This article explores how smartphone dependence increases psychological distance and alienates family members. It analyzes the main causes: firstly, the instant gratification from smartphones erodes the patience for deep listening and attention in close relationships, creating "psychological walls"; secondly, the convenience and satisfaction of virtual social interaction lead to online belongingness taking precedence over real family emotional connections; thirdly, phones become tools for emotional avoidance during family conflicts, hindering effective problem resolution. In response to these issues, the article proposes improvement strategies such as establishing "phone-free periods," cultivating empathy and listening within the family, engaging in shared activities, and rationally controlling phone usage. These aim to help families break down barriers and rediscover genuine warmth and intimacy.

This article explores the "Starving Rat Effect Trap" phenomenon. Starting with the classic starving rat experiment, the article explains the "Starving Rat Effect," where moderate scarcity is actually beneficial for long-term development. It points out that in modern life, seemingly controlled behaviors, such as scrolling short videos, can easily lead people into an upgraded trap of "forced addiction" due to their instant gratification nature. The article further analyzes the role of dopamine in this process, revealing the physiological basis of addiction. Finally, the article proposes that understanding the essence of the trap, avoiding overindulgence in low-cost gratification while also preventing the extreme suppression of desires, and maintaining a balanced state of "slight hunger" (or "mild deprivation"), are key to evading such traps.

This case study provides an in-depth analysis of the complex situation of a university student facing academic difficulties. The article meticulously describes how the student, Chen, fell into academic trouble due to family changes, personal cognitive biases, and insufficient adaptability. It also details how the counselor effectively intervened through proactive interviews to build trust, precise analysis of causes, peer guidance, and home-school collaboration, employing a multi-dimensional strategy. This case not only clearly reveals the deep-seated factors contributing to the student's academic problems but also offers valuable experience and practical methods for university counselors to identify, understand, and help similar students in their actual work. For educators and parents concerned with university students' mental health, academic counseling, and home-school collaborative education mechanisms, this article provides highly valuable practical guidance and profound insights, emphasizing the importance of early intervention and a comprehensive support system in students' healthy development.

This article explores the psychological roots and social significance of the "Crispy College Student" phenomenon. This phenomenon arises from the self-deprecating expression of college students regarding their widespread health issues, reflecting a crisis in both physical and mental health among the younger generation. The article analyzes the definition, psychological mechanisms, behavioral characteristics, and coping strategies of "Crispy College Students," highlighting the importance of individual psychological resilience, social support systems, and health management behaviors. Through positive psychological interventions and improvements in the social environment, it is possible to effectively enhance college students' health awareness and coping abilities. Ultimately, the article emphasizes the necessity of paying attention to college students' mental and physical health, calling for collective efforts from society to create a more supportive environment for the comprehensive development of young people.

This article explores the psychological dilemmas faced by primary and secondary school teachers in the age of artificial intelligence and corresponding coping strategies. The article points out that the rapid development of AI technology has brought three major psychological challenges to teachers: first, technology anxiety caused by the mismatch between AI iteration speed and teachers' adaptation speed, where teachers face a continuous "passive learning" state and develop feelings of inadequacy and frustration; second, professional anxiety triggered by AI's rich functions, where teachers worry about being replaced by technology, experiencing job insecurity and self-efficacy crisis; third, the high usage of AI may weaken the emotional connection between teachers and students, causing teachers to feel emotionally alienated and lose their sense of professional meaning. In response to these dilemmas, the article proposes three coping strategies from a psychological perspective: combining positive psychology to rebuild teachers' professional confidence and sense of value, helping teachers transform from "knowledge transmitters" to "learning facilitators" and "emotional supporters"; applying self-determination theory to enhance teachers' technological adaptation capabilities by meeting their needs for autonomy, competence, and relatedness through flexible learning opportunities and mentorship systems; and based on social support theory, strengthening teachers' emotional support by establishing organizational support and teacher mutual assistance networks, helping teachers maintain positive attitudes and efficient work performance during technological transformation.

This article explores the phenomenon of people preferring text-based communication in social interactions and its underlying psychological mechanisms. The article points out that autistic traits (non-clinical), social anxiety, and fear of negative evaluation are significant factors influencing the choice of chat methods, as these traits make individuals uncomfortable when processing real-time social information or worrying about others' judgments. Text communication, by concealing appearance, obscuring emotions, and providing response delays, constructs a "psychological comfort zone," reducing perceived social risks. The article mentions the resulting defensive social skills and proposes coping strategies such as self-awareness, gradual breakthroughs, and technological assistance. It advocates for understanding and respecting the diversity of social preferences in the digital age, emphasizing the core value of sincere communication.

