BACKGROUND: At 4: 26 p.m. that day, when I received the notice from the Education Bureau at the first time, I suddenly felt cold all over and my heart beat faster (this is a manifestation of high internal tension, anxiety and even fear, and a physiological phenomenon caused by increased adrenaline secretion). After doing a short deep breathing and relaxing exercise, I calmed down a little and then thought about how to deal with this unexpected event. (Psychological teachers are also fresh people, have their own emotional world, and also need to grow and hone, so it is normal to have this psychological phenomenon, so don't doubt your psychological endurance. )
Prelude: In order to be able to enter the campus on time at eight o'clock the next morning for psychological crisis intervention, I did the following work in time:
1. On the same day 16: 40- 17: 20, we had a talk with the person in charge of the school, and learned about the specific situation of the incident, the personnel involved, the general situation of the school and the measures taken by the school. Objective: To understand the situation and carry out targeted intervention. Actual effect: "Know yourself and know yourself, and fight every battle" is very effective in psychological crisis intervention.
2. From 17: 20 to 18: 30 that day, we discussed the specific intervention measures with relevant personnel and worked out the school psychological crisis intervention plan, which was recognized by the leaders and supported by the school. Objective: To make the intervention orderly and give full play to its effectiveness. Actual effect: With the strong support and cooperation of leaders and schools, we get twice the result with half the effort.
3. On the day of18: 00-19: 30, because there were no local experts, we communicated with foreign experts and friends to solicit opinions and get professional support from outside. Objective: It is beneficial to maintain the mental health of the intervener and avoid the psychological obstacles caused by the negative emotions of the intervener and the "psychological garbage" transmitted by the helper due to insufficient preparation when the intervener conducts psychological crisis intervention and psychological consultation. This is also an important link and way for psychological counseling teachers to protect themselves. Actual effect: Talking with a psychiatrist makes me more confident and powerful.
4. From 9: 30 on the same day/kloc-0 to 00: 26 the next morning, search for relevant information and improve your theoretical level. Because things happened suddenly, and I have never been responsible for psychological crisis intervention, I need to enrich myself unexpectedly. According to the psychological crisis intervention plan, do a good job in the design of each link and the plan for possible problems. Objective: To improve the scientificity of intervention and make oneself more confident and comfortable. Actual effect: In the intervention of the first campus psychological crisis, I felt confident and acted freely.
Second, the school psychological crisis intervention plan
Preparation before intervention
1. Understand the situation of emergencies;
2. Determine the intervention location, target and number of people;
3. Formulate the implementation plan and specific steps of campus psychological crisis intervention.
Purpose of intervention
Actively prevent, control and slow down the negative psychological impact of the incident on teachers and students in our school;
Promote the reconstruction of teachers and students' mental health;
Maintain campus stability and ensure the mental health of teachers and students.
The combination of intervention, education and publicity will promote the formation of a psychological mutual aid network system of "helping others and helping themselves".
Typical, incarnation
The first stage 〓 Teacher discussion
Target audience: all teachers
Time: 40 minutes
Content: Help teachers understand the related knowledge of psychological crisis and the related knowledge of teachers' own mental health maintenance, and initially master some psychological intervention skills.
The second stage 〓 Small farewell party
Object: witness
Time: 30 minutes
Content: Let witnesses vent their emotions and bid farewell to grief.
The third stage 〓 group consultation
Object: the class taught by the teacher.
Time: 40 minutes
Content: Deal with emotions and set a positive future.
The fourth stage 〓 psychological interview
Object: witness
Time: 40 minutes
Content: Give the strategy of relieving stress and the experience of digesting trauma.
Third, several stages of psychological crisis intervention in schools.
(A) teacher discussion
In this intervention, I paid special attention to the discussion with the teacher. As a psychological teacher sent by my superiors, I can only do emergency psychological crisis intervention, and the teachers in this school will not only stick to their posts every day, but also face unexpected problems that students may encounter in the future. Therefore, it is better to teach people to fish than to teach people to fish. Let teachers have a "steelyard" in mind, which is very beneficial to maintain their mental health and help students who come to ask for help.
