0.05).Conclusions: The participational and interconvertible short-term mental coping training can reduce mental symptom of those children of parents with HIV or AIDS .

Based on our long-time teaching practice,we tried to explore some measures of the teaching innovation about maternal and child health care,in terms of the innovation of course system,the compiling of teaching materials and the updating of teaching methods and skills.Through the discussion,we aimed to enhance our students' integrated qualities,cultivate and bring up more and more capable medical students of new-pattern fit for the social demands.

Objective: To explore the chain mediating effect of regulatory emotional self efficacy and positive psychological capital on resilience and the mental health of college students. Methods: A total of 809 college students of Chaohu University were selected and were administered with the the Self report Symptom Invertory, Symptom Checklist,90 (SCL-90), Connor Davidson Resilience Scale (CD-RISC), Regulatory Emotional Self efficacy Scale (RES-C) and Positive Psychological Capital Questionnaire (PPQ). Multiple linear regression analysis was performed, taking resilience, regulatory emotional self efficacy and positive psychological capital as independent variables and the mental health of college students as dependent variables, meanwhile test the intermediary effect. Results: Differences were found in resilience(3.52±0.55,3.27±0.42), regulatory emotional self efficacy(3.58± 0.59 ，3.32±0.57), positive psychological capital(4.74±0.77，4.49±0.76) and mental health(158.66±33.01，176.53±34.73) among college students with different sources(urban and rural)( t =55.82，39.22，21.28，-54.14， P <0.05). Resilience, regulatory emotional self efficacy and positive psychological capital were significantly associated with the severity of mental health of college students( R 2= 0.21, P <0.01). Regulatory emotional self efficacy and positive psychological capital played a significant chain mediating role between resilience and poor mental health( effect =-0.03, P <0.05), and the mediating effect accounted for 39.3% of the total effect. Conclusion The mental health of college students can be improved by strengthening levels of resilience and enhancing regulatory emotional self efficacy, and constructing positive psychological capital could contribute to the association between resilience and mental health.

Abstract Depressive symptoms among adolescents are common in the world, depressive symptoms could increase the risk of physical and mental health, interpersonal relationship, social adaption in later life. Hence, the prevention of depressive symptom among adolescents have been valued by scholars and plenty studies have been conducted from the perspective of gene, environment and the inter connectivity between gene and environment. The environment adolescents faced can be divided into family environment, school environment and social environment. This study reviews the controllable factors in three environments and provides references for the prevention and control of depressive symptoms among adolescents.

Objective: To understand relationship of positive and negative peer events with mental health problems among college students, so as to provide a scientific basis for improving mental health level of college students. Methods: A total of 1 640 freshmen to juniors were randomly selected from two universities in Anhui Province from October to November 2023 by a combination of convenience sampling and cluster random sampling method. The positive and negative peer events, self perceived loneliness and stress levels, anxiety and depression symptoms of students were investigated by using the questionnaire star online. Group comparisons were conducted by using analysis of variance and Chi square test, and multivariate binary Logistic regression and linear regression were used to analyze relationship of positive and negative peer events with mental health problems among college students. Results: About 35.4% of college students reported that they experienced at least one type of negative peer events, and 91.3% reported that they experienced at least one type of positive peer events. After controlling for covariates,multivariate regression analysis found that experiencing 1, ≥2 types of negative peer events were positively correlated with loneliness scores of college students ( β = 1.36,4.04), as well as an increased risk of anxiety symptoms ( OR =2.24,4.33) and depression symptoms ( OR =2.19,4.01); and experiencing ≥2 types of negative peer events was positively correlated with stress scores of college students ( β =1.12)( P <0.05). Experiencing 5-6 and 7 types of positive peer events were negatively correlated with loneliness scores of college students ( β = -1.79, -2.44) and stress ( β =-0.75, -1.12); and experiencing 7 types of positive peer events were associated with a lower risk of anxiety symptoms ( OR =0.74) and depressive symptoms ( OR =0.80) ( P <0.05). The number of negative peer events was positively correlated with loneliness scores ( β =0.80) and stress scores( β =0.24), as well as the risk of anxiety symptoms ( OR =1.30) and depressive symptoms ( OR =1.27) among college students ( P <0.05). The number of positive peer events involved was negatively correlated with loneliness scores( β =-0.39) and stress scores( β =-0.19), as well as the risk of anxiety ( OR =0.92) and depressive symptoms ( OR =0.93) among college students ( P <0.05). The analysis of the moderating effect found that in different groups of positive peer events, reporting 1, ≥2 negative peer events were positively correlated with loneliness scores of college students ( β=1.08- 4.96), as well as an increased risk of anxiety symptoms ( OR =1.79-6.20) and depression symptoms ( OR =1.78-6.77) ( P <0.05); and β and OR coefficients were highest in the group reporting 0-4 types of positive peer events, followed by the group reporting 5-6 types of positive peer events, with lowest coefficients in the group reporting 7 types of positive peer events. Conclusions Negative peer events are positively correlated with psychological problems in college students, and positive peer events are negatively correlated with mental health problems. Positive peer events could alleviate the impact of negative peer events on mental health problems.

