41. Bibliotherapy on college students' mental health and its intervention mechanisms

Abstract Background The prevalence of anxiety and depressive symptoms among college students has shown a significant upward trend. Bibliotherapy, an adjunctive psychotherapeutic approach that guides individuals to read specific materials to alleviate psychological distress, has gained widespread application in clinical psychology. However, large-sample empirical data supporting its specific intervention effects and underlying mechanisms for college students remain scarce. This study aims to evaluate the specific effects of structured bibliotherapy on anxiety, depressive mood, and self-efficacy among college students through a rigorously designed randomized controlled trial. It further explores the efficacy pathway based on the "identification-catharsis-insight" model. Findings will validate bibliotherapy as a self-help psychological intervention strategy that can effectively supplement university mental health service systems. Methods The study recruited 200 college students from a comprehensive university who screened positive for mild to moderate psychological distress on the Symptom Checklist-90 (SCL-90). Participants were randomly assigned using a random number table to either an intervention group (n = 100) or a control group (n = 100). The intervention group received an 8-week structured reading intervention, involving self-help books on cognitive behavioral therapy and classic literary works with psychological healing functions, with weekly reflective writing assignments. The control group received no psychological intervention during this period. The Self-Rating Anxiety Scale (SAS), Self-Rating Depression Scale (SDS), and General Self-Efficacy Scale (GSES) were used as assessment tools. Results Data indicated no significant baseline differences between groups prior to intervention (p> .05). After the 8-week intervention, all psychological indicators in the intervention group showed significant positive changes, while the control group exhibited no notable fluctuations. Specifically, the intervention group's SAS score decreased significantly from 52.41 ± 5.12 to 41.33 ± 4.25 (t = 16.82, p<.001), while the SDS score decreased significantly from 54.15 ± 4.89 to 43.56 ± 3.98 (t = 15.91, p<.001). Both scores were significantly lower than those of the control group during the same period. Concurrently, the GSES score in the intervention group increased significantly (p<.01). As shown in Table 1, the data strongly demonstrate that reading therapy effectively reduces negative emotions and enhances psychological resilience. Discussion In-depth analysis indicates a positive correlation between reading engagement and symptom improvement. Cognitive literature aids in correcting irrational beliefs, thereby alleviating anxiety. Literary works facilitate emotional catharsis and self-awareness through emotional resonance and vicarious experiences, validating the dual intervention mechanism of bibliotherapy. It is recommended that universities establish tiered reading therapy libraries, recommending specific titles for different types of psychological distress. Future research should focus on long-term follow-ups to validate the sustainability of therapeutic effects and explore the potential application of digital reading platforms in interventions. Funding No. 24SSHZ210YB.