The initial training period and early post-assignment period for new recruits are characterized by highly concentrated stress load and role transition, and different degrees of psychological adaptation problems occur often. This study aims to explore the effect of dialectical behavior therapy（DBT）-based group psychological training on psychological adaptation during the “first adaptation period” of concentrated initial training for new recruits, and to further investigate whether reinforcement training with the same content during the “second adaptation period” after company assignment could further improve or maintain the enhancement effect.

A randomized controlled trial design was adopted, and the psychological training for new recruits was conducted in 2 stages. During the "first adaptation period" of initial training, 91 new recruits who enlisted in September 2024 in a new training mission in Southwest China were enrolled by cluster sampling. They were randomly divided into a training group（n=44）and a control group（n=47）. The training group received DBT-based group psychological training for 8 weeks, once per week, while the control group did not receive such training temporarily. During the “second adaptation period” after company assignment, the new recruits（n=89）from this batch with follow-up were enrolled into the second stage of study, and randomly assigned into 4 groups: a blank control group（n=25）, a first adaptation period training group（n=23）, a second adaptation period training group（n=20）, and a two-staged training group（n=21）. The first 2 groups did not receive training temporarily, while the latter 2 groups received DBTbased group psychological training. New Recruit Psychological Adaptation Scale, Five Facet Mindfulness Questionnaire-Short Form（FFMQ-SF）, 16-Item Difficulties in Emotion Regulation Scale, Interpersonal Competence Questionnaire, Chinese Revised Version of Distress Tolerance Scale, and Perceived Stress Scale were used to measure the scores of different groups at 3 time points: before training（T1）, at the end of training（T2）, and 1 month after training（T3）. The difference method and 2×2 analysis of variance were used to evaluate the training effects.

Before the start of the new training period, there were no statistical differences between the training group and the control group in demographic data or scores of various psychological variables（P>0.05）. At 1 month after training during the first adaptation period（T3）, the psychological adaptation scale score in the training group was significantly lower than that in the control group, and the level of psychological adaptation was significantly improved（t=-5.025, P<0.001, 95%CI:-5.788 to-2.504）. The 5 facet mindfulness levels（t=20.453, 3.051, P<0.001, P<0.01, 95%CI: 11.207 to 13.622, 1.374 to 6.528）and perceived stress（t=-15.041,-5.285, P<0.001, P<0.01, 95%CI:-9.998 to-7.660,-8.999 to-4.074）in the training group were superior to those in the control group at both T2 and T3. Interpersonal competence（t=4.663, P<0.001, 95%CI: 16.337 to 40.932）and distress tolerance（t=3.815, P<0.001, 95%CI: 4.213 to 13.397）in the training group were significantly higher than those in the control group at T2. During the second adaptation period, reinforcement training showed significant main effects of DBT training on the psychological adaptation variables at T2 [F（1,85）=23.82, P<0.001, η_p²=0.22] and T3, 1 month after training completion [F（1,85）=22.85, P<0.001, η_p²=0.21]. The second adaptation period training group and the two-stage training group showed significant and sustained improvement effects on most indicators, including psychological adaptation, mindfulness, difficulties in emotion regulation, perceived stress, distress tolerance, and interpersonal competence（P<0.01, Cohen's d=0.87 to 5.64）. The two-stage training group demonstrated greater advantages in difficulties in emotion regulation and interpersonal competence.

Implementing DBT group psychological training during the first adaptation period（initial training period）can significantly improve the psychological adaptation level of new recruits. Conducting reinforcement training with the same content during the second adaptation period（after company assignment）can further consolidate and maintain this improvement effect, with more obvious benefits in emotion regulation and interpersonal competence. It is recommended to systematically implement DBT group training throughout the entire enlistment stage of new recruits（initial training and early post-assignment period）to effectively promote their mental health and troop adaptation.