1. Give the teacher a bowl of chicken soup for the soul. Through teachers' discussion, I communicate with teachers what is psychological crisis, what is psychological crisis intervention, the three stages of normal coping with psychological crisis, what kind of psychological reaction will appear in psychological crisis, the reasons for teachers' anxiety, and tell them some countermeasures.
2. Give teachers some ways to communicate with students. Teachers mastering certain communication skills can help them communicate with students, not only help students to seek help in the future, but also help teachers to improve their self-confidence and lay a solid psychological foundation for teachers to seek help from students in the future.
3. Give the teacher a positive banner. In the face of fear, teachers must give them a positive banner, which is not from slogans, but from inner strength. So at the end of the teachers' discussion, I adopted the following passage as the conclusion, which is from the heart and has been recognized and praised by all teachers. "I am carrying this clever little orange lamp and walking slowly on the dark and humid mountain road. This hazy orange light really can't shine far, but the little girl's calm, brave and optimistic spirit inspired me, and I seem to feel that there is infinite light in front of me! " (Selected from Bing Xin's Little Orange Lantern) This hazy orange light really can't shine far, but if we are willing to make small orange lanterns, we can at least illuminate ourselves, the people around us and the people who come near us.
(2) Small farewell party
Because some students and teachers are afraid to go near the office and classroom where the deceased worked before his death, I designed a small farewell party in front of the desk of the deceased before his death, so that teachers and students with inner sadness and fear can vent their sadness, bid farewell to their grief, and help them complete their sad tasks healthily and rebuild their normal life, study and work.
1. Introduction.
Dear teachers and students:
On the evening of X, a regrettable thing happened in our school. For some reason, a teacher chose to end his precious life. The deceased has gone, and we have no right to judge his right or wrong. But I think each of us is very sad. Now let's observe three minutes' silence for the teacher.
2. Say goodbye. After the silence, please ask them to face the desk of the deceased voluntarily, express their thoughts, inner sadness and wishes for the future, and make a firm farewell to the deceased.
3. End. The purpose of the farewell party is to let everyone see hope and feel warm. So I designed such a conclusion: dear children, although each of us is very sad, our life will continue, and we still have parents and teachers who love us deeply. Now, please ask our teacher to come to the child, hug our child tightly and say to the child, "Son, the teacher is by your side." The teacher loves you. When you are faced with difficulties, please remember that your parents and teachers are by your side. "
The actual effect is very good, and every participant releases sadness and sees hope in tears and hugs.
(3) group consultation
The class taught by the deceased was in the fifth grade, and most children knew about it and were in panic and fear.
On the basis of the second stage, I adopted the way of group counseling. Through warm-up, experience, communication, sharing and sublimation, I ask students to draw their feelings, dreams and future in groups. Finally, through communication and sharing, students are full of hope for their future study and life. At the end of the group counseling, every student and teacher has a smile on his face and is full of happiness.
(4) Psychological interview
Psychological interview is the most important link, because it directly faces the witnesses. It is not easy to help the parties digest the psychological trauma experience, let them discuss their inner feelings, accept the comfort and support of the interveners, adjust their cognition and master the decompression strategy. It takes a lot of courage and strength for me to try for the first time. At the scene of this psychological crisis intervention, I conducted two psychological interviews. The first scene is for the pupils of three witnesses, and the second scene is for a school leader who is deeply sorry for the deceased.
1. Introduction: Introduce yourself, introduce psychological interview rules and explain the principle of confidentiality. The purpose is to establish a relationship of trust.
2. Process: In practice, I combine the fact period, feeling period and symptom period of psychological interview, and let them describe events, express emotions and describe symptoms.
3. Counseling: Let them discuss with each other, accept positive adaptation and coping styles, accept some effective information, and give some decompression strategies for existing problems and possible future problems.
4. Rebirth: Rebirth is also a recovery period. At the same time, I summed up the harvest of the interview, reiterated my internal support and emphasized the mutual support of team members. Finally, they expressed their confidence in meeting the future with a tight hug.
5. Other assistive technologies: Due to the strong reaction of witnesses, I successfully used relaxation technology and empty chair technology during this period. Relaxation techniques help witnesses release nervous emotions;
Empty chair technology allows sad people to talk with the deceased, vent their sad emotions, talk with the deceased about the past and some good memories they had in the past, and then bid farewell to the deceased and tell them that they will raise the sails of life and March forward bravely.
