The COVID-19 pandemic, as a sudden and significant public health emergency, might have allowed individuals to recover physically within a short period, yet the psychological impact and resultant negative emotions may linger invisibly and persistently, adversely affecting mental health. Lu (2022a) stated in a science popularization program in China that the psychological impact of COVID-19 will endure for decades. Throughout the 3-year-long pandemic, psychologically semimature university students were significantly impacted across the domains of physical health, daily life, academic pursuits, and future employment, with many experiencing anxiety, hypochondria, phobia, and other emotional difficulties (D.-Q. Huang et al., 2022; Sun et al., 2021; H. Wang et al., 2022). Emotions, as the most immediate response to stress, serve as a crucial indicator of psychological status (Satici, 2016) and a significant factor influencing individual mental health (Peng et al., 2014). Prolonged exposure to negative emotional states can predispose individuals to psychological disorders such as depression and anxiety (Barlow, 1988). This can adversely affect the growth and development of university students. Therefore, enhancing psychological recovery among this group in a timely manner in the postpandemic era, alongside physical rehabilitation, is of paramount importance. This proactive approach is essential to prevent the emergence of serious psychological disorders in the future.

 

Group counseling is a form of psychological intervention conducted within a group setting. It utilizes interpersonal interactions to facilitate individuals’ observation, learning, and experience, enabling them to recognize and explore themselves, adjust and improve relationships with others, and adopt new attitudes and behaviors, thereby promoting healthy adaptation and personal development (Fan & He, 2010). Existing research has demonstrated the positive effects of regular and frequent group counseling in alleviating anxiety, depression, and other emotional disturbances (He & Fan, 2010; W. Huang et al., 2012; Si et al., 2015). However, Ni et al. (2022) found that while a single session of online group counseling during the pandemic significantly reduced participants’ depression levels, anxiety levels remained largely unchanged. This may be attributed to the single-session format and the online modality of the temporary psychological intervention.

 

North American psychologist Martin Seligman proposed the concept of positive psychology at the end of the 20th century (Gable & Haidt, 2005). This represented a new trend in the field of psychology (L. Cui & Zhang, 2005), marked by a shift from a traditional problem-focused negative orientation to a development-oriented positive approach, and positive psychology is devoted to the pursuit of human well-being, happiness, and harmonious development (J. Wang et al., 2021). This brand of psychology mostly studies positive aspects such as emotional experiences, personality traits, and social organizations (Zhai & Ge, 2017). Seligman et al. (2006) conducted research indicating that group counseling grounded in a positive psychological framework mitigated depressive symptoms in individuals with depression and improve their overall life satisfaction. N. Wang et al. (2011) demonstrated that group psychology counseling, guided by the principles of positive psychology, significantly alleviated anxiety and emotional instability among middle school students in disaster-affected areas. Chen and Guo (2017) established that positive psychological group counseling significantly improved the mental health status of college students exhibiting depressive tendencies, and this approach enhanced their positive emotions and overall happiness index. Thus, we hypothesized that structured positive group counseling would improve the positive emotions and alleviate the negative emotions of college students.

 

Scholars have conducted meta-analyses on positive psychology interventions, consistently finding small-to-moderately significant effects on well-being, depression, and anxiety (Bolier et al., 2013; Carr et al., 2021, 2024; Hendriks et al., 2020). In particular, positive psychology interventions are effective in enhancing overall well-being while alleviating symptoms of depression and anxiety. For example, Carr et al. (2021) found the most significant benefits among individuals with clinical problems who lived in non-Western countries and engaged in long individual or group therapy programs containing multiple positive psychology interventions. Carr et al. (2024) further conducted a mega-analysis on previous empirical studies and meta-analyses, finding that individuals who engaged in long-term, face-to-face programs benefited most. Thus, the effects of positive psychology interventions differ based on variations in duration, subject type, and intervention form.

