study is to analyze the emotional state and cognitive function performance of patients with depression by using digital media technology. Methods The study was designed using a hybrid approach, combining quantitative and qualitative studies, to gain insight into the emotional and cognitive functions of patients with depression. Taking 160 patients diagnosed with depression who were treated at a mental health center, The Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM-5) meets the DSM-5 criteria for depression. Participants were randomly divided into an experimental group (n=50, receiving the digital media technology intervention) and a control group (n=50, receiving the usual treatment). Groups are grouped using a computer-generated list of random numbers to ensure that the two groups match on baseline features. Prior to the study, all participants completed a self-rated questionnaire on depressive symptoms and daily mood performance, including the Hamilton Depression Rating Scale (HAM-D). At the end of the 12-week intervention, all participants filled out the Hamilton Depression Scale again, and cognitive function was assessed via an online cognitive platform. Results The score results of the two groups of patients before and after the experimental intervention are shown in Table 1. The baseline HAM-D score of the experimental group was 22.5 points, which decreased to 12.3 points after 12 weeks, with a mean change range of 45.5%. The statistical results showed significant changes in depressive symptoms in the group (P&lt;0.001). The experimental group had a baseline cognitive function score of 72.8, which improved slightly to 74.0 after 12 weeks, a change of only 1.6%. Showed little substantial improvement in cognitive function in the control group. Discussion The results of the study support the validity of using digital media techniques to analyze mood and cognitive function in patients with depression. Through precise data collection and analysis, the study revealed a close relationship between mood swings and cognitive function in patients with depression, suggesting that emotion management may be an important way to impr","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"10 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143435136","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 : 2025-02-18DOI: 10.1093/schbul/sbaf007.069
Xiaozhou Liu, Yuyao Yang, Luman Wang*
Background Psychiatric diseases seriously affect the cognitive, emotional and social functions of patients. Traditional treatment methods such as drug therapy and psychotherapy have been effective in improving the symptoms of patients, but there are still limitations. In recent years, art therapy has attracted more and more attention. Film and television animation, as an art form with rich expression and appeal, has gradually been recognized for its potential value in emotional regulation and cognitive guidance. In view of the limitations of the systematic application of film and television animation in the treatment of psychiatric patients, this study explores the auxiliary role of film and television animation in the treatment of psychiatric patients, aiming to open up a new path for psychiatric treatment, enrich treatment methods, and improve the rehabilitation effect and quality of life of patients. Methods The study selected 120 psychiatric patients as research objects, randomly divided into experimental group and control group, 60 people in each group. On the basis of conventional drug treatment, the experimental group watched carefully selected film and television animation three times a week for 30 minutes each time, while the control group only received conventional drug treatment, the experiment period was three months. The experiment was evaluated by the Hamilton Anxiety Scale (HAMA) and the Hamilton Depression Scale (HAMD). In addition, the Generic Quality of Life Inventory (GQOLI) questionnaire was used to conduct a questionnaire survey, and the psychological state, quality of life and satisfaction of patients were regularly assessed. Meanwhile, the changes of physiological indicators such as heart rate and blood pressure of patients before and after watching film and television animation were recorded and analyzed. All participants signed informed consent and strictly followed ethical principles during the experiment. Results The study data showed that after the experimental group watched carefully selected film and television animations for eight consecutive weeks, the HAMA score decreased by an average of 23% and the HAMD score decreased by an average of 27%. In the control group, HAMA and HAMD scores decreased by 8% and 12% respectively (P<0.05), and the difference was statistically significant. GQOLI scores in the experimental group increased by an average of 15 points, but only increased by 5 points in the control group, the difference was also significant (P<0.05). In the experimental group, heart rate dropped by an average of 5 beats per minute, systolic blood pressure dropped by an average of 10mmHg, and diastolic blood pressure dropped by an average of 5 MMHG. Discussion Research has confirmed the auxiliary role of film and television animation in the treatment of psychiatric patients, and future studies can further explore the influence of different types of film and television animation on the therapeutic ef
