Using educational psychology to reform rail transit teaching on bipolar depression in higher vocational colleges

Background Bipolar depression is a mental illness accompanied by manic episodes and depression, and the course of the illness is cyclic and repetitive. The pathogenesis is related to genetic factors, neurotransmitters, neuroendocrine, biorhythms and some psychosocial factors. In order to explore more intervention methods of bipolar depression, this study introduced educational psychology into rail transit teaching in higher vocational colleges to explore the mechanism and effect of this method on students with bipolar depression. Subjects and Methods 64 students with bipolar depression in a higher vocational college were randomly divided into experimental group and control group. The experimental group received the teaching course education of educational psychology reform. The scores of Young Mania Rating Scale (YMRS), Self-Rating Depression Scale (SDS), Acceptance and Behavior Questionnaire Second edition (AAQ-II), and Social Dysfunction Screening Scale (SDSS) were compared before treatment, 2 weeks after treatment, 4 weeks after treatment, and 8 weeks after treatment. Results The scores of Yang’s Mania Scale, self-rating Depression Scale, the second edition of Acceptance and Behavior Questionnaire and Social Dysfunction Screening Scale were lower than those before the experiment ( P <0.05), and the difference was statistically significant. Conclusions The curriculum education of educational psychology reform has a positive effect on patients with bipolar depression. The patients’ emotional stability is improved, depressive symptoms are alleviated, suicidal thoughts are gradually weakened, mania symptoms are alleviated and physical symptoms are gradually recovered. Acknowledgement The research is supported by: This paper is a project of Chongqing education commission, “Risk identification of urban level intersection based on driver’s eye movement characteristics” (No. KJQN202005705).