283. Construction of an integrated model for social anxiety intervention in the mental health education system of universities

Abstract Background Under multiple pressures such as academic competition, interpersonal adaptation, and employment planning, the probability of social anxiety disorder (referred to as "social anxiety") among college students is increasing year by year, becoming a key issue that restricts their comprehensive development. From existing research, the exploration of interventions for social anxiety among college students in academia is mostly limited to a single dimension, and has not formed a joint intervention force, resulting in poor overall intervention effectiveness. In order to break through the fragmented dilemma of current social anxiety intervention, this study takes the "physiological psychological social" model as the theoretical basis, systematically integrates four core resources: psychological counseling, curriculum teaching, campus culture construction, and family collaborative support, aiming to build a comprehensive social anxiety intervention integration model. Methods Firstly, 6000 students were organized to participate in a questionnaire survey using the Social Anxiety Scale (SAC) and the Social Avoidance and Distress Scale (SADS). Secondly, in the construction of the model, four intervention modules including psychological counseling, curriculum teaching, campus culture, and family collaborative support should be designed, and the intervention objectives, specific content, and interconnection mechanisms of each module should be clarified. Finally, the study selected 120 students with social anxiety and divided them into an experimental group and a control group based on the principle of balanced baseline data. Among them, the experimental group underwent a 6-month intervention using the constructed integrated model, while the control group only received a single Cognitive Behavioral Therapy (CBT) consultation. The study conducted scale assessments at three time points before intervention, 3 months after intervention, and 6 months after intervention. Results After 3 months of intervention, the SAS score of the experimental group was 50.21 ± 6.82, while the score of the control group was 55.66 ± 7.17, and the difference between the two groups was statistically significant (t = 4.266, p<.001). Meanwhile, after 6 months of intervention, the SAS score of the experimental group was significantly lower than that of the control group (p<.05). In addition, in terms of SADS scores, after 3 and 6 months of intervention, the social avoidance dimension scores of the experimental group were 19.20 ± 3.82 and 14.02 ± 3.26, respectively, while the social avoidance dimension scores of the control group were 21.80 ± 4.05 and 20.14 ± 3.72, respectively. It can be seen that the difference in social avoidance scores between the experimental group and the control group at different intervention time points reached a significant level (p<.05). Discussion It can be seen that the integrated model of social anxiety intervention in universities constructed through research can significantly improve students' level of social anxiety. This model can improve the mental health education system in universities, build a collaborative bridge between families and schools, and provide personalized intervention directions for students from different colleges and grades. In the future, the research scope can be expanded by combining virtual reality technology to deepen intervention forms, carry out long-term tracking, and further enhance the practicality of the model.