Menopausal depression is a depressive disorder that occurs during menopause, characterized by symptoms such as low mood and difficulty falling asleep. In addition, the etiology of menopausal depression may be related to endocrine and gonadal dysfunction. There are many therapeutic drugs for this disease, such as fluoxetine and paroxetine. The common starting point of ceramic art healing design is to provide people with a way to promote physical and mental health and recovery.

In response to the therapeutic effect of ceramic art healing design combined with drug intervention on menopausal depression, 120 patients with menopausal depression were selected and randomly divided into two groups, the experimental group and the control group, with 60 patients in each group. Among them, the control group only used fluoxetine for treatment, while the experimental group used some ceramic artworks with healing design based on drug treatment. The treatment period for both groups of patients was 6 weeks. In addition, to evaluate the treatment effect, the study used the Hamilton Depression Scale, Pittsburgh Sleep Quality Index, and SPSS23.0.

The research results showed that both groups of patients had a significant decrease in their depression scores after treatment (P<0.05), and the magnitude of the decrease in the experimental group was significantly greater than that in the control group. Meanwhile, the sleep quality index scores of both groups of patients after treatment showed a significant increase (P<0.05), and the increase in the experimental group was significantly greater than that in the control group.

In summary, the combination of ceramic art healing design and drug intervention has certain benefits for menopausal depression.

In recent years, the world has increasingly focused on a specific group of children with autism. With the rapid development of special education in China, behavioral intervention and rehabilitation training for children with autism have become an important challenge in the field of special education. Many experts and scholars at home and abroad have researched the treatment of autism from various fields, proposing the possibility that art education can provide behavioral intervention for children with autism.

Individual and collective interventions were conducted on 5-year-old children with autism as experimental subjects. The individual intervention plan utilizes the round-robin teaching method in Applied Behavioral Analysis (ABA) to teach painting skills to children with autism. The collective intervention involves integrating children with autism into a class of 40 children for art teaching. And use the Autism Treatment Evaluation Checklist (ATEC) to evaluate pediatric patients before and after art education behavioral intervention.

The ATEC scores of patients before art education behavioral intervention were 18 for language disorders, 33 for social disorders, 21 for perceptual disorders, and 33 for physical behavioral disorders. The ATEC scores of patients after art education behavioral intervention were 12 for language disorders, 24 for social disorders, 19 for perceptual disorders, and 29 for physical behavioral disorders.

The ATEC score results before and after art education behavioral intervention showed a significant decrease, indicating that early childhood art education behavioral intervention targeting autistic children has a positive effect.

For second language learning, students generally experience symptoms of learning anxiety. As a complex emotional variable, learning anxiety not only has an impact on students’ psychological feelings but also leads to students’ aversion to English learning in severe cases, thereby affecting learning efficiency.

In order to explore whether teachers’ oral corrective feedback has the effect of alleviating students’ learning anxiety, the study focuses on two classes in vocational schools. Two classes each have 45 students, divided into an experimental class and a control class. The experimental class increases the teacher’s oral corrective feedback during normal teaching, while the control class follows the original teaching mode for normal teaching. The Foreign Language Listening Anxiety Scale was used to test students from both classes before and after the teaching experiment.

Before the teaching experiment, the English learning anxiety of the students in the experimental class and the control class was at a moderate level, with values of 3.5294 and 3.5061, respectively. After the teaching experiment, there was a significant difference in the English learning anxiety results between the experimental class and the control class, with values of 2.7451 and 3.5347, respectively.

Overall, strengthening the interaction between teachers and students in English teaching and providing appropriate oral corrective feedback have an alleviating effect on the anxiety symptoms of vocational college students in English learning.

In college English classrooms, some students may experience distractions such as unconsciously deserting and being absent-minded. The symptoms of this type of attention deficit are generally formed from a young age and do not disappear with age. The concentration of attention in English learning plays a crucial role in improving learning efficiency. Therefore, it is particularly important to study the positive effects of innovative college English teaching models in cognitive linguistics on students’ attention deficit.

