Research on Psychological Crisis Intervention Strategies in Primary and Secondary Schools Based on Music Therapy

基于音乐疗愈的中小学心理危机干预策略研究

With the requirement of “innovating psychological intervention methods” in the Guidelines for Mental Health Education in Primary and Secondary Schools (2012 Revision), music therapy has emerged as a hotspot in educational practice due to its non-invasive nature and high engagement. Through policy analysis and literature review, this study identifies three major practical issues in current psychological crisis interventions for primary and secondary schools: low student acceptance of traditional intervention methods, uneven regional distribution of professional resources, and inadequate implementation mechanisms for curriculum standards. Based on the mandate to “leverage the therapeutic functions of art” outlined in the Compulsory Education Art Curriculum Standards (2022 Edition), this study proposes a “three-dimensional intervention framework” centered on curriculum integration, tiered implementation, and collaborative safeguards. The research provides theoretical insights for advancing the “Five-Education Integration” policy (integrating moral, intellectual, physical, aesthetic, and labor education) in educational practice.

随着《中小学心理健康教育指导纲要（2012 年修订）》对“创新心理干预手段”的要求，音乐疗愈因其非侵入性与高参与度特性成为教育实践热点。本研究通过政策分析与文献研究，梳理当前中小学心理危机干预的三大现实问题：传统干预手段学生接受度低、专业资源区域分布不均、课标落实机制不完善。基于《义务教育艺术课程标准（2022 年版）》“发挥艺术疗愈功能”的要求，提出以课程融合、分级实施与协同保障为核心的“三维干预框架”。研究为落实“五育融合”教育方针提供理论参考。