Schizophrenia Bulletin最新文献

{"title":"130. The role of pickleball in enhancing the self-efficacy and psychological resilience of college students","authors":"Xiaohui Zhou","doi":"10.1093/schbul/sbag003.129","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.129","url":null,"abstract":"Background During the process of exercise, individuals can gain a sense of achievement and control, thereby enhancing their self-efficacy. Pickleball, as a non-verbal social medium, provides college students with a low-threshold and highly interactive communication scenario. Between hitting the ball back and forth, individuals need to focus on the present and react quickly. This immediate feedback mechanism helps cultivate psychological resilience. To explore the impact of this sport on the psychological state of college students, a pickleball exercise intervention experiment was constructed to conduct a pre-test and post-test comparison of students’ self-efficacy and psychological resilience levels. Methods A total of 118 students from two natural science classes in the first year of college were selected as the research subjects and divided into the experimental group and the control group. Among them, 59 students in the experimental group participated in an 8-week pickleball intervention course, twice a week, each session lasting 60 minutes. The content covered basic technical training, two-person cooperation and actual combat. However, the 59 people in the control group maintained their original physical education course arrangements and did not participate in pickleball training. The study evaluated the two groups of students before and after the intervention using the General Self-Efficacy Scale (GSES) and the Resilience Scale (RS-14). GSES uses a Likert 4-point scoring system, with a total score ranging from 10 to 40 points. The higher the score, the stronger the sense of self-efficacy. RS-14 is scored on a 5-point Likert scale, with a total score range of 14 to 70 points, reflecting an individual’s adaptability and recovery ability when facing pressure. The experiment lasted for two months. During the intervention period, the attendance, course participation and emotional state of the two groups of students were recorded synchronously. Results Before the experiment was conducted, there was no significant difference in the levels of self-efficacy and psychological resilience between the two groups of students (p<.05). One month after the experiment was carried out, the average GSES score of the students in the experimental group increased from 26.3 in the pre-test to 33.7, and the RS-14 score rose from 48.5 to 60.2, both of which were significantly higher than those of the control group (p<.05). Two months after the experiment was carried out, the average score of GSES in the experimental group further increased to 35.1, and the RS-14 score reached 62.8, which was significantly better than the level of the control group in the same period (p<.05). The self-efficacy and psychological resilience of the experimental group were significantly enhanced after participating in the exercise. Discussion Pickleball can effectively enhance college students’ self-efficacy and psychological resilience. This exercise intervention can","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"14 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"135. Sociological mechanisms and clinical practices of integrating dance sport into community mental health nursing","authors":"Faping Zhang","doi":"10.1093/schbul/sbag003.134","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.134","url":null,"abstract":"Background Clinical outcomes for patients with mental disorders vary significantly in community-based mental health care. While some patients experience short-term symptom relief, approximately 30% continue to experience persistent psychological symptoms or social dysfunction for months to years. Identifying social behavioral and neurophysiological indicators that can predict early deterioration of mental health is crucial for optimizing community interventions. Insufficient social support and low group participation are key factors contributing to functional limitations in patients with mental disorders. Dance sports, as an active intervention combining physical activity and social interaction, can improve mood regulation and social adaptation through rhythm, physical coordination, and group communication. Therefore, this study introduces structured dance sports training into routine community mental health care to explore its impact on patients’ psychological symptoms, social function, and quality of life, providing empirical evidence for early non-pharmacological interventions in community-based mental health care. Methods This study recruited 120 adults (18 ~ 55 years old) with mild to moderate mental disorders from two community health service centers and randomly assigned them to an experimental group (n = 60) and a control group (n = 60). The experimental group received 12 weeks of structured ballroom dance training, three times a week for 60 minutes each time, including basic movements of ballroom and Latin dances, rhythm training, and group interaction. The control group maintained routine psychological care and health education activities. The primary assessment endpoints included the Symptom Checklist-90 (SCL-90) and the Social Functioning Scale (SFS). The scales were assessed at baseline (T0), mid-week 6 (T1), and end of week 12 (T2). Data were analyzed using repeated measures ANOVA and Cohen’s effect size to assess between-group and within-group