In order to verify the effectiveness of the innovative college English teaching model in cognitive linguistics, the study used two classes as experimental subjects. One of them was the experimental class using the innovative college English teaching model for teaching, and the other was the control class using conventional teaching. Observe and analyze the classroom distraction time of the two classes in teaching.

There is a significant difference in the distraction time between the two classes, with the average distraction time of the experimental class being 13.09 min, while the average distraction time of the control class is 18.69 min. The distraction time of the experimental class has decreased by 29.96% compared to the control class.

The attention of students in the experimental class is more concentrated compared to the control class, so the innovation of college English teaching mode in cognitive linguistics has a positive effect on students’ attention deficit.

A general project of philosophy and social science research projects in Colleges and Universities of Jiangsu Province in 2022 (No. 2022SJYB0836v); A key project of the “14th Five-year Plan” research projects for education and science of Jiangsu province in 2021 (No. C-b/2021/03/15); A research team program of Jiangsu Open University (No. 22-KYPT-Z07).

With the increasingly fierce social competition, the psychological anxiety of college students has become increasingly prominent. Labor education in the new era, as a comprehensive activity, can play an intervention role in the treatment of psychological anxiety of college students through actual labor experience and social support.

A total of 300 college students with psychological anxiety were selected and divided into a control group and an experimental group. The control group maintained normal study and life. The experimental group participated in a labor education course with a total duration of 8 weeks, and added emotional management skills training in the process of labor education. The Hamilton Depression Scale and the well-being Scale were used to test the student status before and after the course.

The results showed that after the completion of the course, the score of Hamilton depression scale in the experimental group decreased significantly (P < 0.05), from 18.3±4.2 before the course to 12.7±3.1 after the course; In the control group, the Hamilton Depression Scale score decreased from 24.3±4.4 to 21.6±3.8. The happiness scale score of the experimental group was significantly improved (P < 0.05), from 28.6±5.1 before the course to 36.2±6.3 after the course.

It shows that labor education in the new era has a positive effect on college students’ psychological anxiety, and can be applied to the treatment of college students’ psychological anxiety.

Borderline personality disorder is a common type of personality disorder, and its patients have difficulties in emotional regulation and self-perception. As a high-risk financial activity, future investment may cause investors to produce huge financial and emotional pressure, resulting in negative emotional impact.

The study selected 100 investors who experienced futures explosion within a year as the experimental group, and 100 investors who did not experience futures explosion as the control group. The Borderline Personality Disorder Questionnaire was used to assess the borderline personality disorder traits of the investors and again to classify them into high and low borderline personality disorder trait groups. SPSS software was used for data analysis, and an independent sample t-test was used to compare the difference of ESI scores between different groups.

The results of the study showed that the mean borderline personality disorder trait score of the experimental group was 28.5±5.7, while the mean ESI score of the control group was 24.2±4.9. Independent sample t test showed that the score of BPD trait in the experimental group was significantly higher than that in the control group (t = 5.73, P < 0.001). The percentage of investors with borderline personality disorder trait scores higher than the standard scores reached 75% in the experimental group.

The results show that the number of future bursts will significantly deepen the trait of borderline personality disorder and depression of investors.

In the new era, college students are facing more and more job competition, leading to more and more college students suffering from generalized anxiety disorder. The reform of innovation and entrepreneurship training mode is regarded as a way that may help relieve the anxiety symptoms of college students because it can help their employment.

300 college students were randomly divided into an experimental group and a control group. The control group participated in the traditional entrepreneurship training course, and the experimental group participated in the innovative entrepreneurship training course. They received an 8-week training in innovation and entrepreneurship. This training included career planning guidance, entrepreneurial practice projects, and mental health guidance. The Generalized Anxiety Disorder 7 (GAD-7) was used to evaluate the status of students.

The results showed that the average score of the General anxiety symptom assessment scale of the experimental group decreased from 10.8 before the experiment to 6.2 after the training (P < 0.05). The average score of the control group decreased from 10.9 before the experiment to 9.8 after the training (P < 0.05). In the long-term follow-up, the anxiety symptoms of the experimental group remained at a low level, while the anxiety symptoms of the control group increased significantly.

