This article explores digital psychological healing as an emerging method for treating post-traumatic stress disorder. Post-traumatic stress disorder is a mental disorder that develops after individuals experience traumatic events, with patients commonly exhibiting symptoms such as avoidance behaviors, emotional dysregulation, and hypervigilance. However, due to self-stigmatization and lack of professional services, many patients struggle to access effective treatment. Digital psychological healing utilizes artificial intelligence and internet technology to provide psychological interventions, divided into top-down and bottom-up approaches. Top-down healing employs methods such as cognitive behavioral therapy, acceptance and commitment therapy, and mindfulness therapy, relying on higher cognitive functions to change thinking patterns. Bottom-up healing focuses on sensory and emotional processing, reshaping emotional responses through attention bias modification, interpretation bias modification, and virtual reality technology. This healing approach breaks spatial and temporal limitations, provides personalized treatment plans, and enables real-time monitoring of psychological states. With technological advancement, digital psychological healing is becoming an important tool in the mental health field, offering more convenient and diverse recovery pathways for patients with post-traumatic stress disorder.

This article explores the complex unconscious interactive phenomena between supervisors and supervisees in the supervision process. The article centers on a supervision group case, describing how supervisor Ruqi, under strict regulatory requirements, encountered frequent violations of supervision settings by supervisees, culminating in a turning point when the supervisor herself unexpectedly arrived thirty minutes late. This incident triggered in-depth discussions within the group about supervisory alliance and group dynamics, with supervisees presenting distinctly different reactions. The article analyzes this phenomenon from multiple theoretical perspectives including integrative psychodynamic, humanistic, object relations, and integrative theories, arguing that the supervisor's lateness was actually an unconscious response to the group's unconscious needs, satisfying the group's need to break the illusion of perfection. Through peer supervision feedback, the supervisor gained multi-layered awareness, understanding the deep dynamic mechanisms of "perfect collusion" within the group, ultimately enabling the group to transcend the constraints of perfection and become a more authentic and effective supervision environment.

This article documents the author's profound experience in a conflict management workshop during art therapy training. Through creating three paintings, the author re-examined a deeply impactful interpersonal conflict. The first painting, "Boundaries and Loss," uses damaged leaves to symbolize the wounded state of both parties in conflict, exploring contradictions arising from the lack of boundary awareness. The second painting, "Us," presents the stubbornness and anger following the conflict, as well as the author's decision to block the other party. The author reflects on the failed mediation experience by family elders, believing that simple "smoothing things over" approaches ignore the root causes of conflict and the feelings of those involved. Through the artistic creation process, the author gradually understands that conflict stems from irreconcilable individual differences and their own strong protective instinct toward their mother being bullied. Ultimately, the author maintains that blocking the other party was a choice of self-care, reflecting an attitude of upholding inner principles and pursuing self-harmony during the growth process. The article demonstrates the value of deep self-exploration through art therapy.

This article analyzes the psychological process of participants handling interpersonal conflicts through painting in an art therapy workshop focused on conflict management. The article points out that dealing with conflict themes is challenging in a cultural context that values harmony, but art therapy can help participants achieve self-healing. Through analyzing two paintings, the article interprets emotional changes during the conflict process: the first painting reflects the energy dynamics between both parties during the conflict and the participant's traumatic feelings, revealing that conflicts stem from individual differences rather than right-or-wrong issues; the second painting shows the participant's anger and self-protective state after failed mediation. The article emphasizes that parties involved have the right to refuse mediation, and what matters is personal feelings rather than external judgments. Identifying and defending personal boundaries in conflicts is a form of self-care that requires learning and courage. This approach has important psychological significance, reflecting an individual's growth process in protecting their own rights and family dignity.

