Coping methods for psychological crisis among primary and secondary school students

In recent years, due to the influence of various factors, mental health problems among primary and secondary school students have occurred frequently, which has attracted widespread attention from all walks of life. The party and the country attach great importance to the mental health of the next generation. The report of the 20th National Congress of the Communist Party of China emphasized the need to \”pay attention to mental health and mental hygiene.\” In order to comprehensively strengthen and improve students\’ mental health work in the new era and improve students\’ mental health literacy, the Ministry of Education and other 17 departments jointly issued the \”Special Action Plan to Comprehensively Strengthen and Improve Students\’ Mental Health Work in the New Era (2023-2025)\”. It also mentioned that “with the rapid economic and social development, the environment in which students grow up is constantly changing, and the impact of the COVID-19 epidemic has been superimposed, students’ mental health problems have become more prominent.” Relevant key tasks have been deployed to further provide guidance for home-school community collaboration to strengthen students’ mental health. direction. Dynamic screening: Accurately grasping students\’ psychological states from multiple dimensions to prevent and resolve potential psychological crises among primary and secondary school students is an important part of youth psychological crisis intervention work, and this is inseparable from scientific and continuous dynamic assessment of students\’ psychological states. The psychological problems of primary and secondary school students are often hidden and developmental. The survey found that most cases of adolescent psychological crisis are concentrated in the early and middle stages of adolescence, and many of them live in families with high-risk factors in their family structure, atmosphere, or family upbringing methods. The existing mental health screening system for primary and secondary school students may assess more psychological problems such as depression and anxiety with obvious obstacles, but it is more difficult to detect the potential risks of low-resilience students from high-risk families. Therefore, in order to accurately grasp the current psychological change trends of primary and secondary school students and achieve targeted prevention, it is necessary to establish a multi-dimensional dynamic screening mechanism for students\’ mental health status. The mental toughness research team of primary and secondary school students in the School of Psychology of Nanjing Normal University has innovatively established a \”two-dimensional and two-way\” screening and archiving mechanism. \”Double-dimensional\” refers to the \”problem-resilience\” dual-dimensional screening, that is, the psychological crisis screening tool is compatible with the screening dimensions of depression, anxiety and other disordered problems and the normal screening dimensions represented by psychological resilience. Through matching analysis, four risk levels are divided: high-risk fragile type (crisis type), low-risk fragile type (impulsive type), high-risk tough type (self-strengthening type) and low-risk tough type (stable type), in order to provide a more scientific and systematic It lays the foundation for attention, guidance and intervention for different types of students. The latest and most complete 2023 [Kindergarten, Junior High and High School] premium VIP course catalogs from famous teachers in various disciplines on the entire network, click to view now! \”Two-way\” refers to collecting and verifying information on students\’ psychological development and growth through the two channels of \”family-school\”, systematically conducting social surveys on teachers and parents, constructing portraits of the living environment of students with different risk levels, and dynamically establishing student Psychological files are used to judge and evaluate students\’ psychological status more comprehensively and accurately, to achieve the goals of improving screening accuracy, reducing the incidence of crises and improving resource utilization. In order to better integrate the mental health information of primary and secondary school students and strengthen the collaboration between schools, families and society, the research team built a co-construction and sharing mechanism for students’ mental health files based on a digital platform. By providing parents, psychological teachers, class teachers, Community volunteers can’t waitGrant permissions to relevant personnel, regularly aggregate student growth information to the platform, and dynamically update psychological files to form a multi-dimensional and dynamic \”one person, one file\” co-construction and sharing model. Through this mechanism, the three parties of the home-school community can query archive information through authorization, promptly identify primary and secondary school students with potential psychological crises, and take more targeted intervention measures after the crisis occurs to provide continuous scientific guidance and evaluation. Psychological education courses: Cultivating students’ psychological resilience through integration mechanisms. Strengthening the cultivation of students’ psychological resilience can effectively reduce the incidence of psychological crises. Mental health education courses in primary and secondary schools (hereinafter referred to as \”mental education courses\”) are an important channel for cultivating students\’ psychological resilience. How to comprehensively improve and ensure the effectiveness of psychological education courses? We have designed a collaborative integration mechanism for psychological education courses with schools, families