Fourthly, the effect of psychological crisis intervention on campus.
From 8: 00 a.m. to a gloomy, sad and turbulent campus, by noon 12: 00, the campus was completely swept away, and smiling faces and hopes reappeared on the faces of teachers and students. I am very excited and satisfied.
Five, some thoughts on psychological crisis intervention in schools.
1. We must actively and extensively carry out mental health education in schools. After all, it is too late to intervene in the psychological crisis on campus. Therefore, as the main body of running a school, schools must take the road of preventive and developmental mental health education, and carry out effective mental health education for teachers and students, so that teachers and students can "swim" or learn to "call for help" even if they fall into the water in the increasingly fierce social competition.
2. The school is in urgent need of professional psychological teachers. At present, there are no professional full-time psychological teachers in primary and secondary schools in our district. When students have troubles, they often go directly to the class teacher or part-time psychological counseling teacher. Unprofessional psychological counseling will make students misunderstand and it is difficult to eliminate students' psychological obstacles. Especially in case of emergency, part-time psychological counseling teachers are often helpless.
3. Provide learning opportunities for part-time psychological counseling teachers. Learning is very important for teachers, especially part-time psychological counseling teachers. This time, I can undertake the psychological crisis intervention on campus alone, thanks to the psychological crisis intervention I participated in before. At that time, experts from the province came to the school to do a series of work, which gave me a valuable learning opportunity and I learned a lot from it. Therefore, if we can provide more opportunities for part-time psychological counseling teachers to learn from experts or universities, it will be of great benefit to the extensive development of mental health education in schools.
4. Establish a complete campus psychological crisis education mechanism. In the absence of professional full-time psychological teachers in schools, the education department has the responsibility to establish a mobile team to intervene in campus psychological crisis, integrate the effective resources of the education department and society, and establish a complete campus psychological crisis education mechanism to cope with emergencies, provide timely services to people in need, and stabilize the teaching environment, which requires the attention of relevant departments and the input of human and material resources.
Psychological crisis intervention on campus is a heavy topic. Are you ready?
Intervention measures of campus psychological crisis
In order to further improve mental health education and guidance, enhance the pertinence, initiative and effectiveness of students' psychological crisis intervention, reduce the harm of crisis events to students, improve the level of mental health, and promote healthy growth and all-round development, this plan is formulated according to the spirit of relevant documents and the reality of our school.
I. General principles
(A) the purpose of intervention
1. Through psychological crisis education and publicity, strengthen students' understanding and cognition of the crisis, improve students' ability to resist setbacks and prepare for the crisis.
2. Through psychological counseling and other supportive interventions, help students in crisis to grasp the current situation, re-recognize crisis events, restore psychological balance as soon as possible, get through the crisis smoothly, and master effective crisis coping strategies.
3. Help prevent self-injury, suicide or aggression by providing timely intervention.
4. Through the construction of psychological crisis intervention system, early prevention, early detection, early diagnosis and early response of psychological distress can be realized, so as to reduce and avoid the influence of crisis on the normal work of schools as much as possible.
5. Actively create a good campus environment, create a healthy atmosphere for students' growth, strive to improve students' mental health and optimize their psychological quality.
(B) the principle of intervention
1. Prevention first;
2. Timely warning;
3. Coordinated and orderly;
4. Feedback tracking.
(3) the object of intervention
The object of psychological crisis intervention is the pupils with psychological or behavioral abnormalities in our school. Specifically including:
1. Key students who need attention through mental health assessment;
2. Students who encounter major events and have abnormal psychology or behavior;
3. Students with severe mental illness;
4. Students who are suicidal or have a history of attempted suicide or have suicides in their families;
5. Students with serious physical diseases;
6. Students who are affected by their classmates' personal crisis and have panic, worry and anxiety;
7. Other students with emotional distress and abnormal behavior.
We should pay special attention to the students with the above characteristics, whose psychological crisis is more serious and should be the focus of intervention.
Two. Responsibilities, measures and methods of psychological crisis intervention system
(A) psychological crisis intervention group
Set up a psychological crisis intervention group, headed by the principal, with members including leading group members, mental health workers, class teachers, young pioneers cadres, school doctors, etc.