The military population, due to special occupational stress and high-intensity tasks, commonly experiences sleep problems, which may have a negative impact on life satisfaction; however, the underlying mechanism remains unclear. This study aims to explore the effect of sleep quality on life satisfaction among military personnel and the roles of non-attachment and rumination in the relationship between sleep quality and life satisfaction.

A cross-sectional study design was adopted without prospective grouping or intervention. A total of 1352 military personnel from a certain unit were selected using convenience sampling. The survey instruments included the Pittsburgh Sleep Quality Index, the Satisfaction with Life Scale, the Non-Attachment Scale, and the Ruminative Response Scale. Statistical analyses included: descriptive statistics to analyze the demographic characteristics of variables; Spearman correlation analysis to examine the correlations among the variables; Linear regression was used to analyze the linear relationships of sleep quality with non-attachment, rumination, and life satisfaction;and PROCESS macro Model 6 in SPSS to estimate regression coefficients (β) and their 95% confidence intervals (CIs) using Bootstrap method, in order to test the chain mediating effect of non-attachment and rumination in the relationship between sleep quality and life satisfaction.

Military personnel aged ≥29 years had significantly higher sleep quality scores than those aged 18 to 28 years (P<0.05). Military personnel aged 18 to 23 years exhibited significantly higher rumination scores than those aged 24 years (P<0.05). Military personnel with bachelor’s degree or above had significantly higher sleep quality and rumination scores than those with college degree or high school and below (P<0.01). In terms of non-attachment scores, military personnel with a bachelor’s degree or above had significantly lower non-attachment scores than those with college degree or below (P<0.01). Military personnel with bachelor’s degree or above had significantly lower life satisfaction scores than those with college degree (P<0.05). Correlation analysis revealed that sleep quality was significantly negatively correlated with non-attachment (r=-0.395, 95%CI: -0.441 to -0.348, P<0.001) and life satisfaction (r=-0.407, 95%CI: -0.452 to -0.361, P<0.001), and positively with rumination (r=0.440, 95%CI: 0.395 to 0.483, P<0.001). Non-attachment was significantly negatively correlated with rumination (r=-0.508, 95%CI: -0.547 to -0.466, P<0.001) and positively with life satisfaction (r=0.515, 95%CI: 0.473 to 0.554, P<0.001), and rumination was significantly negatively correlated with life satisfaction (r=-0.442, 95%CI: -0.485 to -0.397, P<0.001). The linear regression showed that sleep quality significantly negatively predicted life satisfaction (β=-0.456, P<0.001); non-attachment significantly positively predicted life satisfaction (β=0.243, P<0.001); rumination significantly negatively predicted life satisfaction (β=-0.184, P<0.001). The total effect of sleep quality on life satisfaction was significant, with a total effect size of -0.868 (95%CI: -0.977 to -0.759, P<0.001). The mediating effects of non-attachment and rumination in the impact of sleep quality on life satisfaction were significant, with effect values of -0.172 (95%CI: -0.232 to -0.122, P<0.001) and -0.196 (95%CI: -0.251 to -0.140, P<0.001), respectively, accounting for 19.82% and 22.58% of the total effect, respectively. Non-attachment and rumination played chain mediating roles in the impact of sleep quality on life satisfaction, with an effect value of -0.044 (95%CI: -0.061 to -0.029, P<0.001), accounting for 5.07% of the total effect.

Sleep quality, non-attachment, rumination, and life satisfaction are closely related among military personnel, and sleep quality affects life satisfaction through the chain mediating effects of non-attachment and rumination. It is recommended that military psychological interventions focus on improving sleep quality, while reducing rumination and cultivating non-attachment attitudes through mindfulness training, to systematically enhance life satisfaction among military personnel.

Special service personnel are constantly exposed to high-stress military operational environments, and their stress levels significantly impact mission effectiveness and physical and mental health. However, the underlying mechanisms of stress formation and regulation remain to be thoroughly elucidated. This study aims to investigate the interactive effects of mindfulness, psychological resilience, and nature connectedness on perceived stress among special service personnel, with a particular focus on the mediating and moderating roles of psychological resilience and nature connectedness in the process by which mindfulness influences stress, in order to reveal the underlying mechanisms and provide evidence for novel stress management strategies in this population.

