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小学阶段心理危机精准干预模式及预警体系建构

The Precise Intervention Model and Early Warning System Construction for Psychological Crisis in Primary School Stage

Psychology of China / 2024,6(4): 585-593 / 2024-04-19 1356 368

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• Authors: 张润杰¹      王婷²      张俊³     
• Information:

  1．重庆市巴蜀常春藤学校，重庆；
  2．马来西亚理科大学，马来西亚；
  3．巫山县骡坪小学，重庆

• Keywords: Primary school stage; Psychological crisis intervention; Precision intervention mode; Early warning system 小学阶段；心理危机干预；精准干预模式；预警体系
• Abstract: Objective: This study aims to explore the precise intervention mode and early warning systemfor primary school psychological crises, in order to improve students’ mental health level and ability tocope with psychological difficulties. Special attention is paid to how to effectively reduce anxiety anddepression symptoms in students through comprehensive and systematic intervention measures, whileenhancing their social skills and self-regulation skills. Method: A mixed method research design wasadopted, combining quantitative and qualitative research methods. A six-month intervention study wasconducted on 90 students in three primary schools in Chongqing, using standardized mental healthassessment tools (SCARED and CDI) for scoring and collecting qualitative data through feedbackfrom teachers and parents. Intervention measures include individual psychological counseling, groupactivities, family guidance, and school support. Result: This study found that the SCARED and CDIscores of students significantly decreased during the intervention period, indicating an improvement inanxiety and depression symptoms. The case study “Xiaoming” highlights this trend: after personalizedintervention, Xiaoming has significantly improved in emotional management, social interaction, andlearning performance. Conclusion: The research results indicate that the precise intervention modeland warning system for psychological crises in primary school effectively improve the mental health ofstudents. Especially personalized intervention measures have a significant effect on reducing anxiety anddepression symptoms in students, enhancing their social skills and self-regulation abilities. 目的：本研究旨在探讨小学阶段心理危机的精准干预模式及预警体系的构建，以提高学生的心理健康水平和应对心理困境的能力。特别关注的是如何通过综合性和系统性的干预措施，有效降低学生的焦虑和抑郁症状，同时增强他们的社交能力和自我调节技能。方法：采用混合方法研究设计，结合定量和定性研究方法。在重庆市三所小学中对90名学生进行了为期六个月的干预研究，使用标准化的心理健康评估工具（SCARED和CDI）进行评分，并通过教师和家长的反馈收集定性数据。干预措施包括个体心理咨询、小组活动、家庭指导和校内支持。结果：本研究发现，在干预期间学生的SCARED和CDI评分显著下降，表明焦虑和抑郁症状有所改善。个案研究“小明”更是突出显示了这一趋势：经过个性化的干预后，小明在情绪管理、社交互动和学习表现方面均有显著提升。结论：研究结果表明，小学阶段心理危机的精准干预模式及预警体系有效提升了学生的心理健康。特别是个体化的干预措施，对于降低学生的焦虑和抑郁症状，增强其社交技能和自我调节能力具有显著效果。
• DOI: https://doi.org/10.35534/pc.0604066
• Cite: 张润杰，王婷，张俊．小学阶段心理危机精准干预模式及预警体系建构［J］．中国心理学前沿，2024，6（4）：585-593．