愿我们一直望着同一个月亮 | 清澜山首届心理健康周回顾

我们相信

心灵也需要

被看见、被接住

心理健康周的第一个关键词，是“全龄参与”。

活动设计充分考虑了不同年龄段学生的认知特点与心理需求，让小学部的孩子、初中部的少年和高中部的同学都能找到属于自己的表达方式。

在咖啡厅玻璃自动门的门口，多了一小块特别的区域。

一块木板、一叠圆形纸片、一排彩色画笔——这是最简单的配置，却承载了最丰富的情绪。

路过咖啡厅的同学，只需几分钟，就能用画笔把让自己感到幸福的东西表达出来：好友、家人、老师、爱、剧组、冰淇淋、太阳……每一张圆纸片贴到白板上，组成一个充满着幸福的角落。

D区一楼大堂，电梯外的镜子被同学们用五颜六色的粘土精心装点，成为教学楼里格外亮眼的存在——“夸夸镜”。

镜子旁放着一盒彩笔，随时可以写下一句对自己的夸奖：

“你今天真好看！”

“你已经很棒了！”

这些简单的文字，在每一次照镜子时，都化作温柔的心理暗示——赞美自己，是自信的开始。

而在A区一楼大堂，墙板上贴满了匿名投票与开放式提问：

“最近你最想感谢的人是谁？”

“我其实经常假装自己听懂了老师讲的内容。”

“你觉得自己最被低估的一个优点是什么？”

……

同学们用贴纸投票，用便签留言，匿名分享着内心最真实的想法。当看到“GPA”成为烦恼的高频词，当读到“朋友”“家人”频繁出现在“最想感谢的人”的答案里——我们恍然发现：

星期二午餐时间，一只软乎乎的抱抱熊出现在食堂门口，张开双臂，静静等待每一个路过的同学。

小学部的孩子们兴奋地扑进熊的怀里，中学生们则略带羞涩地轻轻拥抱。无需任何语言，简单的挥手、击掌和拥抱，便足以传递温暖与支持。

考虑到小学部学生的年龄特点及已有的丰富活动安排，心理健康周在小学部采取了“轻量化、低负担”的融入方式。心理社提前准备好材料，交由PCC的老师们在SEL课堂上组织开展。

“今天的心情是什么天气？”——晴天代表开心，雨天代表难过，雷雨代表生气……

孩子们用画笔画出自己的“情绪天气”，并简单分享原因，情绪由此变得具体、可视。

“什么事情会让你感到幸福？”孩子们把答案写在小纸条上，贴到大的A3纸上，老师随机抽取朗读，教室里笑声不断。

幸福，原来就藏在这些小小的日常里。

小学部的所有作品后来被统一收集，在D区一楼大堂的墙面上亮相。孩子们的作品天真烂漫，却真实动人——这，正是心理健康最本真的模样。

高中部的活动设计更侧重自我觉察与深度互动，同时也保留了轻松有趣的元素。

一整块白板，任由涂鸦、写字、画画。有同学画下可爱的卡通形象，有同学写下最近单曲循环的歌词，还有同学留下对未来的期许——没有规则，只有自由表达。

“Give Me Five”与AP考试满分5分的巧妙谐音，让这个活动自带一份幽默与祝福。同学们在纸上画下自己的掌印，写下“AP 5分冲！”“加油！”等鼓励的话语，不同年级的掌印交叠在一起，仿佛一场跨越空间的击掌。

在咖啡厅，“烦恼垃圾桶”为情绪提供了一个具体的出口：写下烦恼，揉成一团，用力扔进去。

“GPA”“拖延”“未来”成为高频词……当压力被看见、被量化，反而变得不再那么可怕。

周二和周四的B9时段，咖啡厅化身为创意工坊，为同学们提供了两种独特的表达方式。

从旧杂志上剪下词语和图像，拼贴成独一无二的诗句。有人拼出“相信/不受现在的朦胧世界限制/大胃王”，有人拼出“生命/爱/初夏的浅水里”。

没有固定的格式，也没有标准答案——艺术与文字的交织，让表达挣脱了框架，成为一次与内心的自由对话。

用黏土亲手揉捏、塑形，制作一颗属于自己的减压球。专注的手工过程本身就是一种放松，而按压成品的触感，也在无形中缓解着压力。

大家把做好的减压球拿在手里把玩，笑着说：“以后写作业累了就捏它。”