A cross-sectional study was conducted on 471 special agents recuperating at the Lushan Rehabilitation and Recuperation Center from July to October 2024 enrolled by convenience sampling. Mindful Attention Awareness Scale (MAAS), Chinese Perceived Stress Scale (CPSS), 10-Item Connor-Davidson Resilience Scale (CD-RISC-10), and Connectedness to Nature Scale (CNS) were used in the questionnaire survey. Descriptive analysis, correlation analysis, and multiple linear regression analysis were performed on the questionnaire data, and a parallel mediation model was constructed using the PROCESS 4.1 macro program (Model 4).

After controlling for age and length of service, mindful attention awareness significantly positively predicted psychological resilience (β=0.251, P<0.01, 95%CI: 0.215 to 0.288) and nature connectedness (β=0.142, P<0.01, 95%CI: 0.087 to 0.198). Mindful attention awareness (β =-0.123, P<0.01, 95%CI: -0.181 to -0.066), psychological resilience (β=-0.465, P<0.01, 95%CI: -0.589 to -0.341), and nature connectedness (β=-0.135, P<0.05, 95%CI: -0.217 to -0.053) all significantly negatively predicted perceived stress. The parallel mediation effects of psychological resilience and nature connectedness between mindfulness and perceived stress were significant, with a total mediation effect of -0.136(95%CI: -0.180 to -0.096), accounting for 52.51% of the total effect. Among them, the mediation effect of psychological resilience was-0.117(95%CI: -0.158 to -0.080), accounting for 45.17% of the total effect; the mediation effect of nature connectedness was -0.019(95%CI: -0.037 to -0.006), accounting for 7.34% of the total effect.

Mindfulness not only directly negatively predicts perceived stress among special service personnel but also indirectly negatively predicts it by enhancing psychological resilience and nature connectedness, with both these factors exerting partial parallel mediating roles, and psychological resilience playing a more significant mediating role.

Autobiographical memory and episodic future thinking are pivotal to psychological well-being. To explore the application of integrated training of these 2 components in school mental health education, this study aims to evaluate the effects of a group psychological training program involving recalling and anticipating positive events on mental health in college students.

A total of 79 college students were voluntarily enrolled through verbal announcements posted by the mental health center of a university. After pre-enrollment interviews, 75 students who met the inclusion criteria provided informed consent and participated in this study. Using a stratified randomization method based on gender, the participants were assigned into a training group (n=25), a training-plus-homework group (n=25), and a waitlist group (n=25). Both the training group and the training-plus-homework group received group psychological training for positive events for 6 consecutive days, with one session (120 min) per day, and the training-plushomework group was additionally required to complete homework assignment once per week, for 4 weeks after training. The waitlist group received no psychological training during the intervention period. All 3 groups were assessed before training, after training, and 30 d after training using Psychological Richness Questionnaire, Satisfaction with Life Scale, and Chinese Simplified Version of the Depression-Anxiety-Stress Scale to evaluate psychological richness, life satisfaction, and psychological distress, respectively.