variations. Results After the intervention, the total SCL-90 score in the experimental group decreased from 75.4 ± 12.3 at baseline to 58.7 ± 10.1 at T2 (p<.001, d = 1.45), with the most significant decreases in anxiety, depression, and obsessive-compulsive factors (all p<.01), while the control group showed no significant change (baseline is 74.2 ± 11.7, T2 is 71.5 ± 12.0, p=.12). The SFS score showed an improvement in social interaction ability in the experimental group from 55.6 ± 10.2 to 68.4 ± 9.7 (p<.001, d = 1.22), with significant improvements in participation and social role fulfillment, while the control group showed no significant change (p=.15). Mid-term T1 assessment showed a significant downward trend in psychological symptoms in the experimental group, indicating that the dance-sports intervention can produce positive effects in the short term. Discussion Research indicates that integrating dance-ball movement into community mental health care can significa","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"300 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"277. Characteristics of human-computer interaction behavior on social media: a longitudinal study on the correlation between usage duration, content interaction, language style, and loneliness","authors":"Xiaoxiao Jin, Luanhua Chang","doi":"10.1093/schbul/sbag003.275","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.275","url":null,"abstract":"Background Social media has become an important scene for modern people's daily interaction, and the correlation between its human-computer interaction behavior characteristics and users' psychological health, especially loneliness, has received widespread attention. Previous cross-sectional studies have shown that passive browsing and social comparison may exacerbate feelings of loneliness, while active and supportive interaction may alleviate loneliness. However, there is still a lack of long-term tracking evidence on how these behavioral characteristics change over time and are dynamically associated with feelings of loneliness. The study adopts a longitudinal design to systematically examine the temporal relationship between the duration of social media use, content interaction behavior, language style, and changes in loneliness, providing longitudinal evidence for a deeper understanding of the psychological impact of social media use. Methods The study adopted a one-year longitudinal tracking design with three waves, including T1, T2, T3 (with a 2-month interval between each group), and four groups with a 6-month interval. A total of 320 active social media users aged 18-35 were recruited through online platforms, and 298 valid samples were ultimately included, with an average age of 26.4 years and 58% being females. Obtain objective behavioral data through backend authorization, including daily average usage duration, frequency of interaction types, and language style extraction of post texts voluntarily provided by users through language analysis tools (Linguistic Inquiry and Word Count, LIWC). Loneliness was measured using the UCLA Loneliness Scale. Statistical analysis was conducted using SPSS 26.0 and Mplus 8.3, including correlation analysis, cross lagged model testing of temporal predictive relationships between variables, and control for covariates such as gender, age, and offline social support. Results Descriptive statistics show that the average daily social media usage time of users is 2.8 hours (SD = 1.4), with likes being the most frequent interactive behavior. Cross lag model analysis revealed. (1) The difference in usage duration between T1 and T2 significantly positively predicts loneliness (β = 0.18, p<.01), but T2 loneliness cannot predict changes in T3 usage duration. (2) Those with higher frequency of content interaction T1 comments and private message interactions have significantly lower T2 loneliness (β = -0.15, p<.05), and lower T2 loneliness further predicts higher T3 active interaction behavior (β = 0.12, p<.05), showing a bidirectional protective association. (3) The higher frequency of first person singular words in language style T1 post texts significantly positively predicts T2 loneliness (β = 0.22, p<.01), while the proportion of positive emotion words negatively predicts (β = -0.14, p<.05). The proportion of negative emotion words is correlated with loneliness in the cross ","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"27 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"265. The intervention effect and follow-up of mindfulness cognitive therapy on college students' social anxiety","authors":"Xiafei Liu","doi":"10.1093/schbul/sbag003.263","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.263","url":null,"abstract":"Background College students with social anxiety often exhibit negative self-evaluation, social avoidance, and excessive self-focus, which significantly impair their social functioning and academic performance in classroom presentations, interviews, and interpersonal interactions. Although cognitive behavioral interventions and group counseling are widely used, some individuals still experience residual tension, persistent rumination, and heightened sensitivity to physiological arousal, indicating the need to explore more effective intervention approaches that improve emotional processing patterns and reduce self-focused biases. Mindfulness-based cognitive therapy (MBCT), through mindfulness practices and cognitive decentering training, may reduce reactivity to internal experiences and enhance emotional regulation flexibility. However, randomized