To adapt to the development of the industry, universities actively explore the training mode of applied financial investment talents. However, whether students with social anxiety disorder can adjust and grow smoothly in this new teaching environment has not been thoroughly studied. This study aims to analyze the specific impact of a new applied financial investment talent training model on students with social anxiety disorder.

Six hundred students majoring in financial investment from a particular university were selected, of which 100 were diagnosed with social anxiety disorder. In a 6-month new teaching model experiment, students’ learning attitudes, social abilities, and emotional fluctuations were comprehensively evaluated using the Social Anxiety Scale (LSAS).

Research has found that students with social anxiety disorder significantly improve their learning engagement and initiative under the new training mode. Among them, 73% of patients stated that they experienced a significant sense of achievement in group collaboration and practical applications, and social anxiety symptoms were alleviated to a certain extent. However, some students still feel pressure during large-scale public demonstrations or speeches.

The new model of cultivating applied financial investment talents in universities can, to some extent, help students with social anxiety disorders establish confidence, improve social skills, and encourage them to participate more actively in learning. However, at the same time, in response to their specific needs, universities still need to strengthen mental health education and personalized guidance to ensure the comprehensiveness and fairness of education.

With the complexity of enterprises’ operating environment, employees face increasing work pressure and task requirements, which may increase anxiety symptoms. Effective financial performance management can improve enterprises’ economic benefits and create a more stable and positive work atmosphere for employees. This study explores the effectiveness of innovative financial performance management models in alleviating employee anxiety.

Five companies were selected for innovative financial performance management models, with 1,200 employees participating in the study. The study subjects were evaluated using the Self-Rating Anxiety Scale (SAS) and Hamilton Anxiety Scale (HAMA). The experiment lasts one year and tracks, studies, and evaluates employees’ anxiety symptoms and job satisfaction.

Through the innovation of the financial performance management model, 75% of employees stated that their work pressure was significantly alleviated. At the same time, employee job satisfaction increased by 23%. In the mental health assessment, anxiety symptoms among employees who experienced innovative management models decreased by 18% compared to before the reform.

The innovation of enterprise financial performance management mode not only promotes the economic benefits of the enterprise but also effectively alleviates employees’ anxiety symptoms and improves their job satisfaction. To ensure the sustained and healthy development of enterprises and the psychological health of employees, it is recommended that more enterprises consider innovating and optimizing their financial performance management models.

Autism is a neurodevelopmental disorder characterized by impaired social interaction, communication abilities, and repetitive behavior. With the development of technology, virtual reality (VR) technology has brought new possibilities for treating autism. This study aims to explore the positive impact of VIRTOOLS distributed virtual reality technology on autism patients from a sociopsychological perspective.

This study comprised a cohort of 80 patients diagnosed with autism, with ages ranging from 6 to 18 years. A six-month structured training program was implemented utilizing a distributed virtual reality (VR) application developed using VIRTOOLS. The program encompassed simulated training for social interaction, emotion recognition, and fundamental daily life skills. To evaluate the effectiveness, pre- and post-training comparisons were made using standardized autism assessment tools and social interaction assessments. The data generated from the experiment were subjected to statistical analysis employing SPSS 24.0.

Compared with before training, the study subjects showed significant improvements in social interaction, emotional recognition, and daily life skills after training (P<0.01). Among them, 70% of participants’ social skills improved, and 60% performed more accurately in emotion recognition tasks.

From the perspective of social psychology, utilizing VIRTOOLS-based distributed VR technology provides a safe and controlled environment for patients with autism, helping them improve their social interaction and communication skills. This technology offers a promising new approach to treating and rehabilitating patients with autism.

Targeted Talents Training Project (No. 20230106722).

In higher education institutions, logistics workers often face high-pressure and multitasking work environments, which may lead to acute stress disorder. This study explores the effectiveness of reforming logistics management methods in universities in alleviating acute stress disorder among employees from the perspective of management psychology.

