Abstract Background With the continuous development of higher education, the mental health issues of college students have received increasing attention. Psychological crises not only cause serious damage to the physical and mental health of college students, but may also affect their academic development and future life trajectories. Although certain achievements have been made in research related to psychological crises, from the perspective of mental health care, there are still deficiencies in systematic research on the identification of psychological crises among college students and multi-level intervention mechanisms. In the meantime, psychological service resources remain to be distributed unevenly across some universities, and the recognition mechanisms for early intervention are still underdeveloped, which leads to a number of psychological crises not being addressed in a timely manner. The research aims to accurately identify the characteristics and manifestations of psychological crises among college students, and construct a multi-level intervention mechanism to enhance their mental health and ensure their healthy growth. Methods The study selected 200 college students with potential psychological crisis risks as the research subjects. The Psychological Crisis Evaluation Inventory (PCEI) was used to screen the crisis levels of students, and information on their personal situations, stressors and social support systems was collected through questionnaires and in-depth interviews. Based on the assessment results, the study implemented a structured intervention program consisting of three levels: “Individual counseling and crisis intervention,” “group counseling and skills training,” and “Campus culture creation and digital health support,” with an intervention period of one semester. Results Among the 200 students who participated in the study, 150 (75%) completed the entire intervention process. The results showed that compared with before the intervention, the score of the students who completed the intervention on PCEI decreased significantly from (68.34 ± 8.12) to (47.18 ± 7.56) (p.01). The specific academic pressure group decreased significantly from (69.45 ± 7.89) before the intervention to (53.22 ± 7.12) (p.01), and the career confusion group decreased significantly from (67.88 ± 8.34) before the intervention to (51.75 ± 7.98) (p.01). The interpersonal relationship group decreased significantly from (67.70 ± 8.05) before the intervention to (51.58 ± 7.45) (p.01). Discussion The identification and multi-level intervention mechanism based on mental health care constructed by the research can effectively reduce the psychological crisis level of college students. The results show that a systematic and hierarchical intervention model can better meet the diverse needs of students than a single approach. Future research can conduct long-term tracking of the persistence of the intervention effect to verify its long-term benefits. At the same time, explore the deeper integration of technologies such as artificial intelligence with crisis identification and early warning models, so as to achieve precise intervention in advance and maximize its effectiveness. In addition, consider how to integrate this mechanism with the existing student work system in colleges and universities to establish a standardized process for the prevention and intervention of campus psychological crises that can be promoted and replicated.
Lu et al. (Sun,) studied this question.
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