 

Mental health education is a crucial component of school education. Some scholars have advocated for a transition in mental health education from a passive to an active approach, with the target audience expanding from students exhibiting problems to encompass all students (Lai & Zhang, 2017; Y. Wang, 2015). This shift not only aligns with the traditional Chinese medical preventive philosophy of treating diseases before they occur, but also resonates with the Western trend in positive psychology that emphasizes pursuing happiness and development. Thus, this study focused on nonproblematic university students and designed a 6-week face-to-face positive group counseling program based on prior research into positive psychology interventions. The program was developed from a dual-path perspective that included cultivating positive emotions and addressing real issues. Through an examination of its effects, we aimed to provide further evidence regarding the factors influencing the effectiveness of positive psychology interventions. In addition, we sought to address gaps in research concerning emotional interventions for nonproblematic university students in the postpandemic era, while offering empirical support for transforming mental health education concepts within colleges and universities.

We recruited 60 undergraduate students through an open-enrollment process using the following inclusion criteria: (a) voluntary participation, (b) ability to complete the intervention period, and (c) absence of mental disorders and severe physical illnesses. We randomly assigned each participant to an experimental group or a control group, with 30 students in each. The experimental group consisted of 12 men and 18 women, with a mean age of 19.27 years (SD = 1.20). The control group comprised 10 men and 20 women, with a mean age of 19.40 years (SD = 1.04). The Ethics Committee of the Experimental Center for Mental Health Education and Counseling at Zhejiang University of Finance and Economics approved this study, and all participants signed informed consent forms.

We employed the Positive and Negative Affect Schedule, originally developed by Watson et al. (1988) and translated and revised into Chinese by L. Huang et al. (2003), to measure emotional state. This scale comprises two dimensions, each containing 10 emotion descriptors: positive affect (e.g., interested) and negative affect (e.g., nervous). Participants rate the intensity of each emotion experienced within a specified period, using a 5-point Likert scale ranging from 1 (very slightly or not at all) to 5 (extremely). Cronbach’s alpha coefficients for positive and negative affect were .85 and .83 (L. Huang et al., 2003), indicating the scale was reliable.

 

We developed a group counseling evaluation form to gain insights into participants’ subjective experiences, including their personal feelings and gains from taking part in the group, as well as their overall evaluation of the group counseling program. We administered this form to the experimental group participants upon completion of the sixth week of group counseling. It comprised 10 items rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). A sample item is “I have a better understanding of my emotion generation after participating in these group counseling sessions.” Cronbach’s alpha was .73, indicating the scale is reliable.

We employed a repeated measures analysis of variance with a 2 (group: experimental, control) × 3 (test: pretest, posttest, follow-up) design. Positive and negative affect were the outcome indicators, with the score for positive affect as the primary outcome and the score for negative affect as the secondary outcome. All participants completed the Positive and Negative Affect Schedule before the study commenced and refrained from engaging in other related learning activities during the study period. Participants in the experimental group signed a group counseling agreement and attended structured group counseling sessions once a week for 2 hours over a period of 6 weeks. Following these sessions, we administered a posttest repeat of the Positive and Negative Affect Schedule, and participants completed a group counseling evaluation form. We conducted a follow-up entailing completion of the Positive and Negative Affect Schedule 1 month after the completion of group counseling. Participants in the control group maintained their natural lifestyle for 6 weeks without participating in group counseling and we informed them that they would undergo mental health training after completing the two subsequent Positive and Negative Affect Schedule tests.

 

We designed the group counseling protocol for this study by integrating group counseling theories, emotion-regulation theories, and positive psychology theories, drawing upon extensive literature (Chen & Guo, 2017; Gao et al., 2017; Si et al., 2015). Our aim was to improve university students’ emotional state and emotion-regulation abilities through three primary aspects: positive emotions, positive cognition, and positive trait cultivation. The protocol encompassed three phases: initial, working, and closing. The initial phase focused on conducting getting-to-know-you exercises and establishing a positive group atmosphere. The working phase comprised four sessions, centered on emotion awareness, emotion acceptance, emotion cognition, and emotion recovery. These sessions aimed to facilitate self-discovery and acceptance within the group context, modify maladaptive cognitive patterns, tap into self-change potential, and cultivate positive cognitions and personality traits, thereby eliciting positive emotions and minimizing negative ones. The closing phase aimed to reinforce self-affirmation amidst personal growth, instill confidence in self-regulating emotions, and foster gratitude and healthy coping with group separation.

