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

Chapter 318 Professionals often encounter more stubborn problems
In addition to preventing serious mental illnesses such as depression that can lead to suicide on campus, another important responsibility of high school counselors is to alleviate students' academic pressure.

Especially when dealing with senior high school students who are about to take the college entrance examination.

"But now, I feel constrained when I'm fulfilling my duties," said Teacher Zhao.

She started by discussing the issue of mental health education.

"High school seniors go to bed after midnight every day, and some even get up before 6 a.m., so they use almost every break between classes to catch up on sleep. During psychology class, many students fall asleep..."

"But I also support them sleeping. Because given their physical condition, getting more rest is good for both their physical and mental health."

"So later in class I would make it clear that as long as they don't disturb other students, they can do whatever they want, whether they're sleeping or studying on their own." Teacher Zhao's expression was a mix of relief and regret. "But in this way, there's no way to talk about mental health education."

Nan Zhuren nodded knowingly.

Allowing students to arrange their own time during class is, in a sense, a special kind of curriculum design made with mental health considerations in mind.

For students, it might actually be better.

It's just not very beneficial to the teachers themselves, in every sense.

"Then there's the issue of psychological counseling... It's the same old problem: students take naps during lunch breaks and between classes, and rarely think about coming to the counseling room..."

"Then there are the parents. Sometimes I find students with dangerous tendencies toward psychological crisis, and I report this to the school, which then notifies the parents... but the parents simply ignore it, saying that they should focus on passing the college entrance exam first, and that they can't waste any time..."

Nan Zhuren listened attentively to each of them, and gave full feedback to each one that Teacher Zhao spoke about.

"Finally, I thought, if we don't do mental health education and can't intervene in mental health problems, then how can we alleviate the pressure of the college entrance examination?"

Teacher Zhao sighed again: "But it still doesn't work."

Nan Zhuren thought for a moment, then smoothly continued, "Because of the college entrance examination?"

Teacher Zhao nodded: "Yes, because of the college entrance examination."

Psychological knowledge can be used to relieve the pressure of the college entrance examination, but this cannot be implemented because of the college entrance examination.

It sounds like a paradox, but it's true.

"Teacher Nan, you're very knowledgeable." Teacher Zhao twitched the corners of her mouth, but the smile vanished in an instant.

"You must know about the Yerkes-Dodson Law, that theory about motivation and efficiency. It also shows that appropriate pressure can boost work and learning efficiency, but..."

Where is the line for this "appropriate" pressure? If the pressure is relieved now, will it immediately reduce learning efficiency? If learning efficiency drops, can it be improved again?

The three questions in a row were all very crucial.

It is also a problem that is almost unsolvable.

From a scientific research perspective, these are all questions that can be studied and explored, but—who would use college entrance exam takers as subjects for experiments?

Nan Zhuren concluded: "So you don't dare to help high school seniors relieve stress at all now?"

Teacher Zhao sounded weak and listless, her voice trailing off: "Yes..."

……

Most of the problems that Teacher Zhao encountered are common issues faced by high school psychological education.

Whether it's addressing the root cause or just the symptoms, it's extremely difficult.

This falls to the level of conducting specialized research on specific regions and schools.

Fortunately, at this moment, Nan Zhuren was not going to provide solutions to the problems raised by Teacher Zhao.

Instead, she provided peer supervision. Teacher Zhao had clearly finished venting, and Nan Zhuren began to focus on her own thoughts.

"How long has Teacher Zhao been working here?"

"Almost a year."

"Have you talked to anyone about work during this long period of time?" This question is a probe.

“…No.” Teacher Zhao suddenly laughed, seemingly seeing through the probing. “Teacher Nan, are you testing my social support system?”

Before Nan Zhuren could react to her words, Teacher Zhao suddenly feigned realization: "Excuse me, Teacher Nan, my reaction seems... a bit defensive again. Please continue..."

Nan Zhuren smiled inwardly.

This is what he wants to probe out, or rather, what he wants to elicit.

Nan Zhuren instructed her to perform another [defense] immediately.

At this moment, Nan Zhuren directly pointed out Teacher Zhao's problem: "During our conversation just now, you seemed to have mentioned several times that you were on the defensive. Why is that?"

Teacher Zhao blinked, somewhat puzzled by the question.

It seems incomprehensible that Nan Zhuren cannot understand.

"Because... [defense] can interfere with the counseling process and may confuse the counselor. By proactively suggesting that I be on the defensive, I can make it easier for you, Teacher Nan, to handle the situation..."

"Is this a kind of self-disclosure...?" Teacher Zhao's tone was somewhat uncertain. "Will this better facilitate the counseling process?"

……

For highly educated individuals and those who are good at self-reflection, there is a very important challenge in counseling: if the other party is so good at thinking, then the problem they still can't figure out must be a big one.

How to inspire someone who is already a good thinker to think new things is a skill that requires a high level of expertise.

Even "finding out the problem itself" is a very troublesome thing.

When dealing with professionals in the psychology field, the difficulty increases even further.

During Ms. Zhao's narration, she explained her problem very fluently and analyzed her own thoughts very thoroughly.

But this is not what Nan Zhuren wanted.

If it's just about healing through "talking out," then there's no problem.

But Teacher Zhao clearly wanted more and needed more.

Fortunately, she was facing Nan Zhuren at this moment.

“Your intention to advance the consultation process is excellent,” Nan Zhuren said. “But what is the goal of this ‘process’? Have you set a goal in mind?”

Teacher Zhao hesitated for a moment, seemingly unsure whether her answer was right or wrong.

"The goal is... to explain my problem, then let you, Teacher Nan, discover my problem, and finally... to achieve healing as much as possible?"

Nan Zhuren first affirmed Teacher Zhao's answer, and then suddenly said, "So this means that we need to put our attention and even our emotions into this conversation."

Teacher Zhao nodded affirmatively.

Nan Zhuren looked at her: "Do you think that when you're on the defensive, it will interfere with this process?"

He said slowly, "Really?"

(End of this chapter)