Background Coronavirus disease has appeared at home and abroad since December 2019. In order to effectively control the epidemic and save lives, the government has taken a series of isolation and family work measures. The sudden outbreak of the epidemic has disturbed normal life and had a great impact on the teaching of colleges and universities in China. The purpose of this study was to investigate the mental health status and emotional regulation ability of college teachers during the coronavirus epidemic in 2019. Research Objects and Methods Cluster sampling method was used to select 400 school groups from a university in Hunan Province. 363 valid data were collected, with an effective rate of 90.75%. There are 187 boys and 176 girls; 104 liberal arts students, 95 science students and 164 engineering students; 205 only children and 158 non only children; The age range was 17-22 years old, with an average age of 19.26 ± 0.93 years. Results Participating in Psychodrama can effectively reduce the psychological pressure of college teachers and prevent depression. The data showed that the comprehensive score of DASS-21 of teachers who did not participate in Psychodrama was 1.7 times that of teachers who participated in psychodrama. In contrast, college teachers who do not participate in Psychodrama are more likely to show depression, anxiety and stress, and tend to be passive in simple coping styles. Participating in psychological drama can effectively alleviate the psychological pressure of college teachers and improve their ability to actively deal with the pressure during the epidemic. Because the path coefficient of emotional regulation self-efficacy to express positive emotional self-efficacy is small (γ= 0.15), therefore, the mediating role of the three components of emotion regulation self-efficacy is specifically analyzed. Correlation analysis found that only the self-efficacy of managing depression / pain and anger / anger were significantly correlated with social anxiety, aggression and depression (Ps < 0.01). According to the mediation effect test procedure [22], calculate the mediation effect and explain the total effect as β a ×β b/ β c. It can be seen from table 2 that social anxiety is the independent variable and aggression and depression are the dependent variables respectively. When the self-efficacy of managing depression / pain is the intermediary variable, the total effect of intermediary effect interpretation is 40.61% and 34.06% respectively; When the self-efficacy of managing anger / anger was the mediating variable, the total mediating effect was 55.77% and 31.81% respectively. Conclusion Most teachers have excessive psychological pressure and anxiety, and a few teachers have serious problems. Dass scored 21. At the same time, the comparative experimental study shows that participating in Psychodrama can alleviate the working pressure of teachers to a certain extent, effectively reduce the psychological pressure of college teachers during the epidemic and prevent depression. The data showed that during the epidemic period, the DASS-21 mental health score of teachers who did not participate in Psychodrama was 1.7 times that of teachers who participated in psychodrama. College teachers who did not participate in Psychodrama were more likely to show depression, anxiety and stress, and tended to be passive in simple coping styles. Acknowledgements The authors acknowledge the Medical Research Key Project of Chongqing Health and Family Planning Commission, 2016ZDXM003 and the Exploring self injury suicidal behavior and prevention strategies of depressed adolescents based on family factors, key project of Chongqing Municipal Education Commission, 19SKGH018; The effect of socialdrama group psychological counseling on the improvement of psychological elasticity and the prevention of job burnout of front-line medical workers in the fight against epidemic diseases, school level project of Chongqing Medical University, CQMUNCP0307.

This study explored the mental health of students in smoke-free universities and the influence of creative arts therapy during COVID-19 pandemic period. 1) The survey was conducted from March to April, 2020, and students in smoke-free universities were invited to fill out and forward the questionnaire through social software such as QQ and WeChat. The subjects of the survey are 800 students studying in smoke-free colleges and universities in South China. 2) The experimental research method was adopted. 40 students in smoke-free universities suffering from psychological stress and depression caused by COVID-19 pandemic were divided into 20 experimental groups and 20 control groups. The control group received no intervention treatment, while the experimental group received creative arts therapy. The survey data of mental health of students in smoke-free universities, mental health assessment standard data and self-esteem scale (SES) were observed. Results: A total of 850 questionnaires were collected, of which 839 were valid, and the effective response rate was 98.7%. As for the scores of the new psychological status of students in smoke-free universities during covid-19 pandemic period and mental health of students in smoke-free universities, the slight degree accounted for the highest proportion (39.7%), followed by the moderate degree of 34.2%. And 47% of the respondents felt lonely, decadent, irritable, emotionally fluctuating and difficult to concentrate. the results of self-esteem scale (SES) showed that there was no significant difference between the two groups before intervention (t=1.782, P=0.08>0.05). After intervention, the score of the study group was 42.74±2.69 points, which was significantly higher than that of the control group (36.11±4.58 points), and the difference was statistically significant (Z=-1.192, P=0.04<0.05). Conclusion: about 53% of the respondents were in good mental health during the epidemic period, and they were able to adjust themselves even if they were in slightly bad mood. However, 47% of the respondents felt lonely, decadent, irritable, emotionally fluctuating and difficult to concentrate. After the intervention of creative arts therapy, the scores of SES indicated that students in smoke-free universities' self-worth and self-acceptance were increased, showing the release of anxiety and mental stress to a certain extent.