controlled trials and follow-up evidence for MBCT in college students with social anxiety remain insufficient, and key psychological mechanisms lack longitudinal validation. To address this, the study employs randomized grouping and multi-timewide measurements to compare intervention effects and examine the predictive value of mechanism indicators on symptom trajectories, aiming to evaluate the sustained intervention value of MBCT for college students with social anxiety. Methods The study enrolled 318 college students for baseline assessment, with 240 participants meeting social anxiety screening criteria randomized into intervention groups. A control group of 78 low-anxiety students served as baseline reference. Participants were randomly assigned to one of three 8-week interventions: (1) Mindfulness-Cognitive Therapy (n = 80), (2) Group Cognitive Behavioral Intervention (n = 78), or (3) Waiting List Control (n = 82). Key outcomes included Social Anxiety Symptom Scale scores, negative self-focus and rumination levels, emotion regulation strategies, and mindfulness awareness. Results Experimental results demonstrated that compared to the traditional cognitive behavioral intervention group and waiting control group, the mindfulness cognitive therapy group showed significant reduction in social anxiety symptoms at the end of intervention (p<.001, d = 0.52), with the improvement remaining stable during follow-up (p=.004). In terms of psychological mechanism indicators, the mindfulness awareness level in the mindfulness cognitive therapy group increased significantly (p=.002, d = 0.48), while negative self-focus decreased markedly (p=.009, d = 0.41), and emotional reactivity also showed a significant downward trend. Physiological indicators revealed that the heart rate variability in the mindfulness cognitive therapy group during social situational tasks increased significantly (p=.01, d = 0.39), indicating improved autonomic nervous system regulation. Further analysis showed that both the elevated mindfulness awareness (p=.02) and reduced negative self-focus (p=.03) could predict lower social anxiety","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"92 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"186. A study on the emotional counseling function and mental health education strategies of ideological and political education in colleges from a psychological perspective","authors":"Ting Peng","doi":"10.1093/schbul/sbag003.184","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.184","url":null,"abstract":"Background As mental health issues among college students become increasingly prominent, traditional ideological and political education (Ideo-Political Education) models are facing challenges. While such education inherently holds potential for emotional support and psychological counseling, empirical evidence for systematically integrating psychological techniques to enhance its counseling efficacy remains scarce. Accordingly, based on the theories of empathy, cognitive restructuring and emotional regulation, this study developed and tested an Ideo-Political intervention program integrated with emotional counseling techniques. It aimed to assess the program’s effects on alleviating students’ emotional distress, enhancing their psychological resilience and improving life satisfaction, as well as explore a practical path for the collaborative education of Ideo-Political Education and mental health education. Methods A quasi-experimental design was adopted. A total of 200 freshmen and sophomores from four randomly selected ideological and political courses at a university were divided into an experimental group (n = 100) and a control group (n = 100). The experimental group received a structured emotional counseling module embedded in the 16-week Ideological and Moral Cultivation and Legal Basis course, covering empathy discussion, emotional expression training, cognitive restructuring exercises, group situational simulation, reflective writing and teacher feedback, while the control group received regular instruction. The Generalized Anxiety Disorder 7-item scale (GAD-7), Patient Health Questionnaire 9-item scale (PHQ-9), Connor-Davidson Resilience Scale (CD-RISC) and Satisfaction with Life Scale (SWLS) were used for assessments at pre-test (T0), mid-test (8th week, T1) and post-test (16th week, T2). Repeated measures analysis of variance (p<.5) was applied for data analysis. Results Core results are presented in Table 1. As shown in Table 1, the GAD-7 score of the experimental group was 5.2 ± 3.0, significantly lower than that of the control group (8.1 ± 3.5, p<.001), indicating effective alleviation of generalized anxiety symptoms. Meanwhile, the experimental group’s PHQ-9 score was 4.8 ± 2.8, versus 7.5 ± 3.2 in the control group, with a statistically significant difference (p<.001). For positive indicators, the experimental group achieved significantly higher CD-RISC (72.4 ± 8.1) and SWLS (25.1 ± 4.3) scores than the control group (p<.001), reflecting enhanced psychological resilience and improved life satisfaction. Discussion After a 16-week ideological and political education intervention integrated with psychological techniques, college students showed significant improvements in emotional state, psychological resilience and life satisfaction. The experimental group exhibited marked reductions in anxiety and depression, with greater improvements than the control group. Results indicate that systematically incorp","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":"146169374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"21. The