万双网讯  为给学生的成长保驾护航，提升教师心理危机识别与应对技能，4月24日、26日以及5月8日上午，万科双语学校多次开展了“2023春季心理危机干预与教师自我关怀”培训，全体班主任、生活老师参与了本次活动。

VBS Net News  In order to protect the growth of students and improve teachers' psychological crisis identification and coping skills, on April 24, 26 and the morning of May 8, Vanke Bilingual School carried out the "2023 Spring Psychological Crisis Intervention and Teachers' Self-Care" training for several times , all head teachers and life teachers participated in this activity.

本次活动由人生规划组组织实施，郑佳佳等心理老师担任此次活动的培训者。活动的第一部分为如何识别心理危机和如何进行干预。

This event was organized and implemented by the life planning group, and Zheng Jiajia and other psychological teachers served as trainers for this event. The first part of the activity is how to recognize a psychological crisis and how to intervene.

心理老师们通过一二三四——即一个气球、两个平衡（压力和资源）、黄金三角（个人、学校、家庭）、四个信号（行为、情绪、情境、身心症状)进行了详细的讲解。学生心理问题的出现是一个累积的过程，当来自学习、生活、人际以及各方面的压力，没有得到及时的疏解，于是压力就累积成为心理问题，甚至是危机。作为教育工作者，老师可以从学生的个性、家庭的支持以及学生人际关系等方面对学生的心理状况进行全面的了解，通过在日常的教育教学中对一些危机信号进行及时识别，然后转介给心理老师进行有效的干预。其次，进一步介绍了学校的危机干预模式及三预系统，帮助老师们明晰危机干预的流程步骤，最后分享了学校心理健康工作原则和危机学生上报的方式和途径。

Psychological teachers conducted a detailed analysis through one, two, three, four—that is, one balloon, two balances (pressure and resources), the golden triangle (personal, school, family), and four signals (behavior, emotion, situation, and physical and mental symptoms) to explain. The emergence of students' psychological problems is a cumulative process. When the pressure from study, life, interpersonal relationship and other aspects is not relieved in time, the pressure will accumulate and become psychological problems, even crises. As educators, teachers can have a comprehensive understanding of students' psychological conditions from the aspects of students' personality, family support, and students' interpersonal relationships. Through timely identification of some crisis signals in daily education and teaching, and then refer them to psychologists provide for effective interventions.

活动第二部分是关于教师如何做好自我关怀。主讲人通过案例讲解，引导老师们学会分析自己的压力源以及如何处理工作绩效和压力之间的关系。适当的工作压力有利于提升工作效率，但是过度的工作压力反而会出现消极影响。面对压力，老师们可以使用压力管理三步法：寻找压力源，记录压力事件，针对所列出的压力制定解决方案，实施方案，及时自我反馈，从而减少压力。同时，主讲老师通过情绪ABC理论帮助老师们识别什么是不合理认知，如何调整自己的认知，在工作中树立成长型思维面对挑战，不要让失败的经历定义自己。最后郑佳佳老师说到回溯自己的初心，热爱会给予我们重新出发的勇气和坚持下去的力量。

The second part of the activity is about how teachers can do self-care. The lecturer guided the teachers to learn to analyze their own stress sources and how to deal with the relationship between work performance and stress through case explanations. Appropriate work pressure is conducive to improving work efficiency, but excessive work pressure will have negative effects. In the face of stress, teachers can use the three-step stress management method: find the source of stress, record stressful events, formulate solutions to the listed stress, implement the plan, and give timely self-feedback to reduce stress. At the same time, the lecturer uses the emotional ABC theory to help teachers identify what is unreasonable cognition, how to adjust their cognition, establish a growth mindset in the work to face challenges, and don't let the experience of failure define themselves. Finally, Teacher Zheng Jiajia said that going back to her original intention, love will give us the courage to start again and the strength to persevere.

撰稿/戴黎琪 余丹

翻译/魏素敏 周金凤

编辑/图片 燕子