86 A STUDY ON THE ALLEVIATION OF SOCIAL ANXIETY IN COLLEGE STUDENTS THROUGH DAILY LANGUAGE TRAINING

Abstract Background Anxiety, as a common emotion, is a protective response produced by the human body under the influence of external environment. Social anxiety, as one of them, is manifested in feeling uncomfortable, unnatural, and even fearful when interacting with others. Social anxiety is a common psychological phenomenon among college students. Related studies have shown that drug intervention alone is ineffective. More and more scholars recommend adding psychological intervention to drug therapy for patients with schizophrenia. At present, daily language training has been proven to enable patients to practice social skills in a safe environment by engaging in more daily language communication with others. Based on this, the study explored the effect of daily language training on alleviating social anxiety in college students. Methods The study recruited 80 college students diagnosed with social anxiety at a certain university, including 40 males and 40 females, aged between 18 and 22 years old. All participants received routine treatment prior to the study and met the inclusion criteria of the study. According to the randomized controlled experimental design, patients were divided into a study group and a control group, with equal gender ratios in each group. The control group patients received conventional drug treatment. On this basis, the research team added daily language training interventions, including self introduction exercises, body language training, social scene simulation, and stress relief training. The intervention period is 3 months. Before and after the experiment, evaluate the social anxiety of two groups of patients. This includes four aspects: social frequency, social quality, social emotional stability, and psychological state assessment. The scoring range for each indicator is 0-5 points. Results The scores of various indicators for the study group and control group patients before and after intervention are shown in Figure 1. According to Figure 1 (a), it can be seen that the social frequency, social quality, social emotional stability, and psychological state assessment scores of the study group patients were significantly improved before and after treatment, and the score comparison before and after treatment showed statistical differences (P<0.05). From Figure 1 (b), it can be seen that the control group undergoing daily language training did not show significant improvement in various self-expression ability scores, with only social frequency showing a significant increase, while other indicators did not show statistical differences (P>0.05). In addition, in the inter group comparison, there was no statistical difference in the indicators between the two groups before intervention. After intervention, the scores of various indicators in the study group were significantly higher than those in the control group (P<0.05). Discussion The research results indicate that daily language training intervention has a significant positive impact on the psychological and social abilities of patients with social anxiety. There were significant differences in the evaluation indicators between the research group and the control group before and after treatment. There has been a significant improvement in social frequency, social quality, social emotional stability, and psychological state assessment. The results indicate that daily language training can help college students with social anxiety improve their social skills and alleviate their anxiety. Future research can explore the possibility of combining other psychological intervention methods with daily language training to provide more systematic and extensive support. Funding No. GZJG2024294; No. asxybsjj202318.