The therapeutic effect of ikebana teaching combined with ACT on obsessive-compulsive disorder college students

Abstract

Background

In recent years, due to academic pressure, changes in interpersonal relationships, and living environments, the mental health problems of college students have gradually become prominent, with obsessive-compulsive disorder (OCD) becoming an indispensable part. Patients with obsessive-compulsive disorder often suffer from recurring obsessive-compulsive beliefs and behaviors, seriously affecting their daily lives and academic performance. Therefore, seeking effective intervention methods is crucial.

Subjects and Methods

The experiment selected 60 students with obsessive-compulsive disorder from a particular school and randomly divided them into an experimental group and a control group, with 30 students in each group. The experimental group received practical teaching of flower arrangement art and acceptance commitment therapy (ACT). The control group only used traditional psychological counseling methods. The experimental period is six months, and the data is statistically processed using SPSS 24.0 and Excel.

Results

After a 6-month intervention, the obsessive-compulsive symptoms in the experimental group were significantly reduced, with a total effective rate of 90%, while the effective rate in the control group was 60%. In addition, the experimental group’s self-efficacy, emotional regulation ability, and quality of life also significantly improved.

Conclusions

The combination of flower arrangement art practice teaching and acceptance commitment therapy has shown sound intervention effects in treating obsessive-compulsive disorder college students. This combined treatment method can not only effectively alleviate obsessive-compulsive symptoms but also enhance the patient’s psychological resilience and self-management ability. Promoting this method has significant practical value in future mental health work.

Acknowledgement

Hunan Province General Higher Education Teaching Reform Research Project (General Education Project) (No. HNJG-2020-1170).