Facing the increasing complexity of adolescent mental health issues, Shanghai Shibei Junior High School has collaborated with Jing'an District Mental Health Center to explore and establish an innovative "one school, one doctor" medical-educational integration model. Based on the "three-level prevention network" concept, the school has constructed a comprehensive mental health protection system: primary prevention focuses on mental health promotion for all students, secondary prevention implements preventive counseling for high-risk students, and tertiary prevention provides professional referral services for students in psychological crisis. Specific practices include establishing "Psychologist Science Classroom" to popularize mental health knowledge, conducting "home-school-medical on-site services" to provide professional assessment for students with mild psychological disorders, and building a "home-school-medical joint consultation" platform to address severe psychological disorders. The project's sustainability is ensured through organizational support, platform construction, and assessment incentive mechanisms. After one year of implementation, significant results have been achieved, but challenges remain including inefficient referral channels, lack of information communication mechanisms, and insufficient family support system construction, requiring further improvement of the medical-educational integration work system.

This article explores emotional guidance and behavioral improvement strategies for children with autism characteristics in inclusive education settings through a case analysis of Xiaotian, a 9-year-old student with autism traits. Xiaotian exhibited typical characteristics such as social communication barriers, insufficient emotional self-control, and rigid behaviors, often expressing emotions through table-slapping and screaming. The author implemented four main intervention strategies: First, accepting the child by adopting a gentle yet firm attitude, using physical comfort measures like candy to stabilize emotions before providing guidance; Second, empathizing with the child by understanding the reasons behind behaviors and establishing emotional connections through perspective-taking; Third, positive guidance by establishing a point management system with specific goals and timely feedback to regulate behavior; Fourth, home-school collaboration by working closely with parents, consulting professional advice, and implementing synchronized intervention measures in the home environment. After more than one semester of implementation, Xiaotian's behavioral performance and emotional management abilities improved significantly. The article emphasizes that educating children with autism requires long-term sustained attention and multi-party collaboration.

This article explores practical strategies for transforming underachieving students using the Rosenthal Effect in the context of educational streaming. The author uses two typical underachieving students, L and B, as case studies to analyze their specific problems: L developed learned helplessness due to academic setbacks, manifesting in self-destructive behaviors such as tardiness, sleeping in class, and failure to complete assignments; B exhibited typical adolescent rebellious characteristics, showing disrespect to elders at home and frequent tardiness. For L, the author applied cognitive behavioral therapy concepts, rebuilding his learning motivation and sense of responsibility through adjusting homework requirements, sincere praise, and full trust; for B, the author set behavioral boundaries, taught "cooling-off" strategies, and cultivated her sense of responsibility through a "self-compensation" plan. The practical results showed that both students made significant progress. The article argues that compared to traditional criticism and blame, teachers' positive expectations and sincere affirmation are more effective in stimulating underachieving students' intrinsic motivation and promoting their voluntary change, thus validating the effectiveness of the Rosenthal Effect in educational practice.

This article systematically analyzes the manifestations, cognitive biases, and underlying psychological needs of elementary school students' learning aversion based on the practical experience of an elementary school psychology teacher. The author categorizes learning aversion behaviors into three levels: emotional learning aversion, self-defeating learning aversion, and substantive learning aversion, pointing out that students with learning aversion commonly exhibit cognitive biases such as simplistic thinking, absolutist thinking, and overgeneralization. Through in-depth analysis, it is found that learning aversion behaviors often carry deep psychological needs such as using "problems" to save the family, satisfying the need to be loved, seeking achievement transfer, and lacking career guidance. Addressing these issues, the article proposes family support strategies: parents should create a space of understanding and acceptance, return to their proper position within the family, provide unconditional love and support to their children, and seek professional family therapy when necessary. The author emphasizes that only by accurately grasping the positive significance and psychological needs behind learning aversion behaviors and constructing healthy family interaction patterns can we effectively help children with learning aversion regain their enthusiasm for learning.