Four higher education institutions were selected, with 50 logistics staff randomly selected from each school, totaling 200. Using a randomized controlled trial method, the employees were evenly divided into experimental and control groups. The experimental group adopted a new logistics management method based on management psychology for one year. The control group maintained its original management mode. The psychological status of all employees was evaluated before and after the reform using the Acute Stress Disorder Self-Rating Scale (ASDS).

After implementing the new management method, the ASDS score of the experimental group significantly decreased (P<0.01), and the difference was significant compared to the control group. In addition, the employees in the experimental group also scored higher in terms of job satisfaction, teamwork, and work efficiency.

Under the guidance of management psychology, the reform of logistics management methods in universities significantly alleviates the acute stress disorder of logistics workers. It is recommended that more higher education institutions adopt this new management approach to improve employees’ mental health and work efficiency.

Vocational English classrooms, due to their professionalism and practicality, create certain learning pressure on students, and some students may experience sophophobi, the fear of learning. Combining cognitive psychology theory, this study aims to explore whether incorporating ideological and political education in vocational English classrooms can alleviate students’ learning anxiety.

Two vocational colleges were selected for the experiment, each with two classes, with approximately 200 student participants. The experimental class incorporates ideological and political education in English classroom, while the control class performs routine teaching. The research lasted one semester. Pre- and post-evaluations were conducted using a learning anxiety questionnaire and cognitive psychology assessment tools. The experimental data was statistically analyzed using Excel.

The results showed that compared with the control class, the symptoms of sophophobi in the experimental class were significantly alleviated at the end of the semester (P<0.05). In cognitive evaluation, the students in the experimental class had a more positive cognitive evaluation of English learning, demonstrating a stronger learning motive and confidence.

Based on the analysis of cognitive psychology, integrating ideological and political education into vocational English teaching can help students reshape their cognitive evaluation of English learning, thereby reducing the symptoms of sophophobi. It is recommended that the integration with ideological and political education can be promoted in vocational English teaching when colleges design teaching programs.

To treat consumer mood disorders, optimization design is carried out in cultural products and color visual communication is used to alleviate patient symptoms. This will provide important opinions and references for the treatment of mood disorder patients.

120 patients with Consumer mood disorders were selected as the experimental subjects and were divided into an experimental group and a control group, with 60 patients in each group. The experimental group presented cultural products with color visual design, while the control group presented ordinary cultural products. SPSS23.0 software was used to record the patient’s mental state data during a half month trip, and the depression disorder scale was used for evaluation.

It was found that there was a significant difference in the mental state between the experimental group and the control group. The experimental group performed well in terms of mental state, comfort, and other aspects. From this, the color visual design of cultural goods has a regulatory effect on the mental state of consumers, which is beneficial for improving their mood disorders.

In recent years, product visual communication design has not only attracted many consumers’ favor, but also played a positive role in consumer psychology and spirit. By optimizing the visual design of products, Consumer Mood Disorders can be improved, providing important reference opinions for the treatment of Consumer Mood Disorders.

Mood disorders encompass a category of mental illnesses characterized by fluctuating emotional states, including periods of elevated and diminished emotions. These conditions have the potential to profoundly influence an individual’s behavior and cognitive functions. To effectively intervene in mood disorders, innovation is made in the circulation mode of agricultural products based on the patient’s lifestyle habits, and consumer mental changes are recorded, providing reference opinions for the treatment of mood disorders.

A cohort of 140 individuals, who were enthusiastic about agricultural products and exhibited symptoms of mood disorders, was recruited from the general population. All participants displayed clear indications of mood disorders. The circulation mode of agricultural products was reconfigured under the participants’ lifestyle habits. A comprehensive set of measures was implemented as part of the intervention. Over a span of 4 months, the mental symptoms of the 140 participants were meticulously documented. These records formed the basis for subsequent analysis. All collected data were subjected to rigorous statistical examination using SPSS23.0. To gauge changes in participants’ mental states, the Self-Rating Depression Scale was employed. This assessment tool was administered both before and after the intervention period.

