As an important department to solve students’ daily psychological problems， the mental health counseling center in colleges and universities often results in many practical dilemmas due to the mismatch between the duty limitation and professional ability when facing the help of students with mental disorders. From the perspective of ethics， this paper discusses the difficulties in campus management， responsibility allocation and responsibility clarificationfaced by the school in dealing with student autonomy， home-school coordination， and properly settling the students returning to school. In order to alleviate ethical conflicts and provide some reference for colleges and universities to intervene and help students with mental disorders， the author tries to implement improvement measures by adhering to the concept of rehabilitation to improve autonomy， treating family members as help objects， establishing a complete system and sound regulations， and conducting joint efforts and supportive intervention assistance. This can alleviate ethical conflicts and provide certain references for the practice of colleges and universities’ intervention and assistance in dealing with students with mental disorders.

Due to the particularity of mental diseases, doctor-patient relationship in psychiatric medicine is a subject that needs to be paid attention to. This paper focused on the discussion of the model of doctor-patient relationship in psychiatric medicine from the perspective of constructing a harmonious doctor-patient relationship. Based on the Szasz & Hollender’s Model of Doctor-patient Relationship and combined with the characteristics of psychiatric medicine, this paper discussed the applicable doctor-patient relationship models, namely, the shared participation model, the guidance-cooperation model, the active-passive model, and the protective-constraint model. The specific application of the shared participation model, the guidance-cooperation model, and the active-passive model in the psychiatric medicine context were introduced in detail, and the reasons and characteristics of the protective-constraint model added on the basis of Szasz & Hollender’s Model of Doctor-patient Relationship were elaborated. Meanwhile, the realization paths of the protective-constraint model in clinical practice were further explored, which included evaluating the behavioral capacity and consciousness state of patients with mental disorders, obtaining informed consent, and standardizing the use of intervention rights and withdrawal mechanisms. The discussion of this model will promote the improvement of doctor-patient relationship and the development of psychiatric medicine.