Detailed rules for the implementation of mental health education for college students

Detailed rules for the implementation of mental health education for college students

Chapter I General Provisions

In order to effectively strengthen students' mental health education, prevent, timely guide, quickly intervene and effectively control possible psychological crisis events among students, and realize the scientific, standardized and institutionalized mental health education in our department, the Detailed Rules for Students' Mental Health Education in Architectural Engineering Department are formulated.

Two general principles: give priority to education, carry out education for all students in an all-round way, actively carry out life education, and widely publicize the psychological counseling services provided for students; Give priority to prevention, establish the consciousness of actively defending against psychological crisis, and establish an investigation system; Find it in time, establish an early warning mechanism, handle it properly, and let students get the best help; As a supplement, counseling helps students adjust their psychology and restore their psychological balance.

The main tasks of students' mental health work are: to publicize and popularize the knowledge of mental health and disease prevention through general surveys, courses, lectures and mass mental health education activities for students; Solve students' psychological problems through individual counseling, group counseling and other activities; Through measures such as psychological crisis prevention and intervention, we will establish and improve the integrated working mechanism of finding, intervening and referring high-risk groups of students.

Four work objectives: to build an early warning and intervention system for college students' psychological crisis, better help students with serious psychological problems to tide over psychological difficulties, prevent, timely guide, effectively intervene and quickly control possible psychological crisis events among students, reduce the incidence of psychological crisis events among students, reduce the loss of life caused by psychological crisis, and promote the healthy growth of college students.

Chapter II Organizational Structure

Article 5 Each class shall elect two psychological committee members. Counselors and psychological committees are responsible for organizing the study of class mental health knowledge, finding students with psychological problems in time, and regularly reporting the mental health status of class students to the students' psychological working groups of various departments.

Article 6 The class psychological committee is responsible for organizing the students of this class to learn the knowledge of mental health, finding the students with psychological problems in this class in time, and regularly reporting the mental health status of the students of this class to the department psychological department and counselors.

Students encounter psychological problems or find psychological problems around them, and report them to counselors or psychological committees in time.

Eighth to strengthen the construction of psychological associations, psychological committee members of various departments should actively respond to the activities of psychological associations, be responsible for mass work to publicize and popularize mental health knowledge, and create a strong atmosphere of mental health education.

Chapter III Clients of Mental Health Education

Article 9 Students who have one of the following factors should be given special attention as a psychological crisis:

Students with mental disorder, mental illness, psychological imbalance and extreme tendency are found in mental health assessment.

Students with psychological or behavioral abnormalities after sudden blows and unexpected stimuli:

() Students with abnormal psychology or behavior after major family changes (death or injury of relatives, divorce or separation of parents, unemployment of parents, domestic violence, etc.). );

() Students with psychological or behavioral abnormalities after serious physical diseases (such as hepatitis, tuberculosis and incurable diseases);

() Students with abnormal psychology or behavior after encountering sexual crisis (sexual assault, sexual assault, unplanned pregnancy, etc.). );

() Students with abnormal psychology or behavior after emotional frustration (lovelorn, unrequited love, etc. );

() Students with abnormal psychology or behavior after being humiliated or frightened;

() Students with psychological or behavioral abnormalities after serious interpersonal conflicts with others (rejection, discrimination, misunderstanding, etc.). );

Students with great learning pressure, serious difficulties and abnormal psychology or behavior, such as excellent students who fail a subject at one time, students who need to take multiple courses again, students who will be dealt with by the Party, students who have serious difficulties in completing graduation thesis (design), and students who cannot graduate normally;

Students with introverted personality, strong sense of inferiority, special economic difficulties, discrimination, abnormal psychology or behavior; ,

Detailed rules for the implementation of mental health education for college students

Students suffering from serious mental illness, psychological or behavioral abnormalities, such as students suffering from depression, phobia, obsessive-compulsive disorder, hysteria, schizophrenia, emotional disorders and other diseases;

Students with strong psychological reaction and serious discomfort, resulting in abnormal psychology or behavior;

, suffering from personality disorder, so that the body and mind are seriously frustrated, so that they are not good at talking and self-enclosed; Its manifestations are: paranoid, antisocial, obsessive, divisive and dramatic personality;

Depression, depression, and not socializing with family or friends;

Students who have long felt the lack of social support system feel incompetent and can't see the "way out";

Students with obvious aggressive behavior or violent tendency, or other students who may cause harm to themselves, others and society;

Students who have recently issued the following warning signals should be taken as the focus of psychological crisis intervention, and timely crisis assessment and intervention should be carried out:

() People who have talked about suicide and considered ways and means of suicide, including those who express their thoughts of death by letters, diaries, pictures or scribbled words;

() It is obviously abnormal to give gifts, treat guests, apologize and say goodbye to classmates, friends or family suddenly for unknown reasons;

() People whose mood is suddenly and obviously abnormal, such as particularly fidgety, highly anxious, fearful, impulsive, or abnormally depressed, or whose mood suddenly turns from depressed to calm, or who strictly control their diet and sleep.

Great influence, etc.

Chapter IV Education for All Staff

Article 10 Give lectures and surveys to freshmen, educate freshmen on mental health knowledge, establish mental health files, understand freshmen's mental health status, publicize mental health knowledge, and enhance college students' mental health awareness.

Eleventh hold lectures on mental health knowledge, according to the psychological needs of students at different levels, carry out thematic lectures and large-scale series lectures in a planned and systematic way.

Twelfth regular mental health knowledge training for student cadres, improve their ability to identify psychological problems and psychological crisis intervention. Carry out mass mental health education activities extensively, and publicize mental health knowledge through wall newspapers, internet, lectures, psychological knowledge publicity month, psychological associations and other forms.

Chapter V Early Warning

Thirteenth the establishment of student mental health reporting system.

The class psychological committee should keep abreast of the psychological status of the students in the class and report the psychological status of the students in the class once a week to the counselor.

Counselors should go deep into students, and learn about their mental health status in time through class psychological committee members, members of psychological societies, student cadres, student party member and other student backbones. The teacher in charge of the mental health of the students in the department asks the counselor about the changes in the mental health of the students in the department every week.

Students who find that their psychological problems are deteriorating rapidly or have new serious psychological problems should report their situation to the Student Affairs Office quickly.

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