synergistic effect of mindfulness training combined with employment guidance on the mental health of college graduates","authors":"Suyan Ji","doi":"10.1093/schbul/sbag003.021","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.021","url":null,"abstract":"Background With the continuous intensification of social competition and the rapid changes in the market, the employment pressure on college graduates after completing their studies is becoming increasingly severe. This pressure not only stems from the uncertainty of the job market, but also includes anxiety about the transformation of social roles and future career paths. Under the combined effect of these factors, college students have developed serious mental health problems. Mental health issues not only affect college students' personal social skills, but also their long-term career development and personal growth. Therefore, this study explores the promoting effect of mindfulness training combined with employment guidance on the mental health of college graduates, with the aim of providing a scientific basis for mental health education and career development guidance in colleges and universities. Methods The study adopted a randomized controlled trial design, randomly dividing 300 college graduates into the mindfulness training group + employment guidance group, the employment guidance group and the control group, with 100 students in each group. The mindfulness training group received an 8-week mindfulness training course, the employment guidance group received an 8-week employment guidance course, and the control group received no intervention at all. Before and after the intervention, the mental health status of the participants was evaluated using anxiety scales and depression scales. Results The test results of each group on different mental health indicators are shown in Table 1. As shown in Table 1, both the mindfulness training group and the employment guidance group demonstrated significant improvements in all mental health indicators, with the improvement in the mindfulness training + employment guidance group being even more remarkable (p<.001). The anxiety score and depression score of the mindfulness training + employment guidance group decreased from 49.2 ± 5.3 and 50.2 ± 6.7 before the intervention to 37.4 ± 4.9 and 38.4 ± 5.5 after the intervention, respectively. The improvement effect was significantly better than that of the other two groups. This result indicates that the combined use of the two intervention methods has a synergistic effect. Mindfulness training combined with employment guidance not only helps alleviate psychological problems such as anxiety and depression among college graduates, but also effectively promotes their mental health. Discussion The results of this study indicate that the combined use of mindfulness training and career guidance can provide support simultaneously from both psychological and career aspects, helping graduates better cope with employment pressure and life challenges. Future research can further explore the synergy between mindfulness training and employment guidance, as well as how to better integrate these two intervention methods into mental health education in colleges ","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"32 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"16. Exploration of the neuroregulatory mechanism of music rhythm therapy for depression under embodied cognition","authors":"Lintong Han, Pengjia Wang","doi":"10.1093/schbul/sbag003.016","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.016","url":null,"abstract":"Background Depression is not only characterized by persistent low mood, but also accompanied by comprehensive neurological and cognitive disorders such as dysfunction of the prefrontal and limbic systems, obstruction of emotional processing, and degeneration of physical perception. Traditional psychological intervention is effective in improving cognitive biases, but its repair at the physical experience level is limited. Embodied cognitive theory emphasizes the two-way interaction among emotions, body movements and cognitive processing, providing a new theoretical basis for music rhythm therapy. The rhythm structure can directly regulate attention, emotion initiation and cortical rhythm through the synchronous movement of beats, rhythms and the body. However, there is still a lack of systematic empirical research on its specific regulatory mechanism of the neural circuits of depression. Therefore, this study explores the neuroregulatory mechanism of music rhythm therapy on depression from the perspective of embodied cognition, aiming to reveal its improvement effects on emotional regulation, body synchronization processing, and neural activity patterns. Methods A total of 68 patients with depression were included in the study and randomly divided into the rhythm therapy group (n = 34) and the control group (n = 34). The rhythm therapy group received an 8-week embodied music rhythm intervention, including beat synchronization exercises, rhythm gait guidance, body rhythm response, and music-action-emotion matching tasks. The control group received conventional psychological education and relaxation training. Assess depression levels respectively before and after the intervention (Hamilton Depression Rating Scale, HAMD-17), emotion regulation ability (Difficulties in Emotion Regulation Scale, DERS), body awareness (Body Awareness Questionnaire, BAQ), which use the technology of electrical record prefrontal alpha inhibition index (Alpha