Objective To investigate the prevailing situation concerning psychological crisis intervention abilities of college staff,and provide countermeasures and suggestions for further strengthening the psychological crisis intervention abilities of college counselors.Methods A"Questionnaire on the Structure of Psychological Crisis Intervention Ability of College Counselors,"was conducted among 120 college counselors and 240 college students from eight colleges in Shenyang.A total of 92 counselors and 199 college students'responses were collected,with an effective recovery rate of 80.83%.Results There were statistical differences between male counselors and female counselors in personality trait dimension(t=-2.156,P＜0.05).There were also statistical differences between counselors who had dealt with students'psychological crises and those who had not in terms of the knowledge(t=-2.786,P＜0.01)and ability dimen-sions(t=-2.151,P＜0.05).Statistical differences were also observed in the evaluation of counselors'crisis intervention ability between students who had experienced psychological crisis events and those who had not.Lastly,there were statistical differences in the empathy(t=-3.176,P＜0.01)and personality trait dimensions(t=-2.424,P＜0.05)between counselors'self-evaluation and students'evaluation.Conclusion At present,college counselors have improved intervention capacity in dealing with students'psychological crises,but it is still necessary to strengthen the preventive role in psychological crisis intervention.Universities need to strengthen speciali-zed training on psychological crisis intervention and provide resources and support for counselors.

The traditional experimental teaching mode of forensic science and biological evidence is mostly confined to experimental operation, which is not capable of cultivating students' comprehensive quality and post competency. Therefore, it is urgent to seek an innovative teaching and training mode. At present, the experimental teaching of forensic science and biological evidence is dominated by teachers. There are some problems, such as insufficient training of students' scientific thinking and innovation ability, single teaching and evaluation model, and disconnection from the practical application. This paper proposes an experimental teaching design scheme of forensic science and biological evidence based on post competency training. The course is implanted in the framework of simulated cases, and the virtual simulation experiment platform and group discussion learning method are used to achieve a training model oriented by social needs and centered on students. In the preliminary study on the students who were trained in this mode of selected sections, we found that, compared with traditional teaching, the time for students to complete the prescribed experimental operation in this teaching mode was shortened by 4 minutes on average, and the average score of theoretical course test case analysis questions was increased by 1.5 points. In conclusion, the instructional design of the experiment teaching forensic science and biological evidence can effectively improve students' post-competency, and it deserves further exploration and application.