Intervention and Prevention Strategies for College Students Mental Health Issues from an Educational Psychology Perspective

Abstract

Rooted in educational psychology frameworks, this study offers a systematic exploration of intervention and prevention approaches
addressing mental health challenges among college students. By applying Social Cognitive Theory, Humanistic Theory, and Cognitive Development Theory, the research deciphers the underlying mechanisms of academic stress and interpersonal conflicts, identifying cognitive
distortions, inadequate social support, and distorted educational evaluation practices as primary contributing factors. The paper proposes a
dual-level intervention framework integrating individual approaches (e.g., Cognitive Behavioral Therapy, mindfulness-based interventions)
with collective strategies such as peer support networks and culture-infused campus initiatives. On prevention, the study underscores three
proactive dimensions: fostering growth mindsets, implementing flexible assessment systems, and establishing home-school collaboration ecosystems. These findings provide both theoretical grounding and actionable methodologies for mental health education reform, advocating a
paradigm shift from crisis management to developmental support in higher education.