It shows that the reform of innovation and entrepreneurship training mode has a positive effect on the improvement of generalized anxiety disorder of college students in the new era.

Public social anxiety disorder is a common mental health problem that has a negative impact on an individual’s social life and mental health. Mental health education combined with new media communication methods is considered an effective way to cope with social anxiety.

The study used a randomized controlled trial design, selected 200 individuals affected by public social anxiety disorder as experimental subjects, and randomly divided them into an experimental group and a control group. The experimental group received the intervention of new media communication mode with the theme of mental health education, while the control group received the intervention of traditional health education mode. Changes in anxiety levels before and after intervention were recorded on the Hamilton Anxiety Scale (HAM-A) the Social Disease Questionnaire (SAQ) and Social Anxiety Self-Assessment Scale (SIAS).

The experimental group’s social anxiety decreased significantly after the intervention, and their mental health and social skills improved significantly (P <0.05). However, there was no significant difference in anxiety levels in the control group (P> 0.05).

The new media communication mode combined with mental health education has a positive impact on the public social anxiety disorder. This suggests that new media communication methods can serve as an effective mental health education tool to help the public reduce social anxiety and promote positive mental health attitudes and behaviors.

College is an important period of interpersonal communication and some college students are faced with interpersonal communication barriers and psychological anxiety. The relationship between interpersonal disorder and psychological anxiety has been closely concerned, but the regulating role of self-efficacy needs to be further explored.

The study used random sampling and selected 500 students from a university, trough the Liebowitz Social Anxiety Scale (LSAS), Beck Anxiety Scale (BAI) and the general self-efficacy scale (GSES) to measure students’ levels of interpersonal barriers, psychological anxiety and self-efficacy. Analyzing the relationship between interpersonal communication disorder and psychological anxiety through SPSS23.0 and exploring the role of self-efficacy in its regulation.

Research shows that there is a positive relationship between the interpersonal disorder and psychological anxiety of college students, that is, the higher the interpersonal disorder, the higher the level of psychological anxiety (r=0.667, P<0.01). Moreover, studies have found that self-efficacy plays a regulatory role between interpersonal disorder and psychological anxiety. Students with higher self-efficacy have relatively low psychological anxiety levels in the face of interpersonal barriers (r=-0.324, P<0.01).

There is a positive relationship between interpersonal disorders and psychological anxiety, while self-efficacy is a negative relationship Therefore, improving the self-efficacy of college students is of great significance for reducing interpersonal communication barriers and psychological anxiety. College education should pay attention to cultivating students’ interpersonal skills and self-cognition, and provide appropriate psychological counseling and support to help students enhance their self-efficacy.

Social phobia, also known as social anxiety, is a common psychological disorder manifested by feeling extremely upset and nervous in social situations. Currently, there is a certain proportion of people with social phobia in the student population. With the popularization of the online teaching model in business English education, it is of great significance to explore its influence on students’ social phobia.

The study selected two groups of business English students, one for the control group for the traditional face-to-face teaching and the other for the online teaching for the observation group. Student social phobia was assessed by the Liebowitz Social Anxiety Scale (LSAS) before and after the course. At the same time, the student’s academic performance and self-evaluation data were also collected. Study data were analyzed using SPSS23.0.

Through analyzing the data, we found that students receiving online teaching had a relatively low level of social phobia of 24 points. They scored significantly lower on the social anxiety questionnaire than the students receiving traditional face-to-face teaching. In addition, the online teaching group also had high academic performance and self-evaluation (P<0.05).

Business English online teaching mode has a positive effect on students’ social phobia. Online teaching provides a relatively low-pressure learning environment, reducing students’ tension during face-to-face communication. This helps students to better participate in classroom activities and improve their learning results. Therefore, in business English education, online teaching mode can be an effective teaching method, especially beneficial for students with social phobia.

“Crude Oil Treasure” is a trading product linked to domestic and foreign crude oil futures contracts for the whole society investors launched by the Bank of China in January 2018. It is not only a tool to hedge risks but also has the function of positioning and speculation. But with the development of lots today, more investors participate in speculating to earn the difference. The Bank of China’s “crude oil treasure” crash incident made people aware of the considerable investment risk and gave investors a warning lesson.

