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高校学生心理危机动态预警体系构建

Construction of a Dynamic Early-warning System for College Students’ Psychological Crisis

Psychology of China / 2022,4(11): 1374-1379 / 2022-12-02 1566 645

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• Authors: 牛宏伟      于晋     
• Information:

  中国民航大学心理健康指导中心，天津

• Keywords: College students; Psychological crisis; Dynamic early warning 大学生；心理危机；动态预警
• Abstract: In recent years, our government has made continuous efforts in the mental health service system of colleges and universities. At the same time, the persistence and uncertainty of the COVID-19 has led to individual anxiety, depression and other psychological reactions to varying degrees, which has increased the possibility of college students’ psychological crisis. Therefore, it is more important to do a good job of psychological crisis early warning. Traditional early warning of psychological crisis adopts more methods of psychological evaluation and screening, which has the problems of poor timeliness and single indicators. This research focuses on the external stress factors, individual reaction factors, mental disorders and family factors related to psychological crisis. On the basis of the original psychological indicators, it introduces the indicators of educational administration, security, logistics, funding, employment, network and college systems to build a dynamic early warning system for psychological crisis of eight subsystems, so as to more effectively identify students with potential psychological crisis and form a library of early warning personnel for psychological crisis, crisis classification was conducted to provide basis for follow-up precision psychological education, consultation and intervention. 近年来，国家在高校心理健康服务体系上持续发力。同时，新冠肺炎疫情的持久性及不确定性导致个体出现不同程度的焦虑、抑郁等心理反应，导致大学生心理危机发生的可能性增大。因此，做好心理危机预警工作变得更为重要。传统的心理危机预警更多采用心理测评和筛查的方式，存在时效性差、指标单一的问题。本研究关注与心理危机相关的外在应激因素、个体反应因素及精神障碍和家庭因素，在原有心理指标的基础上，引入教务、保卫、后勤、资助、就业、网络和学院系统的指标，构建8个子系统的心理危机动态预警体系，以更有效识别潜在心理危机学生，形成心理危机预警人员库，进行心理危机分级，为后续精准心理教育、咨询和干预提供依据。
• DOI: https://doi.org/10.35534/pc.0411161
• Cite: 牛宏伟，于晋．高校学生心理危机动态预警体系构建［J］．中国心理学前沿，2022，4（11）：1374-1379．