Intervention effect of drama management combined with mental health education on dissociative anxiety disorder

Abstract

Background

Dissociative anxiety disorder in student group is a common mental disorder in the learning process of students. When students are separated from their attachment objects, they will have extremely strong resistance psychology, which will lead to their excessive dissociative anxiety. Dissociative anxiety disorder will lead to more abnormal behaviors and emotions in their life and study. How to alleviate students’ dissociative anxiety disorder has become the focus of current education research.

Subjects and Methods

In this study, 68 students were diagnosed as dissociative anxiety disorder in a school and they were randomly divided into experimental group and control group, with 34 in each group. The students in the control group adopted routine mental health education during the treatment, while the students in the experimental group combined drama management strategies on the basis of mental health education. Finally, evaluate the changes and differences of dissociative anxiety between the two groups.

Results

The comparison results of the two groups of students are shown in Table 1. Table 1 shows that the anxiety scores of students in the experimental group are significantly lower than those in the control group, and the scores of behavior control and emotional response of students in the experimental group are also significantly lower than those in the control group after treatment, with a statistically significant difference.Table 1.

Differences in the evaluation of the two groups of students

Index	Before treatment		After treatment
	Experimental group	Control group	Experimental group	Control group
Anxiety score	33.08±8.14	32.97±8.33	6.17±3.02	11.15±3.28
Behavior control	2.52±0.28	2.47±0.27	1.71±0.19	2.35±0.21
Emotional response	2.31±0.23	2.45±0.20	2.08±0.20	2.33±0.21

Conclusions

Students’ dissociative anxiety disorder has seriously affected students’ life and learning progress, so it is very important to alleviate students’ dissociative anxiety disorder. In the study, an intervention strategy combining drama management and mental health education was proposed. Through experimental verification, this strategy can significantly reduce students’ anxiety scores, and alleviate students’ anxiety behaviors and emotions. Therefore, in education and teaching, it is feasible to introduce drama management strategies to enhance the cultivation of students’ mental health, which is of great significance to the improvement of education quality and students’ growth.