Suppression Index, ASI), the Delta theta/power ratio (Delta/Theta Power Ratio, DTR) and rhythm (Rhythmic Entrainment Synchronization, RES) induced synchronization. In the subsequent analysis, all the above indicators will be directly abbreviated. Statistical tests were conducted using repeated measures analysis of variance. Results After 8 weeks, the HAMD-17 score of the rhythm therapy group decreased from 21.63 ± 4.12 to 12.74 ± 3.58, with an improvement of 41.1%, which was significantly better than 19.8% of the control group (p<.001). The DERS score decreased by 24.6% (p=.003), and the BAQ score increased by 18.3% (p<.01), indicating that emotional regulation and physical awareness improved simultaneously. The electroencephalogram (EEG) indicators showed that RES increased by 31.8%, ASI significantly enhanced (p=.009), and DTR decreased by 14.2% (p<.01), suggesting that rhythm training effectively promoted cortical excitability and the regulatory ability of the prefrontal - limbic circuit. Disc","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"22 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"52. The globalization trend and localization practice challenges of mental health nursing education","authors":"Haojian Zhang, Xiaohan Xu, Kaiyue Zhang","doi":"10.1093/schbul/sbag003.052","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.052","url":null,"abstract":"Background With the increasingly prominent mental health issues worldwide, the demand for mental health nursing professionals is rapidly increasing, driving the globalization of mental health nursing education. Existing research mostly focuses on introducing the experiences of a single country, lacking analysis of the systematic interaction and contradictions between the two. The research aims to systematically explore the adaptation of global education frameworks in different cultural contexts, analyze core challenges, and propose integration paths to construct an education model that combines international standards and cultural responsiveness. Methods The study adopts a sequential mixed research method. Firstly, conduct a systematic literature review to analyze Chinese and English literature from the past decade and extract the core trends of globalization. Then conduct a comparative study of multiple cases, selecting typical educational projects in China, the United States, and Japan, and comparing their curriculum documents and implementation reports through text analysis. Simultaneously organize two rounds of Delphi expert consultations and invite 15 international experts to rate the challenges and strategies, with a consensus threshold set at 75%. Finally, a questionnaire survey was conducted to evaluate the relevance of curriculum culture and skill application among 220 students from 8 universities in China. The questionnaire reliability Cronbach's alpha was 0.87, and descriptive statistics and analysis of variance were performed on the data. Results Literature analysis shows four major globalization trends: curriculum standardization (92.3%), ability oriented teaching (89.7%), cross-cultural competence centralization (85.9%), and digital resource integration (81.0%). Case comparison shows that the integration rate of American projects in various trends exceeds 90%, while Japanese projects are highly compatible in standardization (88%) and teaching methods (85%) but localized in form. Chinese projects follow up well in standardization (82%) and teaching methods (78%), but there is a certain gap in cross-cultural competence localization (45%) and resource adaptability (50%). Delphi experts have identified five major challenges: cultural belief conflicts (92%), ethical and legal differences (87%), lack of local resources (82%), inadequate teacher capacity (79%), and standard demand conflicts (88%). According to the survey data, only 34.5% of students believe that the curriculum fully integrates local psychological characteristics (M = 2.91), while 67.3% of students find it difficult to directly apply international communication skills (M = 3.68), and there are significant differences in students' perception among different practice durations (F = 4.32, p<.05). Discussion Research has found that the globalization of mental health care education must undergo deep localization transformation. Data analysis shows that simply transplantin","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"7 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"11. Occupational stress and depression tendency of cross-border trade practitioners under the background of exchange rate fluctuation","authors":"Qilun Bing","doi":"10.1093/schbul/sbag003.011","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.011","url":null,"abstract":"Background The global economic instability has intensified exchange rate volatility (ERV), subjecting cross-border trade practitioners to heightened pressures in transaction costs, profit uncertainty, and order risks. Prolonged exposure to occupational stress (OS) stemming from ERV may elevate the risk of emotional exhaustion, coping failure, and depressive tendencies (DT). However, current research on the OS-DT relationship under ERV conditions remains limited, with insufficient systematic evidence regarding stress sources, psychological load variations, and underlying mechanisms. This study aims to investigate OS characteristics among cross-border trade practitioners in ERV contexts and analyze the predictive role of OS on DT along with its influence pathways. Methods To investigate the occupational stress (OS) characteristics of cross-border