Paper Keywords: psychological crisis intervention system 1
Abstract: Domestic universities have made some achievements in actively exploring psychological crisis intervention, but it has not been specialized and standardized. This paper discusses the dilemma of psychological crisis intervention, which is characterized by unclear goals, unprofessional team, irregular development and no incentive for evaluation. It is mainly caused by the mass media's excessive attention to psychological crisis events in colleges and universities, the lack of common sense of psychological crisis among teachers and students in colleges and universities, the irrational understanding of psychological crisis events by student workers and the unprofessional docking of psychological crisis intervention by psychological practitioners. From the operational level, this paper puts forward an integrated working system: target system, network system, education system and support system.
With the vigorous development of mental health education in colleges and universities in recent ten years, psychological crisis intervention has become an important task of college students' work, especially mental health education. Many colleges and universities actively explore psychological crisis intervention, and have made some achievements in organizational system, rules and regulations, operating mechanism and so on. Because of the particularity of the work object, the sensitivity of the work task and the professionalism of the work style, the psychological crisis intervention has not been specialized and standardized, and there is a lack of work supervision and evaluation mechanism, and the work effect has not reached the expectations. This paper intends to explore the difficulties of psychological crisis intervention in domestic universities and analyze its reasons, and then put forward suggestions and strategies from the operational level.
First, the plight of psychological crisis intervention in colleges and universities
At present, it is difficult to carry out psychological crisis intervention efficiently and pragmatically. In the work, it is a mere formality, and the operation falls into the stereotype, and the effect theory is summarized. Mainly in the following four aspects.
1. The work goal is unclear.
Most colleges and universities believe that the ultimate goal of psychological crisis intervention is to promote students' healthy growth, adhere to the principle of giving priority to education and prevention, enhance students' psychological adaptability, social adaptability and frustration tolerance, improve students' psychological quality, cultivate students' good individual psychological quality and shape students' sound personality. [1] This view emphasizes development and education, and pays attention to the personality growth of college students. Although it conforms to the law of higher education and the academic expectation of educational psychology, it is not conducive to practical work. Cultivating a sound personality is one of the educational goals of colleges and universities, and it is also the ultimate goal of mental health education in colleges and universities. So what is the goal? Confused? Psychological crisis intervention cannot be clearly defined, which leads to unclear work connotation and operation mechanism. Psychological crisis events are time-sensitive and sudden, and need to have clear and operable work objectives. In fact, the psychological crisis intervention function for individual students, psychological consultation function for some students, mental health education function for all students and research function for students' work are the four major functions of mental health education in colleges and universities. [2] The function of psychological crisis intervention is the premise of mental health education, and it is the work value that schools expect most, students need most and mental health education can best reflect.
2. The work team is unprofessional
Student workers who are mainly mental health education teachers are the main implementers of crisis intervention, and their majors are pedagogy and psychology. Their faces? Normal? Psychological education for students? General psychological problems? Students are competent in psychological counseling, but they lack the ability to diagnose, identify and help students with serious psychological obstacles and mental problems, so they can't work efficiently. Secondly, the curriculum system of school psychology major is oriented to the pursuit of quantification and universal laws? Scientific psychology? Facing the needs of human happiness and development? Popular psychology? If you are in trouble, you will get into trouble. In addition, in most colleges and universities, there are not many mental health education practitioners who accept the full-time education system, and the teachers and counselors of the two courses take up their posts after short-term training, which is more or less entangled with the concepts of ideological and political education and mental health education, resulting in a lack of professional continuity in their work. Therefore, the unprofessional work team is the main internal cause of the inefficiency of psychological crisis intervention.
3. This work is not standardized.
Most colleges and universities have made work plans and pre-plans for psychological crisis intervention, and defined the work flow and operating procedures in the documents. However, in actual work, it is more of a formality, with no substantive work or irregular work. ? School (psychological center)? Teachers (counselors)? Class (psychological Committee member)? Three-level information work network has become a mature working mode in domestic universities, and has achieved some achievements with exploration significance and application value. The network conforms to the organizational structure of the current college student work system. First of all, as a part of the grassroots, psychological committee members are more discoverers of psychological crisis information and propagandists of mental health education. He (she) can't carry the abilities defined by some universities: the helper of students with psychological problems and the handler of psychological crisis events. For the privacy protection of students with psychological crisis and the intervention after the vicious psychological crisis, we can't disclose too much information to students. Attention should be paid to the tendency to exaggerate the role of psychological Committee members in the three-level network, especially in classes. Secondly, most counselors are busy with students' daily management and educational affairs, with a large amount of work tasks and little energy devoted to psychological crisis work, which may lead to the untimely communication of psychological crisis information.
4. Job evaluation has no incentive effect
The number of students in psychological crisis is very small, the psychological crisis intervention work is complicated and laborious, it is difficult to achieve the expected goal, and the work effect is not suitable for external display, which leads some student workers to be lucky and unwilling to spend too much energy. In addition, psychological crisis intervention has not been included in the evaluation system of college student work, and it has not formed qualitative or quantitative work indicators, so it is impossible to put forward requirements for college student work from a macro perspective, and the work without rewards and punishments will be discounted in operation. In addition, after the sudden psychological crisis, colleges and universities attach importance to the aftermath of the parties and the psychological intervention of the surrounding students, but lack of psychological assistance to student workers such as counselors, which easily leads to job burnout and affects job performance.
Second, the causes of psychological crisis in colleges and universities
1. The mass media pays too much attention to the psychological crisis in colleges and universities.
The public's high expectations of college students have brought a relatively solid cognitive impression: college students are high-quality talents with strong ability to resist setbacks. Excessive expectation makes it difficult for the public to accept the fact of students' extreme events, and thus pay more attention to such information to verify their cognition. Coupled with the unwillingness to spend time learning the knowledge of psychological crisis, as an audience, it is easy to accept the information promoted by the media from top to bottom.
The extreme events of college students can easily cause excessive attention or unrealistic reports by the mass media. Although it improves the click-through rate of the media, it ignores irrational reports, which will easily bring lasting negative effects to society, schools and students.
2. College teachers and students lack common sense of psychological crisis.
The main channel of talent training in colleges and universities is professional classroom. In the real system? Teaching? With what? Study? The relative separation between teachers and students leads to the awkward relationship between teachers and students, with only superficial professional connection and lack of emotional connection. In the current environment, teachers often deal with the unit's work assessment and quantitative indicators, or ignore the care for students, thus ignoring the role of teachers. If we give students continuous social support and strategic suggestions, it will help students get out of the trough of their lives.
There are certain symptoms of college students' suicide, including certain speech, behavior, state and comprehensive symptoms. [2] If teachers and students can maintain a high degree of sensitivity and quick response to these clues, it will be possible to help students survive the crisis safely and minimize the dangers in schools.
3. Students' irrational understanding of psychological crisis events.
The organizational system of student workers and student work is actually the operator and carrier of psychological crisis intervention, and the attitude and behavior of student workers affect the work to a great extent. Irrational knowledge may lead to a mere formality in work, which cannot achieve the expected results and become a stable source of professional value for student workers. Therefore, it is necessary to establish a rational understanding and a high sense of responsibility through systematic professional training and business supervision, so as to form a strong grasp of this work.