Mental health issues among middle school students are closely associated with life events and childhood trauma experiences. However, the interactive pathways among these three factors remain unclear. Based on network analysis, this study constructs a network model to identify core nodes (high-intensity symptoms) and bridge nodes (cross-group associated symptoms), aiming to reveal their interaction mechanisms and provide a foundation for targeted interventions in adolescent mental health. A cluster sampling method was employed to select 1576 middle school students from the central Anhui region. Participants were assessed using the Mental Health Test (MHT), the Adolescent Self-Rating Life Events Checklist (ASLEC), and the Childhood Trauma Questionnaire-Short Form (CTQ-SF). Descriptive statistics were analyzed using SPSS 26.0. A partial correlation network was constructed using the EBICglasso algorithm (γ = 0.5) in R software (Version 4.4.1). Node strength centrality and bridge strength centrality were calculated, and network stability was tested using the correlation stability (CS) coefficient. The network model comprised 171 valid edges, forming three tightly connected subgroups. In the mental health subgroup, MHT2 (Interpersonal Anxiety) (strength = 1.145) and MHT6 (Somatic Symptoms) (strength = 1.071) emerged as core nodes, while MHT8 (Impulsivity Tendency) (bridge strength = 0.277) served as a bridge node. In the life events subgroup, ASLEC1 (Interpersonal Relationships Factor) (strength = 1.132) and ASLEC3 (Punishment Factor) (strength = 1.127) were identified as core nodes, with ASLEC1 (Interpersonal Relationships Factor) (bridge strength = 0.276) acting as a bridge node. In the childhood trauma subgroup, CTQ-SF3 (Emotional Abuse) (strength = 1.049) and CTQ-SF4 (Physical Neglect) (strength = 1.007) were core nodes, with CTQ-SF3 (Emotional Abuse) (bridge strength = 0.397) functioning as a critical bridge node. The edge with the highest cross-subgroup weight was between ASLEC3 ("Punishment Factor") and CTQ-SF3 ("Emotional Abuse") (weight = 0.112). Network stability tests revealed that both strength centrality (CS = 0.75) and bridge strength centrality (CS = 0.75) exceeded the recommended threshold (>0.5), indicating high model robustness. This study is the first to use a network model to reveal the dynamic interaction pathways among mental health, life events, and childhood trauma in middle school students. It proposes targeted intervention strategies for core symptoms (e.g., MHT2, ASLEC1) and bridge symptoms (e.g., MHT8, CTQ-SF3). By effectively blocking the cross-subgroup transmission of negative influences, these strategies can mitigate the adverse effects of life events and childhood trauma on middle school students.

Nurses’ voices can effectively improve nursing quality, and in today’s highly competitive social environment, nursing work has rapidly developed. Based on the conservation of resources theory, this study explored the effects of inspirational leadership (IL), emotional exhaustion (EE), and employee organizational identification (EOI) on nurses’ voice. This study recruited 185 nurses from Anhui Province to participate in our survey. Questionnaires were employed to assess nurses’ perception of IL by the head nurse, EE, EOI, and employee voice. Data were analyzed using descriptive statistics and regression analysis. Results showed a relationship between IL and employee voice. EE mediated their relationship, and EOI played a moderating role in the process. This study found that head nurses with IL positively impact nurses’ voice. Additionally, nurses’ EOI will also strengthen their relationship with the head nurses. As a result, nurses’ willingness to express their opinions increases.

Fear of missing out (FoMO) is a new type of anxiety disorder in the context of the Internet, which has a negative effects on the physical and mental health and behavior of college students, such as Internet addiction, non-adaptive socializing, and negative emotions. In order to investigate the effect of relative deprivation (RD) on FoMO of college students, this study conducted a moderated mediation model to examine the relationship between RD, FoMO, self-regulatory fatigue (SRF), and personal belief in a just world (BJW). A total of 956 college students were surveyed on a RD Questionnaire, SRF Scale, FoMO Scale, and Personal BJW Scale. The results showed as follows: (1) College students’ RD positively predicted FoMO and SRF. (2) SRF partially mediated the link between RD and FoMO. (3) Personal BJW moderated the relationship between RD and FoMO, that is, when personal BJW is high, RD has a stronger predictive effect on SRF. The results of this study help to reveal the influence and mechanism of RD of college students on FoMO. The results also show that reducing college students’ RD, improving self-control ability, and cultivating rational personal BJW can effectively prevent FoMO.

