Differential Effects of Group Intervention on Psychological Subhealth in University Students: Evidence from Core...

Psychological subhealth among university students is a growing concern affecting their development, with insufficient attention to differential intervention effects for students facing distinct core predicaments. This exploratory study investigated the overall and differential effects of a group intervention integrating cognitive behavioral and social support theories on university students with psychological subhealth experiencing trauma, academic pressure, or family dysfunction. After defining these core predicament groups through questionnaire screening, twenty students with psychological subhealth were recruited from each of the three groups (total N = 60) and subsequently randomly assigned to either an 8-week group intervention or a control group. The Symptom Checklist-90 (SCL-90) was used for pre- and post-test assessments. Results showed the intervention significantly improved students' overall psychological health and depressive symptoms. Differential effects were evident: the trauma group markedly improved in interpersonal sensitivity and anxiety; the academic pressure group showed pronounced improvement in obsessive-compulsive and anxiety symptoms; and the family dysfunction group benefited most regarding interpersonal sensitivity and hostility. This study suggests the intervention's effectiveness and its link to students' core predicament types, indicating a need for differentiated strategies based on precise assessment. These findings provide practical implications for precision-oriented mental health services in higher education.