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 Nothing matters anymore,' and has withdrawn from classes for 3 days."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