Paroxetine is used to treat patients with depression with anxiety disorders, and has a faster effect and better long-term efficacy than imipramine. Aiming at the strong psychological defense of college students majoring in painting, painting can reduce the psychological defense mechanism of painters and better observe subconscious thoughts. In order to determine the multidirectional treatment of learning anxiety disorders in painting college students, a combination of paroxetine drugs and painting therapy was conducted.

In this study, 60 college students majoring in painting, 30 patients treated with paroxetine drug and painting therapy, and 30 patients without combination therapy were studied, and the analysis data were processed using SPSS25.0 and the Learning Anxiety Scale to explore the effect of paroxetine drug and painting therapy on learning anxiety disorder among college students majoring in painting. At the same time, the experimental induction paradigm was adopted to stimulate learning anxiety events.

College students majoring in painting who received paroxetine medication and painting therapy on time showed a lower level of study anxiety than the standard level of 8.00, which was 6.97. No combination therapy resulted in a learning anxiety level of 8.59 when the learning anxiety event was triggered. The relationship between paroxetine drugs and painting therapy and study anxiety had a significant moderating effect, resulting in β=0.022, P<0.01.

Paroxetine medication and painting therapy can effectively relieve the study anxiety of college students majoring in painting.

The potential of comprehensive educational reforms, backed by principles of educational psychology, to positively impact bipolar disorder students is underexplored. Combining such strategies with medical treatment, such as risperidone, might further enhance positive psychological effects. This study hypothesizes that such a synergistic approach can optimize teaching methods and improve the mental health landscape in higher institutions.

We utilized a mixed-methods approach in this non-randomized controlled trial. Study participants included students diagnosed with bipolar disorder across different universities and currently under risperidone treatment. Our research tools included standardized measures such as the Young Mania Rating Scale (YMRS), Hamilton Depression Rating Scale (HDRS), as well as the General Self-Efficacy Scale (GSES). Data were collected and analyzed using SPSS23.0.

A statistically significant improvement was observed in the student participants’ psychological well-being signs, attributed to the educational reform combined with risperidone treatment. These alterations demonstrated substantial improvements in YMRS and HDRS scores, manifesting reduced manic and depressive symptoms. Furthermore, higher GSES scores reflected enhanced self-efficacy.

Educational reform that accommodates the unique learning needs of students with bipolar disorder, combined with risperidone treatment, seems to result in significant positive psychological effects. This study underscores the potentially valuable cross-disciplinary approach to addressing mental health issues within higher education institutions.

Learning phobia has long been a key obstacle in the field of higher education, hindering students’ successful development. This study proposes an innovative educational ecosystem that combines intelligent technology with olanzapine treatment, aiming to significantly reduce students’ learning anxiety and create conditions for better academic achievement.

The study recruited students from several universities who had been diagnosed with learning phobia. To assess their symptoms and performance, several standardized tools were used, including the Stanford Acute Stress Response Questionnaire (SASRQ) and the 3-Minute Disorder Assessment Scale (3D-CAM). In order to process and analyze the collected data, SPSS23.0 software was used. The software can help researchers organize, calculate, and analyze data in order to come up with relevant results about learning phobia. Through these assessment tools and statistical analysis, researchers can better understand the characteristics and influencing factors of learning phobia and provide a basis for further research and treatment.

Students who used olanzapine tablets in combination with an intelligent depression prevention system showed significant improvement in self rated learning anxiety (SASRQ) and clinical observation measurement (3D-CAM) scores, which was significantly reduced compared to students who only received traditional teaching methods.

Integrating olanzapine treatment into the comprehensive education reform of the intelligent depression prevention system provides promising potential for positively influencing students’ learning phobia. This method marks a crucial step towards advancing educational strategies and promoting good mental health among students.

Anxiety disorders have become a major public health problem in urban communities. To address this issue, this study proposes the hypothesis that by combining community public services and duloxetine treatment, the symptoms of residents diagnosed with anxiety disorder can be improved. This study aims to explore a novel intervention that combines community public services with duloxetine therapy. Community public services can provide a range of support and resources, including psychological counseling, social support, and life skills training. Duloxetine, a commonly used anti-anxiety drug, is widely used in the treatment of anxiety disorders.