trade practitioners under ERV and analyze OS's predictive role in deal turnover (DT) along with its influence pathways, this study employed a multi-stage sampling method to recruit 486 participants, including foreign trade agents, cross-border sellers, supply chain coordinators, and financial settlement personnel. The measurement instruments comprised the Occupational Stress Scale (OSS), Depressive Tendency Assessment Scale (DTAS), and Work Uncertainty Perception Questionnaire (WUPQ). Participants completed the scales based on their work experiences over the past three months while recording ERV data for their primary transaction currency. Statistical analyses utilized multiple regression and structural equation modeling to examine both direct and indirect effects of OS on DT. Results In months with higher Exchange Rate Volatility (ERV), employees' Occupational Stress (OS) scores showed a significant increase, with average scores rising 28% compared to stable months (p=.004). DTAS scores increased by 34% during high-ERV periods relative to baseline levels, significantly higher than the 11% rise observed during stable ERV periods (p=.006). Regression analysis revealed a significant predictive effect of OS on DT (standardized regression coefficient = 0.51, p<.001). Job uncertainty perception partially mediated this relationship, accounting for 36% of the total effect (p=.01). Further analysis showed that personnel engaged in high-exchange-rate-sensitive operations (e.g., large-value settlements, foreign currency advance payments) experienced significantly higher DT increases, with symptom risk ratios approximately 1.7 times higher than those in regular positions (p=.02). Additionally, groups lacking internal emotional support and stress management resources demonstrated more pronounced DT growth, exhibiting a clear environmental amplification effect (p=.03). Discussion Research demonstrates that in exchange rate volatility (ERV) environments, cross-border trade practitioners experience significantly elevated occupational stress levels, which maintain a consistent correlation with increased depressive ","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"92 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"191. The alleviating effect of traditional chinese medicine acupuncture combined with nursing intervention on schizophrenia in educators","authors":"Haiyang Deng, Yasong Deng","doi":"10.1093/schbul/sbag003.189","DOIUrl":"https://doi.org/10.1093/schbul/sbag003.189","url":null,"abstract":"Background Educators are at high risk of mental and psychological disorders due to high-intensity occupational pressure and emotional exhaustion. According to statistics, the prevalence of schizophrenia among teachers is approximately 0.5% to 0.8%, and about 70% of them are accompanied by a significant decline in working ability. Although conventional antipsychotic drugs can control some symptoms, their improvement in negative symptoms and drug side effects is limited. The combined nursing of traditional Chinese medicine and acupuncture can have potential advantages in improving core symptoms, reducing drug side effects and enhancing overall function by harmonizing Yin and Yang, soothing the liver and regulating qi, and calming the mind and soothing the spirit. Therefore, the study aims to evaluate through standardized scales and analyze the alleviating effect of traditional Chinese acupuncture combined with structured nursing intervention on the clinical symptoms and social functions of schizophrenia patients among educators, providing an integrated non-pharmaceutical intervention plan for mental rehabilitation. Methods A total of 90 educators who met the diagnostic criteria for schizophrenia were included in the study, with ages ranging from 25 to 50 years old. Participants were randomly divided into the intervention group (n = 45) and the control group (n = 45). The control group maintained the original antipsychotic drug treatment, while the intervention group received an 8-week intervention of traditional Chinese acupuncture combined with specialized nursing. Traditional Chinese acupuncture mainly involved acupoint selection for acupuncture, three times a week, with needles retained for 30 minutes each time. Nursing intervention includes weekly health education and social function rehabilitation training. The assessment tools adopted were the Positive and Negative Syndrome Scale (PANSS) and the Social Disability Screening Schedule (SDSS). The assessment was conducted before the intervention (T0), after the intervention (week 8, T1), and 4 weeks after the intervention ended (follow-up point, T2). Data analysis was conducted using repeated measures analysis of variance (ANOVA), with p<.05 as the significance criterion. The Cohen’s d effect size was calculated to assess the size of the intervention effect. Results The total score of PANSS in the intervention group decreased from 82.6 ± 7.3 at T0 to 65.4 ± 6.8 at T1 (p<.001, d = 2.41), and remained stable at the follow-up point T2. Among them, PANSS improved particularly significantly (p<.01). The total score of SDSS intervention showed a significant improvement in social function, decreasing from 9.5 ± 2.1 at T0 to 6.2 ± 1.8 at T1 (p<.001, d = 1.71). In the control group, the changes in PANSS and SDSS scores during the same period were not significant (p>.05). Repeated measures analysis of variance further verified that the interaction between intervention tim","PeriodicalId":21530,"journal":{"name":"Schizophrenia Bulletin","volume":"35 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}