The transformation of the agricultural product circulation mode led to significant improvements in emotional well-being and mental state among patients over the 4-month intervention period. The psychological impact varied based on the specific agricultural product transformation strategy employed. Nonetheless, all strategies demonstrated a capacity to alleviate negative emotions and foster overall patient well-being.

Adapting the agricultural product circulation mode in line with individual patient characteristics emerges as a promising strategy for mitigating mental stress and enhancing the well-being of those affected by mood disorders. This innovative approach offers potential avenues for symptom relief and presents actionable recommendations for mood disorder treatment.

Recognizing cognitive impairments is crucial for understanding their impact on students’ language, memory, judgment, and cognitive functions, which significantly influence their overall development. To address cognitive disorders among students, an experimental approach involving news dissemination affinity teaching combined with targeted cognitive counseling was implemented.

A cohort of 120 students exhibiting signs of functional cognitive impairment from three different universities participated in the study. The students were divided into an experimental group and a control group, each consisting of 60 students. The experimental group underwent a teaching intervention that incorporated both news dissemination and psychological counseling, while the control group received only psychological counseling. The intervention lasted for three months, and data were analyzed using SPSS 23.0. A mental state evaluation scale was employed to assess the students’ well-being.

Following the three-month intervention, a significant divergence in mental states was observed between the two groups of students. Specifically, students in the experimental group exhibited noteworthy enhancements in sleep patterns, dietary habits, and overall mental well-being compared to their counterparts in the control group.

Affinity-based news dissemination teaching, coupled with psychological intervention, focuses on promoting students’ cognitive development and overall well-being. The amalgamation of these two teaching approaches offers a more comprehensive and professional framework for addressing students’ cognitive impairments. Notably, this combined approach proves to be more aligned with the actual developmental needs of students and effectively mitigates cognitive impairments compared to singularly relying on psychological education.

Learning anxiety disorder detrimentally impacts both academic performance and the mental well-being of university students. This study aims to investigate whether the integration of electronic communication technology into teaching methods within universities can alleviate students’ learning anxiety and assess the efficacy of this approach.

Participants were selected from a university and divided into an experimental group and a control group. The experimental group underwent classroom teaching using electronic communication technology, encompassing online teaching platforms, virtual laboratories, and other relevant tools. In contrast, the control group received traditional face-to-face teaching. Anxiety questionnaires and academic performance metrics were employed as data collection instruments. Data were analyzed using Stata 8.0 statistical software.

The learning anxiety scores of students in the experimental group were notably lower compared to those in the control group. Specifically, the average anxiety score for the experimental group was 3.82, while the control group had an average anxiety score of 4.96. Statistical analysis utilizing appropriate methods confirmed a statistically significant difference between the two groups (P<0.05).

Empirical evidence from this study substantiates that the integration of electronic communication technology effectively mitigates symptoms of learning anxiety among students and enhances their learning outcomes. Utilizing online teaching platforms, virtual laboratories, and similar tools empowers students to engage in more self-directed and proactive learning, consequently reducing anxiety that may arise from face-to-face teaching scenarios.

The Philosophy and Social Science Research Project of Higher Education of Jiangsu Province (No. 2021SJA2140).

Hyperactivity disorder significantly affects their academic and mental health. The research aims to explore whether the design of physical education classrooms using blended learning can have a positive effect on students’ ADHD psychology.

Participants were selected from a school and divided into an experimental group and a control group. The experimental group experienced a blended teaching approach within the physical education classroom, combining conventional sports activities with interactive e-learning resources. In contrast, the control group followed a traditional physical education classroom design. Data collection tools comprised a hyperactivity disorder questionnaire and psychological assessment tools, with Epidata 2.0 employed for data processing.

The scores of hyperactivity disorder in the experimental group were significantly lower than those in the control group. The average ADHD score of the experimental group students decreased from the initial 6.78 to 3.92, while the average ADHD score of the control group students decreased from the initial 7.12 to 6.28. The difference between the experimental group and the control group was verified to be statistically significant using appropriate statistical methods.