This non-randomized control study involved urban residents diagnosed with anxiety disorders. We used the Stanford Acute Stress Response Questionnaire (SASRQ) and the 3-min Confusion Assessment Scale (3D-CAM) as our primary assessment tools. Data were collected and statistically analyzed using SPSS23.0 software.

Following targeted community interventions supplemented with Duloxetine treatment, the affected residents exhibited a significant decrease in SASRQ and 3D-CAM scores, representing a reduction in anxiety symptoms. Moreover, improved community involvement and increased utilization of public services were noted post-intervention.

The application of urban community public services combined with Duloxetine appears to effectively alleviate anxiety symptoms among city residents. It not only enhances mental well-being but also bolsters community cohesion and public service utilization. Despite the promising results showcasing this concerted approach’s potential, more extensive research is crucial to unequivocally substantiate and refine this intervention strategy.

Suqian Branch of the Grand Canal Cultural Belt Construction Institute 2022 general project (No. dyhsq202206).

Depression is a common mental health problem, especially in the student group. Paroxetine hydrochloride is a commonly used antidepressant drug, and artistic psychodrama and ideological education can help students understand and deal with emotional problems.

The study selected 100 college students with depression and randomly divided them into intervention group and control group. The intervention group received a 12-week art psychodrama and ideological and political education course, supplemented with paroxetine hydrochloride. While the control group only received paroxetine hydrochloride treatment. It took a normal course of three weeks. Efficacy was assessed using the Hamilton Depression Scale (HAMD) and the Self-rating Scale (SDS) after the treatment sessions.

After the end of the treatment course, the depressive symptoms in the intervention group were significantly reduced, and the HAMD score and SDS score were significantly lower than those in the control group (P <0.05). The cure rate and overall response rate in the intervention group were also significantly higher than those in the control group (P <0.05). In addition, the mental health level and self-awareness were also significantly improved in the intervention group.

The combined application of artistic psychodrama and political education combined with paroxetine hydrochloride on depression treatment is significantly better than drug treatment, and the proposed treatment program can improve students’ mental health and self-cognition ability.

The exchange of Marine literature is conducive to enhancing the understanding and friendship between the two peoples, and is also closely related to international political relations. However, tensions and uncertainties in international political situations often carry a risk of developing anxiety disorders.

Based on a psychological perspective, we collected personal information about participants’ personal information, the degree of anxiety disorders and the perception of international political relationships through questionnaires. The sample includes 400 people from Both China and Japan. The correlation of anxiety disorder and international political relations was analyzed by Logistic.

The research results show that the international political relations under the background of Sino-Japanese Marine literature exchange have a significant impact on the anxiety disorders of the two peoples (P <0.05). In the tense and unstable political environments, people generally show higher levels of anxiety. In addition, compared with the Chinese people, the Japanese people are more likely to experience anxiety disorders under the pressure of international political relations.

International political relations have an important impact on people’s mental health. In order to reduce public anxiety disorders, it is necessary to strengthen communication and cooperation between China and Japan to improve people’s psychological resilience and coping ability through various channels. In addition, governments and the international community should work together to promote a stable and sustainable development of international political relations and reduce the risk of anxiety among people.

General Project of Philosophy and Social Science Research in Jiangsu Universities in 2022 (No. 2022SJYB1858); Fellowship: Project of Social Science Foundation of Jiangsu Province in 2017 (No. 17WWB006*).

The symptoms of depression and anxiety show a growing trend among college students, bringing serious negative effects on individuals and society. To explore the positive role of ideological and political education in relieving the symptoms of depression and anxiety in students.

Select students from the same university as the research subjects and randomly assigned as observation group and control group. The experimental group added ideological and political education to the English course, while the control group only taught the regular English course. The study period was one semester, and Hamilton Depression Rating Scale (HAMD) and Profile of Mood States (POMS) measurements were conducted once a week, and students’ psychological test results were analyzed using SPSS23.0.

After the intervention, the anxiety and depression symptoms scores were significantly decreased compared with the control group (P<0.05). At the same time, the mental health level of the students in the experimental group has improved significantly (P<0.05), showing a more positive attitude and better emotional control ability.