(B) the responsibilities of the psychological crisis intervention group
1. coordinate all departments to do a good job in psychological crisis propaganda, education and intervention;
2. Establish an information exchange mechanism and related channels for psychological crisis monitoring;
3. Establish a psychological crisis early warning mechanism and strengthen the construction of relevant equipment and personnel;
4. Actively carry out scientific research on psychological crisis intervention;
5. Strengthen technical cooperation and exchanges with relevant national, provincial and municipal organizations;
6. Publicize psychological crisis monitoring information, issue early warning, and put forward relevant measures and suggestions;
7. According to scientific research and practical experience, update the plan in time to keep it scientific, practical and instructive.
(C) psychological crisis intervention three-level work network
According to the three-level work network model of mental health education, the three-level work network of psychological crisis intervention is determined.
1. Pay attention to mental health workers.
In the process of psychological counseling or consultation, if it is found that students are in a state of crisis or need immediate intervention, corresponding intervention measures should be taken in time to ensure their personal safety. For students with serious mental disorders or mental illness, professionals should give evaluation and consultation, and take timely measures such as psychotherapy or referral.
2. Take the class teacher as an important force.
The head teacher is an important force for students' psychological crisis intervention. The head teacher should understand the process of psychological crisis intervention, and take corresponding emergency measures immediately when he finds that students have abnormal psychology or behavior, and contact the school psychological crisis intervention group in time.
3. Based on Young Pioneers cadres.
Young Pioneers cadres strengthen ideological and emotional contact and communication among students. If any abnormal situation is found, emergency measures should be taken immediately and the psychological crisis intervention working group should be contacted as soon as possible.
(D) determine the intervention technology
First, psychological first aid to stabilize the mood
B, behavior adjustment, relaxation training, interview techniques
C, cognitive adjustment and interview technology
1. First of all, we must gain the trust of the intervention object and establish a good communication relationship;
2. Provide opportunities for venting and encourage them to express their inner feelings;
3. To provide the interviewer with the knowledge of psychological crisis and crisis intervention, and explain the development process of psychological crisis, so that he can understand the current situation, understand the feelings of others, build self-confidence and improve his ability to cope with physical and psychological stress;
4. According to different individuals' reactions to events, different psychological intervention methods are adopted, such as actively coping with acute stress reaction, conducting psychological consultation, supportive psychotherapy, cognitive correction, relaxation training, interview skills, etc. In order to improve anxiety, depression and fear, reduce the occurrence of excessive behavior, and use sedatives appropriately when necessary;
(5) Key points of intervention technology
(1) Contact and participation
(2) Safety confirmation
(3) the goal of emotional stability:
(4) dispel doubts and doubts
(5) Practical assistance
(6) Contact support personnel
(7) Providing information
(8) Contact other service departments
Psychological crisis intervention in colleges and universities
In order to improve students' psychological quality, effectively prevent, control and eliminate students' serious psychological problems and serious incidents such as self-harm and injury to others, ensure students' psychological health and life safety, maintain normal campus life order and maintain school stability, this plan is formulated.
First, the object of psychological crisis intervention
(A) psychological crisis and psychological crisis intervention
Psychological crisis refers to an individual's inability to cope with or deal with internal and external pressures in the usual way, falling into a state of extreme anxiety, depression, and even out of control. Identifying the object as having a psychological crisis generally refers to the fact that the object has had a major life event or just experienced a major emergency, and its mood fluctuates violently or its cognition, body and behavior have changed greatly, so that it is temporarily unable to cope with the immediate crisis with the usual problem-solving methods.
Psychological crisis intervention refers to taking effective measures for individuals in psychological crisis and their close relatives, so that they can survive the crisis safely and restore their social functions as soon as possible.
(2) Students with one of the following factors should be given special attention as high-risk individuals for psychological crisis intervention:
1, depression (more than half a month);
2. Suicide attempts or perpetrators in the past;
3. There are people who are lovelorn, seriously frustrated in their studies, sick, family changes, obvious interpersonal contradictions or sudden setbacks;
4. Family members and friends who have a history of suicide or suicidal tendencies;
5. People with obvious personality defects, such as withdrawn and introverted, lack normal emotional communication with others;
6. Those who have a strong sense of guilt, defect or insecurity;
7. Those who feel that the social support system is lacking or missing for a long time;
Such as parents' divorce, family breakdown and parent-child relationship deterioration;
8. People with obvious mental disorders;
9. There are obvious aggressive behaviors or violent tendencies, or other behaviors that may cause harm to oneself, others and society.