 

Homework was assigned after each session to extend practical learning into real-life contexts. In addition to conventional group counseling techniques, sessions employed storytelling, debates, music, and meditation. Also included was sandplay, which refers to a group leader accompanying participants to freely play with sand and arrange sand toys, thereby facilitating the display of their inner thoughts and the expression of their emotions and feelings. Table 1 shows the detailed counseling plan.

We conducted the statistical analyses using SPSS 27.0. Repeated-measures analyses of variance and paired-samples t tests were used to compare pretest and posttest scores, as well as follow-up assessments within groups. We employed independent samples t tests to analyze differences in pretest and posttest scores, and conduct follow-up assessments between groups.

Statistical analysis revealed that prior to the group psychological counseling, there were no statistically significant differences between the experimental and control groups in terms of their scores for positive and negative emotions (p > .05), indicating homogeneity among groups and meeting the conditions for postcounseling intergroup comparison. The results of the initial analyses of variance showed significant results for both positive and negative affect in terms of the between-group effect (p < .05), time effect (p < .001), and group × time interaction effect (p < .001). We performed further simple effects tests, and the findings were as follows: Following the 6-week group psychological counseling program, statistically significant differences emerged between the experimental and control groups in terms of their scores for both positive and negative emotions (p < .001). Within the experimental group, we observed statistically significant differences in scores for both positive and negative emotions before and after the intervention (p < .001), and these effects persisted 1 month after the completion of the counseling program (p < .001). In comparison, in the control group there were no statistically significant differences for positive and negative affect scores between pretest and posttest, or at the follow-up assessment (p > .05). These findings are summarized in Table 2.

Analysis of the self-administered evaluation forms for group counseling completed by participants in the experimental group revealed that the mean scores for the 10 items ranged from 3.70 to 4.37, all closely approaching the value of 4. The standard deviations also indicated minimal variation in evaluations among participants. Notably, the two items “My emotional state has improved after participating in this group counseling” and “I enjoyed the group counseling format of this session” received the highest scores, whereas the item “I will apply what I learned in this group to my daily life” scored the lowest. This suggests that while most participants held a positive view of the group counseling employed in this study, they expressed some uncertainty about translating the acquired skills into practical, daily application. See Table 3 for details.

As a nascent trend in psychology, positive psychology emphasizes the positive aspects of individuals and their environments (L. Cui & Zhang, 2005; Zhai & Ge, 2017). Drawing on this theoretical framework, we designed a group counseling program centered on emotion management, aimed at fostering positive emotions, cognition, and traits through the collective power of the group. This approach was aimed at helping participants to maintain a favorable emotional state, ultimately enhancing their overall mental health. First, according to the theory of emotional contagion, the positive sharing atmosphere cultivated within the group in this study inherently facilitated the elicitation of positive emotional experiences among members. L.-X. Cui et al. (2014) indicated that sharing both positive and negative feelings can enhance positive emotions. Second, according to the emotion theory proposed by Ortony et al. (1988), an individual’s cognitive interpretation of events is the key to their emotional responses. In our study, the emotion cognition unit for the experimental group aimed to guide group members in identifying their irrational beliefs by debating irrational cognitions using rational ones. This fostered a more positive cognitive style, thereby enabling individuals to sustainably generate positive emotional experiences from the perspective of the cognition–emotion generative mechanism. Furthermore, Fredrickson (2001), applying broaden-and-build theory to positive emotions, proposed that gratitude is a positive emotion. Multiple studies have shown that gratitude enhances positive emotions (Emmons & McCullough, 2003; McCullough et al., 2004; Y. Wang, 2009). Our study explored the cultivation of positive personality traits such as gratitude in the process of positive group psychological counseling. We conjectured that these traits were a type of positive emotional experience that could promote the generation of positive emotions. Prior research has demonstrated that positive emotional experiences directly contribute to enhanced mental health (Fredrickson, 2000), and there is a significant canonical correlation between positive cognitions and emotions, with high levels of positive cognition leading to more frequent positive emotional experiences (Zhang, 2015). In addition, positive personality traits (e.g., confidence, gratitude, hope, optimism) promote mental health (Ren, 2006).