The integration of ideological and political education in college English courses has a positive effect on alleviating the symptoms of depression and anxiety. Combining ideological and political education with subject teaching is helpful to improve students’ mental health levels and help them better cope with psychological pressure. Therefore, college education departments should actively promote and implement this teaching mode to promote all-round development and mental health.

Shanxi Provincial Education Department (No. J20220142).

Major international sports events will provide great group psychological encouragement to citizens. This study attempts to explore the impact of major international sports events on national positive psychology and symptoms of Post-Traumatic Stress Disorder (PTSD).

The research subjects were 268 patients who underwent PTSD treatment at a domestic public hospital between June 2020 and June 2023. These patients were randomly and evenly divided into an experimental group and a control group. In the experiment, the control group was required to observe major foreign sports events for at least 30 minutes every day, but there were no Chinese teams present during the events. The experimental group needs to watch international major sports events of the same type as the control group, but there are Chinese team matches included in the viewing content. The intervention lasted for 14 days, and the PTSD Symptom Scale Interview (PSS-I) and Self-Rating Depression Scale (SDS) tests were conducted on both groups of patients before and after the experiment.

Before and after the experiment, there was a significant difference in the PSS-I and SDS scale scores between the two groups of patients. Moreover, the overall scale data of the experimental group was significantly better than that of the control group.

Watching major international sports events that are conducive to building China’s national image can enhance the positive psychological level of the people and treat PTSD symptoms.

Students with autism have unique characteristics in social interaction, emotional management, and learning styles, which may be overlooked in the larger environment of universities and affect their learning and life. Therefore, from a psychological perspective, exploring the problems and innovative approaches in student management in universities, with a focus on autistic students, has important theoretical and practical significance.

The subjects of this study were 206 college students studying at a certain university, all of whom had varying degrees of autism. These students were equally divided into an experimental group and a control group. The experimental group conducted innovative management based on the management innovation pathways collected through expert surveys, while the control group only managed in traditional ways. The management experiment lasted for 60 days. Before and after the experiment, each group of students needs to be tested with the Autism Behavior Checklist (ABC).

The experimental results showed that there was no significant difference in any baseline data between the two groups before the start of the experiment, and there was no significant difference in ABC scores. After the experiment, the total ABC scores of the experimental group and control group students were 33.6 ± 2.9 and 42.2 ± 3.1, respectively, with lower scores and significant differences in the experimental group.

The expert group members found that managing college students through multiple innovative university management methods that focus on students and balance humanization and institutionalization can help improve the symptoms of students with autism.

English writing is an important component of college English teaching, but many students may experience psychological anxiety during the writing process. This not only affects their writing performance, but also poses a threat to their mental health. Meanwhile, the application of task-based teaching method in English teaching has achieved good results. However, its role in alleviating psychological anxiety in English writing among college students has not been fully demonstrated, so this study is needed.

A comparative teaching experiment is now being conducted on 420 English major college students with anxiety disorder and obsessive-compulsive disorder. The selected students will be randomly and evenly divided into an experimental group and a control group. In the experiment, the experimental group students were taught college English writing using a task-based teaching method, while the control group was only taught ordinary college English writing. Before and after the teaching experiment, both teams of students need to be tested with the Self-Rating Anxiety Scale (SAS).

The experimental results showed that the SAS scores of the experimental group and control group students before the experiment were 58.2 ± 3.5 and 57.1 ± 4.7, respectively, with no significant difference in data. After the experiment, the SAS score of the experimental group was 42.5 ± 3.6, lower than that of the control group, and the difference was significant.

The task-based teaching method can alleviate the psychological anxiety of English writing among college students with OCD, and has a certain clinical therapeutic effect on anxiety disorders.

Due to pressure from academic competition and future career planning, anxiety disorder has become one of the common psychological issues among college students. Anxiety disorder not only affects their learning but also causes interference in their daily lives. Psychological health education aims to help students understand and manage their emotions, while ideological and political education focuses on cultivating students’ values, worldviews, and outlook on life. The research aims to explore the effectiveness of combining mental health education with ideological and political education in the treatment of anxiety disorder in students.