{"title":"69 THE AUXILIARY ROLE OF FILM AND TELEVISION ANIMATION IN THE TREATMENT OF PSYCHIATRIC PATIENTS","authors":"Xiaozhou Liu, Yuyao Yang, Luman Wang*","doi":"10.1093/schbul/sbaf007.069","DOIUrl":"https://doi.org/10.1093/schbul/sbaf007.069","url":null,"abstract":"Background Psychiatric diseases seriously affect the cognitive, emotional and social functions of patients. Traditional treatment methods such as drug therapy and psychotherapy have been effective in improving the symptoms of patients, but there are still limitations. In recent years, art therapy has attracted more and more attention. Film and television animation, as an art form with rich expression and appeal, has gradually been recognized for its potential value in emotional regulation and cognitive guidance. In view of the limitations of the systematic application of film and television animation in the treatment of psychiatric patients, this study explores the auxiliary role of film and television animation in the treatment of psychiatric patients, aiming to open up a new path for psychiatric treatment, enrich treatment methods, and improve the rehabilitation effect and quality of life of patients. Methods The study selected 120 psychiatric patients as research objects, randomly divided into experimental group and control group, 60 people in each group. On the basis of conventional drug treatment, the experimental group watched carefully selected film and television animation three times a week for 30 minutes each time, while the control group only received conventional drug treatment, the experiment period was three months. The experiment was evaluated by the Hamilton Anxiety Scale (HAMA) and the Hamilton Depression Scale (HAMD). In addition, the Generic Quality of Life Inventory (GQOLI) questionnaire was used to conduct a questionnaire survey, and the psychological state, quality of life and satisfaction of patients were regularly assessed. Meanwhile, the changes of physiological indicators such as heart rate and blood pressure of patients before and after watching film and television animation were recorded and analyzed. All participants signed informed consent and strictly followed ethical principles during the experiment. Results The study data showed that after the experimental group watched carefully selected film and television animations for eight consecutive weeks, the HAMA score decreased by an average of 23% and the HAMD score decreased by an average of 27%. In the control group, HAMA and HAMD scores decreased by 8% and 12% respectively (P&lt;0.05), and the difference was statistically significant. GQOLI scores in the experimental group increased by an average of 15 points, but only increased by 5 points in the control group, the difference was also significant (P&lt;0.05). In the experimental group, heart rate dropped by an average of 5 beats per minute, systolic blood pressure dropped by an average of 10mmHg, and diastolic blood pressure dropped by an average of 5 MMHG. Discussion Research has confirmed the auxiliary role of film and television animation in the treatment of psychiatric patients, and future studies can further explore the influence of different types of film and television animation on the therapeutic ef","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"80 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143435141","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 : 2025-02-18DOI: 10.1093/schbul/sbaf007.043
Lei Li
Background The high-pressure environment of modern society has led to increasingly serious mental health problems among college students, such as anxiety, depression, and mood swings, which have become important factors affecting their academic performance and quality of life. Sport is widely recognized as an economical and easy-to-implement mental health intervention, and studies have shown that sport not only enhances mental toughness by increasing physical fitness, but also regulates psychological states by releasing stress hormones and neurotransmitters that promote positive emotions. However, the mechanisms by which different exercise modes and intensities affect emotional regulation have not been fully clarified. The study aims to investigate the effects of aerobic exercise on college students’ emotion regulation and mental health, and to provide a scientific basis for mental health interventions in colleges and universities. Methods The study was conducted on 200 college students of a university with an age range of 18 to 25 years old, with a balanced gender ratio, who volunteered to participate in the study and had no history of major physical or mental illnesses. The participants were randomized into experimental and control groups, 100 in each group. The experimental group received an eight-week physical activity intervention consisting of three 60-minute sessions of aerobic exercise per week, including running, calisthenics, and basketball, while the control group maintained their study and lifestyle habits and did not participate in any systematic physical activity intervention. Before and after the intervention, the Emotion Regulation Questionnaire (ERQ) and the General Health Questionnaire (GHQ) were used to measure the emotion regulation ability and mental health of the two groups of students. Data were analyzed for intervention effects by paired t-tests, with P<0.05 as the criterion for significance. Results The results of the experiment showed that the physical education and sport intervention had a significant effect on both emotional regulation and mental health of the university students. The ERQ scores of the experimental group increased from 14.3±3.2 before the intervention to 22.7±4.1 after the intervention, while the ERQ scores of the control group only increased from 14.5±3.4 to 15.2±3.5, which was not a significant difference. The results of mental health assessment showed that the GHQ score of the experimental group decreased from 18.5±6.3 to 12.1±5.7, which was significantly better than that of the control group. The experimental group showed a significant decrease in the indicators of psychological stress and negative emotions (P<0.01), demonstrating a stronger ability to regulate emotions. Discussion The results of the study show that physical exercise can significantly enhance the emotion regulation ability and mental health of college students. Regular aerobic exercise helps college students cope with
