多维支持体系在大学生心理危机干预中的构建与实践——以乡村振兴定向生为例

Multidimensional Support System for Psychological Crisis Intervention among University Students: Construction and Practice—A Case Study of Students Enrolled under the Rural Revitalization Targeted Admission Policy

摘要: 乡村振兴定向生作为肩负特殊使命的学生群体，其心理健康问题呈现出成因复杂、压力源多元等特征。本文以一例因家庭情感缺失、环境适应障碍与个体调节能力不足而引发中度抑郁与焦虑的定向生为研究对象，基于尤里·布朗芬布伦纳的生态系统理论，构建并实践了以辅导员为主导的“情感陪伴、家校共育、朋辈帮扶、专业支持”四维协同干预模型。通过建立深度信任关系、重构家庭支持系统、激活朋辈网络、整合校内外专业资源等系统化路径，历经半年干预，学生情绪状态逐步趋于稳定，社会功能与学业水平得到有效恢复，呈现出良好的向好发展态势。本案例干预实践表明，生态化多维支持体系在乡村振兴定向生心理危机干预中展现出积极应用效果，或可为高校优化特殊群体心理育人工作、完善精细化心理干预体系提供一种可行的实践参考。

Abstract: Students enrolled under the rural revitalization targeted admission policy, who bear unique missions and responsibilities, are prone to psychological distress shaped by complex etiologies and diverse stressors. This study examines a targeted admission student diagnosed with moderate depression and anxiety, primarily triggered by familial emotional neglect, environmental maladjustment, and deficient self-regulation capacity. Grounded in Urie Bronfenbrenner’s ecological systems theory, a counselor-led four-dimensional collaborative intervention model—comprising emotional companionship, family‑school cooperation, peer support, and professional assistance—was developed and implemented. Through a systematic approach that involves establishing deep trust relationships, reconstructing family support systems, activating peer networks, and integrating professional resources both inside and outside the school, after six months of intervention, students’ emotional state has gradually stabilized, and their social functions and academic performance have been effectively restored, showing a positive development trend. The intervention practice of this case indicates that the ecological multi-dimensional support system has presented positive effects in the psychological crisis intervention of targeted students, which may serve as a feasible practical reference for universities to optimize psychological education and refine targeted mental health intervention systems for special student groups.