The study Divided 112 translation major students with anxiety and depression disorders into an experimental group and a control group. The control group received routine ideological and political education, while the experimental group received innovative teaching through joint human-machine interaction and collaborative translation. The teaching lasted for two months. The study used the Hamilton Anxiety Scale (HAMA) to evaluate the intervention of anxiety and depression disorders in students.

Before the experiment, there was no significant difference in the degree of anxiety and depression disorder between the two groups of students (P>0.05); Two months later, the degree of anxiety and depression disorder in the experimental group students was significantly improved, and was significantly lower than that in the control group students (P<0.05).

Innovative teaching combined with human-machine interaction and collaborative translation can significantly alleviate students’ anxiety and depression levels, effectively improving their learning effectiveness and mental state.

2021 Philosophy and Social Science Research Project of Hubei Provincial Department of Education, Exploration and Research on Human-computer Interaction Collaborative Translation Mode in the Context of Internet+, Scientific Research Platform (No. 21y258).

Academic pressure, uncertainty in career planning, and interpersonal relationships can all lead to increased psychological stress among college students, leading to depression. As the core curriculum of universities, physical education provides students with opportunities to relax and relieve stress psychologically. And recreational exercise therapy helps students release stress in relaxed and fun ways. Combining ideological and political education with recreational exercise therapy in physical education courses may provide a new and practical approach to treating depression symptoms in college students.

The study divided 76 students with depression into an experimental group and a control group. The control group received routine treatment; based on the control group, the experimental group conducted intervention on the ideological and political reform of physical education courses combined with recreational exercise therapy. The study used the Self Rating Depression Scale (SDS) to assess students’ mental health status.

Before the experiment, there was no significant difference in the level of depression between the two groups of students (P>0.05); After the investigation, the depression level of the experimental group students was significantly improved and significantly lower than that of the control group students (P<0.05).

The combination of ideological and political reform in physical education courses and recreational exercise therapy greatly alleviates depression among college students. It can be used as an auxiliary means for treating depression among college students.

Key Project of Scientific Research Project of the Education Department of Hunan Province (No. 18A485).

Learning aversion symptoms have become increasingly common among college students, who may lose interest in their studies, lack motivation, and even experience avoidance and aversion to school life. These emotions and behaviors not only affect their academic performance but may also cause harm to their long-term development and mental health. As a psychotherapy that focuses on the present and cultivates self-awareness, and acceptance, mindfulness therapy has shown positive therapeutic effects on various mental health problems. Combining cross-cultural human-computer interaction and collaborative translation teaching may provide a novel approach to treating college students’ learning aversion.

The study randomly divided 46 college students with learning aversion into experimental and control groups. The control group received routine treatment; The experimental group conducted cross-cultural human-computer interaction and collaborative translation teaching in combination with mindfulness therapy for treatment. The study used the self-made Academic Negative Emotion Scale to evaluate the academic aversion of college students.

In the measurement before the experiment, all students showed severe aversion to learning, but the difference between the two groups was not significant (P>0.05); After the experiment, the level of student aversion to learning in the experimental group was significantly improved and significantly lower than that in the control group (P<0.05).

Cross-cultural human-machine interaction collaborative translation teaching and mindfulness therapy can alleviate the degree of college students learning aversion and assist their regular learning and life.

With the increasing pressure of modern society, the incidence rate of depression among college students is gradually increasing, especially recurrent depression. Currently, Cognitive Behavioral Therapy (CBT) is one of the mainstream treatment methods for depression. At the same time, dance, as a comprehensive physical and mental exercise, has also demonstrated its potential therapeutic value in the field of mental health. This study explores the therapeutic effects of combining dance teaching reform in universities with cognitive behavioral therapy.

The experiment selected 100 confirmed recurrent depression college students from a certain university and randomly divided them into two groups. A control group of 50 individuals only received standard cognitive behavioral therapy; The experimental group of 50 participants participated in a 12-week dance course while undergoing CBT. Treatment effectiveness was evaluated through the Self Rating Depression Scale and Beck Depression Questionnaire.

After the study, both groups showed significant improvement in depressive symptoms. The experimental group showed greater improvement in emotional regulation, self-efficacy, and social skills than the control group. In addition, the recurrence rate of the experimental group was significantly lower than that of the control group.

