Study on the Effect of Psychodrama Therapy on the Emotional Regulation of College Teachers During the Epidemic of Covid-19 Coronavirus Disease

Abstract

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.

Highest order moderation of extraversion and neuroticism into the relationship between job stress and flourishing: Mediated by readiness to change among Chinese medical teachers

“…This insight, while not exclusive to China, underscores the broader context in which Medical Education teachers operate, suggesting that the issues faced in China may be part of a global trend. Empirical evidence is obtained also form relevant study investigated the effect of psychodrama therapy on the emotional regulation of teachers during the COVID-19 epidemic [ 27 ]. Although not specific to Medical Education teachers, this research highlights the importance of emotional well-being and the potential of therapeutic interventions in managing job-related stress.…”