# 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。 - Skill: `ecnu-icalk/skill-1054` (Agent Skill, multi-file: 3 files) - Install (CLI): `npx skillmds@latest add ecnu-icalk/skill-1054` - Raw SKILL.md: https://api.skillmd.com/api/skills/ecnu-icalk/skill-1054/raw - Safety review: pending (external: skill-scanner PASS, skillspector CAUTION) - Works with: Claude Code, Claude.ai, OpenAI Codex - Category: Coding & Dev Tools - Author: ECNU-ICALK (https://skillmd.com/u/ecnu-icalk) - Updated: 2026-09-09 - Page: https://skillmd.com/skills/ecnu-icalk/skill-1054 --- # 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.