Biotechnological Approaches to Psychological Interventions: Analytical Modeling in Higher Education Student Management

Abstract

This study addresses the enhancement of student management and mental health in higher education through the development of a novel biotechnologically informed psychological intervention model. Initially, the paper explores the importance of integrating mental health strategies into student management, leveraging the integrated stress CPT theoretical model and stress process model to formulate a new "balance-dominance dependence" intervention model. This model, grounded in the psychological balance framework, is dissected into three distinct stages, each tailored to address different aspects of student psychological needs. A controlled experimental design was then implemented to assess the efficacy of each stage of the intervention on students' mental health and management outcomes. Results indicate significant improvements in mental health scores, from an average of 2.55 in pre-test assessments to 3.02 in delayed post-tests, with p-values below 0.01, demonstrating the model's effectiveness. Notably, the intervention enhanced management capabilities and student mental health by approximately 4 points in the dominance and dependence stages. This study validates the potential of a biotechnologically enhanced psychological intervention model to improve both the management practices and mental health outcomes in educational settings, suggesting a scalable approach for broader application in higher education institutions.