经全校投票，《头脑特工队2》以高票当选电影夜播放电影。当晚，A101坐满了从初中到高中各年级的同学。

电影里，莱莉的情绪小人焦焦、慕慕、尬尬、丧丧轮番登场；荧幕外，同学们在笑声与静默中照见自己的情绪世界。

一位晚自习老师推门进来，轻声说：“这个活动办得真棒。”好的电影，就是一场共同的心灵对话。

作为“认识我自己”系列讲座的第一期，张旭生老师以“防御机制的秘密”为主题，为高中部同学带来了一场干货满满的心理科普。

从“什么是心理防御机制”到“如何识别自己的防御模式”，讲座既有专业深度，又贴近学生生活。

周四中午，正念社还为同学们提供了一段安静的冥想时光——闭上眼睛，关注呼吸，感受当下，短暂的停顿，是为了更好地出发。

在D区一楼大堂的夸夸镜旁，还有一块由社团成员亲手制作的活动日程板，用许多漂亮的千纸鹤点缀，醒目又温暖。

这一周的点滴，在这里被浓缩、被看见、被珍藏。

这场为期一周的全校性活动，离不开心理社与急救社每一位成员的付出。

从去年十一月的一个想法，到二月底的策划、分工、采购，再到活动期间的现场协调与最后的撤展整理——社长们统筹全局，社员们各司其职。

3月13日的全校集会上，心理社用一场全英文演讲和情景剧，向全校预告了心理健康周的到来。

“完成就是完美。”

一位社长在他的日记里写道。而真正的完美，或许藏在那些不经意的瞬间里——

正如一位同学所说：“心理健康周让我发现，原来学校里有很多温暖的人，原来我的情绪并不奇怪。”

这一次，我们看到了全校同学参与的热情，看到了不同学部、不同社团的协作，也看到了心理社与急救社作为学生社团的成长与担当。正如活动策划案中写下的预期效果：

这一周，我们做到了。

未来，我们期待心理健康不再是特定一周的主题，而是融入每一天的日常。

当你需要时，有朋友、有老师、有PCC、有peer support；当你快乐时，也愿意分享这份美好。

愿每一位清澜人，都能与自己温柔相处，也愿我们都能成为彼此的光。

文字 Writing｜Jason Xu, Eva Ma, Jenny Wu

图片 Photos｜David Duan, CK Zhou, Club Members

编辑 Editing | Nars Wang

审核 Auditing｜Cici Chen, Karla Trollip, Julia Hu, Wenting Bai

We believe that 

our hearts, too, 

deserve to be seen and held

The first key theme of Mental Health Week was "all-ages inclusivity." Activities were designed with careful consideration of the developmental stage and emotional needs of students across different age groups, allowing children from the Primary School, teenagers from Middle School and High School to each find their own way to express themselves.

A special little area appeared at the entrance of the café's glass door. A wooden board, a stack of circular paper pieces, a set of colorful markers—the simplest setup, yet rich with emotion.

Students passing by the café only needed a few minutes to use markers to express what brings them joy: close friends, family, teachers, love, drama, ice cream, the sun… each circular paper piece was attached to the board, gradually forming a corner brimming with happiness.

On the first floor, in the frequently visited D lobby, the mirror outside the elevator was thoughtfully decorated with colorful clay by students, becoming a particularly eye-catching spot in the teaching building—this was our "Praise Mirror," a warm corner where everyone could "see" and "accept" themselves.

A box of markers was placed beside the mirror, allowing students to write words of praise or encouragement to themselves at any time: "You look great today!" "You're already amazing!" "Keep going!"…

These seemingly simple words transformed into gentle psychological cues every time someone looked in the mirror. Praising oneself is the beginning of confidence.

In the A District lobby on the first floor, a bulletin board was filled with anonymous polls and open-ended questions: "Who are you most grateful for recently?"  "I often pretend I understand what the teacher is saying."  "What's one of your most underestimated strengths?" …

Students used stickers to vote and sticky notes to leave messages, anonymously sharing their innermost thoughts. When we saw "GPA" become a frequent word among worries and read "friends" and "family" appear repeatedly among answers to "Who are you most grateful for?" —we suddenly realized:

At lunchtime on Tuesday, a soft, huggable bear appeared at the cafeteria entrance, arms open wide, quietly waiting for every passing student.  Primary school children excitedly threw themselves into the bear's embrace, while middle and high school students offered slightly shy hugs.  No words were needed—simple waves, high-fives, and hugs were enough to convey warmth and support.

Considering the age and development needs of Primary School students and their existing rich activity schedule, Mental Health Week adopted a "light-touch and low-pressure" approach for the Primary School div.The Psychology Club prepared materials in advance and handed them over to PCC teachers to organize and carry out during SEL (Social Emotional Learning) classes.