Investors worry about losing money, especially when the market goes down. This worry will affect the rational judgment of investors, and excessive supervision will lead to emotional reactions of investors, such as insomnia and anxiety. This paper analyzes the cognitive behavior of some investors’ investment anxiety after the Bank of China’s “crude oil treasure” futures implosion event. A random selection of 90 investors with knowledge of the event. SPSS23.0 software was used to analyze the anxiety behavior of event investors.

Before the experiment, the baseline data of all investors were not statistically significant (P>0.05). After the event, investors’ investment anxiety was significantly improved, and the difference was statistically significant (P<0.05).

The Bank of China’s “crude oil treasure” crash event gives investors a more sober and rational mood, thereby reducing investor anxiety.

In the current information network era, librarians face more and more competitive pressure. The main reason is that some librarians’ ideas, knowledge structure, quality, and ability cannot adapt to the library work in the information technology environment. As a result, it is challenging to grasp various uncertain factors correctly, opportunities, and risks in the social environment change and its future development, resulting in different psychological anxiety problems.

Behaviorism is widely used in managing various social institutions. It has penetrated multiple fields of human social activities and daily life, such as psychological counseling, education, artistic creation, etc. Therefore, the research uses behavioral psychology to reform library service quality management. It is used to intervene in the anxiety of library managers. A total of 70 anxious librarians were randomly selected, 35 in each group. The general intervention group received conventional psychological intervention treatment, and the management innovation group used research methods to intervene based on traditional treatment. SPSS23.0 software was used for data statistical processing.

Before the intervention, the baseline data of all managers were not statistically significant (P>0.05). After the intervention, the anxiety of the management innovation group was significantly improved compared with the ordinary intervention group, and the difference was statistically significant (P<0.05).

The innovation of library service quality management based on behavioral psychology can effectively relieve administrators’ psychological anxiety.

College students are in a critical period of value formation as a particular group. This group is more susceptible to the adverse influence of the outside world, producing anxiety, depression, and other negative psychology, causing personality crises. In recent years, many colleges and universities have set up psychological consultation rooms for college students. However, with the expansion of college enrollment, psychological counseling for tens of thousands of people but a drop in the bucket, unable to provide more student services.

Ideological and political courses can carry out the education of ideas and moral norms in a planned way to ensure college students’ ideological and ethical standards. Therefore, the study proposes to use the ideological and political curriculum education in colleges and universities to intervene in the anxiety of college students. Sixty students with anxiety in a university were randomly selected. It is divided into ideological and political course education groups and general education groups; each group is 30 people. SPSS23.0 software was used to analyze the changes in psychological anxiety.

Before the experiment, the baseline data of all students had no statistical significance (P>0.05). After the intervention, the psychological anxiety of students in the ideological and political education group was significantly improved compared with that in the general education group, and the difference was statistically significant (P<0.05).

Improving ideological and political courses can alleviate the anxiety of college students and enhance their personalities and thoughts.

Key Projects in Education and Teaching Reform of Jinling Institute of Technology (JIT) in 2021 (No. JYJG202101).

The increasing pressure of social competition has gradually increased the pressure on the college student community. The psychological problems of college students have become increasingly prominent, even becoming an important factor affecting campus stability in some universities. Although traditional treatment methods are effective in alleviating psychological disorders in college students, long-term treatment has developed drug resistance or reduced treatment effectiveness. Therefore, the study aims to alleviate the psychological barriers of college students by introducing ideological and political education from the perspective of educational psychology.

A total of 52 college students with psychological disorders were selected as the research subjects and randomly divided into H and I groups. Group H adopted traditional treatment methods, while Group I introduced ideological and political education on this basis. The experiment lasted for one year, and after the experiment, independent t-tests were conducted on the samples using SPSS 20.0 and data analysis was conducted on the samples.

After the experiment, the somatization score of Group I was 1.30 ± 0.45 points, the interpersonal sensitivity score was 1.56 ± 0.51 points, the paranoid score was 1.44 ± 0.48 points, the mental parallelism score was 1.49 ± 0.61 points, and the terror score was 1.40 ± 0.35 points, all lower than those of Group H and before the experiment.

