INTERVENTION EFFECT OF THE INTEGRATION MODEL ON NEGATIVE EMOTIONS OF ADOLESCENTS DURING THE OUTBREAK OF CORONA VIRUS DISEASE 2019
Open accessAbstract
BACKGROUND: The World Health Organization has declared the Corona Virus Disease 2019 (COVID-19) epidemic as a public health emergency of international concern. Given the sudden infection from and extensive dispersion of COVID-19 and the absence of specific drugs, those infected are in danger if they are not treated in time. Consequently, COVID-19 has become an important factor influencing adolescents' mental health. The purpose of this study is to explore the intervention effect of the integration model on the negative emotions of adolescents during the COVID-19 epidemic. SUBJECTS AND METHODS: Adolescents were randomly selected from five middle schools in Zhejiang Province of China from May 2020 to July 2020. First, the Self-rating Anxiety Scale, Positive and Negative Affect Scale, and Psychological Well-Being Scale were used for measurement. Then, 72 patients with moderate and severe anxiety symptoms were chosen as the research objects, and the intervention and comparison time was determined to be eight weeks. The subjects were randomly divided into the experiment group (35 members) and the control group (34 members). The integration model was employed on the experiment group. RESULTS: Grade, physical condition, and sleep time are important factors influencing the anxiety level of adolescents during the COVID-19 period, and the anxiety risk of adolescents is higher during their third year of junior high school. After the intervention, the SAS score of the experiment group is lower than that of the control group, and the decrease in the SAS score is higher in the experiment group than in the control group (P<0.01). Moreover, the positive emotion score of the experiment group is higher than that of the control group, and the negative emotion score of the former is lower than that of the latter. The variances in the positive and negative emotion scores are higher in the experiment group than in the control group (P<0.01). The variance in the overall well-being index is also greater in the experiment group than in the control group (P<0.01). CONCLUSION: The intervention using the integrated model can significantly reduce negative emotions such as anxiety, increase positive emotions, and improve the overall well-being of adolescents during the epidemic period.
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In five included studies, adolescents were selected based on elevated scores of anxiety, depressive symptoms or vulnerability, representing a higher risk population but without a clinical diagnosis.
“Although inclusion criteria were concerned with the general population, in five studies adolescents were selected based on elevated scores of anxiety, depressive symptoms or vulnerability [42, 43, 47, 51, 52] representing a higher risk population but without a clinical diagnosis.”
From Interventions to build resilience and to ameliorate negative psychosocial effects of the COVID-19 pandemic on children and adolescents: a systematic review and meta-analysis (2024) · cites this paper as [42]
The Methodology (page not provided) says this study selected 72 adolescents with moderate or severe anxiety symptoms based on Self-rating Anxiety Scale scores, supporting the elevated-score selection claim for this study. It does not state whether participants had or lacked a clinical diagnosis. The count of five studies belongs to the citing document’s synthesis, not to this source. (LLM, conf=0.84)
Experimental — accuracy not yet measuredSeven studies (eight interventions) reporting on anxiety and five studies (six interventions) reporting on depression were included in meta-analyses.
“Of these studies seven studies (eight interventions) reporting on anxiety [42–48] and five studies (six interventions) reporting on depression [43, 45–47, 49] were included in meta-analyses.”
Six interventions were considered school-based.
“In regard to settings, six interventions were considered school-based [4, 42, 43, 45, 47, 48, 50] where interventions took place either at school or during (online) classes, or alternatively, participants were assigned to interventions based on their class affiliation (clustered study design).”
Nine interventions took place several times per week.
“in conclusion, four interventions took place once per week [45, 46, 50, 54] or several times per week (n = 9) [42–44, 47–49, 51–53].”
The duration varied between seven and twelve weeks in seven studies.
“The duration varied between one and five weeks in six studies [44–46, 48, 50, 53] and between seven and twelve weeks in seven studies [42, 43, 47, 49, 51, 52, 54].”
Most interventions comprised group sessions, while two interventions were self-guided or parent-guided.
“Most interventions comprised group sessions [42, 43, 45, 47–54] while two interventions were self-guided [46] or parent-guided [44].”
Six interventions included components promoting physical activity, while one intervention involved an art intervention.
“Apart from components that are based on different psychological approaches, six interventions included components promoting physical activity [42, 47–49, 51, 52] while one intervention involved an art intervention [45].”
Control conditions comprised no treatment or waitlist-control, active control, and alternative active control.
“Control conditions comprised no treatment or waitlist-control [44, 49, 51, 53, 54], active control (predominantly health education) [4, 42, 43, 47, 48, 52] and alternative active control (e.g. Mandala drawing, mindfulness-based meditation, expressing emotions) [45, 46, 50].”
Narrative synthesis of studies analyzing resilience, mental wellbeing, and psychological wellbeing found a positive effect of interventions on the respective outcomes compared to controls.
“Narrative synthesis of studies analyzing resilience [42, 53], mental wellbeing [47] and psychological wellbeing [51] found a positive effect of interventions on the respective outcomes compared to controls (Fig. 4).”
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- Authors
- School of Physical Education and Health, W. U., Chen, J., Sang, G., School of Physical Education and Health, W. U., Zhang, Y., Department of Sports Science, W. M. U., Jiang, A., & School of Foreign Studies, W. U.
- Affiliations
- Wenzhou University (CN)
- Wenzhou Medical University (CN)
- Venue
- Psychiatria Danubina
- Publisher
- Medicinska Naklada d.o.o.
- Published
- 2021-04-14
- Volume
- 33
- Issue
- 1
- Pages
- 86-94
- ISSN
- 0353-5053 (ISSN-L)
- OpenAlex
- W3156889047
- Cited by
- 18
- References
- 34
- Citations by year
- 2026: 2 · 2025: 1 · 2024: 3 · 2023: 7 · 2022: 4 · 2021: 1
- FWCI
- 2.55
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- other-oa
- Locations
- Psychiatria Danubina (publishedVersion, other-oa)
- PubMed (publishedVersion)
- University of Zagreb University Computing Centre (SRCE) (submittedVersion, other-oa)
- Funders
- Jilin Office of Philosophy and Social Science
- Topics
- Social Sciences › Psychology › Clinical Psychology › COVID-19 and Mental Health
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Keywords
- COVID-19 pandemic, adolescents, anxiety, negative emotions, positive emotions, psychological well-being, school-based mental health programs, junior high school students, sleep duration, grade level
- MeSH terms
- COVID-19, SARS-CoV-2, Adolescent, Anxiety, China, Disease Outbreaks, Emotions, Humans, Surveys and Questionnaires
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