Objective: To explore the association between peer victimization and psychotic like experiences (PLEs) among junior high school students, so as to provide a scientific basis for preventing adolescent PLEs. Methods: In January 2024, a method of combining convenient sampling with cluster sampling was used to survey 2 760 students from two ordinary junior high schools in southern Anhui Province (Susong Country,Anqing City). The Community Assessment of Psychic Experiences (CAPE) and the Adolescent Peer Bullying Scale were employed to assess PLEs with different symptoms and peer victimization (verbal, physical, relational, and cyberbullying). Multivariate Logistic regression models analyzed the associations of different types peer victimization and PLEs with different symptoms. Results: The prevalence of PLEs was 17.5%, with delusional (15.4%) and hallucinatory (7.4%) symptoms being most common. Peer victimization was reported by 51.3% of students (49.6% victims, 19.5% perpetrators), with verbal victimization being most frequent (42.4% victims, 15.5% perpetrators) and cyberbullying least frequent (6.0% victims, 1.9 % perpetrators). Compared to students without bullying,students exposed to bullying showed significantly higher rates of delusional ( χ 2=29.09-127.22), hallucinatory ( χ 2=27.23-72.29), and overall PLEs ( χ 2=34.32-127.25) (all P <0.01). After adjusting for relevant confounding factors,the multiple Logistic regression model revealed verbal victimization increased risks of delusions ( OR=1.59, 95%CI =1.22-2.09), hallucinations ( OR=1.94, 95%CI =1.33-2.84), and overall PLEs ( OR=1.62, 95%CI = 1.26- 2.09); relational victimization was associated with delusions ( OR=1.83, 95%CI =1.40-2.39) and PLEs ( OR=1.65, 95% CI = 1.28-2.13); physical victimization correlated with hallucinations ( OR=1.64, 95%CI =1.12-2.40) and PLEs ( OR=1.41, 95%CI =1.06-1.87) (all P <0.05). Conclusion Specific types of peer victimization are differentially associated with PLEs, with relational victimization demonstrating the strongest association.

Murderous behavior is defined to taking certain measures with planned and purposeful to achieve the illegal behavior of killing someone.In recent years,juvenile murderous behavior has become an important public health problem in the global adolescent health field,and murder become one of the important causes of juvenile death.However,the research on the psychological behaviors of juvenile murder has not received enough attention at home and abroad.This paper summarizes the epidemiological characteristics,influencing factors,possible mechanisms and control and prevention of juvenile murder behaviors,in order to provide a reference which can carry out further the scientific study and control and prevention of the psychological behaviors of juvenile murder.

Objective: To explore the relationships between the characteristics of childhood sexual abuse and non-suicidal self-injury in nursing female college students. Methods: Two medical colleges and junior colleges were selected in Anhui province. A total of 2 549 female nursing students in grade 1 to 3 were asked to fill a questionnaire regarding sociodemographic information,childhood sexual abuse and non-suicidal self-injury. Results: The reported rate of non-suicidal self-injury among female nursing students in the past six months was 8.2%. Sexual abuse at any time during childhood (primary school or earlier,middle school and high school) increased the risk of non-suicidal self-injury among female nursing students (P<0.05). Exposure to sexual abuse in all three periods was associated with 5.04(95%CI=1.73-14.62) times odds ratio than that of those who not exposed to sexual abuse (P<0.01). Only contact sexual abuse and both contact and non-contact sexual abuse in childhood were correlated with nonsuicidal selfinjury among female nursing students [OR(95%CI)=2.21(1.48-3.29), 3.56(2.13-5.96)] (P<0.05). Two patterns of sexual abuse experiences were identified,including persistent sexual abuse (3.1%) and the other group is occasional sexual (96.9%). Persistent sexual abuse in childhood was correlated to higher risk of non-suicidal self-injury compared with occasional sexual abuse (OR=2.61,95%CI=1.35-5.05,P<0.01). Conclusion The occurrence periods,types and patterns of sexual abuse in childhood are closely related to non-suicidal self-injury in female nursing students.

Objective: To explore the mediating role of depression in the association between life events and Internet addiction, and to provide evidence for the intervention of Internet addiction. Methods: A total of 3 536 students randomly selected from 3 vocational colleges in Anhui Province completed the questionnaire survey, which included adolescents’ demographic characteristics, the Young Internet Addiction Inventory, the Adolescent Life Events Scale, and the Zung Self-Rating Depression Scale. Results: Of the 3 536 students surveyed, 427 were Internet addicts (12.08%), including 183 boys (14.89%) and 244 girls (10.58%). Negative life events were associated with depression and Internet addiction (r=-0.30，0.28, P<0.01); depression was mediated indirectly between negative life events and Internet addiction. There was statistical significance (a=0.30, b=0.13, P<0.01). Depression-mediated indirect effects accounted for 14.67% of the total effects. Conclusion Depression plays a mediating role in the relationship between negative life events and adolescents’ Internet addiction, suggesting that we can reduce the incidence of Internet addiction by reducing students’ depression through early psychological diagnosis and psychological quality training.

Objective: This study aimed to explore the relationship between childhood sexual abuse (CSA) and sexual orientation among college students, and to explore possible sex difference. Methods: By using multi-stage stratified cluster sampling method, 4 034 students were selected from 4 college schools. Self-made questionnaire was used to collect the demographic information, CSA experiences and sexual orientation. Logistic regression models were conducted to examine sex differences in the relationship between different types and timing of CSA and sexual orientation. Results: The reporting rates of heterosexual, homosexual, bisexual and asexual orientation of college students were 93.2%, 0.7%, 3.7% and 2.4%, respectively. For males, contact CSA (OR=14.70, 95%CI=5.73-37.72), both contact and noncontact CSA (OR=4.33,95%CI=1.91-9.84) in elementary school or earlier were associated with sexual orientaion. non-contact CSA (OR=4.20, 95%CI=2.21-7.98), both contact and noncontact CSA (OR=3.57, 95%CI=1.65-7.70) in middle school were related to sexual orientation. However, for females, non-contact CSA (OR=1.78, 95%CI=1.02-3.13) and both contact and non-contact CSA (OR=3.13, 95%CI=1.35-7.23) in elementary school or earlier were associated with sexual orientation. Conclusion CSA experiences are associated with sexual orientation in sex-specific manner, with significant stronger association among males.