"What's the weather like for your mood today?"—Sunny meant happy, rainy meant sad, thunderstorms meant angry… Children used markers to draw their own "mood weather" and briefly shared the reasons behind it. Emotions became more concrete and visible, and therefore easier to understand. "What makes you feel happy?" Children wrote their answers on small slips of paper and stuck them onto large A3 sheets; teachers randomly selected and read them aloud, and laughter filled the classroom. Happiness, it turned out, lies in these small, everyday moments.

All the works from the Primary School were later collected and displayed on the wall of the D District lobby on the first floor. The children’s creations were simple and sincere yet genuinely touching—this is the truest form of mental health.

The High School's activities were designed to focus more on self-awareness and deeper interaction, while still retaining elements of fun and lightness.

A large whiteboard was available for free doodling, writing, and drawing. Some students drew cute cartoon characters, others wrote lyrics from songs on repeat, and some left messages about their hopes for the future—no rules, only free expression. 

"Give Me Five," a playful reference to the perfect AP score of 5, brought a touch of humor and blessing to the activity. Students traced their handprints on paper and wrote encouraging words like "Go for AP 5!" and "Fighting!" Handprints from different grade levels overlapped, like a high-five across time and space.

At the café, the "Worry Bin" provided a concrete outlet for emotions: write down worries, crumple them up, and toss them in with intention. "GPA," "procrastination," and "future" became frequent words… When stress is seen and quantified, it somehow becomes less daunting.

During the B9 time slots on Tuesday and Thursday, the café transformed into a creative workshop, offering students two unique ways to express themselves.

Words and images cut from old magazines were pieced together into unique poems, or other creative forms. Some created phrases like "believe / not bound by the hazy present world / big eater," while others made "life / love / in the shallow waters of early summer." No fixed format, no standard answers—the interplay of art and language freed expression from rigid constraints, becoming a dialogue with one's inner self.

Students kneaded and shaped clay with their hands to create their own stress balls. The focused, hands-on process was itself a form of relaxation, while the tactile sensation of pressing the finished product gently helped relieve stress. Everyone played with their finished stress balls, smiling and saying, "I'll squeeze this whenever I get tired of doing homework."

After a school-wide vote, Inside Out 2 was chosen as the film for the movie night. That evening, Room A101 was filled with students from Middle School to High School. 

On screen, Riley's emotions—Anxiety, Envy, Embarrassment, Ennui—took turns appearing; off screen, students saw reflections of their own emotional worlds through laughter and quiet moments. A teacher passing by the study hall walked in and said softly, "This event is really well done." A good movie is, after all, a shared conversation of the heart.

As the first session of the "Know Myself" lecture series,Ms. Zhang Xusheng, PCC teacher in Tsinglan, delivered an insightful yet accessible psychology talk for High School students on "The Secrets of Defense Mechanisms." From "what are psychological defense mechanisms" to "how to recognize our own defense patterns," the lecture balanced professional depth with relevance to students' daily lives.

On Thursday afternoon, the Mindfulness Club also offered a quiet meditation session—eyes closed, focusing on breath, being in the moment—a brief pause to better move forward.

Next to the Praise Mirror in the D District lobby on the first floor, there was also an activity schedule board handcrafted by club members, decorated with many beautiful origami cranes—both eye-catching and warm. The highlights of the week were concentrated here, seen and cherished.

This week-long, school-wide event would not have been possible without the dedication of every member of the Psychology Club and First Aid Club.

From an initial idea conceived by Jenny Wu and Eva Ma last November, to planning, task allocation, and preparing materials in late February and early March, and then to on-site coordination, material management during the activities, and finally the takedown and organization afterward—the club leaders coordinated the overall planning while members contributed in their respective roles. At the March 13 school assembly, the Psychology Club and First-Aid Club introduced the upcoming Mental Health Week for the entire school with an English speech and a skit.

"Completion is perfection," one club leader wrote in his diary. Yet perhaps true perfection lay in those unplanned moments—

During this week, we witnessed the enthusiasm of students across the school, the collaboration between different school divisions and clubs, and the growth and responsibility of the Psychology Club and First Aid Club as student organizations. As stated in the expected outcomes of the event proposal: to provide students with safe and engaging ways to relieve stress and express emotions, to create an inclusive and supportive campus atmosphere, and to enhance interaction and understanding among students, fostering positive interpersonal relationships and community cohesion.

And together, we made it happen.

In the future, we hope mental health will no longer be a theme confined to a specific week but will be integrated into daily life. When you are in need, there are friends, teachers, PCC, and peer support; when you're happy, we hope you'll share that joy as well.

May every member of the Tsinglan community treat themselves gently and may we all become a light for one another.