危机干预｜未雨绸缪，防微杜渐，守护学生身心安全与健康

Human tolerance or psychological flexibility is sometimes stronger than we think, but sometimes it is also much more fragile. Whether it is genetic or the environmental influenced, we should always be keenly aware of it.  As Ms. Zhang said, the intervention for students’ psychological crisis is never only needed when it happens. The work should be a daily basis. If a crisis does occur, it is crucial for the school to cooperate fully, which requires us to have a well-developed crisis intervention strategy. As a counselor, I hope I can be a line of defense between students and crisis, during normal times and during a crisis. I am here to accompany them through the short periods of darkness and through the feelings of beauty in life.

Special thanks to Ms. Zhang for using her professional psychological skills and years of experience in the field to help teachers understand crises and how to deal with them as a team. As Ms. Li said, students’ well-being is the cornerstone of developing all skills. On the premise of having a healthy body and mind, students can devote themselves to their academics without distractions. Teachers in schools have the heart for loving and caring for students, but in emergencies, professional skills are also required to handle the situation. Ms. Zhang’s lecture helped us understand the logic behind the skills and how we can better comfort and support our students. As a school counselor, this lecture also inspired me to improve my professional skills and share relevant knowledge with teachers to build a healthy campus.

Mr. Zhang’s lecture gave us a more professional perspective to clarify the types of crisis, the signals to identify them, and the procedure to respond to them. I believe we should think of danger through the lens of safety and to prevent it before it happens. Every teacher and student on campus should have crisis awareness training. In the times of such high prevalence of mental illness in adolescents, I feel that every teacher should use their moral strength, empathy, professional psychological knowledge, and love for students to help children in crisis.

I benefited a lot from Ms. Zhang’s training today, especially when she pointed out that when noticing a potential psychological crisis, “being overly caring and cautious in order to protect the student’s feelings” may instead add to the student’s psychological burden and become a trigger for the escalation of the crisis. The right approach is to try to communicate rationally and confront the problem head-on, not to avoid talking about it. If you want to talk about it, what and how are the crucial questions. Learning some systematic and effective interventions is not only beneficial to the students, but we can also use these skills when we are psychologically burdened to work and live more positively.

Knock on the door of one’s heart and start a story with you

In recent years, the pandemic has not only changed our way of life, but also the way children learn. The switching of online and offline learning methods and variable dates for home study have brought much psychological instability to students. As a result, there are more incidents of psychological crisis among primary and secondary school students. How to effectively prevent crisis has also attracted the attention among school.

“Those who study alone will be narrow-minded for the lack of exchange with others. ” Changes in the learning environment, the lack of learning atmosphere, the reduction of interaction, coupled with long-term stare at computers and other electronic devices, easily make children physically and mentally exhausted, feel bored with learning, etc. In this case, psychological crisis events occur frequently, in the face of these emergencies, a linked emergency system should be formed.  Each event and each child should be given high attention so the child is immersed in a world of attention and love for a long time.  Even if the parents are busy and tired at work, they should communicate with their child every day, so that he/she can open up and tell his/her story. The selection, generation, and application of intervention mechanisms are based on whether they fit the intervention context and capture the child’s problems.  This is something schools should put more effort into, so children can firmly establish the correct value of “life first.”  When a child is powerless, struggling, and confused, he/she should have the opportunity to tell his/her story and to have someone to trust and share with.

In the lecture, from the school’s perspective, Ms. Zhang through various serious cases, vividly and clearly explained the theory of prevention. One of the priorities of our school is to protect the safety and health of our students. Instead of handling the crisis when it arrives, we need to prevent it before it happens. This lecture inspired us to be proactive in recognizing crisis signals and responding to them in time, both inside and outside class. The campus crisis intervention process demonstrated clarifies the responsibilities of all parties and gives teachers a model to respond to various emergencies. Good crisis intervention can make small things invisible, minimize the impact of big things, and truly put people first.

After listening to Ms. Zhang’s training class, I felt the responsibility of an educator is to love. It is the big love of caring for the growth of each child.  It is the small love of going from one heart to another. When the student gives his heart to you, remember the truths. When you are with the children, remember to care about every little thing that happens to them and give them your understanding. With empathy, the educator must be able to be that light that illuminates their way.

For psychological crisis, sometimes we think that the extreme cases are far away from us. In fact, there might be many potential crises around us. Helping children out of crisis requires a little more love, so when we give warm care, or even a concerned look, we may save a precious life in crisis.

This afternoon, I listened to the lecture from Ms. Zhang Xusheng on the psychological crisis intervention treatment method and process and gained a lot. Nowadays, with the faster pace of life, people’s increasing pressures, and the more frequent psychological crisis events, especially the ones that occur on campus, society is paying closer attention. At the beginning of the lecture, Ms. Zhang put forward the core view of “crisis Intervention has the power of veto” which based on a real case. As she said, no matter whether a student’s excessive behavior (such as suicide, self-injury or aggression) occurs in the school, the school should bear certain responsibility causing alarm for educators.  How to better and more effectively help and guide these students are worth our long-term consideration.

In my opinion, communication is really important. We should encourage students to fully express their thoughts and feelings, and encourage them to build confidence and self-evaluate. When they meet with various problems, they can be provided with appropriate suggestions and guided to correct problems and solve difficulties. When necessary, communicate with parents, understand the situation, and try to find the root cause of the problem. For students who appear to suffer psychological disorders or psychological diseases, we should take the time to find and give correct solutions.  To ensure the physical and mental health development of students is a long-term task and each educator needs to think about it deeply.