Psychological extreme incidents (such as suicide) occur frequently in primary and secondary school students across the country.
Psychological extreme events are the desperate choices for primary and secondary school students in a state of severe psychological disorder. This serious psychological disorder is a psychological crisis, which will lead to a series of "obvious" changes in the emotions, cognition and behavior of primary and secondary school students.
How to reduce students' psychological crisis and avoid this situation as much as possible? This requires attention to prevention in mental health work.
Psychological crises of primary and secondary school students can be identified and prevented, which depends on the establishment of a psychological crisis identification and intervention system for primary and secondary school students in various schools.
The identification of psychological crises for primary and secondary school students mainly relies on the following three major ways:
First is the daily observation of class teachers and psychological committee members, second is the school’s psychological census, and third is the tutoring work of psychological teachers.
Identify students' psychological crises through daily observations of class teachers and psychological committee members
Class teachers and psychological committee members are the group that has the most frequent contact with students in the school. It is more convenient to observe and pay attention to students' psychologically, and can promptly discover students' abnormal psychology and include it in the student psychological crisis warning database.
In addition, in order to improve the ability of class teachers and psychological committee members to identify psychological problems, schools should be encouraged to carry out training on the recognition skills of students' common psychological problems and psychological disorders.
Identify students' psychological census through the school's mental health census
The school's psychological census can screen out students with serious psychological problems or psychological disorders (such as depression , anxiety disorder, obsessive-compulsive disorder , schizophrenia , etc.), and students who find obvious personality abnormalities (such as extreme paranoidness, depression, sensitivity, etc.) should be included in the student psychological crisis warning database, and a full-time and part-time psychological teachers should be determined to conduct regular interviews and guidance.
Large-scale mental health census should be conducted, and precisely positioning and warning students with obvious psychological abnormalities will be difficult in the implementation. Including but not limited to: the use of screening tools, the selection of test scales, the time and venue arrangement of tests, the analysis of data, the presentation of personal and group reports, the establishment of mental health records...
these are extremely huge workload!
Therefore, in recent years, many schools have begun to use psychological evaluation tools such as Cunxinyun evaluation to solve the above problems.
inch Xinyun evaluation solution has emerged in recent years due to the maturity of technology and the needs of mental health work. That is, no software is required, and you can directly open an account on the cloud platform provided by the manufacturer. You can start the evaluation by purchasing a quota. It is convenient and fast. Users can test on their mobile phones, computers, tablets, and WeChat, without being restricted by time and space.
Because it is a cloud evaluation, it can support large-scale user simultaneous evaluation. In big data analysis, it can quickly screen out user groups of a certain characteristic and generate personal reports and group reports in real time. This solves the most huge and complicated workload for school psychology teachers, and also makes regular mental health census easier.
Identify students' psychological crises through the counseling of psychological teachers
Psychological counseling teachers in primary and secondary schools can also effectively identify the abnormal psychology of primary and secondary school students through daily psychological counseling, and include it in the student psychological crisis warning library.
After the school discovers students' abnormal psychology through the above channels, it should organize psychological teachers (school psychological assessment team) to provide further individual psychological counseling and evaluation of the relevant students, and finally determine the psychological crisis level based on their severity and establish a school psychological crisis warning database.
According to the severity, the psychological crises of primary and secondary school students can be roughly divided into the following three categories:
The first category is general psychological crises. Relatively speaking, this part of the students account for a large proportion of the school. There are mainly the following situations:
1. Students with general psychological problems found in psychological census or psychological counseling;
2. Students who experience minor psychological or behavioral abnormalities due to emotional frustration, interpersonal relationship disorders, learning difficulties, and adaptation difficulties;
3. Students who are affected by psychological crisis caused by the students around them, such as those who commit suicide or homicide, students in the same class, etc.
The second category is a serious crisis, and this part of the students account for a small proportion in the school. There are mainly the following situations:
1. Students who have serious psychological problems and have obvious psychological or behavioral abnormalities were found in psychological census or psychological counseling;
2. Students who experience sudden blows in study or life and experience obvious emotional and behavioral abnormalities. For example, major changes have occurred in recent family life (such as death of relatives, divorce of parents, domestic violence, etc.); students who have suffered sudden trauma or stimulation (such as sexual injury, unexpected pregnancy, natural disasters, , campus violence, car accidents, etc.); students who have serious interpersonal (or even physical) conflicts with classmates, teachers, parents, etc., resulting in obvious emotional and abnormal behaviors.
The third category is a major crisis, referring to students who suffer from severe psychological disorders (such as depression, phobia, obsessive-compulsive disorder, anxiety disorder, etc.) or schizophrenia and have been diagnosed, students who have attempted suicide or have a tendency to commit suicide.
Relatively speaking, there are very few students in school. However, if the second type of students do not receive timely and effective psychological counseling, they may also become the third type of students. Once this group of students experiences a crisis, the impact on students and schools will be huge.
The manifestation of students' suicidal tendency: For students who have suicidal ideas, emotional, cognitive and behavioral performance will usually change before taking suicide actions, which will produce some identifiable signs of suicide risk or suicide help information.
Cognitively, a person with suicidal ideation usually thinks that the dilemma (actual or imagined) he or she faces is a desperate situation, unavoidable, unbearable, unchangeable, and endless. Therefore, they believe that suicide is the only way to solve the problem.
Emotionally, people with suicidal intentions usually have a strong sense of loneliness, hopelessness, helplessness, conflict, and a desire to end their life immediately.
In terms of behavior, people with suicidal intentions will express themselves in extreme and impermanent ways, and in language it will express themselves in frustrated and cold vocabulary.