From the perspective of educational psychology, ideological and political education can effectively alleviate psychological barriers for college students.

Mood disorders are mental illnesses characterized by mood or emotional changes. It mainly manifested as emotional highs or lows, as well as behavioral changes. Currently, medication and psychological therapy are the main methods. However, the current treatment methods have become increasingly ineffective in the long term. Therefore, research has applied the aesthetic landscape design in forest parks to the rehabilitation of patients with mood disorders, in order to alleviate their psychological problems.

The subjects and methods of the study were 100 patients with mood disorders who were treated in a certain hospital from 2021 to 2022. They were divided into an observation group (A) and a control group (B) based on their admission time. The observation group used aesthetic landscape design from forest parks for treatment, while the control group used traditional treatment methods. After the experiment, SPSS20.0 software was used for data analysis.

Before intervention, the self-efficacy score of Group A was 23.81 ± 3.10 points, while that of Group B was 23.95 ± 3.17 points; After intervention, the score of Group A reached 31.74 ± 3.91 points, and after intervention, it was 28.12 ± 3.55 points. From the sleep status, the score of Group A after intervention was 24.39 ± 3.17 points, which was higher than Group B’s 22.04 ± 2.86 points.

The aesthetic landscape design methods in forest parks are effective for the rehabilitation of patients with mood disorders.

Educational Research Project of Fujian Education Department, China (No. JA13222). Science and Technology Project of Fujian Water Resources Department, China (No. MSK201917).

The continuous development of higher education and the increasing social pressure have led to a severe employment situation for college students. At the same time, psychological anxiety is caused by factors such as learning pressure. However, many current psychotherapy methods have had limited effectiveness. Therefore, this research has reformed the teaching methods of psychotherapy through the use of flipped classrooms. It aims to utilise new psychotherapy teaching methods to alleviate psychological anxiety among college students.

A total of 100 students from two classes of third to fourth grade students in a certain university were selected as the research subjects and divided into Group E and Group F. Group E used traditional psychotherapy teaching methods, while Group F used reformed psychotherapy methods. The experiment lasted for a total of one semester, and the data was analyzed using SPSS 23.0 software after the experiment.

After the experiment, the low anxiety level in Group F decreased to 9.50%, the frequency of moderate anxiety decreased to 10.30%, and the frequency of high anxiety decreased to 8.40%, which was lower than that in Group E. In addition, after the intervention, the environmental adaptability score of Group F increased to 15.50 ± 1.86 points, the sleep score increased to 18.08 ± 2.53 points, and the learning adaptability score increased to 499.77 ± 5.30 points.

The use of flipped classrooms to reform the teaching method of psychotherapy can effectively alleviate the psychological anxiety of college students.

2022 University Philosophy and Social Science Research Ideological and Political Project (No.2022SJSZ0275); Jiangsu Vocational and Technical Education Association 2023-2024 Project (No. XHYBLX2023015).

Psychological anxiety is an emotional response that includes emotional states such as nervousness, worry, and uneasiness. By understanding the effects of human-computer interaction systems on users’ psychological anxiety, designers can take appropriate measures to reduce users’ psychological anxiety and improve their satisfaction and efficiency.

Seventy-two participants were selected for this study and randomly divided into an experimental group and a control group, with 36 participants in each group. The experimental group was exposed to HCI systems that used specific interface designs, and the control group was exposed to traditional HCI systems. The experimental data were collected by recording the psychological responses and behavioral performance of the participants such as psychological anxiety level and task completion time when using the interface. The data analysis software used was SAS.

The average psychological anxiety level scores of the experimental group and the control group were 3.5 and 4.2; and the average interface task completion time of the experimental group was 9.3±1.2 minutes, while the average time of the control group was 12.2±1.5 minutes. Through comparative analysis, there is a difference between the experimental group and the control group with P<0.05.

By studying the effect of HCI on users’ psychological anxiety, can help designers improve the design and function of HCI systems, reduce users’ psychological anxiety, and improve users’ satisfaction and efficiency.