This article proposes the "Integration and Immersion" home-school-community alliance as an innovative educational model, aiming to enhance students' self-awareness and career exploration abilities by integrating educational resources from schools, families, and society. Based on Holland's career interest theory and Kolb's experiential learning theory, the article elaborates on the mechanism of this alliance model in guiding students' self-awareness and career exploration. The author analyzes five characteristics of the "Integration and Immersion" home-school-community alliance: comprehensive participation, deep cooperation, permeative education, collaborative nurturing, and promotion of individual development. In terms of implementation strategies, the article proposes seven progressive steps: inspiring students to recognize themselves, understanding career interests, introducing careers, constructing career cognitive networks, participating in campus job fairs, creating career experience days, and guiding reflection and summary. This model breaks through traditional educational boundaries and achieves a fundamental transformation from single education to collaborative education through multi-dimensional coordination, providing a systematic solution for cultivating career literacy in students of the new era.

This article explores an innovative educational model for cultivating a sense of responsibility for mistakes among children aged 6-14 through the "Magic Stick" situational teaching activity. Based on Piaget's moral cognitive development theory and Kohlberg's moral judgment theory, combined with communication posture theory from Satir's therapeutic approach, the study designed a collective collaborative game. The activity requires 8-10 students to collectively lift and control the raising and lowering of a stick using only their index fingers. When tasks fail, teachers observe students' blaming behaviors and use guidance and role-playing methods to help students recognize the negative impact of blame and learn to acknowledge mistakes and take responsibility. The practical results show that after two rounds of activities, students transformed from initial mutual blame to actively taking responsibility, with significant improvements in teamwork abilities and self-responsibility awareness. The author believes that situational teaching has unique value in cultivating children's sense of responsibility, but also points out the need to pay attention to potential psychological challenges the activity may bring to students, suggesting the strengthening of psychological counseling and diversified feedback mechanisms in future practice.

This article provides an in-depth analysis of the psychological mechanisms and coping strategies behind habitual rhetorical questioning, a common communication phenomenon. The author points out that habitual rhetorical questioning refers to the tendency to habitually respond to others with rhetorical questions in daily communication, with the focus not on obtaining answers but on expressing emotions and attitudes. The article explains the psychological roots of this behavior from three perspectives: first, imitative behavior caused by childhood trauma, where individuals unconsciously replicate rhetorical questioning patterns from early experiences; second, hostile attribution bias, which involves over-interpreting hostile elements in others' words, understanding neutral expressions as attacks and adopting defensive rhetorical questions; third, learned helplessness, a negative coping mechanism formed after repeated failed communication experiences. In response to this phenomenon, the author proposes bidirectional coping strategies: those being questioned should express their true feelings and show understanding, while habitual questioners need to recognize their emotions, express feelings appropriately, and maintain patience during the change process. The article emphasizes that improving communication patterns requires effort and understanding from both parties.

 

This article provides a detailed explanation of the formation mechanism of anxiety spirals and their profound impact on individual thinking and behavior through a vivid work presentation scenario. The article points out that anxiety spirals refer to individuals falling into a vicious cycle of repeatedly thinking about negative thoughts, manifested as dysfunctional warning systems, excessive rumination over past mistakes, and excessive worry about the future. This psychological state not only affects thinking patterns but also triggers physical discomfort reactions, forming a vicious cycle of mind-body interaction and leading individuals to adopt avoidance behaviors that further weaken their coping abilities. According to World Health Organization data, anxiety disorders have become the most prevalent mental disorder globally, affecting approximately 301 million people in 2019. In response to this issue, the article proposes systematic coping strategies: acknowledging and accepting anxious emotions, deeply exploring the roots of anxiety, formulating practical response plans, and seeking professional psychological help when necessary. The article emphasizes that breaking anxiety spirals requires continuous effort and practice, and that scientific methods can effectively reduce the negative impact of anxiety on life.

