Kindergarten space design on preschool teachers with OCD: an intervention analysis

Abstract

Background

OCD is common among kindergarten teachers, and environmental space design is considered an intervention measure that can have a positive impact on OCD patients. The aim of this study is to explore the intervention effect of kindergarten environmental space design on preschool teachers with obsessive-compulsive disorder.

Subjects and Methods

The study selected classrooms of preschool teachers with OCD in several kindergartens as the research subjects and divided them into an experimental group and a control group. The classrooms in the experimental group underwent interventions in environmental space design. The control group’s classroom was arranged in a conventional manner. The study collected OCD scores and mental health questionnaire survey data from preschool teachers with OCD as research indicators and used SPSS22.0 statistical software for data processing and analysis.

Results

In the experimental results, the OCD scores of preschool teacher patients in the experimental group were significantly reduced. The OCD score of preschool teacher patients in the experimental group decreased from the initial 32.6 to 24.1, while the OCD score of preschool teacher patients in the control group decreased from the initial 31.9 to 30.5.

Conclusions

The research results indicate that the design of kindergarten environmental space has a positive intervention effect on OCD preschool teacher patients. By providing comfortable seating and soothing colors, and providing natural lighting, environmental design measures can significantly reduce the OCD score of preschool teachers’ patients, which can help improve their mental health status.