10, others think it is necessary for psychological crisis intervention by the mental health education center of the college.
(3) Students who send out the following warning signals should be the focus of psychological crisis intervention, and timely crisis assessment and intervention:
1. Have talked about suicide and considered suicide methods, including expressing thoughts on death by letters, pictures or scribbled words;
2. Those who suddenly give gifts, treat guests, apologize, bid farewell to classmates, friends or family members for unknown reasons, and their behaviors have changed significantly;
3. The mood is suddenly and obviously abnormal, such as particularly fidgety, high anxiety, fear, emotional impulse, or abnormal low mood, or the mood suddenly turns from low to calm, or the diet and sleep are seriously affected.
Second, the working principles of psychological crisis intervention
(1) The principle of life first. When a crisis is discovered, take immediate protective measures to protect students' personal safety to the maximum extent.
(2) The principle of relatives' participation. When intervening in psychological crisis, inform the parents or guardians of students as soon as possible.
(3) The principle of whole-course guardianship. In the process of crisis intervention, arrange special personnel to monitor the intervention object throughout the process.
(4) The principle of division of labor and cooperation. In the process of crisis intervention, relevant departments should coordinate, perform their duties and actively carry out their work.
Third, the psychological crisis intervention work requirements
Information flow. Staff involved in crisis intervention should respond quickly to ensure the smooth flow of information.
(2) the work is in place. After the crisis, student counselors and related personnel should immediately rush to the scene and take effective measures quickly and decisively.
(3) coordination and cooperation. Under the dispatch of the field headquarters, relevant personnel actively cooperate and obey the command.
(4) Record and put on record. In the process of crisis management, student counselors and related personnel should make written records and collect audio-visual materials when necessary to ensure that the materials are detailed and complete. Accountability system.
(5) accountability. For violation of work principles, procrastination, failure to report information, etc. , causing serious consequences, shall be investigated for the responsibility of the relevant personnel.
Four, the establishment of psychological crisis emergency leading group.
Leader: Party Secretary and Deputy Secretary of the College.
Team members: the director and deputy director of the student affairs office, the head of the college psychological counseling center, the secretary and deputy secretary of the party branch of each department, and the mental health counselors of each department.
Five, psychological crisis intervention classification measures
(A) to take intervention measures for students with serious psychological disorders or mental illness.
1. All departments should report to the competent leader and the mental health education center of the college in time when they find the abnormal information of students' psychology, and the mental health education center will evaluate and preliminarily diagnose the students' mental health status and make relevant suggestions. If necessary, it can be referred to a specialized medical institution for further diagnosis.
2. According to the diagnosis, the following treatments can be performed:
(1) If a student is diagnosed with mental illness but can be treated while studying at school, he should immediately notify his parents and invite them to come to school for consultation. If parents want students to drop out of school and concentrate on treatment, the college will cooperate with the formalities of dropping out of school;
If parents want students to continue studying at school, the college should inform students of the possible situation and ask parents to issue relevant written instructions. During the period of students' study and treatment at school, the college should pay close attention to students' mentality, pay attention to students' trends, assign key students to take care of them, communicate with the mental health education center in time, provide psychological counseling in time, keep close contact with students' parents and do a good job in students' work.
(2) after diagnosis, students need to cooperate with drug treatment, and are not suitable for continuing their studies at school. They should assign a special person to monitor them, and immediately notify their parents to pick them up at school for rest and treatment, and at the same time go through the formalities of suspension or withdrawal.
(3) If a student is diagnosed as needing hospitalization, the college shall designate a special person to be responsible and immediately notify the parents of the student. After parents arrive at the school, the college should negotiate with parents and sign relevant written materials, send students to the relevant hospitals for treatment, and go through the formalities of leave, suspension or withdrawal. Parents of students who do not agree to send their school counterparts home for treatment shall agree and go through relevant procedures in time. Carefully send students to the hospital without the consent of their parents to avoid disputes.