This article introduces an interesting cognitive phenomenon—the SNARC effect, whereby people naturally associate small numbers with left-side space and large numbers with right-side space. Starting from intuitive feelings in daily life, the article explains the formation principle of this "small-left, large-right" spatial arrangement: the brain relies on two cognitive mechanisms—the magnitude system and the ordinal system—to process numerical information and establish stable spatial mapping patterns. Through introducing three classic psychological experiments, the article reveals how quantitative information and ordinal information influence this spatial connection under different task conditions, with ordinal information showing stronger automatic processing characteristics. The article also analyzes the "left-right philosophy" reflected in traditional Chinese couplets from a cultural perspective, demonstrating the commonality between ancient wisdom and modern cognitive science. The author points out that this number-space mapping mechanism is both an adaptive strategy for the brain's efficient information processing and a reminder for us to maintain cognitive flexibility and not be constrained by inherent cognitive patterns. The article presents the psychological principles behind numerical cognition to readers in an accessible and understandable manner.

This article explores the impact of frequent social media switching on brain cognitive functions. Research shows that modern information workers switch tasks on average every 3 minutes, and this seemingly efficient multitasking actually incurs cognitive costs. From a cognitive psychology perspective, task switching requires the brain to reconfigure cognitive resources, interference from previous tasks continues to affect current task execution, and frequent switching makes goal memory ambiguous. Social media platforms further exacerbate switching frequency through design strategies such as algorithmic recommendations and infinite scrolling that continuously capture user attention. Long-term multitasking leads to decreased efficiency in working memory and prospective memory, makes people accustomed to shallow thinking rather than deep analysis, weakens delayed gratification ability, and forms patterns of scattered attention. These effects are particularly significant for adolescents' academic performance and cognitive development. The article proposes addressing these challenges by cultivating metacognitive abilities and clarifying task values, helping people maintain cognitive health in the digital age and construct more effective information processing methods.

This article explores the phenomenon of "emptiness" commonly faced by contemporary college students and strategies to address it. The article defines emptiness as a social phenomenon where individuals lack goals and understanding of life, feel confused, and abandon the pursuit of life's meaning, manifesting as emotional depression, decreased interest, intense loneliness, and a sense of meaninglessness. The author analyzes three main causes of emptiness: identity crisis that prevents college students from properly understanding themselves and their development direction; misaligned family education that leaves young people lacking internal motivation and problem-solving abilities; and social-cultural impacts where singular definitions of success and fragmented stimulation from social media exacerbate value confusion. To address these issues, the article proposes three coping strategies: rationally acknowledging emptiness and viewing it as a growth opportunity; reconstructing self-cognition by exploring genuine interests and internal coordinate systems; and establishing social support systems including family support, campus resources, and peer networks. The article emphasizes that overcoming emptiness requires moving from value collapse to life abundance, encountering one's authentic self in the process of seeking meaning.

This article focuses on the phenomenon of "social anxiety" commonly faced by contemporary adolescents, systematically analyzing its causes and providing practical self-help methods. The article points out that "social anxiety" has become an internet buzzword with a high incidence rate among adolescent groups, manifesting as intense anxiety and discomfort in social situations. The authors analyze the causes of social anxiety from three dimensions: biological genetic factors show it has certain heritability, with individuals having family members with social anxiety facing significantly higher risk; family upbringing environments where excessive criticism and denial or overprotection and indulgence can lead children to form unhealthy cognitive patterns; negative social experiences can cause adolescents to develop fear and avoidance psychology toward social scenarios. Addressing these issues, the article proposes three self-help strategies: reshaping negative thinking patterns through questioning and verification; using exposure training to progressively challenge social situations; learning to accept social anxiety emotions through mindfulness practice. The article emphasizes that although social anxiety troubles adolescents, it can be overcome through proper understanding and active practice.

This article explores the phenomenon of contemporary college students being "online but not responding" despite reading messages in class group chats. The authors interpret this collective silence as an unspoken psychological contract, analyzing its formation, operation, and evolution. The article points out that students have established a tacit understanding of "read equals compliance" through symbolic responses such as emojis, and this simplified interaction mode reflects the "social energy-saving" strategy of the digital age. When the frequency of group chat notifications becomes excessive, this silent contract breaks down, and students begin to adopt defensive mechanisms such as folding group chats and blocking notifications. The authors argue that young people are reconstructing digital social rules by implementing hierarchical management of different types of group chats, forming a new type of digital etiquette of "delayed response." The article applies theories from sociology, psychology, and communication studies to deeply analyze the new characteristics of group communication in the internet age, revealing the proactive choices and adaptive strategies behind seemingly passive silent behaviors.

