自体心理学理论在高校心育工作中的应用

Application for Self-Psychology Theory in University Mental Health Education

摘要: 本文旨在探讨科胡特自体心理学理论，特别是镜映、理想化与孪生三种移情类型在高校心理健康教育工作中的应用价值。大学生诸多心理困扰源于早期自体客体经验的匮乏，导致自体结构脆弱。高校心育工作应从“问题修复”转向“发展促进”模式，工作者需扮演“补偿性自体客体”角色，积极响应学生的三类核心心理需要，为其提供矫正性情感体验。文章系统阐述了在个体咨询、团体辅导、危机干预及校园文化等多层面中，通过深度共情、提供稳定容器、构建支持性团体等具体策略，培育学生的价值感、宁静感与归属感，从而修复受损自体，促进其内在凝聚性自体的发展。本研究为构建更具深度与效能的高校心育工作体系提供了新的理论视角与实践路径。

Abstract: This paper aims to explore the application value of Heinz Kohut’s self-psychology theory, particularly the three transference types of mirroring, idealizing, and twinship/alter-ego, within the context of mental health education in higher education. It posits that many psychological difficulties experienced by university students stem from early deficiencies in selfobject experiences, leading to a fragile self-structure. The article argues that the focus of university mental health work should shift from a “problem-repair” model to a “development-promotion” model. Practitioners need to assume the role of a “compensatory selfobject”, actively responding to students’ three core psychological needs and providing them with corrective emotional experiences. The paper systematically elaborates on specific strategies across various levels—including individual counseling, group guidance, crisis intervention, and campus culture—such as employing deep empathy, providing a stable container, and constructing supportive groups. These strategies aim to cultivate students’ sense of worth, sense of tranquility, and sense of belonging, thereby repairing the impaired self and fostering the development of an internal cohesive self. This study offers a novel theoretical perspective and practical pathway for constructing a more profound and effective university mental health education system.