电影疗法融入高校心理健康教育的实践探索——基于影像叙事的心理育人路径探析

A Practical Exploration of Integrating Cinematherapy into Mental Health Education for College Students—Psychological Education Pathways Based on Film Narrative

摘要: 电影疗法作为一种基于影像叙事的心理健康教育方式，通过情节推进、角色塑造与情感呈现，帮助个体在安全的心理距离中进行自我体验与反思。基于高校电影疗法实践及学生观影留言，本文围绕电影疗法的作用特点、学生体验、实施路径与现实条件进行梳理。实践材料显示，学生反馈主要涉及情绪舒缓、自我理解、关系反思和生命意义等方面，这些自然反馈可为理解电影疗法在高校心理健康教育中的应用价值提供经验材料，但不能替代严格的效果评估。结合实践，文章进一步讨论多层级实施路径以及影片选择、专业引导、风险边界和效果评价等现实条件，为高校体验式心理育人提供实践参照。

Abstract: As a mental health education approach based on film narrative, cinematherapy uses plot development, character portrayal, and emotional expression to help individuals engage in self-exploration and reflection within a safe psychological distance. Drawing on college cinematherapy practices and student comments collected after film-viewing activities, this paper reviews the experiential features, student responses, implementation pathways, and practical conditions of cinematherapy. The feedback mainly concerns emotional relief, self-understanding, reflections on relationships, and meaning in life. As naturalistic post-activity feedback, these comments provide experiential evidence for understanding the educational value of cinematherapy but do not constitute a controlled evaluation of effectiveness. The paper further discusses a multi-level implementation pathway and practical issues involving film selection, professional guidance, risk boundaries, and evaluation, providing a reference for experiential mental health education in college settings.