The work stress and psychological condition of financial investment bankers is a hot issue widely concerned by society. Excessive work pressure is a major risk factor for triggering anxiety disorder episodes. Anxiety disorders are often accompanied by symptoms such as nervousness, worry, muscle tension, panic, sweating, and avoidance of work or emotional instability. In order to reduce the level of anxiety among the practitioners of this industry, the study investigated the current status of anxiety disorders among the practitioners of investment banking.

A total of 1456 investment banking practitioners in a certain area were interviewed using the Composite International Diagnostic Interview Schedule-3.0 (CIDI-3.0), and anxiety disorders were diagnosed according to the Hamilton Anxiety Scale (HAMA), Hamilton Depression Scale (HAMD), Symptom Self-assessment Scale SCL90, and Self-Acceptance Questionnaire (SAQ).

There were significant differences in the scores on HAMA, HAMD, SCL90, and SAQ among investment banking practitioners with different distributions of age, gender, years of working experience, marital status, and income level (P<0.01), and the differences in the detection rate of anxiety disorders distributed by education level were not statistically significant (P>0.05).

The possibility of anxiety disorders among investment banking practitioners is high, and psychological guidance and proper guidance need to be strengthened. This survey study provides a theoretical basis for the development of targeted interventions for anxiety disorders in the future.

National Social Science Foundation Project (No. 10BJY106).

Severe employment competition and pressure have triggered students in higher vocational school to develop negative emotions of anxiety. They show intense, excessive as well as persistent worries and fears, and even somatic anxiety symptoms. In order to alleviate the anxiety triggered by the employment pressure of graduates of higher vocational school, the study introduces psychological care to intervene in graduation innovation and entrepreneurial thinking training and analyzes its ability to alleviate anxiety.

48 graduates suffering from anxiety disorders in a higher vocational school were used as experimental research subjects, and the experimental group received a training program combining psychological nursing intervention and innovative entrepreneurial thinking; the control group received traditional innovation and entrepreneurship training courses. The Hamilton Anxiety Scale (HAMA), Hamilton Depression Scale (HAMD), Symptom Self-assessment Scale SCL90, and Self-Acceptance Questionnaire (SAQ) were evaluated before the experiment, and after the 2nd, 4th, and 8th weeks of the experiment, respectively.

Graduates who participated in the training on the integration of psychological care into innovative and entrepreneurial thinking showed a significant decrease in the scores of all scales compared to the pre-experimental period (P<0.05), and the relief of anxiety was more pronounced compared to the control group (P<0.05).

Psychological care integrated with innovative and entrepreneurial thinking training had a significant effect on the anxiety of graduates. They had a more rational and accurate control of the employment situation and restored their confidence in their future work and life.

The project of higher education research in 2022 approved by Inner Mongolia Higher Education Society (No.NMGJXH-2022XZ006).

A common psychological problem, social anxiety disorder, is prevalent among primary and secondary school students. Social anxiety disorder mainly manifests itself in the form of intense fear and apprehension in social situations, and excessive worry and fear make the patients gradually avoid socializing. In order to provide timely intervention for students with social anxiety disorder, the study introduced a scaffolding teaching model for middle school English in the middle school classroom.

80 students with social anxiety disorder in a junior high school were randomly divided into an experimental group and a control group. The experimental group was taught using the junior high school English scaffolding teaching mode, while the control group was taught using the traditional English teaching mode, and the Symptom Self-assessment Scale (SCL-90) and Liebowitz Social Anxiety Scale (LSAS) were used to assess the patient’s social anxiety before and after the treatment.

Middle school English scaffolding teaching model has positive guidance effect on social fear (P<0.05), students in the experimental group had a significant decrease in the scores of all scales after the experiment (P<0.05), compared with the control group the intervention on social fear was more obvious (P<0.05).

The scaffolding teaching model of middle school English has a positive impact on students’ anxiety and phobia, and the self-confidence of students with anxiety disorders was gradually built up and their social scope was gradually expanded.

The stage achievement of the 14th 5-year plan of educational science foundation in Jiangsu Province (No. E-c/2021/05).