Dance, as an activity of integrating body and mind, can effectively enhance the therapeutic effect of cognitive behavioral therapy. For the special group of college students, combining dance teaching reform in universities with cognitive behavioral therapy may be an effective strategy, which can improve treatment effectiveness and reduce the recurrence rate.

A Strategic Study on the Protection and Inheritance of the “Evil Dragon Dance” in Zhijiang, Huaihua, Hunan Province from the Perspective of Intangible Cultural Heritage. (No. 22A0652).

Music education plays an important role in primary and secondary school teaching, not only cultivating students’ artistic appreciation ability, but also having potential therapeutic value. For special groups, such as patients with schizophrenia, music education may provide a way for them to express and communicate, thereby promoting mental health. This study is based on actual cases and discusses the intervention effect of music on mental illness patients in primary and secondary schools.

This study selected 60 primary and secondary school age group schizophrenia patients and designed a specific music education course for 12 weeks. This course includes music appreciation, vocal music, and instrument training. The effectiveness is measured through the Minnesota Multiple Personality Inventory (MMPI), music composition assessment, and feedback from parents and teachers. Statistical analysis was performed on experimental data using SPSS 24.0.

After the course, participants showed significant progress in emotional expression, social interaction, and self-awareness. Music education not only enhances their music skills, but also promotes communication and self understanding with others. Parents and teachers have also reported that students perform more stably and positively in their daily lives.

Case-based music teaching in primary and secondary schools has significant benefits for patients with schizophrenia. Through music education, these students can better communicate with the outside world, express themselves, and have a deeper understanding of themselves. It is recommended to further explore the diverse applications of music teaching in the field of special education.

Scientific Research Program Funded by Shaanxi Provincial Education Department (No.22JK0168).

Students cannot concentrate too much in their adolescence. With the popularization of self-media, high school students’ attention is attracted by diverse information, leading to the symptoms of attention deficit hyperactivity disorder (ADHD) appearing or worsening among those students. Art education, as a multimodal discipline, has the potential to assist students in directing their attention and mitigating the symptoms associated with ADHD.

The research encompassed 150 high school students diagnosed with ADHD, meticulously selected as participants. These students were subsequently allocated at random into three distinct groups: Experimental Groups A and B, as well as a Control Group, with each group consisting of 50 participants. The Control Group remained devoid of any specific interventions, while Experimental Group A underwent traditional behavioral therapy. In contrast, Experimental Group B received an augmented approach, involving an art-centric curriculum intertwined with behavioral therapy principles. The evaluation of the intervention’s efficacy was undertaken through established ADHD assessment scales and feedback garnered from teachers.

After three months, all groups participating in the treatment showed improvement in ADHD symptoms. Moreover, experimental group B showed significant improvements in attention concentration, impulse control, and social behavior compared to the other two groups. In addition, the academic performance and artistic creativity of experimental group B have also been improved.

In the era of self-media, the role of high school art education takes on a pivotal significance, offering a potent instrument to aid in the concentration of ADHD-afflicted students and improve social skills. The amalgamation of traditional behavioral therapy and art education may provide a more comprehensive and effective treatment plan for this special group.

Art therapy is a unique and magical psychological treatment method with a particularly significant therapeutic effect on patients with mental illness. Under the pressure of employment and life, many students may experience psychological problems to some extent. And the psychological development of educational teaching methods is the future academic development trend. The research focuses on the music curriculum system, combining it with educational psychology theory to explore teaching paths and teaching courses with drug therapy to assist in treatment.

The study selected 200 college students with borderline disorders and personality split as the subjects and divided them into experimental and control groups. The control group received traditional medication treatment and received routine music education. Based on the control group, the experimental group reformed the music teaching curriculum system to assist in therapy. The treatment cycle is 16 weeks.

The study used the Personality Diagnosis Questionnaire (PDQ-4+) as an evaluation tool and processed the data using SPSS23.0 software. The results showed no statistically significant difference in the baseline PDQ-4+edge subscale scores between the two groups of patients before intervention (P>0.05). After intervention treatment, the marginal symptoms of both groups of patients were improved, and the improvement effect of the experimental group was significantly better than that of the control group (P<0.05).

Considering the path reform of educational psychology in the construction of the music curriculum system and incorporating it into the treatment of students with borderline personality and personality split can effectively alleviate their symptoms.

