| ObjectiveCollege students are the crowds who have a high incidence of subhealth, and quite a few of them are in the condition of mental subhealth. It is a significant and urgent study to paying active attention to mental subhealth of college students and to seeking efficient intervening methods to help them recover to the well-being condition. The study has great theoretical, practical and social significance. However, at present, the experimental intervening research on mental subhealth of the exact college student crowds is rarely reported. And the methods for intervening research are simple. The main evaluating indexes are a kind or a few kinds of questionnaire assessments. The comparing study, which combines multiple projects and indexes, is fairly few. In our present study, we adopted four intervening methods on mental subhealth of medical college students in Guangzhou. With many kinds of comprehensive evaluating methods of questionnaires and neurophysiology indexes, subjective evaluation also assessed before and after the intervention, we fully discussed the improving condition of each intervening method by observing the changes of symptoms of mental subhealth of college students. We could evaluate comprehensively the features, short-term and long-term effects of different intervening modes, and we could also give references of drafting aimed effective operational intervening patterns which is suitable to the mental subhealth of college students.Subjects and Methodsl.In this study, The two factors mixed-model experiments, with repeated measures on the time factor were used. And one factor is the 5 groups while the other is the 3 measured times.The independent variables were the different intervening methods and the dependent variables were the changes of all scores.2.By the results of CMI questionnaire and psychic-interview, 168 mental subhealth students in the medical university were involved in this study. They were assigned into 5 groups at random. They were the group of music intervention, the group of aerobics calisthenics intervention, the group of mental-health education intervention, the group of combined intervention and the control group. There were no initial differences between the intervention groups and control group in age, sex, nationality, and so on.3.The duration of the interventions was 4 weeks. The first assessment was evaluated before interventions and the second was evaluated after 4 weeks and the third was evaluated after 3 months.4.Before and after the interventions, the scores were assessed using the Cornell Medical Index(CMI),Symptom Checklist 90(SCL-90),Pittsburgh Sleep Quality Index(PSQI),Self-Esteem Scale(SES)and subjective questionnaire.We also applied additory P300 as evaluation of those interventing methods. By assessing the changes of all questionnaire scores, the P300 auditory ERP waves and the behavioral scores, such as reaction time, error rates before and after the interventions, we could evaluate the effects correspondingly.5.The data were analyzed by SPSS (version 11.5 for windows) statistical Package.The methods of Repeated Measures ANOVA,Descriptive statistic, Chi-square test, T-test, Least Significant Deviation (LSD) was performed for comparing,etc.The ERP of every channel at every moment were submitted to repeated measures ANOVA.The resultant multi-channel F-value and t-value series were used to generate spatiotemporal patterns by interpolation technique of generalized cortical imaging, which could also be referred as statistical parametric map of F-statistic (SPM(F)) and t-statistic (SPM(t)). Use conservative lower-bound epsilon to adjust the degree of freedom. The two-tailed paired t-test was used for post hoc comparisons.Resultsl.The results of questionnaire assessments(l)The results of two-factors repeated measures ANOVA of questionnaire scores.The main effect of the time factor was significant in the questionnaire scores of the 5 groups (P<0.05) and the main effect of the group factor was not significant (P>0.05).The interactive effect was significant in MR scores, the total mean score of SCL-90, the scores of anxiety, depression, interpersonal sensitivity(P<0.05).(2)The results of simple effect in the time factorThere were no significant differences of all the questionnaire scores among the groups in the first and third measures (P>0.05).There were significant differences among the groups in the second measure in MR scores, the total mean score of SCL-90, the scores of anxiety, depression, obsessive-compulsive and interpersonal sensitivity, PSQI total scores (P<0.05). Least significant deviation (LSD) was performed post-hoc for significant difference. The results showed that compared with that in controls, the MR scores, the total mean score of SCL-90, the scores of anxiety, depression, obsessive-compulsive and interpersonal sensitivity, PSQI total scores were significantly reduced in the group of music intervention , the group of mental-health education intervention and the group of combined intervention (P<0.05). The MR scores, the total mean score of SCL-90, the scores of anxiety, depression were significantly reduced in the group of aerobics calisthenics intervention (P<0.05).(3) The results of simple effect in the group factorThere were no significant differences in the scores of Photic anxiety and Somatization in the group of music intervention and in the group of aerobics calisthenics respectively in the 3 assessments(P>0.05), the scores of SES after interventions were higher than those before interventions ,and the differences had statistically significant (P<0.05),There were significant differences in the rest questionnaire scores in the 3 assessments (P<0.05). There were no significant differences in the scores of Somatization, anxiety, the score of SES in the 3 assessments in the group of mental health education intervention(P>0.05), There were significant differences in the rest questionnaire scores in the 3 assessments (P<0.05).The scores of SES after interventions were higher than those beforeinterventions in the group of combined intervention, the remaining questionnaire scores after interventions were lower than those before interventions ,the differences above had statistically significant (P<0.05). There were no significant differences in the score of PSQI in the 3 assessments in the control group(P>0.05). The scores of SES after interventions were higher than those before interventions, the remaining questionnaire scores after interventions were lower than those before interventions ,the differences above had statistically significant (P<0.05).