{"title":"43 THE INFLUENCE OF PHYSICAL EXERCISE ON THE MENTAL AND EMOTIONAL REGULATION ABILITY OF COLLEGE STUDENTS","authors":"Lei Li","doi":"10.1093/schbul/sbaf007.043","DOIUrl":"https://doi.org/10.1093/schbul/sbaf007.043","url":null,"abstract":"Background The high-pressure environment of modern society has led to increasingly serious mental health problems among college students, such as anxiety, depression, and mood swings, which have become important factors affecting their academic performance and quality of life. Sport is widely recognized as an economical and easy-to-implement mental health intervention, and studies have shown that sport not only enhances mental toughness by increasing physical fitness, but also regulates psychological states by releasing stress hormones and neurotransmitters that promote positive emotions. However, the mechanisms by which different exercise modes and intensities affect emotional regulation have not been fully clarified. The study aims to investigate the effects of aerobic exercise on college students’ emotion regulation and mental health, and to provide a scientific basis for mental health interventions in colleges and universities. Methods The study was conducted on 200 college students of a university with an age range of 18 to 25 years old, with a balanced gender ratio, who volunteered to participate in the study and had no history of major physical or mental illnesses. The participants were randomized into experimental and control groups, 100 in each group. The experimental group received an eight-week physical activity intervention consisting of three 60-minute sessions of aerobic exercise per week, including running, calisthenics, and basketball, while the control group maintained their study and lifestyle habits and did not participate in any systematic physical activity intervention. Before and after the intervention, the Emotion Regulation Questionnaire (ERQ) and the General Health Questionnaire (GHQ) were used to measure the emotion regulation ability and mental health of the two groups of students. Data were analyzed for intervention effects by paired t-tests, with P&lt;0.05 as the criterion for significance. Results The results of the experiment showed that the physical education and sport intervention had a significant effect on both emotional regulation and mental health of the university students. The ERQ scores of the experimental group increased from 14.3±3.2 before the intervention to 22.7±4.1 after the intervention, while the ERQ scores of the control group only increased from 14.5±3.4 to 15.2±3.5, which was not a significant difference. The results of mental health assessment showed that the GHQ score of the experimental group decreased from 18.5±6.3 to 12.1±5.7, which was significantly better than that of the control group. The experimental group showed a significant decrease in the indicators of psychological stress and negative emotions (P&lt;0.01), demonstrating a stronger ability to regulate emotions. Discussion The results of the study show that physical exercise can significantly enhance the emotion regulation ability and mental health of college students. Regular aerobic exercise helps college students cope with","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"1 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143435086","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 : 2025-02-18DOI: 10.1093/schbul/sbaf007.105
Momo Feng, Ying Bai*
Background Schizophrenia is a chronic mental disorder characterized by cognitive impairments, emotional dysregulation, and social cognition deficits, severely affecting patients’ quality of life. Non-pharmacological therapies, especially art therapy, have gained attention for their creativity and psychological intervention. Ink painting therapy, part of Chinese culture, may positively impact emotional control and social cognition in patients through the expression and regulation of emotions in painting. Research on its therapeutic effects is scarce; this study aims to explore its impact on schizophrenia patients’ emotional stability and social cognition, offering new clinical treatment approaches. Methods The study included 120 patients meeting the diagnostic criteria for schizophrenia and were randomly divided into the experimental group (n=60) and the control group (n=60). The experimental group received 12 weeks for 90 minutes; the control group was maintained with conventional treatment. Ink painting art therapy includes the teaching of basic painting skills, free subject painting, and group discussion. Intervention effects were assessed by emotional stability on the Emotional Stability Scale (Emotional Stability Scale, ESS), social cognition measured by the Social cognitive Questionnaire (Social Cognition Questionnaire, SCQ), and P300 component changes related to emotional processing and social cognition were analyzed by event-related potentials (Event-Related Potentials, ERP). Data analysis used SPSS 26.0 software. Results The changes in emotional and social cognitive indicators between the experimental group and the control group before and after the intervention are shown in Table 1. As shown in Table 1, the experimental group showed significant improvements in ESS, SCQ, and P300 amplitudes. After intervention, the amplitudes increased from 48.5±6.2 to 67.3±5.8, 58.9±7.1 to 74.6±6.3, and 8.3±1.2 to 10.6±1.1, respectively. The control group showed no significant changes, ranging from 49.2±6.4 to 52.1± 6.5, 59.3±7.5 to 61.2±7.0, and 8.2±1.3 to 8.4±1.3, respectively. The inter group differences and time effects were significant (P<0.001), indicating that the intervention had a significant positive effect on emotional stability, social cognition, and P300 amplitude. Discussion The results indicate that ink painting art therapy can significantly improve the emotional stability and social cognitive ability of patients with schizophrenia, and its mechanism of action may be related to enhancing P300 amplitude. This suggests that ink painting art therapy may indirectly enhance patients’ social cognitive function by improving their attention allocation and emotional processing abilities. Future research should further explore its intervention mechanisms and optimal implementation strategies, while considering the impact of different cultural backgrounds on intervention effectiveness.