The incorporation of blended learning within the physical education classroom design yields a positive impact on students’ hyperactivity disorder psychology. The integration of traditional sports activities with interactive e-learning resources establishes a more diverse and adaptable learning environment. This approach enables students to channel excess energy effectively, thereby enhancing their focus and self-regulation capabilities.

Autism patients often encounter challenges in social interaction and emotional expression. This research investigates the potential positive effects of utilizing a design psychology perspective in the creation of children’s products for individuals with autism.

A group of autistic patients were selected as the research subjects and divided into an experimental group and a control group. The experimental group used children’s products guided by design psychology theory for daily games and learning activities, to improve the communication and emotional expression abilities of patients with autism. The control group used traditional children’s products. The study collected autism scale scores and communication observation data as the main research indicators and used Epidata2.0 for data processing.

The autism scale scores of the experimental group of patients with autism significantly decreased. The experimental results showed that the autism scale score of the experimental group patients decreased from the initial 28.6 to 15.2, while the autism scale score of the control group patients decreased from the initial 29.1 to 24.7. The Epidata2.0 method was used to verify the statistically significant differences between the experimental group and the control group.

Designing children’s products through the lens of research and design psychology can yield positive outcomes for patients with autism. This approach contributes to the enhancement of their social communication and emotional expression capabilities, thereby fostering their overall development.

The study attempts to optimize the impact of current Civic Education by incorporating the psychological aspects of interpersonal communication. The goal is to assess the comparative effectiveness of different educational approaches in alleviating anxiety levels among college students and to gain insights into the underlying causes of anxiety disorders in this demographic.

The study chose 200 university students with severe anxiety problems for a comparative investigation. Participants were matched on basic demographic variables. Over a three-month period, the 200 participants were randomly and evenly divided into a combined treatment group and a single therapy group. The combined group received Civic Education along with interpersonal communication psychological intervention, while the single group received traditional Civic Education. Data were statistically processed and analyzed using SPSS 23.0.

After the three-month treatment, the number of severely anxious students in the combined group decreased from 100 to 24, while the number of severely anxious students in the single group decreased from 100 to 95. In addition, the mean anxiety score of the students in the combined group before and after the experiment decreased from 28.32 ± 1.84 to 9.24 ± 1.12, and the mean anxiety score of the students in the single group before and after the experiment did not change much.

Integrating the psychological dynamics of interpersonal communication into Civic Education yields a notable enhancement in alleviating students’ anxiety levels.

Addressing the limitations of conventional Civics instruction, this study integrates educational psychology principles to optimize the teaching approach. The research aims to investigate the impact of this intervention on alleviating students’ anxiety disorders.

A questionnaire-based approach randomly selected 100 university students grappling with learning anxiety disorders. These participants were equally divided into two groups: the joint teaching group and the traditional teaching group. The joint teaching group received anxiety intervention through an educational psychology-enhanced Civics teaching method, while the traditional teaching group was exposed to standard Civics instruction. The teaching intervention spanned one semester, and variations in anxiety scores were documented using a self-administered anxiety scale and analyzed using SPSS 23.0.

After one semester of instruction, the number of students with anxiety disorders decreased in both the joint teaching group and the traditional teaching group. The number of students with anxiety disorders in the joint teaching group decreased from 100 to 15, while the number of students with anxiety disorders in the traditional teaching group decreased from 100 to 88.

A comparative analysis of the two teaching methods reveals that Civics instruction enhanced with the insights of educational psychology theory is more effective in mitigating students’ anxiety disorders.

This study aims to address the issue of bi-directional affective disorders among college students, fostering their holistic development in terms of moral, intellectual, physical, and aesthetic aspects. By integrating Marxist theory with contemporary national education contexts, the research seeks to incorporate these principles into Civic Education within universities and reform existing teaching methodologies.

