校园心理危机即时响应与资源转介流程

---
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 Nothing matters anymore,' and has withdrawn from classes for 3 days."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.