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化被动为主动：三全育人理念下大学生心理危机识别的路径

Shifting from Passivity to Proactivity: Approaches to Identifying Psychological Crises among College Students under the Three-Comprehensive Education Philosophy

邹彩玲¹², 林桦¹, 李荣¹², 黄杰¹²

Psychology of China / 2026,8(5): 767-771 / 2026-05-27 15 11

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• Information:

  1．长沙师范学院学生工作部，长沙；
  2．长沙师范学院心理健康教育与咨询中心，长沙

• Keywords:
  College students; Psychological crisis; Crisis identification; Pathways; University mental health
  大学生; 心理危机; 危机识别; 路径; 高校心理健康
• Abstract: Against the backdrop of increasingly concealed, routine, and complex psychological crises among college students, early and accurate identification of such crises has become the core component of the psychological crisis intervention system in higher education. At present, domestic universities face several practical challenges in crisis identification, including singular subject, delayed detection, one-dimensional assessment, and fragmented mechanisms, failing to establish an identification system aligned with the Three-Wide Education philosophy. Grounded in four foundational psychological frameworks—the Crisis Life Cycle Theory, Ecological Systems Theory, Signal Detection Theory, and Developmental Crisis Theory—this paper defines the core concepts of college students’ psychological crises and crisis identification, and systematically analyzes the practical dilemmas and underlying causes of current identification practices. It further constructs a localized, university-adapted psychological crisis identification system and practical pathways across multiple dimensions: proactive screening, dynamic monitoring, multi-stakeholder collaboration, tiered assessment, and closed-loop safeguards. This study aims to advance the theoretical framework of college mental health education, and provides both theoretical support and practical references for universities to implement the “five early principles” of crisis response: early detection, early assessment, early prevention, early reporting, and early intervention. 当前大学生心理危机呈现隐蔽化、常态化、复杂化特征，心理危机早期精准识别是高校心理健康危机干预体系的核心环节。现阶段国内高校心理危机识别存在主体单一、识别滞后、维度片面、机制碎片化等现实问题，尚未形成贴合三全育人理念的识别体系。本文以危机生命周期理论、生态系统理论、信号检测论、发展性危机理论为核心支撑，界定大学生心理危机与危机识别的核心内涵，梳理当前大学生心理危机识别工作的现实困境与成因，从前置筛查、动态监测、多主体协同、分级评估、闭环保障多个维度，构建适配本土高校场景的大学生心理危机识别体系与实践路径。研究旨在完善高校心理健康教育理论体系，为高校落实心理危机早发现、早研判、早预防、早报告、早控制提供理论支撑与实践参考。
• DOI: 10.35534/pc.0805114 (registering DOI)
• Cite: 邹彩玲, 林桦, 李荣, 黄杰. (2026). 化被动为主动: 三全育人理念下大学生心理危机识别的路径. 中国心理学前沿, 8 (5), 767-771.