This article explores the deeper issues behind the traditional parenting concept of praising "well-behaved children" and analyzes the "good child syndrome" phenomenon proposed by psychologist Robert Tyson. The article points out that while obedient and compliant children from an early age may save parents worry, they may face psychological problems such as inner emptiness, depression, and anxiety in adulthood. The author analyzes this phenomenon from three perspectives: first, parents' desire for well-behaved children stems from modern family structures and their own unresolved developmental issues; second, excessive compliance violates individual growth patterns and suppresses children's nature and self-exploration; finally, the phrase "it's all for your own good" conceals parents' separation anxiety, unclear boundaries, and underlying hostility. The article emphasizes that healthy educational approaches should allow children to express autonomy and rebelliousness at appropriate stages, completing core tasks at each developmental phase, rather than simply pursuing the cultivation of perpetually obedient children. The article applies psychological theories to provide parents with a perspective for re-examining their educational concepts.

This article explores the necessity for Chinese parents to apply positive rumination thinking in family education. The article first introduces the conceptual differences between negative and positive rumination thinking, pointing out that negative rumination thinking leads to continuous activation of the brain's amygdala and release of stress hormones, while positive rumination thinking can promote individuals' positive psychological tendencies and improve self-efficacy. Through two specific educational scenario comparisons, the author demonstrates typical reaction patterns of Chinese parents when facing their children's failures and successes, finding that many parents habitually adopt negative rumination thinking in education. The article analyzes the cultural roots behind this phenomenon, believing that traditional Confucian culture's emphasis on modesty and preventing problems before they occur influences parents' educational approaches. Meanwhile, the article uses the changing emotional expressions of Olympic athletes as an example to illustrate that social values are transforming. The author suggests that Chinese parents should appropriately integrate positive rumination thinking while inheriting the essence of traditional culture, to promote children's psychological healthy growth and establish harmonious parent-child relationships, achieving scientific development in family education.

This article explores the psychological mechanisms behind the widespread phenomenon of "love weight gain." Research shows that stable romantic relationships do indeed lead to weight gain, with a 2018 American survey finding that more than half of couples gained weight in stable relationships. The article analyzes the causes of this phenomenon from five perspectives: First, happiness creates attentional bias, causing couples to ignore weight changes; second, dietary and exercise patterns change during romance, characterized by eating more and moving less; third, happiness forms a reward binding with eating, increasing eating frequency; fourth, couples tend to view their partners as extensions of themselves, making them insensitive to each other's weight changes; finally, from an evolutionary psychology perspective, stable relationships put people into a "lazy state" of "completed mate selection tasks," no longer focusing on appearance and body shape. The article points out that this phenomenon mainly occurs in stable and harmonious emotional relationships, while short-term or conflict-ridden relationships rarely involve weight gain. The authors remind readers to pay attention to health and reasonably control weight while enjoying the happiness of love.

This article provides an in-depth psychological analysis of the spiritual connotations of the traditional Chinese cultural concept of "great person" (daren). The author employs multiple psychological theoretical frameworks, including Freudian psychoanalytic theory and cultural psychology, to elucidate the characteristics of "greatness" in "great persons" across four dimensions: At the self level, "great persons" possess a powerful superego and continuously expanding boundaries of the greater self, enabling them to transcend personal desires in pursuit of the ultimate good; at the aspiration level, "great persons" harbor grand ambitions and great aspirations, closely integrating personal achievements with national and ethnic interests; at the cognitive level, "great persons" possess interdisciplinary and cross-cultural "great knowledge," capable of comprehensive understanding that transcends limitations; at the moral level, "great persons" uphold "great virtue" and "great benevolence," treating heaven, earth, and all things as one entity, embodying universal ethical principles. The article emphasizes that the "greatness" of "great persons" is not physical or positional greatness, but rather greatness of spirit, vision, and thought, representing the unique personality ideals and spiritual markers of Chinese civilization, providing a spiritual exemplar for modern people to emulate.