Since 6 participants dropped out during the study, there were finally 69 participants (training group: n=22; training-plus-homework group: n=23; waitlist group: n=24). Statistical analysis indicated no serious common method bias in this study. Further analyses revealed that: ① There were no significant differences among the 3 groups in demographic variables or baseline scores of psychological richness, life satisfaction, and depression-anxiety-stress; ② Psychological richness scores showed significant effects for time (F=32.036, P<0.001, partial η²=0.327), group (F=4.425, P=0.016, partial η²=0.118), and time×group interaction (F=15.324, P<0.001, partial η²=0.317). Simple effect analyses revealed significant within-group differences (training group: F=20.339, P<0.001, partial η²=0.385; training-plus-homework group: F=34.912, P<0.001, partial η²=0.518) and between-group differences (post-intervention: F=6.710, P=0.002, partial η²=0.169; 30 d after intervention: F=10.394, P<0.001, partial η²=0.240). After intervention, both the training group and the training-plus-homework group had higher psychological richness scores than the waitlist group (P=0.007, P=0.008). At 30 d after intervention, the training-plus-homework group had higher psychological richness scores than both the training group and the waitlist group (P=0.042, P<0.001). The training group scored significantly higher after intervention than at baseline and at 30 d after intervention (P<0.001, P=0.002). The training-plus-homework group showed significantly higher scores after training than at baseline (P<0.001), and higher scores at 30 d after training than both after training and at baseline (P=0.011, P<0.001); ③ for life satisfaction, the main effect of time (F=3.379, P=0.039, partial η²=0.049) and the time×group interaction effect (F=3.799, P=0.006, partial η² =0.103) were significant. Simple effect analysis showed significant within-group differences in the training-plus-homework group (F=8.454, P<0.001, partial η²=0.206) and significant between-group differences at 30 d after training (F=6.076, P=0.004, partial η²=0.156). The training-plus-homework group had higher scores at 30 d after training than both the training group and the waitlist group (P=0.036, P=0.004), and higher scores than those of the same group after training and at baseline (P=0.045, P<0.001); ④ there were no significant within-group or between-group differences in depression-anxiety-stress scores among the 3 groups at the 3 time points (P>0.05).

Group psychological training involving recall and anticipation of positive events combined with homework demonstrates more pronounced effects in enhancing positive mental health levels in college students.

Childhood trauma is closely associated with decreased cognitive flexibility in college students. To explore a safer and more effective cognitive intervention approach for this population, this study aims to determine the effects of flash technique (FT) on improving subjective and objective cognitive flexibility among college students with childhood trauma.

A randomized controlled study design was adopted. From April to October 2025, Childhood Trauma Questionnaire (CTQ) and semi-structured interviews were used to assess the levels of childhood trauma among college students in some universities in Changqing and Kunming. A total of 54 eligible participants were randomly assigned into an intervention group (n=27) and a waitlist group (n=27). The intervention group received 70-minute FT intervention, once per week for 6 weeks, while the waitlist group received no intervention during the same period. At baseline (T1) and post-intervention (T2), subjective cognitive flexibility was assessed using the Cognitive Flexibility Inventory (CFI). In the letter-number switching task, objective switching efficiency was measured by switching time cost, and switching accuracy was determined by switching error rate cost.

All 54 participants completed the study (27 in each group). ① No significant differences were observed between the 2 groups in demographic characteristics, CTQ, CFI, switching time cost, or switching error rate cost at baseline (P>0. 05). ② Repeated measures analysis of variance revealed significant group-by-time interactions for CFI (F=24. 654, P<0. 001, partial η² =0. 322) and switching time cost (F=6. 603, P=0. 013, partial η² =0. 113), whereas the group-by-time interaction for switching error rate cost was not significant (F=1. 397, P=0. 243, Partial η² =0. 02). ③ Simple effect analysis demonstrated that post-intervention CFI was significantly higher in the intervention group than in the waitlist group (t=3. 054, P=0. 004, 95%CI: 3. 022 to 14. 608), with switching time cost significantly lower (t=-3. 117, P=0. 003, 95%CI: -93. 438 to -20. 251). At T2, the intervention group showed significantly higher CFI (t=7. 424, P<0. 001, 95%CI: 9. 999 to 17. 408) and significantly lower switching time cost (t=-2. 875, P=0. 006, 95%CI: -60. 582 to -10. 780) compared with T1. No significant differences were observed CFI or switching time cost between T1 and T2 in the waitlist group (P>0. 05).

FT can effectively improve subjective cognitive flexibility and objective cognitive switching efficiency in college students with childhood trauma, serving as an effective auxiliary psychological intervention for this population.