and communities as the core. The courses are developed separately according to the respective characteristics of schools, families, and communities, and the three parties are integrated to jointly promote implementation. The first is to take the school\’s standardized curriculum as the core and integrate family and community resources. The school\’s standardized psychological education courses can be divided into two aspects: on the one hand, there are special courses on psychological education, and on the other hand, there are courses on psychological education subjects. The special mental education courses refer to the special mental education courses included in the school\’s teaching plan. The mental education subject courses refer to the exploration of mental health education elements in the moral, intellectual, physical, art and labor courses carried out by the school, and encourage teachers in each subject to teach in the subject. In the process, the awareness of psychological education is enhanced and students\’ psychological resilience is cultivated in a subtle way. At the same time, it is necessary to expand the curriculum to family life and community activities in a targeted manner to enhance the practicality and daily life of the school\’s psychological education curriculum. The second is to take family life courses as the core and integrate school educational goals and community educational resources. Schools should combine the main fields of family life of students at each stage of schooling, integrate the school\’s educational goals and content, and develop curriculum themes such as \”Resilience Experience in Housework\” and \”Emotional Resilience in Compatriot Interaction\”. The family life-oriented psychological education curriculum should integrate school evaluation and community development. Through school-family collaboration and family life as the carrier, the school should strengthen guidance and leadership. At the same time, parents should be encouraged to guide their children to participate in community activities and enrich community psychological education resources. The third is to take community activity courses as the core to promote the activity-oriented psychological education courses and the psychological education of community activities. Schools should actively maintain communication with the community and develop active psychological education courses with community activities as the core. For example, on the May Day International Labor Day, relevant psychological education activities should be carried out in the community to encourage students and parents to listen to the sharing of model workers and participate together. Community service-oriented labor, etc., improve children\’s will quality and mental toughness in the process. Collaborative intervention: Comprehensive attention to reduce the occurrence of psychological crisis incidents. High-risk students with fragile hearts can generally be divided into two categories: implicit and explicit. Overt high-risk students often receive more professional and sustained attention, while implicit high-risk students are not Symptoms are obvious and often overlooked. In order to better provide effective attention and intervention to each high-risk student, it is necessary to build a \”full-time and full-process\” home-school-society joint psychological crisis intervention mechanism to reduce the harm and losses caused by sudden psychological crises among students. \”Full-time\” collaborative intervention means that at-risk students are provided with services at different times of the day.Collaborative intervention measures centered on actual guardians. For example, from the moment a child wakes up to before going to school, families and communities need to coordinate intervention to prevent some children from wandering in the community and not going to school after leaving the family. If the community discovers a minor during school hours, it must promptly communicate with the child\’s family; the school must ensure that students receive timely help and intervention through the coordinated attention of multiple members. For example, through the coordinated attention of classmates, class teachers, subject teachers, psychological teachers, logistics, janitors and other parties, we can create a dense network of attention, protection and intervention for children at high psychological risk. \”Full-process\” collaborative intervention is divided into four steps: secondary assessment, early warning locking, early warning treatment, and referral. The secondary assessment stage requires psychology teachers to work with class teachers and parents to conduct a secondary assessment of students with psychological abnormalities from multiple dimensions such as psychological resilience, crisis events, and environmental factors; in the early warning lock-in period, the students\’ past general assessment data and dynamics can be viewed through psychological files Data chart to form a psychological crisis early warning team; in the early warning processing stage, the home-school club should form a comprehensive monitoring of students targeted by early warning. If students find abnormal behavioral changes, they can rely on the sharing mechanism to achieve three-party information synchronization, timely intervention, and avoid student emergencies. In the referral stage, for students who have shown severe psychological crisis and suicidal tendencies, joint intervention by schools, families, and hospitals must be carried out in a timely manner. In short, the maintenance of mental health of primary and secondary school students requires the attention, participation and support of all members of the home-school community, throughout the entire process, so as to build a good social environment and psychological ecology for the healthy growth of the next generation.