--- id: "02fa35fd-8611-53de-9cce-2fff14591797" name: "校园心理危机即时响应与资源转介流程" description: "在识别学生存在心理危机信号后，辅导员启动校内多级响应机制：先通过非正式陪伴建立信任，再快速评估风险，随后无缝对接心理健康中心安排专业咨询。该流程确保危机干预不中断、支持不断档。" version: "0.1.0" tags: - "crisis_response" - "school_setting" - "cbt_informed" - "multi-tier_support" - "referral_protocol" - "认知行为疗法" - "profile:psychology::认知行为疗法" - "axis:疗法" - "class:认知行为疗法" - "kind:child" - "document_merge_state:active" - "canonical:true" triggers: - "student shows emotional collapse, self-negation, or social withdrawal" - "preliminary assessment indicates moderate-to-high psychological risk without active self-harm/other-harm behavior" examples: - input: "A student says, 'I can’t go on. Nothing matters anymore,' and has withdrawn from classes for 3 days." output: "Counselor invites student for coffee, listens without judgment, observes affect and speech coherence, confirms no active plan/intent, then calls mental health center during the same day and books appointment for next business day." notes: "Rapport built first, risk ruled out second, referral executed third—sequence is non-negotiable." - input: "Student arrives crying, says 'I messed up everything,' and refuses to speak further." output: "Counselor walks quietly with student, offers water, uses open-ended invitation ('When you're ready, I'm here'), waits for verbal opening, then gently explores safety before contacting center." notes: "Non-verbal stabilization precedes verbal assessment; silence is held with presence, not rushed." --- # 校园心理危机即时响应与资源转介流程 在识别学生存在心理危机信号后，辅导员启动校内多级响应机制：先通过非正式陪伴建立信任，再快速评估风险，随后无缝对接心理健康中心安排专业咨询。该流程确保危机干预不中断、支持不断档。 ## Prompt 当 a student exhibits crisis signals (e.g., emotional collapse, self-negation, social withdrawal), initiate this protocol: (1) Use informal, compassionate presence (e.g., shared meal, walk) to build rapport and reduce defensiveness; (2) Conduct brief risk assessment—confirm absence of imminent self-harm/other-harm action; (3) Once stabilized emotionally, contact campus mental health center immediately to schedule first professional session; (4) Document referral time, contact person, and student’s current emotional state; (5) Hand off with clear continuity note—not as termination, but as transition to specialized care. ## Objective 保障危机学生获得及时、连续、系统化心理支持 ## Applicable Signals - student shows emotional collapse, self-negation, or social withdrawal - preliminary assessment indicates moderate-to-high psychological risk without active self-harm/other-harm behavior ## Contraindications - student is actively engaging in self-harm or suicidal behavior - no on-campus mental health center or verified referral pathway exists ## Intervention Moves - non-formal companionship (e.g., shared meal, walk) - brief risk screening - emotional stabilization before handoff - timely liaison with campus mental health center - structured documentation of referral details ## Workflow Steps - Establish initial trust via low-pressure, relational presence - Assess for acute safety risk—exclude imminent harm - Stabilize affect through grounding or CBT-informed emotion regulation support - Contact mental health center and co-schedule first appointment - Document referral time, contact person, and student's observed emotional state - Formally hand off with continuity note emphasizing ongoing need for support ## Constraints - Must not delay emergency response—if active self-harm/suicide intent is confirmed, immediately activate 110/120 or campus emergency protocol - Referral must occur while student remains engaged and emotionally accessible—not after disengagement or dismissal ## Cautions - Avoid over-relying on informal rapport without concurrent risk assessment - Do not substitute this protocol for clinical triage—its purpose is timely bridge, not clinical evaluation - Ensure documentation is objective and de-identified for privacy compliance ## Output Contract - Student has completed first appointment scheduling with campus mental health center;辅导员 records include referral timestamp, named contact at center, and student’s observable emotional state (e.g., 'tearful but calm', 'quiet but responsive') ## Example Therapist Responses ### Example 1 - Client/Input: A student says, 'I can’t go on. Nothing matters anymore,' and has withdrawn from classes for 3 days. - Therapist/Output: Counselor invites student for coffee, listens without judgment, observes affect and speech coherence, confirms no active plan/intent, then calls mental health center during the same day and books appointment for next business day. - Notes: Rapport built first, risk ruled out second, referral executed third—sequence is non-negotiable. ### Example 2 - Client/Input: Student arrives crying, says 'I messed up everything,' and refuses to speak further. - Therapist/Output: Counselor walks quietly with student, offers water, uses open-ended invitation ('When you're ready, I'm here'), waits for verbal opening, then gently explores safety before contacting center. - Notes: Non-verbal stabilization precedes verbal assessment; silence is held with presence, not rushed. ## Files - `references/evidence.md` - `references/evidence_manifest.json` ## Triggers - student shows emotional collapse, self-negation, or social withdrawal - preliminary assessment indicates moderate-to-high psychological risk without active self-harm/other-harm behavior ## Examples ### Example 1 Input: A student says, 'I can’t go on. Nothing matters anymore,' and has withdrawn from classes for 3 days. Output: Counselor invites student for coffee, listens without judgment, observes affect and speech coherence, confirms no active plan/intent, then calls mental health center during the same day and books appointment for next business day. Notes: Rapport built first, risk ruled out second, referral executed third—sequence is non-negotiable. ### Example 2 Input: Student arrives crying, says 'I messed up everything,' and refuses to speak further. Output: Counselor walks quietly with student, offers water, uses open-ended invitation ('When you're ready, I'm here'), waits for verbal opening, then gently explores safety before contacting center. Notes: Non-verbal stabilization precedes verbal assessment; silence is held with presence, not rushed.