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【Abstract】Objective To study the influence of mindfulness therapy on the interpersonal relationship and empathy of college students who rely on mobile phones. Methods A total of 800 mobile phone dependent college students in our school from January 2019 to January 2020 were selected and randomly divided into a control group (400 cases) and an observation group (400 cases) by the digital table method. The control group received general intervention, and the observation group received mindfulness therapy. Analyze the scores of the mobile phone dependence index (MPAI), the loneliness scale (UCLA), the five-factor mental perception scale (FFMQ) scores, the anxiety self-rating scale (SAS) scores, and the interpersonal relationship scores of the two groups before and after the intervention. Emotional ability score. Results The MPAI score and UCLA score of the two groups after intervention were lower than those before the intervention (P<0.05); the MPAI score and UCLA score of the observation group after intervention were lower than those of the control group (P<0.05). The SAS score of the two groups after intervention was lower than before the intervention (P＜0.05), and the FFMQ score was higher than that before the intervention (P＜0.05); the SAS score of the observation group after intervention was lower than that of the control group (P＜0.05), and the FFMQ score was higher than the control Group (P<0.05). After the intervention, the two groups of communication troubles, conversation troubles, heterosexual troubles, trouble with people and things, and total scores were lower than before the intervention (P<0.05); after the intervention, the observation group had communication troubles, conversation troubles, troubles with the opposite sex, trouble with people and things, and the total score was lower than the control group (P<0.05). After the intervention, the viewpoint selection, sympathy and care, fantasy, personal pain, and total score of the two groups were higher than before the intervention (P<0.05); the observation group after the intervention was higher in viewpoint selection, sympathy and care, fantasy, personal pain, and total score than the control Group (P<0.05). Conclusion Mindfulness therapy can improve the mindfulness level of mechanically dependent college students, relieve anxiety, reduce loneliness and mobile phone dependence, improve interpersonal relationships among college students, and improve empathy. It is worthy of promotion.
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