To explore the effects of expressive writing on repetitive negative thinking (RNT) and anxiety and depression in new recruits, and to compare the effectiveness of different writing intervals on the training effects.

A total of 262 new recruits of a troop were sampled using cluster sampling and then divided into 3 groups based on their own organizational company. There were 2 groups receiving RNT-focused expressive writing, including 6-week group (n=90), once a week for 6 consecutive weeks, and 6-day group (n=83) once a day for 6 consecutive days, as well as a control group without any intervention (control group, n=89). Perseverative Thinking Questionnaire (PTQ), Self-Rating Depression Scale (SDS), and Self-Rating Anxiety Scale (SAS) were used to survey all participants at following 3 time points: before intervention (T0), at the end of intervention (T1) and 1 month after intervention (T2).

There were no significant differences in demographic information and psychological indicators among the 3 groups before the intervention. After intervention, the scores of RNT, depression, and anxiety were significantly lower in the 6-week group at T1 and T2 than the baseline levels (T0) (P<0.01). The 6-day group showed a tendency of increasing and then decreasing in the 3 scores, the scores of RNT and depression were significantly higher at T1 than T0 (P<0.01), then all 3 scores fell back at T2, and the scores of depression and anxiety at T2 were significantly lower than at T0 (P<0.01). No significant changes were observed in these psychological indicators in the control group before and after training.

RNT-focused expressive writing for 6 weeks can reduce RNT and relieve emotions such as depression and anxiety in new recruits, but similar effects are not observed in the 6-day consecutive writing program. So, we recommend a 6-week writing intervention to promote mental health in new recruits.

To explore the relationship of cognitive flexibility with perceived stress and life satisfaction in new recruits, construct a mindfulness-based cognitive intervention program, and investigate the impact of this program on cognitive flexibility and life satisfaction in the participants.

Cluster sampling was applied to select new recruits from a unit, and 965 participants were surveyed with questionnaires. The assessment instruments included Chinese Perceived Stress Scale (CPSS), Cognitive Flexibility Inventory (CFI), and Satisfaction With Life Scale (SWLS). Among them, 61 new recruits were divided into a training group (n=31) and a control group (n=30). The training group received a mindfulness-based cognitive intervention for 6 weeks, and the control group only received mental health education every week. The training efficacy were evaluated with questionnaires and behavioral experiment (cued task-switching paradigm).

① Perceived stress was significantly negatively correlated with cognitive flexibility and life satisfaction (r=-0.78, P < 0.01; r=-0.64, P < 0.01), and cognitive flexibility and life satisfaction were positively correlated (r=0.59, P < 0.01); ② The mediating effect was observed in cognitive flexibility between recruits' perceived stress affecting life satisfaction, with a mediating effect size of -0.12, accounting for 29.27% of the total effect; ③ After intervention, there were significant differences between the 2 groups of new recruits in terms of cognitive flexibility, life satisfaction, accuracy and reaction time in the cued task-switching paradigm, with those of the training group obviously better than those of the control group (P < 0.05). The training group obtained notably improvements in above scores after intervention (P < 0.05), but no such changes were observed in the control group.

Mindfulness-based cognitive intervention can effectively improve cognitive flexibility and life satisfaction for new recruits.

To investigate the intervention efficacy of best possible self (BPS) on the mental health of new recruits (including state optimism and pessimism, perceived stress and subjective well-being).

A non-randomized controlled trial was conducted on 212 new recruits subjected with cluster sampling from an army unit in a training base for new recruits in September 2023.Based on their organizational structure, they were divided into a study group (n=100, receiving BPS intervention 15 min/d, for 2 consecutive weeks) and a control group [n=112, typical day (TD) intervention, 15 min/d, same period].Future Expectancy Scale (FEX), Chinese Perceived Stress Scale (CPSS), Positive and Negative Affect Scale (PANAS) and Satisfaction with Life Scale (SWLS) were used to measure the 2 groups of participants at T0 (baseline), T1 (end of the first week of intervention), T2 (end of the second week of intervention) and T3 (1 week after the end of intervention) in order to evaluate the intervention efficacy on above mentioned mental health indicators.

