Purpose: To explore the relationship between adolescents’ emotion regulation ability and non-suicidal self-injury (NSSI) behavior and the role of sleep, exercise, and social support in this relationship. Methods: A total of 2573 adolescents were investigated with the Cognitive Emotion Regulation Scale, the Social Support Scale for Children and Adolescents, the Ottawa Self-Injury Questionnaire, and the Self-Made Living Condition Questionnaire, and path analysis was conducted based on the structural equation model (SEM). Results: 1) There was a significant correlation between emotion regulation ability and NSSI behavior; 2) sleep and social support played a mediating role between emotion regulation ability and NSSI behavior; and 3) sleep modulated the direct effect of negative emotion regulation ability on NSSI, while exercise modulated the direct effect of positive emotion regulation ability on NSSI, which indicated that sleep and exercise could effectively alleviate NSSI behavior caused by the lack of emotion regulation in adolescents.

This study analyzed the factors influencing adolescents' non-suicidal self-injury (NSSI) behavior and their interrelationships, and established a total influencing factor model. Through a literature analysis and semi-structured interviews with 87 adolescents and 27 experts in Guangxi Province, China, 13 influencing factors were identified from six aspects: physiological factors, cognitive factors, emotional factors, social support factors, social environment, and NSSI behavior. A system of factors influencing adolescents' NSSI behavior and a model of the factors influencing the comprehensive antagonism multilevel explanatory structure were obtained using a combination of Decision-Making Trial and Evaluation Laboratory technique and Total Adversarial Interpretive Structural Model. In descending order, NSSI, emotional state, self-efficacy, and self-cognition influenced adolescents' NSSI behavior. Social environment, exercise, and recreation had a greater impact on other factors, while NSSI, emotional regulation ability, and emotional state were greatly affected by other factors. Emotion regulation ability, self-cognition, self-efficacy, family support, school support, social support, and sleep were found to be the core factors influencing NSSI behavior of adolescents. These factors could be used to directly intervene in adolescent NSSI behavior. Timely treatment of adolescents' negative emotional states is directly conducive to preventing NSSI behavior and alleviating its severity.

Adolescence is the peak period of non-suicidal self-injury (NSSI) behaviour, and it is also a period when the prevention and intervention in NSSI are frequently required. To explore the relationship between catastrophising and NSSI and its mechanism, the mediating effects of parental support and negative emotions on catastrophising and NSSI were analysed. A questionnaire was administered to 401 middle school students with a history of NSSI behaviour from 12 schools in Guangxi. (1) Adolescents’ catastrophising tendencies positively predicted their NSSI status through negative emotions (B = 0.274, P < 0.001). The more severe the adolescents’ catastrophising tendency, the more likely they were to have stronger negative emotions and thus show an increased NSSI level. (2) Parental support played a positive moderating role between the tendency to catastrophise and negative emotions (B = −0.101, t = −2.694, P < 0.01), and it had a protective effect on adolescents’ NSSI. Catastrophising was less likely to induce the NSSI behaviour by reducing adolescents’ negative emotions (B = −0.104, t = −2.313, P < 0.05); however, it should be noted that only parental affective support, informative support, and instrumental support played a significant mediating role. Parental support of adolescents has positive effects on the tendency to catastrophise, negative emotions, and NSSI, and it has some implications for the prevention and intervention of adolescents’ NSSI.

Despite the growing recognition of mental health challenges among university students, the effectiveness and adaptability of Cognitive Behavioral Therapy (CBT) in these settings, particularly in terms of diverse delivery methods and their impact on outcomes, remains underexplored. This Systematic Literature Review (SLR) rigorously evaluates the efficacy of CBT in reducing stress among university students, utilizing the PRISMA 2020 framework. The review analyzes 27 carefully selected articles, focusing on objective analysis, diverse delivery methods, session and treatment duration, various CBT interventions, and the applied skills and strategies. The findings confirm CBT as an exceptionally effective stress management tool, noted for its adaptability and versatility. The study underscores the importance of online CBT and emphasizes the need for interventions tailored to the diverse needs of students, enhancing their mental well-being. In light of these findings, future research should investigate the mediators and moderators that affect the effectiveness of CBT, assess the long-term impact on academic and mental health outcomes, and explore the sustainability of these interventions. This study contributes to CBT’s theoretical and practical understanding in higher education settings. It lays the groundwork for future explorations to optimize mental health interventions for university students.

Background Due to China's large population and uneven distribution of educational resources, teenagers are faced with various competitions from birth, coupled with the importance parents attach to education in Chinese culture, which undoubtedly makes teenagers bear more pressure. Academic stress has always been one of the main pressures faced by Chinese adolescents, and there is a strong link between academic stress and non-suicidal self-injury (NSSI) behavior of Chinese adolescents. Methods a cross-sectional study was conducted in 10 randomly selected middle schools in Guangxi Province, China to examine the relationship between academic stress and adolescents' NSSI behavior, and to further analyze the relationship between adolescents' self-efficacy and parental support in stress and NSSI. A total of 2344 children were included in the analysis, including 1142 boys (48.72%) and 1202 girls (51.28%). Descriptive statistics will be used to understand the levels of adolescents' NSSI, academic stress, self-efficacy, and parental support; T-tests will be used to compare differences in adolescents' NSSI across demographic characteristics, academic achievement, and family economic status. A multiple linear regression model was used to examine the interaction between academic stress and NSSI in terms of adolescents' self-efficacy and parental support. Results The prevalence of NSSI was not significant among adolescents of different ethnic groups (t=-1.48, p = 0.139), but academic stress had a positive effect on adolescents' NSSI behavior (R = -0. 246, p < 0.01). Self-efficacy and parental support can moderate the relationship between academic stress and NSSI behavior, and the moderating effect of parental support is stronger than that of self-efficacy; the interaction of self-efficacy and parental support has a negative effect on the relationship between adolescent stress and NSSI behavior, but for adolescents with high level of self-efficacy, the more parental support, the more likely it is to cause adolescent NSSI behavior. Conclusion Academic stress has a negative effect on adolescents' NSSI behavior, and self-efficacy and parental support can alleviate the negative effect of adolescent stress on NSSI behavior. However, it is necessary to provide appropriate parental support for adolescents with different levels of self-efficacy.

This study aims to evaluate the effectiveness of Rational Emotive Behavior Therapy integrated with Islamic values (REBT-NIS) in reducing trauma symptoms in children who have experienced sexual abuse in Aceh. This approach combines REBT techniques with Islamic values such as ridha (contentment), patience, and ikhlas (sincerity), which are expected to help children develop more rational and positive thinking in overcoming their trauma. The study used a quasi-experimental design with pre-test and post-test assessments to measure trauma, anxiety, depression, and stress symptoms in the children involved. The results showed a 50% reduction in trauma symptoms after the implementation of REBT-NIS, with significant improvements in all trauma dimensions measured using the Child PTSD Symptom Scale (CPSS) and Depression, Anxiety, and Stress Scale (DASS). These findings indicate that the REBT-NIS approach, which integrates Islamic values, is effective in supporting trauma recovery in sexually abused children, particularly in Aceh. This approach contributes to trauma therapy theory and practice by demonstrating the importance of integrating religious values into evidence-based psychological therapy.