The transition from school mental health education to mental health services is an inevitable trend in the development of mental health. Psychological counseling in primary and secondary schools is extremely complex, which brings severe challenges to practitioners. This paper sorts out the practical problems of psychological counseling in primary and secondary schools, and puts forward ethical countermeasures from four aspects based on the development status of school psychological counseling in China and the social-cultural factors: (1) school psychological counseling is a professional helping activity that is different from moral education under the framework of ideological and political education, and psychological teachers should deal with the conflict of dual roles; (2) schools should respect the rights of students and maximize the well-being of students; (3) schools should balance the welfare of students and the rights of guardians, promoting home-school education; (4) for cases with severe psychological issues, the school has a responsibility for consultation and referral, and should build a “home-school-community” collaborative bridge. Psychological counseling in primary and secondary schools is an important part of school mental health education. Therefore, ethical strategies proposed for it can provide insights into addressing the challenges of school mental health education.
[1] 安芹. (2022). 心理咨询与治疗伦理. 北京: 中国人民大学出版社.
[2] 邓林园, 梁洁姗, 李蓓蕾, 王工斌. (2018). 中小学心理健康教育现状: 心理教师与学校管理者的不同视角. 教师教育研究,30(4), 58-64. doi:10.13445/j.cnki.t.e.r.2018.04.010
[3] 方双虎, 陈志强. (2011). 发达国家学校心理健康教育的发展趋势及其对我国的启示. 外国教育研究,38(3), 1-7.
[4] 洪莉竹. (2008). 中学辅导人员专业伦理困境与因应策略研究. 教育心理学报,39(3), 451-472.
[5] 林家兴. (2018). 咨商专业伦理:临床应用与案例分析. 新北: 心理出版社股份有限公司.
[6] 林洁瀛, 钱铭怡. (2012). 与未成年人相关的心理咨询与治疗的保密原则. 中国临床心理学杂志, 20(3), 409-412+416. doi: 10.16128/j.cnki.1005-3611.2012.03.007
[7] 林孟平. (2022). 心理咨询与治疗. 北京: 生活书店出版有限公司.
[8] 龙立荣, 江光荣. (1994). 中小学生心理辅导与教育理论问题讨论. 教育研究与实验,2, 40-43.
[9] 刘福荣, 宋晓琴, 尚小平, 吴梦凡, 隋美丽, 董一超, ... 刘新奎. (2020). 中学生抑郁症状检出率的meta分析. 中国心理卫生杂志,34(2), 123-128.
[10] 刘福荣, 吴梦凡, 董一超, 岳馨培, 尚小平, 隋美丽, ... 刘新奎. (2021). 小学生抑郁症状检出率的meta分析. 中国心理卫生杂志,35(6), 482-488.
[11] 牛格正, 王智弘. (2018). 助人专业伦理. 上海: 华东师范大学出版社.
[12] 全莉娟, 卓潇, 姚本先. (2013).学校心理健康教育价值中立原则的探讨. 中国卫生事业管理,30(8), 616-617. doi: 10.3969/j.issn.1004- 4663.2013.08.020
[13] Rodriguez, M. A., 林洁瀛, 钱铭怡, 杨晓燕. (2011). 心理治疗师与少年父母对保密原则的态度. 中国心理卫生杂志,25(9), 655-657. doi: 10.3969/j.issn.1000-6729.2011.09.004
[14] 王宋芳, 刘致静, 乔志宏. (2018). 中小学心理健康教育现状及未来发展趋势. 中国教师, (5), 19-23. doi: 10.3969/j.issn.1672-2051. 2018.05.005
[15] 王智弘. (1996). 咨商未成年当事人的伦理问题. 辅导学报,19, 287-321.
[16] 吴俊琳. (2019). 学校心理服务转介初探. 江苏教育, (88), 27-30.