Painting therapy uses nonverbal tools to meet the psychological needs of painters, with emotional, visual, and motivational characteristics. Integrating painting therapy into the teaching of folk art creation enriches students’ emotional experience, effectively alleviates their tense psychology, increases their confidence in innovation, and promotes their healthy psychological development.

The study selected 90 patients with depression who were in the recovery stage and were treated at our psychological clinic from January 2022 to December 2022. Randomly divided into two groups: the experimental group and the control group. The control group received medication and routine care, while the experimental group received folk art creation and painting therapy on top of the control group. The treatment period for both groups is three months. After treatment, patients will be followed up to assess their depressive symptoms.

The study used the Hamilton Depression Scale (HAMD) and Social Deficiency Screening Scale (SDSS) as evaluation criteria. Use SPSS23.0 software for data statistics. The results showed a significant score difference between the two groups after treatment (P<0.05). The experimental group continued to show a significant decrease (P<0.05) after six months and one year of follow-up, while the control group showed no significant decrease (P>0.05).

Relying solely on medication treatment and rest is difficult for patients with depression to recover, while painting therapy can effectively alleviate their depressive symptoms and improve their daily life.

The program of Sichuan Key Research Base of Social Sciences and Cultural Industry Development Research Center, Key Research Base of Humanities and Social Sciences, Education Office of Sichuan Province (No. WHCY2023B14); Program of Key Research Base of Humanities and Social Sciences, Education Office of Sichuan Province and China Salt Culture Research Center, Sichuan Key Research Base of Philosophy and Social Sciences (No. YWHY23-07); Teaching reform of Sichuan University of Science& Engineering (No. JG-2354).

Childhood autism is a severe and widespread disorder characterized by social interaction disorders, speech development disorders, and language communication deficits accompanied by stereotypical behavior. The growth of children with autism requires guidance, and video images greatly appeal to children due to their rich content and images. The video has brought about changes in popular culture and can spread positive influences and values.

The study selected 90 children with autism in our hospital and randomly divided them into experimental and control groups. The control group received conventional treatment, while the experimental group received auxiliary treatment guided by imaging and video based on the control group to alleviate symptoms of autism in children. The treatment lasted for 16 weeks, and after the end of the treatment, the symptoms of autism in both groups of patients were evaluated and analyzed.

The study used SPSS23.0 software to analyze data statistically, and the results showed that the experimental group that applied image dissemination to adjuvant treatment for autism patients had a significant increase in indicators such as social communication, cognitive ability, and emotional understanding ability after treatment (P<0.05). After the intervention, the control and experimental groups showed a decrease in the values of various indicators, with the experimental group showing a more significant decrease (P<0.05).

The method of image dissemination has a specific guiding effect. In treating students with autism, this method can effectively alleviate children’s symptoms and provide new ideas for treating autism.

Mindfulness training helps employees better cope with work and life stress by enhancing individual attention and self-awareness. At the same time, mindfulness training can help employees accept and tolerate their emotions and experiences, improve their self-efficacy and self-acceptance ability, and thus reduce anxiety.

A survey was conducted on 20 employees of a listed company in a specific city, and 20 questionnaires were collected, including 13 males and seven females. There were 6 cases with obvious anxiety symptoms, ten subjects with mild anxiety, and four without anxiety symptoms. Sixteen employees with anxiety symptoms were selected as the experimental group and received psychological intervention treatment using mindfulness training. Three months later, they were re-evaluated using the Anxiety Self Rating Scale. The effectiveness of the intervention treatment was statistically analyzed using SPSS23.0 software.

After treatment, the experimental group of employees showed significant improvement in anxiety levels, with six recovered, eight significantly improved, and two not recovered. There was a statistically significant difference between the control and patient groups, with P values less than 0.05.

The overall education level of the company’s employees is relatively high, accompanied by work pressure, interpersonal relationships, and family relationships, leading to anxiety symptoms among employees. Mindfulness training can improve employees’ emotional regulation and coping abilities and promote positive emotions and psychological states.

Social Science Foundation of Hebei Province (No.HB22GL037); New Liberal Arts Research and Reform Practice Project of the Ministry of Education (No.2021120010); National Natural Science Foundation of China (No.71862013).