Based on network analysis methodology, a network model was constructed to elucidate the relationship between academic stress and depressive symptoms among middle school students. By identifying core nodes (high-strength symptoms) and bridge nodes (cross-group associated symptoms) within the two symptom clusters, the study reveals the interactive pathways between these constructs. This approach provides a foundation for precise mental health interventions tailored to middle school students. A total of 1,576 middle school students in central Anhui Province were selected by the cluster sampling method, and questionnaire surveys were conducted using the Academic Stress Scale for Middle School Students and the Center for Epidemiologic Studies Depression Scale (CES-D). Data analysis was conducted using SPSS 26.0 and R software (Version 4.4.1). The partial correlation network was estimated using the EBICglasso algorithm (γ = 0.5) in R software (Version 4.4.1). Node strength centrality and bridge strength centrality were calculated, and the stability of the network was assessed using the correlation stability (CS) coefficient. The network structure of academic stress and depressive symptoms among middle school students comprises 308 valid edges, forming two tightly connected clusters. In the Academic Stress Scale, SS16 (strength = 1.169) and SS12 (strength = 1.136) were identified as core nodes; SS20 (bridge strength = 0.248) and SS14 (bridge strength = 0.185) exhibited higher bridge strengths, with SS20 (bridge strength = 0.248) serving as the critical bridge node.In the Depression Scale, CES-D6 (strength = 1.211) and CES-D3(strength = 1.189) exhibited higher strengths, while CES-D16(bridge strength = 0.189) and CES-D20(bridge strength = 0.157) showed higher bridge strengths. The cross-symptom clusters edge between SS20 (“When I am upset, I feel I have no close friends to talk to.“) and CES-D14(“I felt lonely.“) had the highest edge weight (0.137). The network stability test revealed that both strength centrality (CS = 0.75) and bridge strength centrality (CS = 0.67) exceeded the recommended threshold (> 0.5). Academic stress and depressive symptoms form a dynamic interconnected network through social isolation (SS20) and low life satisfaction (CES-D16), suggesting the need to design targeted intervention strategies focusing on bridge nodes to mitigate their negative impact on middle school students.

Objective: A study of the effects of group psychotherapy on depression and anxiety in adolescents.Methods: Ninety-two adolescent depression patients attending a city mental health center from May 2022 to December 2024 were selected for the study, and a randomized controlled trial design was used with 46 cases in each group. The patients in the observation group were treated with group psychotherapy combined with medication. The patients in the control group were treated with medication, for four consecutive weeks, and t-tests and chi-square tests were used to compare the differences in the rates of HAMA and HAMD-17 score reduction between the two groups.Results: (1) The difference in HAMD-17 scores between the two groups at baseline was not statistically significant (Z = −0.455, p = 0.649). In contrast, the difference in HAMA scores between the two groups at baseline was statistically significant (Z = −2.120, p = 0.034). Four patients in each of the two groups dropped out of the treatment, resulting in a total dropout rate of 8%. (2) At the end of the 4-week treatment, the HAMA and HAMD-17 scores of patients in the two groups were significantly lower than those at baseline, and the difference in the rate of reduction in HAMA and HAMD-17 scores before and after the treatment between the observation group and the control group (89.1% vs. 34.8, and 97.8% vs. 80.4%) was statistically significant (χ² = 28.82, p < 0.001; χ² = 7.18, p = 0.007), indicating clinically meaningful improvement as both rates far exceed the 50% threshold for treatment response.Conclusion: After group psychotherapy combined with medication to treat depression symptoms in adolescents is more effective, it can effectively accelerate the recovery of the disease, improve negative emotions, and reduce the recurrence of the disease.