{"title":"105 THE EFFECT OF INK PAINTING ART THERAPY ON EMOTIONAL AND SOCIAL COGNITION INTERVENTION IN PATIENTS WITH SCHIZOPHRENIA","authors":"Momo Feng, Ying Bai*","doi":"10.1093/schbul/sbaf007.105","DOIUrl":"https://doi.org/10.1093/schbul/sbaf007.105","url":null,"abstract":"Background Schizophrenia is a chronic mental disorder characterized by cognitive impairments, emotional dysregulation, and social cognition deficits, severely affecting patients’ quality of life. Non-pharmacological therapies, especially art therapy, have gained attention for their creativity and psychological intervention. Ink painting therapy, part of Chinese culture, may positively impact emotional control and social cognition in patients through the expression and regulation of emotions in painting. Research on its therapeutic effects is scarce; this study aims to explore its impact on schizophrenia patients’ emotional stability and social cognition, offering new clinical treatment approaches. Methods The study included 120 patients meeting the diagnostic criteria for schizophrenia and were randomly divided into the experimental group (n=60) and the control group (n=60). The experimental group received 12 weeks for 90 minutes; the control group was maintained with conventional treatment. Ink painting art therapy includes the teaching of basic painting skills, free subject painting, and group discussion. Intervention effects were assessed by emotional stability on the Emotional Stability Scale (Emotional Stability Scale, ESS), social cognition measured by the Social cognitive Questionnaire (Social Cognition Questionnaire, SCQ), and P300 component changes related to emotional processing and social cognition were analyzed by event-related potentials (Event-Related Potentials, ERP). Data analysis used SPSS 26.0 software. Results The changes in emotional and social cognitive indicators between the experimental group and the control group before and after the intervention are shown in Table 1. As shown in Table 1, the experimental group showed significant improvements in ESS, SCQ, and P300 amplitudes. After intervention, the amplitudes increased from 48.5±6.2 to 67.3±5.8, 58.9±7.1 to 74.6±6.3, and 8.3±1.2 to 10.6±1.1, respectively. The control group showed no significant changes, ranging from 49.2±6.4 to 52.1± 6.5, 59.3±7.5 to 61.2±7.0, and 8.2±1.3 to 8.4±1.3, respectively. The inter group differences and time effects were significant (P&lt;0.001), indicating that the intervention had a significant positive effect on emotional stability, social cognition, and P300 amplitude. Discussion The results indicate that ink painting art therapy can significantly improve the emotional stability and social cognitive ability of patients with schizophrenia, and its mechanism of action may be related to enhancing P300 amplitude. This suggests that ink painting art therapy may indirectly enhance patients’ social cognitive function by improving their attention allocation and emotional processing abilities. Future research should further explore its intervention mechanisms and optimal implementation strategies, while considering the impact of different cultural backgrounds on intervention effectiveness.","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"16 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143435139","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 : 2025-02-18DOI: 10.1093/schbul/sbaf007.051
Xianrui Chen, Kunlan Chen*
Background Schizophrenia is a chronic mental disorder, and its patients are often accompanied by cognitive impairment, emotional symptoms and social dysfunction, which poses a serious obstacle to rehabilitation. In recent years, physical activity, as a non-drug intervention, is believed to promote the improvement of mental health and social function. By increasing physical activity, patients may improve neuroplasticity, alleviate core symptoms, and improve overall functional level. Methods Methods: Sixty patients who met the diagnostic criteria for schizophrenia in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR) were randomly divided into a physical activity group (n=30) and a control group (n=30). The physical activity group received a 12-week intervention, including 60 minutes of moderate-intensity physical activity, such as jogging and yoga, 5 times a week, and conventional drug treatment. The control group only received conventional drug treatment. The Montreal Cognitive Assessment (MoCA) was used to assess the cognitive function of the patients before and after the intervention, the Positive and Negative Syndrome Scale (PANSS) was used to assess the emotional symptoms, and the Social Dysfunction Screening Scale (SDSS) was used to assess the social function. Paired t-test and independent sample t-test were used to analyze the differences in data within and between groups. Results