[17] 姚本先, 刘志远. (2012). 我国学校心理辅导伦理建设: 现状、问题与对策. 课程·教材·教法,32(10), 51-55. doi: 10.19877/j.cnki.kcj cjf.2012.10.008
[18] 叶子青, 叶一舵. (2020). 学校心理健康教育三十年:历史演进与未来走向. 福建师范大学学报(哲学社会科学版),(2), 140-147+171. doi:10.12046/j.issn.1000-5285.2020.02.016
[19] 伊丽莎白·雷诺兹·维尔福. (2010). 心理咨询与治疗伦理(侯志瑾等译).北京: 世界图书出版公司.
[20] 俞国良. (2018). 学校心理健康教育研究的回顾与展望—基于我个人20年研究实践的梳理与再分析.中国教育科学,1(1), 62-76.
[21] 俞国良, 李建良, 王勍. (2018). 生态系统理论与青少年心理健康教育. 教育研究,39(3), 110-117.
[22] 俞国良. (2019). 新时代中小学心理健康教育的特点、思路和挑战. 教育家, (4), 12-14.
[23] 俞国良. (2022). 中国学生心理健康问题的检出率及其教育启示. 清华大学教育研究,43(4), 20-32. doi: 10.14138/j.1001-4519.2022.04. 002013
[24] 俞国良, 邵蕾. (2022). 成长咨询:提供适合学生发展需要的心理健康教育. 中国人民大学教育学刊, (1), 5-16.
[25] 张至贤, 黄雪雪, 胡婕, 薛艳妮, 贾丽媛, 陶芳标, ... 张诗晨. (2022). 中学生心理健康素养和非自杀性自伤行为交互作用与自杀相关行为关联. 中国公共卫生,38(12), 1517-1522. doi:10.11847/zgggws1138596
[26] 中国心理学会. (2018). 中国心理学会临床与咨询心理学工作伦理守则(第二版). 心理学报,50(11), 1314-1322.
[27] 朱蓉蓉, 王衎, 白建磊, 沈颖雪, 李俊, 钱铭怡. (2018). 学校心理咨询师在双重关系和保密原则上的态度和决策. 中国心理卫生杂志,32(3), 185-190. doi: 10.3969/j.issn.1000-6729.2018.03.002
[28] 最高人民检察院. (2020). 最高检发布侵害未成年人案件强制报告典型案例. 2023-02-16取自. https://www.nwccw.gov.cn/2020-06/03/content_284784.htm.
[29] American School Counselor Association. (2022). Ethical Standards for School Counselors. 2023-2-16取自 https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf.
[30] Barnett, J. E., & Molzon, C. H. (2014). Clinical supervision of psychotherapy: Essential ethics issues for supervisors and supervisees.J Clin Psychol, 70(11), 1051-1061. doi: 10.1002/jclp.22126
[31] Bobby, C. L. (2013). The evolution of specialties in the CACREP standards: CACREP's role in unifying the profession. Journal of Counseling & Development, 91(1), 35-43. doi:10.1002/j.1556-6676.2013.00068.x
[32] Fundudis, T. (2003). Consent issues in medico-legal procedures: How competent are children to make their own decisions?Child Adolesc Ment Health, 8(1), 18-22. doi: 10.1111/1475-3588.00040
[33] Lehrer J. A., Pantell R., Tebb K., & Shafer M. A. (2007). Forgone health care among U.S. adolescents: Associations between risk characteristics and confidentiality concern. J Adolesc Health, 40(3), 218-226. doi: 10.1016/j.jadohealth.2006.09.015
[34] Lyren A., Kodish E., Lazebnik R., & O'Riordan M. A. (2006). Understanding confidentiality: Perspectives of African American adolescents and their parents.J Adolesc Health, 39(2), 261-265. doi: 10.1016/j.jadohealth.2005.12.002
[35] Sanci L. A., Sawyer S. M., Kang M. S. L., Haller D. M., & Patton G. C. (2005). Confidential health care for adolescents: Reconciling clinical evidence with family values.Med J Aust, 410-414. doi: 10.5694/j.1326-5377.2005.tb07104.x
[36] World Health Organization. (2020). Guidelines on mental health promotive and preventive interventions for adolescents. Retrived Feb. 16, 2023 from https://www.who.int/publications/i/item/guidelines-on-mental-health-promotive-and-preventive-interventions-for-adolescents