There were no significant differences in demographic and baseline psychological variables listed above between the 2 groups.However, as the training progressed, obvious differences were observed in the training effects on state pessimism, perceived stress and subjective well-being (including affective and cognitive well-being) between them.When compared with the baseline data (T0), the study group had notably reduced state pessimism (P<0.01) and elevated affective (P<0.001) and cognitive well-being (P<0.001) during T1 and T3, and decreased perceived stress at T1 (P<0.05) and T3 (P<0.001). However, no such changes of above indicators were observed in the control group before and after training.

A 2-week BPS intervention can effectively reduce state pessimism and perceived stress, promote subjective well-being, and improve mental health in new recruits during new recruit training.

To explore the impact of trauma interventions using mindfulness based extinction and reconsolidation (TIMBER) on post-traumatic stress symptoms in rehabilitation patients with limb dysfunction after accidental trauma.

Convenient sampling was used to select 46 rehabilitation patients with limb dysfunction after accidental trauma (impact of event scale-revised, IES-R total score ≥33) admitted to Department of Rehabilitation Medicine of the First Affiliated Hospital from March 2022 to May 2023.They were randomly divided into an intervention group (TIMBER intervention) and a control group (health education of knowledge about mental health). IES-R, Hospital Anxiety and Depression Scale (HADS), and Self-Rating Scale of Sleep (SRSS) were employed to survey the participants before (T1), at the end of (T2), and 1 month after intervention (T3).The changes in post-traumatic stress symptoms, anxiety symptoms, depression symptoms, and sleep were compared between the 2 groups of patients.

There were no statistically differences in demographic information and various psychological variables between the 2 groups at T1(P>0.05).The intervention group got their total and various dimensional scores of IES-R, and scores of anxiety, depression, and sleep at T2 and T3 significantly decreased when compared with these scores at T1(P < 0.01), and all the scores at T2 and T3 were obviously lower in the intervention group than the control group (P < 0.05).Compared with T1, the avoidance and intrusion scores and total IES-R score were declined in the control group at T2 and T3, with statistical significance (P < 0.05), while no such differences were observed in the scores of high alertness, anxiety, depression, and sleep (P>0.05).

TIMBER significantly improves the post-traumatic stress symptoms, anxiety symptoms, depression symptoms, and sleep in rehabilitation patients with limb dysfunction after accidental trauma.

To explore body image characteristics and their relationship with perceived stress, self-compassion, and implicit attitudes among Chinese women with breast cancer.

Body image scale（BIS）, Chinese perceived stress scale（CPSS）, and self-compassion scale-short form（SCS-SF）were employed to evaluate 343 breast cancer patients recruited from a tertiary hospital. Implicit association test（IAT）was conducted on 68 patients, and 65 valid results were obtained. Based on BIS score of 10 as a cutoff value, the patients were divided into BIS score <10 and ≥10 groups.

Among the 343 breast cancer patients, 161 had a BIS score ≥10, and the detection rate of body image dysregulation was 47%. The patients at an age of ≤40 years had higher negative body image scores than those at 40~50 years and those at ≥50 years, and those of jobless had higher negative scores than those employed and those retired. Body image was positively correlated with perceived stress（r=0.49, P<0.01）and negatively with self-compassion（r=-0.49, P<0.01）and implicit attitudes（r=-0.26, P<0.05）in these patients. The patients from the BIS score <10 group had obviously higher IAT D-score than those of the BIS score <10 group.

The detection rate of body image dysregulation is quite high in women with breast cancer detection rate of body image dysregulation. Body image is closely associated with perceived stress, self-compassion, implicit attitudes, age, and employment status, which provides the basis for the scientific development of clinical interventions to improve body image in the patients.