This article explores the reasons why people seldom express gratitude in close relationships and offers corresponding explanations and suggestions. The article first points out that the expression of gratitude is influenced by relational expectations. People tend to believe that help from close individuals is more of an obligation, thus expressing gratitude less frequently, and even believing that expressing thanks might create distance in the relationship. Secondly, there is a perspective bias between the expresser and the receiver of gratitude. The expresser may underestimate the receiver's positive reaction and overestimate their potential embarrassment. Furthermore, cultural background also affects the expression of gratitude. Individuals in collectivist cultures are more likely to view help from close ones as a responsibility, and therefore express verbal thanks less often. However, the article emphasizes that expressing gratitude to close individuals can enhance the perception of relational commonality and increase relationship satisfaction, while a lack of gratitude may negatively impact mental health and empathy. Finally, the article encourages people to change their perceptions and express gratitude to those close to them through diverse methods to reshape a culture of gratitude and strengthen emotional bonds.

This article, through the novel "Psychological Magic Pot" drawing activity, leads readers on a profound journey of self-exploration. It first presents the creator's series of drawings—from "being thrown into the magic pot" to "discovering the exit" and then "owning the magic pot"—and their psychological journey, vividly illustrating their stress response patterns to sudden events, inner desires, and self-perception. Particularly noteworthy is the professional interpretation of the drawings by senior psychologist Ms. Yan Wenhua. She points out the tension between ideals and reality, as symbolized by the "inverted real world" in the artwork, and offers insights on reconciling rationality and sensibility, proactively seeking help, and constructing a personal "Xanadu." This piece not only showcases the charm of art therapy but also reveals how the subconscious communicates with us through symbolic expression, providing a unique "mirror" and valuable guidance for readers eager to understand themselves more deeply and seek paths for personal growth.

This article explores the story of "Kong Rong Sharing Pears" from multiple dimensions, analyzing its rationality, legitimacy, and deep motives. Despite some scholars questioning the authenticity of Kong Rong sharing pears at the age of four, arguing that such behavior contradicts children's nature, the author uses a psychological perspective to highlight the complexity of children's psychological development. The article first introduces Kong Rong's family background, emphasizing the moral education he received in an official family. It then references Kohlberg's theory of moral development to explain that Kong Rong's behavior of sharing pears is a reflection of the awareness formed by family culture. Finally, by incorporating Maslow's hierarchy of needs theory, it analyzes the sense of belonging and respect Kong Rong gained through sharing pears, pointing out the deep motives behind this behavior. The article emphasizes that Kong Rong's actions are a natural expression within his specific family and educational context, urging respect for individual differences among children and cautioning against using this behavior as a singular standard.

This article explores the challenges and opportunities facing human cognitive abilities in the age of artificial intelligence. Starting with an incident where a professor discovered a student using AI to write assignments, the article analyzes the potential risks of cognitive deterioration when AI becomes an "external brain." The author first reviews the history of human tool use, pointing out that from stone tools to intelligent assistants, each technological innovation has raised concerns about ability degradation, but history has proven that new tools actually promote human cognitive advancement. The article focuses on analyzing real challenges in AI usage, including declining thinking abilities due to over-dependence, cognitive biases brought by "knowledge illusion," and deterioration of social skills. In response to these issues, the article proposes coping strategies: clarifying AI's tool attributes and adhering to the principle of "think first, then verify"; educational systems need to construct new capability development frameworks and strengthen basic thinking training; society should maintain spaces for genuine human interaction. The article emphasizes that the key lies in maintaining human dominance in decision-making and ensuring that technology always serves human value objectives.

This article explores the impact of core self-evaluation on college students' sense of meaning in life. College students, being in early adulthood, face pressures and loneliness, often leading to a lack of meaning in life, which in turn affects their mental health. The article analyzes the importance of a sense of meaning in life and its relationship with core self-evaluation factors such as self-esteem, self-efficacy, locus of control, and neuroticism. By enhancing self-identity, cultivating positive personality traits, improving self-esteem, training positive rumination, and increasing clarity of self-concept, it is possible to effectively enhance college students' sense of meaning in life. Ultimately, creating a positive psychological environment helps college students better cope with life challenges and realize their personal value.

This article explores attachment theory and its application in romantic relationships and marriage. The theory posits that attachment patterns formed with caregivers in early life continue to influence intimate relationships in adulthood. The article details four adult attachment styles: secure, preoccupied (anxious-preoccupied), dismissive-avoidant, and fearful-avoidant. It analyzes their distinct manifestations in love and marriage and the potential conflicts that arise. For the preoccupied type's fear of abandonment, the dismissive type's avoidance of intimacy, and the fearful type's conflict between desire and avoidance, the article suggests methods such as self-awareness, identifying and honestly communicating internal needs and fears. These strategies aim to help individuals with insecure attachment styles adjust their interaction patterns, guiding readers to understand their own attachment characteristics and thereby build healthier intimate relationships.

This article reviews the academic career and major contributions of organizational behaviorist Victor H. Vroom. Born in Montreal, Canada in 1932, Vroom was initially a saxophone player who turned to psychology research after entrance psychological test results. He earned his doctorate at the University of Michigan and published "Work and Motivation" in 1964, proposing the famous expectancy theory, which holds that individual motivation depends on the product of three factors: expectancy, valence, and instrumentality. He subsequently collaborated with students to develop the Vroom-Yetton-Jago leadership decision model, categorizing decision-making styles into five types and emphasizing the importance of situational factors. In 1972, Vroom joined Yale University and participated in establishing the School of Organization and Management, employing experiential teaching methods that were highly appreciated by students. A misdiagnosis experience in 1977 led him to reassess his life, rekindling his musical interests and developing a passion for sailing. Vroom published 9 books and 75 papers, receiving numerous academic honors. His expectancy theory remains a foundational theory in organizational behavior today, continuing to influence through the work of his students and colleagues.