(4)The comparative results of SCL-90 between mental subhealth college students and the Chinese college students' normsThe score of somatization of 168 mental subhealth college students was lower than the Chinese college students' norms significantly in the first assessment(P<0.05). There were no significant differences in the scores of hostility and patanoid ideation between the mental subhealth college students and the norms. The scores of remaining factors of the mental subhealth college students were higher than the norms (P<0.05). In the second and third results, there were no significant differences in the scores of anxiety, depression, patanoid ideation, photic anxiety and psychoticism between the control group and the norms (P>0.05). The scores of somatization and hostility of the control group were lower than the norms significantly (P<0.05). The scores of obsessive-compulsive in the control group was higher than the norms (P<0.05). The scores of interpersonal sensitivity in the control group was higher than the norms in the second assessments (P<0.05).The scores of majority factors of SCL-90 among the experimental groups were significantly lower than that of the norms (P<0.05).2.The subjective assessment results of subjects in the intervention groupsThe subjective assessment results of the second evaluation were that over 81.3% of the college students liked (very much) to take part in the intervening training; over 90.6% of the college students considered it (very) meaningful to take part in the intervening training; and over 72.2% of the college students thought it promoted to improve their mental health after taking part in the intervening training; over 85.2% of the college students felt that they had gotten useful knowledge after taking part in the intervening training, such as how to relax, how to relieve the bad feelings, and how to sleep well, etc.The subjective assessment results of the third evaluation were that over 81.8% of the college students liked (very much) to take part in the intervening training; over 84.8% of the college students considered it is (very) meaningful to take part in the intervening training; and over 71.9% of the college students thought it promoted to improve their mental health after taking part in the intervening training; over 71.9% of the college students felt that they had gotten useful knowledge after taking part in the intervening training. The specific knowledge were almost the same with the second results, and the knowledge in "the improvement of the comprehensive capacity" seemed more outstanding.3.The results of behavior and Event-related Potentials (ERP) (1) The results of behavior and ERP between the mental subhealth and mental health college students.There were no significant differences in the mean reaction time and error response rate between the mental subhealth and mental health college students (P>0.05). The significant effects occurred separately in the occipital region (100-140 ms), the pre-frontal region, the left temporal region and the left occipital region (240-260ms).(2)The results of behavior scores in all the experimental groups The results of two-factors repeated measures ANOVA showed that there were no significant in the main effect of the time factor of the mean reaction time among the 5 groups (P>0.05)and the main effect of the time factor was significant in the error response rat(iM).O5). The main effect of the group factor both in the mean reaction time and in the error response rate was not significant (P>0.05). The interactive effects of the two factors were significant (P<0.05).(3)The results of spatiotemporal pattern of ERP in all the experimental groups The results of two-factors repeated measures ANOVA showed that there were no significant differences in the interactive effect (P>0.05). The main effect of the group was significant (P<0.05). The significant effect occurred in the right parietal region (510-590 ms). The main effect of the time factor was significant (P<0.05). The significant effect occurred separately in the centro-parietal region and whole scalp (140-260 ms), left temporal region and pre-frontal region (290-350 ms) , left temporal region and parietal-occipital region(400-490 ms) respectively.There were no significant differences in the results of spatiotemporal pattern of ERP before the interventions (P>0.05). After interventions, The significant effect occurred separately in the right fronto-temporal region (230-250 ms, 400-420 ms), the right parietal-temporal region and occipital region (560-580 ms).Conclusion1. The four methods of interventions on mental subhealth students were simple and convenient. The short-term effects of the interventions were very significant, while the long-term effects were not.2. The effects of the four intervention methods were very significant and different. For example the symptoms of anxiety and depression were ameliorated significantly in the group of music intervention and the group of aerobics calisthenics intervention. The symptoms of obsessive-compulsive and interpersonal sensitivity were ameliorated more significantly in the group of mental-health education intervention. The symptoms of interpersonal sensitivity and the sleep disorder were ameliorated also in the group of music intervention.3. The effects of combined intervention were the most significant in all modes of interventions.4. Mental subhealth state could change unaffectedly, especially in the symptoms of anxiety and depression.5. The speed of the unaffected change was slow. While the interventions could accelerate it.6. There were no significant differences in the behavioral scores. The significant differences in ERP showed that there were some neurobiology bases in mental subhealth.7. There were no significant differences in the behavioral scores in the effects of the interventions. There were some significant but faint differences of intervention effects on ERP.Whether the objective neurophysiological index of ERP has the specificity to evaluate the effects needs to increase sample and use more sensitivity tasks for the further discuss... |
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