Twenty students exhibiting bi-directional affective disorders were randomly selected from ten different Chinese colleges and institutions. With 100 students in each group, a total of 200 participants were evenly divided into an experimental group and a control group. The control group received standard collegiate Civic Education, while the experimental group was exposed to a Civic Teaching Mode enriched with Marxist insights. The 6-month trial was followed by data collection and analysis employing a customized emotional disorder scale and SPSS 23.0 software.

Following 6 months of instruction, students in the experimental group displayed a decrease in affective disorder scale scores from 9.56 ± 0.58 to 1.24 ± 0.37. Conversely, students in the control group exhibited scores dropping from 9.74 ± 0.62 to 7.89 ± 0.52.

In comparison to traditional Civic Education, the integration of Marxist principles and the contextual specifics of Chinese education effectively address the limitations of conventional instruction, so as to comprehensively improve the two-way emotional barriers of students.

Faced with interpersonal communication challenges, college students often experience social anxiety disorders. This study aims to investigate the potential of constructing pathways for ideological and political education and mental health within universities to alleviate social anxiety disorders among college students.

A one-semester intervention study was conducted. The intervention group, consisting of 100 college students, received a combined approach of ideological and political education and mental health pathways. In contrast, the control group, comprising 100 college students, followed conventional mental health education methods. Data were collected using the Social Anxiety Inventory (SAI) and the College Student Ideological and Political Quality Scale (PQCS). Descriptive and inferential statistical analyses were performed using SPSS20.0.

After an intervention, the SAI score of the intervention group was significantly lower than that of the control group, indicating a significant improvement in social anxiety. At the same time, the scores of the intervention group on the ideological and political quality scale were significantly higher than those of the control group, indicating that ideological and political education and mental health pathways have the effect of improving the ideological and political quality of college students.

The results indicate that the combination of ideological and political education in universities and mental health pathways can effectively improve the social anxiety status of college students and enhance their ideological and political qualities.

Paroxetine is a commonly used psychotherapy drug, and the ideological and political education model in universities is an educational model aimed at cultivating students’ sense of social responsibility, professional ethics, and innovative spirit. The study on the therapeutic effect of combining ideological and political education in universities with paroxetine on students’ entrepreneurial and employment anxiety disorder aims to reduce anxiety symptoms and improve students’ mental health levels.

This study studied 240 college students and randomly divided them into two groups: one group (n=120) received the intervention of the ideological and political education model combined with paroxetine treatment, while the other group (n=120) served as the control group and only received routine guidance and education. SAS (Self Rating Anxiety Scale) was mainly used to evaluate students’ anxiety symptoms, lasting for 12 weeks, and the effects were compared between the two groups.

After 12 weeks of treatment, the anxiety scale score of the intervention group was significantly lower than that of the control group, and the difference between the two was significant (P<0.05). The students in the intervention group showed significant progress in improving anxiety symptoms, clarity of career planning, and innovative attitudes.

This study shows that the combination of ideological and political education mode and paroxetine can significantly reduce the anxiety level of employment and entrepreneurship among college students, improve their attitude towards employment and entrepreneurship, and demonstrate broad application prospects.

The Excellence Project for University Students (No. 2017XGJPJPF4006).

Attention Deficit Disorder (ADHD) is a common neurodevelopmental disorder that seriously affects athletes’ training and competition performance. Traditional drug treatment methods such as atomoxetine can improve symptoms, but there are also side effects. Featured football teaching, as a new nondrug treatment method, is worth exploring its therapeutic effect.

This study recruited 60 athletes diagnosed with ADHD and randomly divided them into an intervention group and a control group, with 30 participants in each group. The intervention group received characteristic football teaching and atomoxetine treatment, while the control group only received atomoxetine treatment. The research period is 12 weeks, and quantitative evaluation is conducted using the ADHD rating scale and the exercise performance rating scale.

After the study, the ADHD scores of both groups of athletes decreased, while the exercise performance scores of the intervention group were significantly higher than those of the control group. The statistical analysis results show that feature-based football teaching has a significant effect on improving athletes’ attention deficit and improving sports performance.