This article explores the phenomenon of rumination, which is the tendency for individuals to repeatedly and endlessly reflect on events and emotions, particularly negative ones. The article points out that this thinking pattern not only exacerbates negative emotions and reduces problem-solving abilities but is also a significant trigger for mental health issues such as depression and anxiety. Its causes involve both external environmental pressures and internal cognitive patterns, such as a preoccupation with unfinished goals and the misconception that repetitive thinking is a path to solutions. To address ruminative thinking, the article proposes intervention methods such as noticing and interrupting the pattern, adjusting cognitive perspectives, practicing self-acceptance, and seeking social support, all aimed at helping individuals escape this mental maze and achieve personal growth.

This article explores the multidimensional concept of rationality and its impact on society. Rationality is widely understood as the ability to resist emotions and rely on reasoning and thought, a perspective known as "naive rationality." Those who pursue naive rationality tend to focus on objective facts, making decisions based on data and analysis, and are better at controlling their desires. However, this pursuit can also lead to a cold demeanor in social interactions, making it difficult to gain support from others. Additionally, people often believe they are more rational than others, a self-enhancing tendency that is, in fact, an illusion. While rationality plays an important role in decision-making, overly emphasizing it at the expense of emotions can have negative consequences. Ultimately, true wisdom lies in the coordination of rationality and emotion, as balancing both can help better navigate the challenges of life.

This article explores a widespread yet little-known psychological phenomenon called "cute aggression," which refers to the psychological state where people experience urges to pinch, bite, or squeeze when encountering extremely cute babies, small animals, or adorable objects. The article analyzes the causes of this phenomenon from two perspectives: cognitive psychology and evolutionary psychology. At the cognitive level, this is a self-protective mechanism of the brain when facing excessive pleasant emotions, using mild aggression to balance emotional overload; from an evolutionary perspective, this may be survival wisdom retained by human ancestors to ensure sufficient attention to offspring. The article emphasizes that cute aggression is completely different from genuine aggressive behavior, as it stems from positive emotions rather than negative ones and represents a special form of emotional expression. Regarding how to properly handle this psychological phenomenon, the article suggests that people should first accept this normal contradictory emotion, then transform the impulse into gentle interactive behaviors, understand and guide children's similar behaviors in parenting, and ultimately learn to wisely manage various intense emotions.

本文以一封家长求助信为切入点，深入探讨中学生自杀危机的识别与干预策略。文章首先呈现了一位高二学生因学业压力产生心理危机的真实案例，其在朋友圈发出"你们立冬吧，我立碑了"等自杀信号。随后，医生从专业角度详细阐述了青少年自杀的四大预警信号：言语征兆、行为变化、身体征兆及危机评估方法。心理老师则提出三方面干预策略：通过搜集信息调整认知，开展情绪调节与生命教育，以及帮助学生认识自我并进行生涯规划。文章最后从社会、家庭和学校三个层面提出预防中学生自杀的综合建议，强调全社会应共同关注青少年心理健康，及早识别危机信号，建立有效干预机制。

本文系统阐述了初中生命教育的理论基础与实践路径。作者首先指出当前青少年对生命缺乏敬畏与珍视的现状，强调生命教育的紧迫性。文章界定了生命教育的三大核心内涵：珍爱生命、创造幸福生活、拥有积极生命态度。在实践原则上，作者提出四大路径：认知、体验与实践相结合；自助与互助相结合；发展、预防与干预相结合；生命课堂、学科教学与专题教育相结合。在实践层面，作者分享了两种有效实施方式：一是设计丰富多样的生命教育主题课堂活动，二是精选生命主题电影开展影视教育。文章最后强调，生命教育不仅能帮助学生树立正确生命观，增强心理韧性，还能培养未来具有健康人格和社会责任感的公民，为国家发展奠定人才基础。

本文系统探讨了提前焦虑这一现代社会普遍存在的心理现象及其带来的隐形损耗。文章首先界定了提前焦虑的概念，即个体在缺乏现实依据的情况下，对未来事件产生的过度恐惧和担忧。随后从三个理论视角分析了其产生机制：需求层次理论视角下的需求缺失、情绪ABC理论视角下的认知偏差、以及心理环境论视角下的环境互动。文章详细阐述了提前焦虑对学业成绩、人际关系和身心健康三方面造成的隐形损耗，并提出了应对策略：准确定位需求构建理性自我、及时感知情绪使用正确干预、以及寻求外部支持调整身心关系。作者强调，只有减少这些隐形损耗，才能更好地应对生活挑战，追求稳定幸福的生活状态。