Influences of life education intervention on psychiatric symptoms and depression in young adolescents

Abstract

Background

Adolescence is a critical period characterized by significant physical, psychological, and social changes. The challenges associated with developing a sense of self-identity and navigating societal roles can lead to psychological distress. This study seeks to investigate the effectiveness of life education intervention in addressing these psychological problems among adolescents.

Methods

The present study was conducted by students from 16 classes in a senior high school. The participants completed a baseline assessment (N = 887), and eight of the classes (N = 455) were allocated to control and observation groups. The life education course intervention program is based on educational psychology and consists of three sessions, delivered on a 1-week interval period. They finally completed a follow-up survey and main outcome measures were changes in the scores of the Self-Rating Depression Scale (SDS), and Self-Report Symptom Inventory (SCL-90).

Results

After the intervention, the somatization, obsessive-compulsive, interpersonal sensitivity, hostility, depression, anxiety, paranoid ideation, phobic anxiety, psychoticism, and sleeping and dietary status in the observation group were reduced compared with those before the intervention. Compared to the pre-intervention, the total scores of SDS and SCL in the observation group decreased better after the intervention, and the above scores declined obviously to a greater extent than those in the control group (P < 0.05).

Conclusion

Integrating life education into the school significantly contributes to positive outcomes in adolescent psychological health, suggesting that short-term interventions of life education could be proposed as a beneficial practice to cope with various psychological distress faced by adolescents.