Who would study psychology if they didn't have some kind of problem?

Chapter 251 Lin Lilin is back!

The chairman really wants to see Lin Lilin now.

In fact, the dean of the School of Psychology wanted to see Lin Lilin more than the chairman of the board at that moment.

More than anyone else present thought.

However, he couldn't leave the place himself, so he could only arrange for someone else to go and look for him. Therefore, he could only sit in his seat and wait anxiously.

[What a bastard... How come we haven't found him after searching for so long? Wasn't that guy surnamed Lin carried away by the doctor? Why don't we just find the representative sent by the hospital and bring him over?!]

It can't be that the hospital is deliberately detaining Lin, right?

[That guy's condition has worsened? And of all times, now?!]

Speaking of which doctor just took Lin Lilin away?

The opponent rushed onto the stage incredibly fast...

I even feel a little impatient.

Suddenly, Dean Xin moved his hand, and the cell phone next to him started to vibrate.

He grabbed it as if it were a lifeline: "Is there news about Lin Lilin?"

The voice on the other end of the phone said, "Yes, yes, Teacher Lin's condition isn't very good, so the doctors here have done a lot of tests, and they insist that she come back with them later..."

The teacher on the other end was unaware of what was happening and still addressed Lin Lilin with a respectful title.

"it is good!"

Dean Xin hung up the call and immediately reported to the chairman of the board beside him: "Lin Lilin is already on his way back!"

Finally, he had an explanation, and he breathed a sigh of relief.

[Which doctor is so nitpicky, insisting on giving Old Lin a full set of tests? Are they afraid he'll die?]

Thinking of this, Dean Xin even complained bitterly.

It would be better if he were dead!

……

Lin Lilin is definitely not dead yet.

Indeed, Dr. Chen deliberately detained Lin Lilin.

In a good show, the timing of an actor's entrance greatly affects the overall effect.

However, Lin Lilin was clearly not a very obedient actor, and he didn't even want to be an actor.

Therefore, Nan Zhuren needs to control him.

And when it comes to control, what could be more legitimate than a "doctor" controlling a "patient"?
Now, it's time for Lin Lilin to make his appearance.

His appearance was required for the climax of the play.

With a "click," the back door of the auditorium opened.

Lin Lilin made her quiet entrance under the care of Dr. Chen and another teacher sent by the Dean of the Heart Department.

Under the influence of Nan Zhuren's report, no one paid attention to this insignificant impact.

However, those who were observant quickly noticed him.

For example—summer.

In the little girl's eyes, the moment Lin Lilin saw Nan Zhuren, his face, which was already pale from the pain, turned deathly white.

"What did he say in his report?" Lin Lilin asked the teacher beside him helplessly.

The teacher left at the most crucial moment, and no one knows why.

She simply said, "I don't know... Never mind, Teacher Lin, let's go find the dean first. He sounded very fierce and impatient just now."

So they quietly moved to the front.

A professor in the first row had already thoughtfully made room for the newcomer, Lin Lilin. With the sensitivity of a psychology professor, Lin Lilin instinctively sensed the strange way people were looking at him.

"Old Lin, please have a seat," Dean Xin said calmly. "You don't look well. How are you feeling?"

"It's not good... but since the dean is looking for me, I have to come." Lin Lilin didn't realize the seriousness of the situation at the moment. "I wonder what it's about?"

Dean Xin did not speak, but turned his gaze to the chairman of the board of directors.

This action made Lin Lilin's heart skip a beat again.

It wasn't the dean who contacted me, but the chairman of the board...

[Nan Zhuren on the stage is still giving her report...]

With these two conditions combined, Lin Lilin felt as if a giant hand was pressing on his fractured chest, then forcefully breaking through the barriers of bone and flesh, and gripping his heart.

It almost made him unable to breathe.

Painkillers...

This was the only thought in his mind right now.

The chairman glanced at them sideways, but didn't say much, only saying, "The child on stage should be nearing the end of his presentation."

"Listen to the end."

……

A complete report on a case study.

After the initial sections on [symptom education], [case presentations], and [case analysis], it's time to wrap things up.

Finally, the summary and discussion that follow this case study.

"I just shared the causes of my client's illness, as well as each stage of its deterioration."

"So, what measures, policies, or technologies can we take to prevent these situations from happening again?"

This serves as a transition, leading the report to what others perceive as the "ending," the "climax" of Nan Zhuren's plan.

Nan Zhuren counts the laser pointers and switches slides.

The screen displays: 【I. Strengthen mental health education and popularize knowledge to raise awareness of depression】

"From the school's perspective, more mental health lectures should be held during the school year to further explain the initial symptoms and preventive measures of depression to students. At the same time, college students should have a deeper understanding of 'smiling depression' and pay attention to their own and their classmates' mental health. For college students who appear positive and optimistic, early prevention of depression should be implemented."

"School counselors, homeroom teachers, and other relevant personnel should also receive enhanced training to ensure they possess the most basic qualities to handle such situations. Mental health education should be incorporated into the essential professional qualities of counselors, enabling them to promptly identify students' abnormalities and thus facilitate the timely detection of depression."

Then use the laser pointer to do it again.

II. Promote the allocation of mental health resources and strengthen intervention for depression.

"By uniting the psychological counseling centers of major universities, we will conduct overall management and share psychological resources, better improve the psychological health records of college students across universities, and establish a professional team for psychological health education on prevention among college students."

"After identifying students with depression, we promptly help them connect with experts at the school level. Depending on the severity of their condition, we conduct psychological counseling and outreach activities under the guidance of mental health professionals to help them manage and alleviate their symptoms."

……

Both of these points are rather official and clichéd.

This approach can be applied to any speech or paper on mental health education in schools. It's generally used to pad out the time or reach the required word count.

Students, teachers, and counselors who were taking notes have already started closing their books, as they believe the presentation is almost over.

The professors in the first row nodded slightly. Judging from the format of the paper, this part made Nan Zhuren appear even more "mature" and "independent".

Amidst their various ideas, Nan Zhuren clicked on the slide and revealed the final key point.

[III. Learn micro-expression analysis techniques to enhance counselors' accuracy in assessing smiling depression]

　The first update is late.

　　There will be another update soon...

　　
　
(End of this chapter)