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University Mental Health Education Reconsidered: A Satir Model Perspective
XIONG Ying
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DOI:10.17265/2161-623X/2026.01.004
Wuhan Business University, Wuhan, China
This study addresses the issue of suboptimal outcomes in university mental health education by adopting Satir’s model of growth philosophy and systems perspective as its theoretical foundation. It deeply integrates structured experiential teaching methods, such as craft activities, expressive painting, and psychological sculpting. Empirical research conducted over six consecutive semesters reveals that the curriculum significantly enhances students’ self-esteem, with consistently high and stable overall teaching evaluations. Following the introduction of group counseling, the effectiveness of combined-class teaching underwent structural optimization, with average evaluations surpassing those of small-group classes and exhibiting high consistency. Qualitative analysis indicates that experiential activities serve as the key mechanism facilitating students’ self-awareness and behavioral transformation. This study confirms that integrating systemic content and experiential methods through the Satir Model effectively adapts to the realities of combined-class teaching in higher education, providing an empirical solution for advancing mental health education toward competency-based transformation.
Satir model, mental health education in higher education institutions, experiential learning, curriculum reconstruction, empirical research
XIONG Ying. (2026). University Mental Health Education Reconsidered: A Satir Model Perspective. US-China Education Review A, January 2026, Vol. 16, No. 1, 17-23.
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