Traditional mental health diagnoses are defined as the presence of symptoms associated with a disorder that have a negative impact as a result. If the diagnostic criteria for the disease are not met, the patient is considered a subclinical patient and is not the target of conventional intervention. AlthoughPsychopathology and well-beingrelated, but health and pathology are different. We need to pay attention to both assessing and intervening in adolescent populationsPsychopathologywithSense of well-beingThese two aspects are adolescent mental healthDual-factor modelIt is built on these two factors. It also emphasizes the need to promote emotional well-being while preventing mental illness. Two-factor dimensionThe two ends of the pathological spectrum are:Presence of pathological components (internalizing symptoms: anxiety, depression, etc.;Destructive behavior: defiance, breaking rules, use of drugs, etc.;Thinking problems: delusions, hallucinations, paranoia, etc.);Coping patterns are those in which coping skills are established without a pathological component (few or no symptoms of mental health problems, and mental development is age-matched;Complete reality check) coping mode: reduce stressThe two ends of the happiness spectrum are:Lack of well-being (dissatisfaction with life, more negative than positive;Poor or limited quality or quantity of relationships;Poor psychological adjustment ability, strong dependence);The response model is to cultivate a protective environment that evokes a positive impact.
Strong sense of well-being (satisfaction with life. There is a sense of well-being;Strong social ties;high self-regulation, self-efficacy, and autonomy).
The coping model is to improve students' social and self-regulation skills
As shown in the figure above, based on these two dimensions, the two-factor model of student mental health identified the status of four groups of students. Mental health
High sense of well-being and low degree of pathology
This group of students is competitive socially and emotionally, with little or no mental health challenges. These support systems for mentally healthy and thriving teens can be:Family:Encourage, demonstrate participation and fulfillment of development tasks;Provide social support and love;Partners in schools and communities. Community:Provide opportunities for youth activities. School:Provide generic items to promote social-emotional competence, emotional intelligence, and other building blocks. Fragile
Low sense of well-being and low degree of pathology
This group of students is at-risk students with limited support and resources, who are currently experiencing more mental health challenges, or who are in a subclinical state. Support systems suitable for these disadvantaged youth with moderate mental health include:Family:Increases emotional support;Collaborate with school and community settings to promote opportunities for them to take ownership of positive emotional experiences. Community: Provision of activities and services. In order to enable young people to develop their abilities and achieve their goals. School:Develop students' coping strategies, social skills, and sense of connection to school;Establish a system of protective resources: such as gratitude, empathy, perseverance, and hope;Evokes positive emotions. Problematic
Low sense of well-being and high degree of pathology
Students in this group face significant mental health challenges, with psychological damage being the most severe. Support systems suitable for these struggling young people include:Family:Reduce family conflicts, and provide supportive prosocial engagement opportunities in school and community settings. Community:Protecting young people from the pressures associated with violence, poverty and other social injustices;Provide intensive mental health services to reduce misthinking, social withdrawal, and/or non-compliance as indicated by student psychopathology. School:Provide a safe environment that protects youth from peer harm and academic failure;Personalize mental health services for teens, or connect them to them. Symptomatic but satisfied
High sense of well-being and high degree of pathology
The students in this group are a group of at-risk students with mental health challenges, but they have strong social and intrinsic resources, such as self-worth. The support systems that are suitable for these symptomatic but high-satisfaction young people include:Family:Caregivers set rules, monitor adolescent behavior, support and encourage cooperative, prosocial behavior, and develop developmentally appropriate measures for rule violations. Community:Provide opportunities to participate in pro-social, organized youth activities;Provide mental health services as needed, with an emphasis on self-management and monitoring. School:Provide generic programs to promote prosocial behavior and build the building blocks of emotional well-being;Addressing academic skills deficiencies. This group of students is a group of at-risk students with mental health challenges, but they have strong social and intrinsic resources, such as self-worth. Symptomatic but satisfied young adults have higher levels of psychopathology and may even meet criteria for a mental disorder, but they also report moderate to high levels of life satisfaction, positive affect, or other positive indicators of well-being.
This group of youth, who have an advantage in social relationships, have a history of mental health problems, and although they have more impairments than fully mentally healthy or vulnerable youth, they have fewer internalizing symptoms compared to problem students. SummaryThe two-factor model of adolescent mental health is helpful to establish a targeted mental health service (secondary support) system, provide differentiated support systems for different groups, and refine goals for the service needs of each group. This shift is particularly important for school-based mental health services. The main advantage of the two-factor model is that it can extend the power of a multi-layer support system. A complete mental health program can be provided for the school mental health system. Copyright Notice: Part of the content, **article** on the Internet, the copyright belongs to the original author, only for sharing, if the shared content infringes your copyright or the mark** is not the first original, please send a private message, we will review and delete it in time