286. The joint intervention model of college students' social anxiety from the perspective of family school collaboration

Abstract Background Social anxiety disorder among college students has become a high incidence problem that affects their academic performance, interpersonal development, and mental health. Currently, psychological interventions in universities are mostly limited to individual counseling or group counseling within the school, and the effectiveness of interventions is often limited due to the lack of a generalized and sustained supportive environment. As an important ecosystem, the interaction mode and support level of the family have a profound impact on the social function of college students. Therefore, exploring a collaborative intervention model that integrates school professional resources with family support systems has important theoretical and practical significance for building a long-term and ecological support system. Methods We have developed and implemented a "home school collaboration" joint intervention model. This model consists of three core components: cognitive behavioral group training for students, systematic psychological education workshops for parents, and regular online communication and feedback mechanisms between home and school. The study adopted a quasi experimental design, dividing 72 college students and their main parents diagnosed with moderate or above social anxiety through a scale screening (Social Avoidance and Distress Scale, SAD) into an experimental group (receiving a combined intervention for 8 weeks) and a waiting control group. We conducted follow-up assessments using the Social Anxiety Scale (LSAS) and the Family Intimacy and Adaptability Scale (FACES II) before, after, and three months after the intervention, and processed the data using repeated measures ANOVA and mediation models. Results Data analysis shows that the home school collaborative intervention model has significant and multidimensional effects. In terms of core symptoms, the total score of LSAS in the experimental group decreased by 36.8% compared to before intervention, significantly better than the 9.2% improvement in the control group (F (1,70) = 31.75, p<.001, η_p2 = 0.31). From a dimensional perspective, the scores of the subscales for "social avoidance" and "fear of negative evaluation" decreased by 42.1% and 33.5%, respectively (both p<.001). At the level of psychological resources, the experimental group showed a significant improvement in social self-efficacy (51.3% increase, d = 1.15), and the FACES II scores for "intimacy" and "adaptability" increased by 28.4% and 24.7%, respectively (both p< .01). More importantly, the mediation model revealed the key path of joint intervention: the improvement of family functioning played a significant partial mediating role in reducing students' social anxiety, with a mediation effect accounting for 34.8% (95% CI [0.12, 0.58]). The three-month follow-up data confirmed the sustainability of the effect, with no significant increase in anxiety scores in the experimental group, while the control group showed a 17.6% rebound. Discussion Research has confirmed that the home school collaborative intervention model can effectively and sustainably alleviate social anxiety among college students, and its mechanism of action is partially achieved by improving the family support system. This breaks through the limitations of traditional individual centered interventions and reflects the advantages of ecological interventions. Future research can expand the sample size and extend the tracking time to verify the long-term effects of the model, and explore the convenience of using digital platforms to optimize home school communication. Funding No. KYTD202404; No. 25JDSZK083; No. 25F30.