An intervention study of group psychological training for military cadets based on wellbeing literacy theory

To investigate the intervention effect of group psychological training for cadets on individual wellbeing literacy, cognitive reassessment, mental toughness, and subjective well-being based on wellbeing literacy theory.

A total of 116 undergraduate cadets were subjected from a military university with whole-group sampling, and according to their mock platoons of cadet corps, they were divided into experimental group（n=58, 7 times of group psychological training, for 90~100 min each time, twice a week）and control group（n=58, no such training）. Wellbeing Literacy 6 item scale（Well-Lit 6）, General Well-being Schedule（GWBS）, Cognitive Rating Scale of the Chinese version of the Emotion Regulation Questionnaire（ERQ）, and Connor-Davidson resilience scale（CD-RISC-10）were used to assess the 2 groups of participants before（T1）, immediately after（T2）, and 1 month after（T3）the training, respectively.

There were no statistical differences in demographic information and each psychological index between the 2 groups before training（P>0.05）. Significant grouping×time interaction effects were observed in total wellbeing literacy score（P<0.05）, cognitive reassessment score（P<0.001）, psychological resilience score（P<0.001）, and total subjective well-being score（P<0.001）.

Group psychological training for military cadets based on wellbeing literacy theory can enhance the wellbeing literacy of military cadets, improve their cognitive reassessment strategies, elevate their psychological resilience, enhance their subjective well-being, and beneficially improve their mental health.