Objective: To explore the impact of family function intervention on mental health status of middle school students, so as to provide the reference for promoting adolescent mental health. Methods: From October 2023 to January 2024, 44 families from grade 2 of one junior high school were recruited. They were randomly divided into an intervention group ( n =21) and a control group ( n =23) using a simple random sampling method. Both groups of families participated in various daily school activities and learning, but the intervention group of families also participated in 10 online family function intervention courses. Family Assessment Device (FAD) and the Middle School Student Mental Health Scale (MSSMHS) were used as evaluation tools. Pearson correlation analysis was used to test the correlation between FAD total scores of middle school students and the total mean scores of MSSMHS, and repeated measures ANOVA was used to analyze FAD scores changes in various dimensions before and after intervention. Results: The total score of FAD in middle school students was positively correlated with the total average score of MSSMHS ( r= 0.44, P <0.01). Before intervention, there was no statistically significant difference in the FAD scores (intervention group: 143.19 ±16.05, control group:144.87±22.40) and MSSMHS total average scores (intervention group: 1.69±0.46, control group: 1.77 ±0.59) between the two groups ( t=0.28, 0.53, P >0.05). After intervention, the main effect of time, group, and time group interaction of the interventions on the FAD total scores between the intervention group and the control group were statistically significant ( F=11.87, 7.26, 11.04, P <0.05). Further simple effects analysis revealed that the post test FAD total score of the intervention group (121.71±16.01) decreased by 21.48 points compared to the pre test and was lower than the post test total score of the control group (144.47±17.71), with statistically significant differences ( t=4.68, 4.11, P <0.05). The main effect of the group on the total mean MSSMHS score between the intervention and control groups was statistically significant ( F=8.45, P <0.05), while the main effect of time was not statistically significant ( F=1.68, P >0.05). Further comparative analysis revealed that the post test total mean score of MSSMHS in the intervention group (1.34±0.23) was lower than that in the control group (1.85±0.52) ( t=3.48, P <0.01). Conclusion Family function intervention can improve the mental health status of middle school students, and relevant measures should be actively taken to promote adolescent mental health.

Objective:To investigate the relationship between growth mindset and mental health in middle school students,and to explore the intervention effects of growth mindset intervention in different grades and at dif-ferent times after intervention.Methods:Totally 612 middle school students from a certain high school in Xi'an were selected to evaluate their growth mindset and mental health status using the Mental Health Diagnostic Test(MHT)and Implicit Personality Theory Questionnaire(IPT-Q).They were divided into a growth mindset interven-tion group(n=306)and a conventional mental health class group(n=306)using a simple random sampling meth-od.The growth mindset intervention group received an additional 45 minutes of growth mindset class on top of the conventional mental health class.Three factor analysis of variance was used to compare the MHT scores of partici-pants in different grades,groups,and time conditions.Results:There was a negative correlation between IPT-Q scores and MHT scores in middle school students(r=-0.10,P＜0.05).At 4 weeks after intervention,the MHT scores were lower in the growth mindset intervention group than in the conventional mental health class group[(30.8±5.0)vs.(35.9±16.6),P＜0.001].At 4 months after intervention,there was no statistically significant difference in MHT scores between the two groups(P＞0.05).Conclusion:It suggests that growth mindset inter-vention could improve the mental health status of middle school students in the short term.