Featured football teaching emerges as an effective means to enhance concentration and performance among athletes with ADHD. As a non-pharmacological intervention, its therapeutic impact is noteworthy, meriting promotion and practical application. Future research could delve into exploring the personalized football teaching’s therapeutic effects on diverse ADHD athlete profiles, striving to develop tailored treatment plans for athletes with ADHD.

The current psychological problem of bipolar disorder among college students due to employment pressure is characterized by a long course of illness, high suicide, and disability rates. Traditional drug therapy not only accelerates the circulation frequency of manic and depressive episodes but also leads to drug tolerance. Therefore, the study aims to combine ideological and political education with lamotrigine in the context of educational psychology to achieve the combined treatment of bipolar disorder among employed college students.

This study focused on 50 college students with bipolar disorder who were employed. The participants were divided into two groups, Group A and Group B, based on illness duration. Group A received a single lamotrigine treatment, while Group B received a combination of ideological and political education and lamotrigine treatment, with a total treatment time of six months. After the experimental results were processed using SPSS17.0 statistical software, and the Hamilton Depression Scale scores of the two groups of patients before and after treatment were compared.

After three months of treatment, the score was 18.77 ± 2.37 points. After six months of treatment, the score decreased to 7.67 ± 2.57 points, significantly lower than the control group’s 14.34 ± 2.17 points at this time.

The integration of ideological and political education with lamotrigine treatment yields a substantial therapeutic impact on bipolar disorder among employed college students. This comprehensive approach underscores the importance of considering educational psychology when devising treatment strategies for psychological disorders.

The Yancheng Social Science Fund Project 2023 (No. 23skA163).

College students face challenges in communication, employment, learning, and emotional interaction, contributing to a range of psychological issues. Deficit schizophrenia, though uncommon among college students, can exhibit symptoms of delayed thinking and cognitive impairment. Prolonged use of traditional medications can lead to tolerance. This study investigates the synergy of reformed ideological and political education in higher education with Paliperidone to offer comprehensive intervention for college students with deficit schizophrenia.

A study was conducted on 85 college students with defective schizophrenia at a certain university. They were divided into Group C and Group D. Group C received a single treatment with Paliperidone, while Group B received combined treatment with reformed ideological and political education and teaching in universities. The treatment lasted for 3 months, and after treatment, SPSS 20.0 was used for data analysis, and the Mental Classification Cognitive Test Scale was used to quantify the mental status of college students.

Post-treatment, positive symptoms in Group D reduced to 15.46 ± 1.53 points, negative symptoms dropped to 15.61 ± 3.51 points, and general psychiatric symptoms decreased to 15.12 ± 1.21 points. These values were lower than pre-treatment levels and Group C scores. The effective treatment rate for Group D reached 96.67%, surpassing Group C.

The intervention involving the combined use of reformed ideological and political education in universities with Paliperidone exhibited efficacy in addressing deficit schizophrenia in college students. This approach showcases the potential of interdisciplinary interventions in higher education for improving psychological well-being.

College students frequently grapple with anxiety stemming from academic and employment pressures, often leading to the development of anxiety disorders over time. Football training, as a team sport, not only enhances physical fitness but also aids in anxiety reduction during physical activities. Nonetheless, existing football training and competition systems face challenges that undermine their effectiveness in treating anxiety. This study investigates the potential of reforming the football training and competition system as an intervention to address anxiety disorders in college students.

A study was conducted on 67 college students with anxiety disorders, who were divided into an observation group and a control group. The control group adopts traditional methods, while the observation group adopts the reformed football training and competition system for sports intervention. After the experiment, SPSS 20.0 software was used for statistical analysis.

After the observation group experiment, the somatization score of college students was 17.10, the anxiety score was 15.25, and the interpersonal sensitivity score was 14.31. The neuroticism score was 11.66, which was significantly better than the pre-experimental score. Meanwhile, after the experimental intervention, 13.4% of 9 people had anxiety factor scores greater than 2. Significantly lower than the 40.3% before the experiment.

The reform of the football training and competition system proves highly effective as an intervention strategy for addressing anxiety disorders among college students.