(B) Intervention measures for students with suicidal thoughts
Students at all levels of psychological abnormality detection network once found or know that students have suicidal thoughts (students have suicidal thoughts and thoughts recently), they should immediately report to the leading group for emergency treatment of students' psychological crisis and take the following measures:
1. The leader in charge of student affairs of the college is responsible for setting up a guardianship group. Under the guidance of the "Leading Group for Emergency Treatment of Students' Psychological Crisis", students who have suicidal thoughts will be moved to a safe place, and student counselors and monitoring groups will be organized for 24-hour monitoring.
2. Immediately notify the parents of the students who committed suicide to get to school as soon as possible, and the two sides will solve it through consultation. Be careful not to tell students that the school has informed parents, and parents are also requested not to tell students, so as not to stimulate or aggravate the suicidal thoughts of students.
3, immediately report to the superior, report to the mental health education center of the college, after the evaluation of the center, if students with suicidal thoughts need to be hospitalized immediately, the college negotiates with parents and asks them to issue a written consent, and the student counselor or monitoring group is responsible for sending the students to the corresponding hospital for treatment, and at the same time, go through the relevant procedures such as asking for leave, dropping out of school or dropping out of school. If the parents of the students do not agree to go to the corresponding hospital of the school and ask for treatment at home, the college can only agree to take the students with suicidal thoughts home for treatment after urging the parents to go through the relevant procedures.
4. If a student diagnosed with suicidal ideation needs to go home for rest and treatment, the department should immediately notify his parents to take him home for rest and treatment and go through relevant formalities. Once the relevant procedures are completed, the college shall not allow students with suicidal thoughts to stay in school, so as not to affect their psychological recovery or have accidents.
(3) Intervention measures for suicide students.
1. Students who have committed suicide should be immediately sent to the nearest emergency room or school hospital for first aid or transferred to other hospitals. In case of emergency, you can also call 120 directly. At the same time, immediately report the situation to the Ministry of Education and the Mental Health Education Center.
2, timely report to the school security department or the public security department, the security department or the public security department is responsible for the timely protection, investigation and handling of the scene, to prevent the situation from expanding and adverse stimulation to other students, and cooperate and coordinate with relevant departments to investigate the incident.
3, immediately notify the parents of suicide students to school.
4. For students who have attempted suicide, after their condition is stable, their parents will go through the formalities of suspension or withdrawal and take them home for rest and treatment. They should not be allowed to stay in school, so as not to affect their psychological recovery or have an accident.
5. Respond to the students around the students who committed suicide, especially the students in the same dormitory and class, and take corresponding appeasement measures. If necessary, contact the mental health education center for group counseling to avoid a wider range of acute psychological crisis.
(four) intervention measures for students who have caused harm to others' thoughts or behaviors due to psychological factors.
1, for students who have the idea of hurting others, all departments should immediately report to the higher authorities after finding out, and ask the security department to cooperate with the first control, notify the relevant departments to take corresponding measures to protect the safety of both sides, and notify the parents of the students at the same time. Students who do harm to others are mainly dealt with by the school security office, and their parents are informed to come to school.
2. Each department reports to the mental health center of the college, and the center organizes experts to conduct psychological evaluation to determine whether students' thoughts or behaviors of hurting others are mainly caused by psychological factors.
3. If it is diagnosed that students' thoughts or behaviors that hurt others are caused by psychological factors and need hospitalization, they should promptly notify their parents to come to school and ask them to issue written opinions. The student counselor is responsible for sending students to the corresponding hospital of the school for treatment. Parents do not agree to go to the corresponding hospital of the school for treatment, and if they want to go home for treatment, they should take them home for treatment, and go through the formalities of suspension or withdrawal in time.
4. If it is diagnosed that students' thoughts or behaviors that hurt others are caused by psychological factors and need to go home to recuperate, the college shall immediately notify the parents of the students to take them home for recuperation treatment, and handle the formalities of suspension or withdrawal in time. They should not be allowed to stay in school to avoid accidents.
Six, the establishment of students' psychological problems after identification and tracking system.
(1) Students who have been hospitalized or dropped out of school due to psychological problems should provide written proof that they have recovered and can continue their college studies normally before going through the formalities of resuming school.
(2) After students return to school, counselors should pay close attention to their thoughts, study and life regularly, and ask the mental health education center of the college to cooperate with the college for follow-up counseling.