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 investigate the correlation between childhood maltreatment and quality of life (QOL) in nursing girls in Anhui Province, so as to provide reference for improving QOL of nursing girls. Methods: The stratified cluster sampling method was used to select students of grade 1 to 3 in nursing major from 2 colleges and 2 specialized colleges by self-administered questionnaire in Anhui province. The questionnaire was conducted to analyze the relationship between childhood abuse and neglect and QOL of female nursing students. Multiple linear regression model was used to assess the associations between childhood maltreatment and QOL. Results: Among 2 549 female nursing students, the mean scores of 4 dimensions of QOL were physical (12.85±2.01), psychological (13.86±2.40), social relationship (12.83±2.84) and environment (13.37±2.21). The scores of QOL among college students were higher than specialized college students, high grade students were higher, and those who have a good relationship with their parents were higher(P<0.01). The prevalence rates of childhood physical abuse, emotional abuse, sexual abuse, physical neglect, and emotional neglect were 4.9%, 10.6%, 7.3%, 6.7% and 4.1%, respectively. The scores of QOL were lower among female nursing students with childhood maltreatment than those without childhood maltreatment(P<0.01). The results of multiple linear regression analysis showed that the number of childhood abuse and neglect were negatively correlated with physical, psychological and environmental dimension of QOL, and the number of childhood maltreatment were significantly dose-responsive to quality of life(P<0.05). Conclusion The female nursing students are still greatly neglected, and the experience of childhood maltreatment is negatively related to the quality of life among female nursing students.

Objective: To examine the associations between suicide and self-injury behavior with psychological adaptability of college students, so as to provide the basic information for prevention of suicide and self-injury behavior. Methods: A sample of 825 college students completed a self-report questionnaire that measured sociodemographic characteristics, anxiety, depressive symptoms, resilience, self-compassion, and forgiveness. Results: Among 825 college students, the prevalence rates of suicidal ideation, suicidal plan, suicidal preparation, and suicidal action were 9.9%, 3.5%, 2.5%, 1.8% respectively. The rate of self-injury was 11.8%. Compared with the group with low scores of forgiveness dimension, high score of forgiveness was the protective factor of suicidal psychological behavior (OR=0.26) and self-injury (OR=0.31) (P<0.05). Compared with the score of Connor-Davidson Resilience Scale in each scale of mental resilience, low score was the risk factor of self-injury (OR=2.11), while high score was the protective factor of suicidal mental behaviors (OR=0.51) (P<0.05). Compared with the middle scores of the self-compassion scale and hearland forgiveness scale, the low scores were the risk factors for suicidal psychological behavior (OR=1.66, 2.28), while the high scores were the protective factors for suicidal psychological behavior (OR=0.33, 0.44) and self-injury (OR=0.35, 0.39) (P<0.05). Conclusion Psychological resilience, self-compassion and forgiveness are significantly correlated with suicide and self-injury, suggesting that colleges and universities should pay close attention to the mental health status of college students and help them reduce the incidence by improving their self-psychological adjustment ability.

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: The study aims to examine the prospective association and sex differences of pubertal timing and tempo with behavior problems. Methods: Participants from two primary schools in grade 1-3 were selected through clustering convenience sampling method in Bengbu, Anhui Province was established since 2013 (T1), with informed consent, 2 084 students were recruited, and follow-up surveys were conducted in 2015 (T2), 2017 (T3) and 2019 (T4) respectively. Demographic information, non-suicidal self-injury (NSSI), suicidal ideation, suicide plan, suicide attempt and externalizing symptoms were collected through questionnaire investigation, and pubertal development in boys and girls were evaluated by secondary sexual development (testicular volume for boys and breast development for girls). At T4, externalizing symptoms were evaluated by MacArthur Health & Behavior Questionnaire-Child (HBQ-C). Using SAS PROC NLMIXED to fit nonlinear growth model to estimate pubertal timimg and tempo. Puberty timing was classified into early, on-time, and delayed groups; and the puberty tempo into fast, average, and slow groups. Multivariable logistic regression model was used to analyze the predictive effects of modeling pubertal timing and tempo on multi-disciplinary behavior problems in adolescence boys and girls. Results: There were 1 909 people with complete baseline and follow-up questionnaires and puberty development information. Reported rates of externalizing symptoms, NSSI, suicidal ideation, suicide plan, suicide attempt and were 13.9% (265), 24.4% (466), 14.2% (271), 4.6% (88) and 2.3% (43) respectively. Logistic regression analysis results show that fast pubertal tempo increases the risk of externalization [OR(95%CI)=2.85(1.53-5.31) and NSSI [OR(95%CI)=2.11(1.22-3.65)] for boys, and the risk of suicide attempt [OR(95%CI)=2.99(1.07-8.35)] for girls. Slow tempo can reduce the risk of suicidal ideation and suicide plan for boys [OR(95%CI)=0.40(0.18-0.87), 0.07(0.01-0.67)], the externalizing symptoms and suicidal ideation for girls [OR(95%CI)=0.33(0.13-0.81)，0.38(0.17-0.85)]. Early pubertal timing will increase the risk of suicide plan for boys [OR(95%CI)=3.60(1.04-12.43)], meanwhile late timing can reduce the risk of NSSI in girls [OR(95%CI)=0.39(0.19-0.80)]. Conclusion The tempo of pubertal development may be a useful predictor of adolescent behavioral problems.

Objective: To explore the interaction effects and possible sex differences in childhood emotional overeating and polygenic influences on adolescent pubertal timing and tempo. Methods: In March 2016 (T0), all participants were recruited from grades 1 to 3 from two primary school of Bengbu, Anhui Province using cluster sampling, and follow up surveys were conducted once per year (T1, T2, T3). Emotional overeating was assessed at T1 and pubertal development was assessed annually (breast Tanner stage in girls and testicular volume in boys). The nonlinear growth model was used to estimate pubertal timing and tempo. Polygenic risk scores were calculated based on 17 SNPs for early pubertal timing. Hierarchical linear regression was performed to examine the interaction effects between childhood emotional overeating and polygenic risk scores on pubertal timing and tempo. Results: The complete data of 896 children were analyzed, including 373 boys (41.60%) and 523 girls (58.40%). A total of 203 (22.7%) children reported emotional overeating behavior at T1. After adjusting for several variables including early life adversity, delivery mode, and birthweight, only emotional overeating was associated with accelerated pubertal tempo among girls with a high genetic risk (B=0.19, 95%CI=0.07~0.32， P<0.01), although there was no association with pubertal timing (B=0.14, 95%CI=-0.12~0.41，P=0.28). In girls with a low genetic risk and boys, no evidence was found to support interaction effects between childhood emotional overeating and polygenic influences on pubertal timing and tempo (P＞0.05). Conclusion Emotional overeating was associated with a faster pubertal tempo in girls who had a high genetic risk of early pubertal development.