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认知、责任与信任：精神障碍学生家校协同干预的断裂与重构

Cognition, Responsibility, and Trust: The Disruption and Reconstruction of Home-School Collaborative Intervention for Students with Mental Disorders

Theory and Practice of Psychological Counseling / 2025,7(11): 837-845 / 2025-12-01 39 20

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• Authors: 李海琳¹ 黄红清²
• Information:

  1. 广东外语外贸大学会计学院，广州；
  2. 广东外语外贸大学心理咨询中心，广州

• Keywords:
  Students with mental disorders; Home-school collaboration; Cognitive disruption; Responsibility disruption; Trust disruption; Precise ideological and political education
  精神障碍学生; 家校协同; 认知断裂; 责任断裂; 信任断裂; 精准思政
• Abstract: Establishing a collaborative psychological education community involving families, schools, and society is a critical initiative for universities to implement the fundamental task of “fostering virtue through education” and address the increasingly prominent mental health crisis among college students. Based on a typical case of crisis intervention for a university student with mental disorders, this study adopts an analytical framework of “case presentation–dilemma analysis–path reconstruction” to examine the “triple disruption” in cognition, responsibility, and trust within home-school collaboration. By integrating documentary analysis and case study methods, and drawing on theories such as the “work-unit system” (danwei), “relation-based” social structure, and cultural capital, the study reveals the socio-psychological and institutional roots underlying these disruptions. The findings indicate that: cognitive disruption stems from the conflict between the family’s “academic priority” logic and the school’s “safety-first” logic; responsibility disruption manifests as a misalignment between statutory guardianship obligations and historically shaped expectations of “unlimited responsibility”; trust disruption is deeply rooted in the tension between China’s “relation-based” social traditions and the reality of “weak ties” between home and school. To address these challenges, this paper proposes a precise ideological and political collaborative approach guided by the principle of “institution as the cornerstone, consensus as the orientation”. Through four strategies — proactive communication, written agreements, process transparency, and resource linkage — a systematic home-school collaboration mechanism characterized by precise identification, precise supply, precise teaching, and precise evaluation is reconstructed. This provides theoretical insights and practical pathways for enhancing the governance efficacy of high-risk student populations in higher education. 构建家庭、学校和社会协同的心理育人共同体是高校落实“立德树人”根本任务、应对日益凸显的大学生心理健康危机的关键举措。本研究基于一起高校精神障碍学生危机干预的典型案例，通过“案例呈现—困境剖析—路径重构”的分析逻辑，剖析了家校协同在认知、责任与信任层面的“三重断裂”现象。研究综合运用文献分析法与个案研究法，援引“单位制”“关系本位”及文化资本等理论，揭示了断裂背后的社会心理与制度根源。研究发现：认知断裂源于家庭“学业优先”与学校“安全优先”的逻辑冲突；责任断裂表现为法定监护责任与历史传统塑造的“无限制责任”期待的错位；信任断裂则深植于我国“关系本位”社会传统与家校“弱关系”现实的张力。为破解困境，本文提出构建“以制度为基石，以共识为导向”的精准思政协同路径，通过前置沟通、书面协议、过程透明与资源链接四项策略，系统重构精准识别、精准供给、精准施教与精准评估的家校协同机制，为提升高校高危学生群体治理效能提供理论参考与实践路径。
• DOI: https://doi.org/10.35534/tppc.0711092 (registering DOI)
• Cite: 李海琳, 黄红清. (2025). 认知、责任与信任：精神障碍学生家校协同干预的断裂与重构. 心理咨询理论与实践, 7(11), 837-845.