After the intervention, the physical activity group’s scores in cognitive function, emotional symptoms and social function were significantly improved. Among them, the MoCA score increased from an average of 21.4 ± 3.2 points before intervention to 26.7 ± 2.8 points after intervention (P < 0.01), while the control group only improved from an average of 21.6 points before intervention to 23.1 points (P > 0.05). In the PANSS score, the total score of the physical activity group dropped from an average of 85.2 points to 65.4 points (P < 0.01), and that of the control group dropped from an average of 84.9 points to 75.6 points (P < 0.05). Specific to the positive and negative symptom dimensions, the positive symptom score of the physical activity group decreased from 23.5 points to 15.3 points, and the negative symptom score decreased from 27.1 points to 18.4 points (P < 0.01), while the control group decreased to 19.8 points and 23.5 points respectively. points (P > 0.05). In terms of improvement in social function, the SDSS score showed that the physical activity group decreased from 18.7 points to 10.5 points (P < 0.01), and the control group only decreased from 18.5 points to 14.2 points (P > 0.05). Discussion Systematic physical activity has a significant promoting effect on the recovery of patients with schizophrenia. The intervention group improved better than the control group in terms of cognitive function, emotional symptoms and social functions, especiall
{"title":"51 EFFECT OF PHYSICAL ACTIVITY ON THE RECOVERY OF PATIENTS WITH SCHIZOPHRENIA","authors":"Xianrui Chen, Kunlan Chen*","doi":"10.1093/schbul/sbaf007.051","DOIUrl":"https://doi.org/10.1093/schbul/sbaf007.051","url":null,"abstract":"Background Schizophrenia is a chronic mental disorder, and its patients are often accompanied by cognitive impairment, emotional symptoms and social dysfunction, which poses a serious obstacle to rehabilitation. In recent years, physical activity, as a non-drug intervention, is believed to promote the improvement of mental health and social function. By increasing physical activity, patients may improve neuroplasticity, alleviate core symptoms, and improve overall functional level. Methods Methods: Sixty patients who met the diagnostic criteria for schizophrenia in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR) were randomly divided into a physical activity group (n=30) and a control group (n=30). The physical activity group received a 12-week intervention, including 60 minutes of moderate-intensity physical activity, such as jogging and yoga, 5 times a week, and conventional drug treatment. The control group only received conventional drug treatment. The Montreal Cognitive Assessment (MoCA) was used to assess the cognitive function of the patients before and after the intervention, the Positive and Negative Syndrome Scale (PANSS) was used to assess the emotional symptoms, and the Social Dysfunction Screening Scale (SDSS) was used to assess the social function. Paired t-test and independent sample t-test were used to analyze the differences in data within and between groups. Results After the intervention, the physical activity group’s scores in cognitive function, emotional symptoms and social function were significantly improved. Among them, the MoCA score increased from an average of 21.4 ± 3.2 points before intervention to 26.7 ± 2.8 points after intervention (P &lt; 0.01), while the control group only improved from an average of 21.6 points before intervention to 23.1 points (P &gt; 0.05). In the PANSS score, the total score of the physical activity group dropped from an average of 85.2 points to 65.4 points (P &lt; 0.01), and that of the control group dropped from an average of 84.9 points to 75.6 points (P &lt; 0.05). Specific to the positive and negative symptom dimensions, the positive symptom score of the physical activity group decreased from 23.5 points to 15.3 points, and the negative symptom score decreased from 27.1 points to 18.4 points (P &lt; 0.01), while the control group decreased to 19.8 points and 23.5 points respectively. points (P &gt; 0.05). In terms of improvement in social function, the SDSS score showed that the physical activity group decreased from 18.7 points to 10.5 points (P &lt; 0.01), and the control group only decreased from 18.5 points to 14.2 points (P &gt; 0.05). Discussion Systematic physical activity has a significant promoting effect on the recovery of patients with schizophrenia. The intervention group improved better than the control group in terms of cognitive function, emotional symptoms and social functions, especiall","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"13 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143434956","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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