Suicidal issues of college students have attracted widespread attention, and prevention and intervention of suicide crisis are the focus of mental health services in colleges. Safety agreement is a written agreement between the consultant and client. On the basis of clients’ promise of not committing suicide, both parties jointly work out a set of coping strategies to reduce the immediate risk of suicide. This article sorts out and summarizes the literature on suicide crisis and safety agreement, and it introduces and interprets around the safety agreement documents issued by the Registration Working Committee for Clinical Psychology of Chinese Psychological Society. The agreement consists of six parts: (1) an explicit statement of the client’s promise not to commit suicide / self-injury; (2) the start and end time of the agreement; (3) suicide crisis response action plan; (4) the contact person and institution that can be reached out for helping in crisis situations; (5) written signature of clients; (6) precautions for the use of safety agreement. The safety agreement can provide specific guidance for the implementation of intervention in college.

This paper reveals the current situations and problems of psychological crisis intervention work in colleges and universities in China from the theoretical and practical aspects. It proposes several salient points for the psychological crisis intervention work in colleges and universities: the needs to establish professional teams, the needs to pay attention to the whole process (i.e. before crisis, during crisis, and after crisis) and the needs to support the students in crisis to get the necessary aids for recovering physical and mental health and regaining normal learning and daily living functions. On this basis, the study has analyzed the documents of psychological crisis intervention in many colleges and universities across China and interpreted the main content and writing ideas of the “Guidelines for Psychological Crisis Intervention in Colleges and Universities.”

Informed consent in psychological counseling is the process of a client choosing whether to consult with “voluntary consent” on the premise of “full notification” by the counselor. It is an important way to protect the privacy and self-determination right of clients. This paper summarized the emergence and development process of the concept of informed consent, introduced the contemporary meaning and general content of informed consent, and unscrambled the key contents of the informed consent form for psychological counseling in colleges and universities formulated by the Registration Working Committee for Clinical Psychology of Chinese Psychological Society. In addition, the realistic background, legal basis, and the role of informed consent in universities’ consultation were discussed.

Keeping progress notes is a fundamental work task in psychological counseling for the note itself is an important evidence that shows the actual occurrence of the psychological counseling, therefore having significant meaning in the work of counseling. Nevertheless, China has not had a consolidated paradigm for progress note formatting. On the basis of sorting out the existing records of progress notes, this article introduces the Progress Note Log, which, with the SOAP template as the reference, is devised by the Clinical Psychology Registration Committee of the Chinese Psychological Society and is expected to be used by peers who are in the same line of work for reference to promote the professional development and standardization of psychological counseling case work.

University counseling centers are professional agencies that serve the mental health needs of higher education institutions, primarily by delivering mental health services directly to enrolled students. Ethical dilemmas include the professional identity and competence of university counselors, the definition and delineation of professional function of university counseling centers, issues of confidentiality in crisis intervention, and handling of referrals in university counseling. This article aims to discuss the main ethical dilemmas, interpret the Counselor’s Code of Conduct published by the Registration Working Committee for Clinical Psychology of Chinese Psychological Society, and provide plausible strategies and recommendations.

Objective: To explore the relationship between impulsivity and the disordered eating behavior in college students and the effect of difficulties in emotional regulation in it.
Methods: The Barratt Impulsiveness Scale-11(BIS-11), the Dutch Eating Behavior Questionnaire (DEBQ), and the Difficulties in Emotion Regulation Scale (DERS) were administered to 560 college students. Data were analyzed using SPSS macro PROCESS to assessing the mediating effect of difficulties in emotional regulation.
Results: (1) Impulsivity was a positive predictor of emotional eating (β=0.083, t=2.008, p=0.046) and external eating (β=0.112, t=2.640, p=0.008). (2) Difficulties in emotional regulation was a positive predictor of emotional eating (β=0.254, t=6.162, p<0.001) and restrained eating (β=0.113, t=2.616, p=0.010). (3) Difficulties in emotional regulation completely mediated the relationship of impulsivity in restrained eating (R²=0.072, F=10.320, p<0.001) and emotional eating behavior (R²=0.113, F=15.658, p<0.001), and the mediating effect values were 0.133 and 0.349. Specifically, difficulties in emotion impulsivity regulation, which is a sub-dimension of emotional regulation, completely mediated the relationship between impulsivity and emotional eating. Difficulties in goal orientation partially mediated the relationship between impulsivity and external eating.
Conclusion: Impulsivity in college students can not only directly affect disordered eating behaviors, but it can also indirectly affect disordered eating behaviors through difficulties in emotional regulation.

Objective: To investigate the chain mediating effect of resilience and self-control on the perception of school climate and learning burnout among primary school students.
Methods: In 2021, a total of 569 primary school students, who were recruited by the cluster random sampling method, were surveyed with the Learning Burnout Inventory for Adolescents, the Perceived School Climate Scale, the Resilience Scale for Chinese Adolescents, and Brief Self-Control.
Results: (1) There were significant positive correlations among the perception of school climate, resilience and self-control, and all of them were significantly negatively correlated with learning burnout. (2) The perception of school climate affected learning burnout through the chain mediation of resilience, self-control, and resilience and self-control, accounting for 48.673%, 6.637% and 29.646% of the total effect, respectively.
Conclusions: Resilience and self-control had multiple mediating effects between primary school students’ perception of school climate and learning burnout, and by improving the level of primary school students’ perception of school climate, their resilience and self-control can be influenced, thereby affecting learning burnout. This has a certain enlightening effect on guiding primary school students to cultivate good psychological quality and self-discipline performance to reduce learning burnout.

Group moral emotion refers to the emotions generated when an individual, as a member of a group, makes moral evaluations of group members’ words and actions according to certain social moral standards in the process of interacting with the group, including negative group moral emotion and positive group moral emotion. Based on the literature review, this paper discusses the concept, classification and influencing factors of group moral emotions; it also points out that group moral emotions can be further explored in the future in terms of research methods, physiological mechanisms, and the impact on education.

Attachment representation is also known as internal working model. In childhood, it is a stable cognitive pattern about the self, others and interpersonal relationships between the individual and his/her caregivers, which will affect the thoughts, feelings and behaviors of the individual in adulthood. At present, the measurement of adult attachment is mainly divided into two different orientations, which are developmental psychology orientation that tends to use observational and interview methods and social psychology orientation that prefers a self-report method. This article, in terms of the consciousness level, definition of secure attachment, and relationship with psychopathological disorders, reviews the differences between the two measurement methods of different orientations and puts forward relevant practical inspirations and possible research directions in the future.

Psychoanalytic therapy is predicated on the establishment of a unique space, a bounded formlessness that is open for the exploration of meaning and motivation. The patient says what is on his mind and the fact that the analyst does not respond in the concrete manner of daily life establishes the space as a unique ontological realm in which anything can be said and nothing is off limits. In a Winnicott’s felicitous phrase, this is described as a “potential space.” The psychoanalytic process requires this unique space, but some patients cannot tolerate such a space because it feels empty and lonely to them. They seek the breakdown of the boundary between themselves and the analyst, so they experience the space between object contacts not as a potential space, but as a void. They desire a connection without boundaries and an obliteration of the space between themselves and the analyst. This desire means the destruction of the very space on which the analysis rests. This perplexing clinical situation creates unique technical problems for the analyst and the analysand. For the patients who cannot separate, the only relationship that matters to them would erase the analytic space. This paper delineates an analytic approach and a clinical illustration is used for showing the therapeutic approach designed to unlock this dilemma.