This article provides an in-depth psychological analysis of the mechanisms behind squeeze toys, the viral stress-relief gadgets. The article explains that squeeze toys are able to "grip" people's hearts primarily through five psychological dimensions: First is the healing power of touch—the soft, elastic materials activate the brain to release dopamine and endorphins, creating feelings of pleasure; second is the connection between visual pleasure and the brain's reward system, where bright colors and cute designs create a "contrasting cuteness" that triggers positive emotions; third is the meditative effect produced by repetitive squeezing motions, helping people focus on the present moment and reduce stress; fourth is establishing a sense of control through predictable feedback, rebuilding psychological order; and finally, they serve as social currency in the social media era, allowing people to display a relaxed persona. The article also explores the potential applications of squeeze toys in psychological education while reminding readers to pay attention to material safety issues during use. The author believes that the popularity of squeeze toys reflects modern people's desire for low-threshold emotional regulation tools—they are not merely simple toys, but rather a form of deep self-healing.

This article explores the psychological mechanisms behind modern people's preference for "natural" products. From an evolutionary psychology perspective, the author analyzes that humans' preference for natural products stems from genetic imprinting—a "natural = safe" cognitive shortcut formed during the long evolutionary process, and this primitive survival instinct continues to influence our consumer decisions today. The article points out that natural preference is also reflected in the pursuit of authenticity and natural healing functions, as contact with nature can significantly improve mental health and reduce stress hormone levels. Meanwhile, choosing natural products has become a form of social capital, with people displaying their values and social identity through consuming organic and eco-friendly products. However, the author also reminds readers to be wary of the shadow side of natural preference, pointing out that natural does not equal harmless, and blind worship of the natural may lead to anti-intellectual tendencies. The article ultimately calls for a rational attitude toward the relationship between natural and artificial, believing that true wisdom lies in harmoniously combining human intelligence with nature—appreciating the beauty of nature while embracing the benefits brought by technological progress.

This article explores the core concept of "external imagery, internal sensation" in ancient Chinese prenatal education theory. This theory first appeared in "Qianjin Fang" by Tang Dynasty physician Sun Simiao, proposing that the external environment surrounding pregnant women, the things they encounter, and their emotional states directly influence the internal development of the fetus. The article systematically examines this concept from four perspectives: historical origins, practical principles, dimensions of influence, and modern significance. Ancient prenatal education emphasized creating a peaceful environment for pregnant women and focusing on spiritual and moral cultivation, believing these external factors could affect fetal intellectual development, character formation, and physical health. The authors note that while ancient prenatal education theory was based on "ritual learning" and carried simple philosophical characteristics, modern neuroscience and psychological research have to some extent confirmed the scientific validity of this concept. Pregnant women's emotional states do indeed affect fetal development through neurotransmitters and hormones, and environmental stimuli such as beautiful music also contribute to fetal nervous system development. The article argues that the "external imagery, internal sensation" concept still holds important value in modern prenatal education practices and deserves further scientific research and application.

This article introduces the renowned Italian family therapist Maurizio Andolfi and his new book "The Gift of Truth: The Inner Journey of the Therapist." Author Liu Dan was translating the book while in Cappadocia, Turkey, when she discovered that the book mentioned this very location. In the book, Andolfi describes how he established relationships with locals despite language barriers, and how he used this experience to help a Turkish immigrant family resolve their child's attention deficit hyperactivity disorder. The article reviews Andolfi's professional background: he initially studied medicine in Italy, later shifted to psychology, and moved to the United States in 1972 to study under several pioneering family therapists. The author personally experienced Andolfi's therapeutic style at the 2023 Asian Association for Family Therapy conference in Hong Kong, being deeply moved by his use of physical contact and other techniques. Andolfi's book not only shares methods for training therapists but also records with genuine emotion his inner journey as a cross-cultural psychotherapist, exploring the deep relationship between a therapist's personal growth and professional development.