Exploration of a Psychological Crisis Prevention and Intervention Mechanism in Universities: An Integrated Approach Based on the "Collaborative Assessment and Management of Suicidality" (CAMS) Framework

Abstract

The prevention and intervention of psychological crises among university students constitute a core challenge for mental health education in higher education institutions. Traditional intervention models often suffer from limitations such as delayed identification, passive intervention, and fragmented management. To systematically enhance intervention efficacy, this study introduces the empirically supported "Collaborative Assessment and Management of Suicidality" (CAMS) framework from clinical psychology, aiming to systematically construct an integrated psychological crisis prevention and intervention mechanism applicable to the higher education context. This mechanism is student-centered, emphasizes collaboration, and covers the entire intervention process. This paper first analyzes the core concepts of the CAMS framework (e.g., collaborative therapeutic alliance, focus on "suicide drivers") and its inherent compatibility with the university psychological work system. Subsequently, it systematically elaborates, from a theoretical perspective, the four core components of implementing this mechanism in higher education settings: preventive screening, dynamic assessment, collaborative intervention, and long-term management. The core of this mechanism lies in establishing a solid collaborative alliance with students in crisis to jointly define and manage their fundamental "suicide drivers," thereby promoting a paradigm shift from passive crisis response to proactive risk management. This provides a theoretical framework and implementation pathway with clear operability for establishing a scientific and efficient psychological crisis work system in higher education institutions.