37. Intervention of reading therapy for emotional disorders in educators: an integrated path of psychological health care and library information support

Abstract Background Educators have long faced occupational pressures such as heavy teaching loads, and the incidence of emotional disorders is on the rise, which has affected the quality of education and professional happiness. Current intervention methods mostly focus on single mental health counseling, lack of systematic integration with library and information resources, and lack of continuity and pertinence of intervention. Based on this, we study the intervention value of bibliotherapy, construct an integrated path of mental health care and library and information support, and provide a new perspective for educators to intervene with emotional disorders. Methods Using a randomized controlled trial design, 120 educators with mild to moderate affective disorders were selected as research subjects and randomly divided into an experimental group (n = 60) and a control group (n = 60). The control group received conventional mental health lecture intervention, and the experimental group implemented an integrated path intervention (including the development of personalized reading plans, accurate push of library and information resources, and professional psychological nursing follow-up), with an intervention period of 8 weeks. The Self-Rating Anxiety Scale (SAS) and Self-Rating Depression Scale (SDS) were used to evaluate the intervention effect, and independent sample t-test was conducted using SPSS 26.0. Results The specific data of SAS and SDS scores of the two groups before intervention are shown in Table 1. After the intervention, the scores and effectiveness of the experimental group were better than those of the control group, and the difference was statistically significant (p<.05). Before the intervention, there was no significant difference in the SAS and SDS scores of the two groups (p>.05); after the intervention, the SAS scores (41.23 ± 5.17) and SDS scores (40.89 ± 4.92) of the experimental group were both It was significantly lower than the control group (SAS: 48.65 ± 5.34; SDS: 47.96 ± 5.21), and the differences were statistically significant (t = 7.823, 7.546, p<.001). The intervention effectiveness rate of the experimental group (86.67%) was significantly higher than that of the control group (63.33%), and the difference was statistically significant (χ2 = 8.352, p=.004). Discussion Bibliotherapy under an integrated approach can effectively improve the emotional disorders of educators, allowing library and information support to improve the accuracy of reading intervention, and mental health care to ensure the professionalism and sustainability of the intervention. Research shows that the synergistic effect of personalized reading resource matching and professional psychological guidance can more effectively relieve anxiety and depression. In the future, the sample size can be expanded to explore personalized intervention plans for educators with different teaching ages and disciplines, and further optimize the practicality of the integration path.