 

According to our findings, participants in the experimental group exhibited significant changes in both positive and negative emotion scores after 6 weeks of group counseling. Specifically, their positive affect scores significantly increased, while their negative affect scores significantly decreased. Moreover, these changes persisted 1 month after the completion of the program. Conversely, the control group showed no notable changes. Furthermore, the majority of participants in the experimental group provided positive evaluations of the group counseling sessions, indicating that group counseling based on positive psychology theory can significantly improve the emotional state of college students in the postpandemic era. This is consistent with previous research findings (He & Fan, 2010; W. Huang et al., 2012; Ni et al., 2022; Seligman et al., 2006; Si et al., 2015). Several meta-analyses (Bolier et al., 2013; Carr et al., 2021, 2024; Hendriks et al., 2020) have investigated a range of empirical studies on positive psychological interventions, revealing that these interventions can significantly enhance both subjective well-being and psychological well-being. The findings of this study corroborate and reinforce this conclusion.

 

In terms of research methods, this study adopted a repeated measures 2 (group: experimental, control) × 3 (time: pretest, posttest, follow-up) analysis of variance design, following previous studies (He & Fan, 2010; W. Huang et al., 2012; Si et al., 2015), and rigorously considered the effect of positive group psychological counseling from the perspective of individual differences and time effects to avoid false positive results as much as possible. In terms of research objects, in contrast to He and Fan (2010) research on a specific group of low-income students, the results of this study expanded the effect of positive group psychological counseling to the general student population. Regarding research indicators, in contrast to previous research (W. Huang et al., 2012; Ni et al., 2022; Si et al., 2015), which focused on the negative emotional indicators of mental health, our study focused on both positive and negative emotional outcome indicators, allowing for more comprehensive measurement of the effect of positive group psychological counseling on mental health. In contrast to Li and Cai (2014), who used resilience, a protective factor of mental health, as the outcome indicator, our study used emotion, the most intuitive and significant manifestation of mental health, as the outcome indicator, which can more accurately and directly reflect the effect of positive group psychological counseling on mental health. In terms of research design, our study introduced the method of group sandplay into the group counseling program, which effectively promoted the expression and interaction of group members and expanded the method of positive group psychological counseling.

 

Emotions are the most direct response to one’s surroundings, directly impacting mental health. Maintaining a positive emotional state aids in better adapting to environmental changes and promoting self-development. While the COVID-19 pandemic may seem distant, its psychological impact may be impacting people (Lu, 2022b), thus deserving researchers’ attention. Effectively assisting college students in the postpandemic era to improve their emotional state is crucial for enhancing their mental health, facilitating their growth and success, and aligning with the objectives of higher education. Moreover, compared to individual psychological counseling, group counseling benefits a broader range of individuals, and compared to classroom-based theoretical instruction, group counseling offers a more immersive and experiential learning experience. Therefore, we recommend that universities optimize and promote active group counseling programs to enhance the positive emotional experiences of college students in the postpandemic era, cultivate their positive cognition and traits, and ultimately achieve the goal of fostering mentally resilient individuals better equipped to navigate life’s challenges in the new era.

This study has some limitations. First, the follow-up evaluation was implemented only 1 month after the end of the group counseling, and we did not continuously track the follow-up effect, nor did we examine the daily transfer application among participants through questionnaires or interviews. Therefore, the long-term sustainability of the positive group psychological counseling effect needs to be tested, and the transfer and maintenance measures of the group counseling effect need to be further explored. Second, we explored the effect of positive group psychological counseling by collecting outcome data through self-report scales and evaluation questionnaires. Physiological indices such as galvanic skin response, brain-wave monitoring, and biochemical indicators could be employed for further comprehensive testing. Third, although having 30 participants per group met the requirements of a large sample in statistical terms, it is still considered a relatively small sample size; thus, the sample size could be increased in future research to verify the stability of the results. Moreover, stratified experiments could be carried out according to the pretest data to explore the effect of positive group psychological counseling on different groups and improve the relevance and efficacy of the counseling program. Fourth, this study created a control group that received no counseling at all; thus, it was impossible to distinguish whether the content of the positive group psychological counseling itself worked, or if there was a placebo effect brought about by the arrangement of receiving counseling. Some research has shown that participating in a positive psychology course can also enhance happiness (Kleinman et al., 2014). Thus, future studies could consider adding control groups that receive placebo treatments such as positive psychology courses or readings to rule out the placebo effect.

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