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心理健康双因素模型及其对学校心理健康教育的启示

A Dual-factor Model of Mental Health and its Implications for School-based Mental Health Education

Psychology of China / 2026,8(1): 109-114 / 2026-01-27 26 17

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• Authors: 樊晓萌
• Information:

  广西师范大学教育学部，桂林

• Keywords:
  Dual-factor model of mental health; Subjective well-being; School-based mental health education; Psychopathological symptoms
  心理健康双因素模型; 主观幸福感; 学校心理健康教育; 精神病理症状
• Abstract: The dual-factor model of mental health represents a paradigmatic shift beyond the traditional unidimensional psychopathology model. This paper systematically elaborates on the model’s theoretical core, which posits “psychopathological symptoms” and “subjective well-being” as two central, distinct dimensions. Utilizing this model as an analytical lens, we examine the systematic limitations inherent in the current school-based mental health education system across three key areas: goals, assessment, and intervention. These limitations are characterized by an overemphasis on remediation over development, on symptoms over well-being, and on reactive intervention over proactive prevention. Research indicates that this paradigm fails a significant population of “vulnerable” students who are “symptom-free but not healthy.” To address this, we propose a systematic restructuring of school-based mental health education guided by the dual-factor model. This entails establishing the educational goal of “promoting complete mental health,” developing a dual-track content framework that concurrently “reduces problems” and “cultivates positive qualities,” and ultimately implementing an integrated “whole-school, dual-dimension, tiered-support” operational system. This approach aims to transform school mental health work from passive crisis management to active, holistic development promotion, thereby providing a theoretical foundation and practical pathway for building a more precise and effective school-based mental health support system. 心理健康双因素模型是对传统单维精神病理症状的一次范式超越。本文系统阐述了该模型将“精神病理症状”与“主观幸福感”作为双维核心的理论内涵，并基于此模型检视了当前学校心理健康教育体系在目标、评估与干预三个层面存在的系统性局限，即“重矫治轻发展、重症状轻幸福、重补救轻预防”。研究表明，这导致大量“无病但不健康”的“易感”学生群体被忽视。为此，本文提出学校心理健康教育应以此模型为指导进行系统性重构，确立以“促进完全心理健康”为育人目标，构建“消减问题”与“培养品质”并举的双轨内容，并最终形成“全员—双维—分级”的整合性工作体系，从而推动学校心育工作从被动的危机管理转向主动的全面发展促进，为构建更精准、有效的学校心理健康支持系统提供理论依据与实践路径。
• DOI: https://doi.org/10.35534/pc.0801018 (registering DOI)
• Cite: 樊晓萌. (2026). 心理健康双因素模型及其对学校心理健康教育的启示. 中国心理学前沿, 8 (1), 109-114.