Dilemma and optimization strategies of school psychological crisis intervention from multiple perspectives
10.16835/j.cnki.1000-9817.2023.09.022
- VernacularTitle:多元视角下学校心理危机干预的困境与优化策略
- Author:
XIE Siyuan, HU Xiaolan, SHAO Hai, NIE Heng
1
Author Information
1. School of Physical Education and Health, East China Normal University, Shanghai (200241) , China
- Publication Type:Journal Article
- Keywords:
Mental health;
Crisis intervention;
Qualitative research;
Student health services
- From:
Chinese Journal of School Health
2023;44(9):1377-1381
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To understand the dilemma of different participants in school psychological crisis intervention, so as to provide guidance for the implementation of comprehensive psychological crisis intervention from multiple perspectives.
Methods:From March 2022 to January 2023, a total of 10 psychological consultants, 10 counselors, 10 peer students, 10 parents and 10 clients were selected from a certain university using convenient sampling method was interviewed with semi structured interviews, and the transcribed data were analyzed according to grounded theory.
Results:The predicaments of psychological crisis intervention mainly involved three core themes: early warning, ethical dilemma and negative emotion. Early warning approaches mainly included three core themes: school, social media and other institutions, and 50 participants reported mainly on peer students in schools(18 cases) and online media in social media(18 cases). Ethical dilemmas mainly focued on the conflict between confidentiality breaches and privacy protection. The negative emotions mainly include three core themes of anxiety, fear and powerlessness, which were characterized by dispersion. The optimization expectation of psychological crisis intervention mainly consisted of two core themes: professional expectation and collaborative expectation, both of which were the common expectation of the people involved.
Conclusion:School psychological crisis intervention should pay attention to the establishment of crisis early warning system and dialectic between confidentiality breaches and privacy protection. Schools should prevent the dispersion of negative emotions of participants, deepen professional construction and the coordination between home and school, and implement psychological crisis intervention from a comprehensive perspective.
