Virtual Reality (VR) technology, characterized by its immersive and interactive nature, as well as the safety, controllability, and repeatability of its scenarios, holds broad prospects in the field of psychotherapy for depressive disorders. To standardize the clinical application of VR psychological interventions in people with depression, this expert consensus employed a modified Delphi method, integrated the opinions of 19 experts from psychiatry and related specialties, and systematically reviewed clinical evidence. The consensus clarified the development principles, content requirements, and application scope of VR psychological intervention for depressive disorders. It provided recommendations for clinical application based on related clinical evidence and discussed adverse reactions and treatment processes. The aim of this consensus is to optimize the clinical application of VR psychological intervention in people with depression, promote its standardized development, and thereby improving the current situation of scarce psychological treatment resources for mental disorders.

Objective: This study aims to translate, adapt, and validate the Cybergossip Questionnaire (CGQ) among Chinese college students.
Methods: The Chinese version of the CGQ was translated using the Chinese-English back-translation method and administered to 1 006 university students. Item analysis, reliability analysis, and structural validity analysis were conducted on the Chinese version of the CGQ. The cyberbullying subscale and the cyber-victimization subscale of the Revised Cyber Bullying Inventory (RCBI), the Negative School Gossip Scale, and the Problematic Mobile Social Media Usage Assessment Questionnaire were used to assess criterion-related and discriminant validity.
Results: (1) The Chinese version of the CGQ included 9 items, all of which showed good discrimination power, with item-total correlation coefficients ranging from 0.485 to 0.685; (2) The Chinese version of CGQ had favorable reliability, with a Cronbach’s α coefficient of 0.885 and a test-retest reliability of 0.716; (3) Both exploratory and confirmatory factor analyses supported the single factor model of the Chinese version of CGQ. The questionnaire was positively associated with the criterion variables, with correlation coefficients ranging from 0.307 to 0.392, and demonstrated good discriminant validity.
Conclusion: The Chinese version of CGQ has good reliability and validity, making it suitable for use among Chinese college students.

Objective: To explores the impact of parenting styles on adolescent depressive emotions and the internal psychological mechanisms based on ecosystem theory.
Methods: A survey was conducted on 2 811 primary and middle school students from 25 provinces in China, using the Parenting Style Questionnaire, Subjective Well-being Questionnaire, School Satisfaction Scale, and 8-item Center for Epidemiologic Studies Depression Scale (CES-D8).
Results: (1) Positive parenting styles, school satisfaction, and subjective well-being negatively predicted adolescent depression. (2) School satisfaction and subjective well-being partially mediated the relationship between parenting styles and adolescent depressive emotions, with mediation effect sizes of 6.1% and 22.9%, respectively. (3) School satisfaction and subjective well-being also played a sequential mediating role in the relationship between parenting styles and adolescent depressive emotions, with a mediation effect size of 4.1%.
Conclusion: Parenting styles not only have a direct influence on the level of adolescent depressive emotions but can also impact these emotions through parallel or sequential mediation via school sa-tisfaction and subjective well-being.

Objective: To develop and validate the Multidimensional Perfectionism Scale for Chinese Adolescents (MPSCA).
Methods: Firstly, the initial questionnaire was formed based on semi-structured interviews with 22 Chinese adolescents and references to existing perfectionism scales. Secondly, the preliminary questionnaire was administered to 1 330 adolescents to perform item analysis and factor analysis to form a formal questionnaire. Thirdly, the formal questionnaire was administered to 870 adolescents, and the data of the questionnaire were analyzed by confirmatory factor analysis, as well as reliability and validity tests.
Results: The MPSCA consists of 23 items across 6 dimensions: persistence, orderliness, competitiveness, idealization, intolerance, and striving for excellence. The six-factor model demonstrated good construct validity (χ²/df=3.100,SRMR=0.059,RMSEA=0.050,CFI=0.942,TLI=0.923). The internal consistency reliabilities of MPSCA ranged from 0.705 to 0.858. Additionally, significant correlations were found between MPSCA and criterion variables such as multidimensional perfectionism, depression, anxiety and stress were significant (p<0.001).
Conclusion: The MPSCA demonstrates good reliability and validity, which is an effective tool for assessing perfectionism in Chinese adolescents.

Bullying victimization is closely related to eating disorders in adolescents. This paper reviews the psychosocial mediating factors between bullying victimization and eating disorders in adolescents, aiming to provide references for intervention strategies for bullying victims and promote the mental health development of adolescents. The results show that cognitive factors such as body dissatisfaction, stress perception, and self-objectification, as well as emotional factors such as anxiety, depression, shame, self-compassion, and self-criticism, play a mediating role in the relationship between bullying victimization and eating disorders in adolescents. At the same time, there are also combined effects between these two categories of factors: for example, the chain mediating effect of self-compassion and self-objectification, the chain mediating effect of body image shame and self-criticism, and the combined mediating effect of body dissatisfaction and depression.

Depression is a common mental disorder among adolescents. As the main setting for adolescent growth and life, the family environment plays a crucial role in influencing their depressive emotions. The article reviews the impact of three family structures: nuclear families, extended families, and single-parent families, along with four parenting styles: authoritative, authoritarian, indulgent/permissive, and neglectful/indifferent, on adolescent depression, focusing on the impact of different family environments on adolescent depressive emotions. By examining the influence of different family environments on adolescent depression, the article provides insights for developing more effective family support and education strategies aimed at preventing the occurrence of depressive emotions and negative behaviors in adolescents.

In recent years, research on face working memory has made significant progress. This review introduces content representations of face working memory processing, such as capacity and precision, and elaborates on the main factors affecting face working memory processing, including familiarity, facial expressions, gaze direction, facial features, and stored knowledge. The neural mechanisms underlying face working memory processing are also discussed. Additionally, this research proposes future directions from three aspects: the impact of facial identity information on the representation of face working memory content, the processing mechanisms of negative emotional face working memory, and the specificity of face working memory processing. This review helps deepen our understanding of the mechanisms of face working memory processing and provides a reference for future studies in this area.

As academic progression becomes increasingly competitive, many students exhibit problematic overstudying. They focus on studying excessively, even to the extent of neglecting other aspects of life, leadning to physical and mental health issues. This article introduces two theories, study addiction and studyholism, that explain this phenomenon. Study addiction conceptualizes problematic overstudying as a behavioral addiction, while studyholism views it as a compulsive-related disorder. Based on these theoretical frameworks, researchers have developed several metric systems and investigated the influencing factors and negative consequences of overstudying. Our aim is to draw researchers’ attention to students’ problematic overstudying and help them grasp the current knowledge and limitations in this field.