多重理论视角下青少年心理危机中同伴支持的三重困境与制度化路径

Peer Support in Adolescent Psychological Crises: Triple Dilemmas and Institutional Pathways—A Multi-Theoretical Perspective

摘要: 青少年心理危机频发，已成为学校重要议题。危机预防中，同伴因距离近、信任基础好，往往最先察觉风险，却也最易被忽视。本文基于生态系统理论、自我同一性理论与社会支持理论，梳理出同伴在心理危机预防中“时间最早、空间最近、方式最自然”的多重优势。然而，同伴能否成为有效保护因素？事实并非如此。当前同伴支持存在三重困境，根源在于同伴被赋予过高期待却缺乏相应能力。为此，可从普及教育、选拔、专业培养和转介四个维度构建策略体系，推动同伴从被动旁观者转变为主动有效支持者，真正实现从“知情者”到“有效支持者”的跨越。

Abstract: Frequent psychological crises among adolescents have become a pressing issue for schools. In crisis prevention, peers—owing to their close physical proximity and established trust—are often the first to detect risks, yet they are also the most easily overlooked source of support. Drawing upon ecological systems theory, Erikson’s theory of identity, and social support theory, this paper identifies the multiple advantages of peers in adolescent psychological crisis prevention: earliest in timing, closest in proximity, and most natural in approach. However, can peers truly serve as effective protective factors? The answer is not straightforward. Current peer support faces a threefold dilemma, rooted in the fact that peers are assigned high expectations without being equipped with adequate competencies. To address this, a strategic framework can be built across four dimensions—universal education, selection, professional training, and referral processes—aiming to transform peers from passive bystanders into active and effective supporters, thereby bridging the gap from “informed observers” to “effective supporters.”