274. Construction and effectiveness evaluation of campus psychological crisis grading intervention system based on evidence-based concept

Abstract Background At present, psychological crisis events on campus occur frequently, posing a severe challenge to students' safety, academic development and campus stability. Most of the current campus psychological interventions focus on emergency response after a crisis occurs, lacking systematic early identification, hierarchical management and long-term prevention mechanisms, which leads to delayed intervention, resource misallocation and short-lived effects. Evidence-based Practice emphasizes the combination of the best research Evidence, professional judgment and the needs of the recipients, providing a theoretical framework for the construction of a scientific and structured intervention system. To promote the development of campus Psychological Crisis Intervention towards precision and systematization, a set of School-based Hierarchical Psychological Crisis Intervention System based on evidence-based concepts has been studied and constructed. (S-HPCIS), and an empirical evaluation of its preliminary application efficacy was conducted. Methods The research is divided into two stages: system construction and effectiveness evaluation. During the construction phase, through literature analysis, expert interviews and current situation research on three pilot schools, crisis early warning indicators, classification standards and standardized intervention processes and toolkits corresponding to each level were integrated. During the evaluation stage, six middle schools within the region were selected for a one-year applied research. A pre - and post-test design was adopted. Before the system implementation and one academic year after its implementation, the following tools were used for evaluation: School Psychological Safety Climate Scale SPSCS, Psychological Crisis Intervention Response Efficacy Questionnaire (PCIREQ) And collect process indicators such as the incidence of crisis events, the proportion of referrals to professional institutions, and the satisfaction with system usage. The data analysis adopts paired sample t-test and descriptive statistics, with p<.05 as the standard to determine whether the difference is statistically significant. Results One academic year after the implementation of the system, the participating schools saw a significant improvement in the total SPSCS score compared to the previous test (p<.01), especially in the dimensions of teachers' perceived support and willingness to seek help. The PCIREQ assessment showed that teachers' self-scores in terms of the accuracy of crisis identification, confidence in initial intervention, and familiarity with the process were all significantly improved (p<.05). Process data shows that the number of students identified and included in the targeted attention level and above within the academic year increased by 35.42% compared with the previous academic year, while the number of serious crisis events that developed to the point of requiring urgent handling decreased by 22.39%. Discussion This study confirms that S-HPCIS can effectively enhance the campus psychological safety atmosphere, strengthen the crisis identification and intervention capabilities of educators, and prevent serious crisis events through early diversion and intervention. This system has achieved a transformation from passive emergency response to active prevention, and from single handling to hierarchical management, with good operability and applicability. Future research needs to focus on the adjustment mechanisms and long-term cost–benefit analysis under different school cultural backgrounds, in order to promote the standardization and sustainable development of the system.