Too many college students face challenges for which they are emotionally ill-equipped to handle. In fact, suicide is the second leading cause of death for college students. In this piece, from OpEd Project’s Yale Public Voices Fellowship program, two mental health experts and program fellows explain how colleges and universities can better deal with the problem of student anxiety and depression. It was written by Diana Divecha, a developmental psychologist and research affiliate of the Yale Center for Emotional Intelligence, and Robin Stern, a psychoanalyst and associate director of the Yale Center for Emotional Intelligence.

太多的大学生面临着自我情绪管理不足以解决的挑战。事实上，自杀成为了导致大学生死亡的第二大原因。这篇文章是耶鲁公共声音奖学金计划的OPED项目,两个精神健康专家和项目研究员解释高校如何更好地处理学生焦虑和抑郁的问题。它的作者是戴安娜,耶鲁大学的发展心理学家以及耶鲁中心情商附属研究人员和罗宾·斯特恩---心理分析学家以及耶鲁中心副主任情商。

You’ve dropped your kid off at college. You may feel sad and nostalgic in spite of newfound freedom, or even that parenting as you know it is behind you. Your child, at the same time, has a new roommate—or two or three—has started classes, and has received grades on her first set of assignments. You exhale, believing that she’s well on her way.

你把你的孩子送上大学。尽管拥有了自由，甚至你明白那样的养育已在你背后，你可能依然会感到悲伤和怀旧。你的孩子,与此同时,有一个新的室友或者两或三门新开的课程,并已收到在她的第一套作业的成绩。你感慨不已，并相信她在自己的道路上越来越好。

But mid-autumn, when students get their first real feedback on their academic performance, is when college counselors see the first big spike in anxiety. And in general, anxiety on college campuses is on the rise. Why? There’s a lot more going on for students than buying books, writing papers, playing sports, and pledging fraternities and sororities.

但是学生获得他们第一个真正在学术成就方面反馈的中秋也是大学辅导员看到第一个大飙升焦虑的时间。一般来说,焦虑在大学校园正在上升。为什么?除了买书、写论文、运动、兄弟会和姐妹会，还有许多要做的事情。

In fact, many college students are struggling, even suffering.

事实上，很多大学生正在挣扎，甚至煎熬。

College life for most freshmen is emotionally challenging. The security and comfort of old relationships are interrupted, bringing feelings of grief, or loss, or of being at sea—in spite of being surrounded by hundreds (often thousands) of new peers. In the context of those ruptures, the desire to connect can lead kids to make unsatisfying or poor choices, perhaps even socializing with people they don’t really like. Some freshmen bring with them unresolved interpersonal difficulties from high school or family life, which complicates their adjustment.

大学生活对于大多数新生是情感挑战。与老友的安全和舒适被中断，或悲伤，或彷徨,或在寻找---尽管他们被数以百计（通常是成千网上）的同龄人围绕着。在这种关系疏离的情景下,渴望联络会导致孩子们做出不满意或糟糕的选择,或许他们甚至会与他们并不真正喜欢的人社交。这给部分新生带来一些从高中或家庭生活困难未解决的人际关系的调整增加复杂性。

On a deeper level, at college there are new and often unexpected challenges to their identity and sense of efficacy: Perhaps the freshman was a high performer with career plans in high school and is shocked by the lower grades in college; or maybe it is her first time out of her community and she can’t find people like herself. Many students have financial pressures, leading them to take too many classes at once, or to take on an extra job, or even to skimp on meal plans, leaving them hungry. Rising inequality in an increasingly competitive economy has raised all the stakes.

在更深的层面上,大学充满了新的，通常是意想不到对他们的身份和功效的挑战:也许这个新生是一个在高中就注重职业规划的佼佼者，他会对大学中自己更落后的表现而震惊;也可能这是她第一次走出她的社区并发现很难找到与自己志同道合的人。许多学生有经济压力,导致他们一次需要修很多课程，或者承担额外的工作,甚至跳过聚餐计划,让自己挨饿。在竞争日益激烈的经济中不断上升的不平等增加了这样的情况。

A 2013 survey of 380 college counseling departments across the country shows that anxiety is the most common presenting problem in their offices, followed by depression and relationship problems. A quarter of students seen in counselors’ offices are on psychotropic medications, and though American students are famously medicated more than students from other countries, it still signals a problem for individuals. And many counselors privately say that their students are surprisingly lonely. Karen Gee, a health educator at UC Berkeley said that on a single day, she saw six students who were painfully, tearfully lonely. “Many have suffered in silence due to the stigma of loneliness,” she said.

2013年对于380个全国大学咨询部门调研显示,焦虑是在他们的办公室最常见的学生遇问题,紧随其后的是抑郁和人际关系问题。咨询办公室中已见到时四分之一的学生在尝试精神药物,尽管美国学生比来自其他国家的学生的治疗更出名。许多咨询顾问私下里说,他们的学生非常孤独。凯伦,加州大学伯克利分校健康教育家说,一天,她看到六个痛苦的学生,眼泪汪汪， 很是孤独。“许多人因为孤单感到耻辱，而默默忍受着,”她说。

A 2013 survey of over 123,000 students across 153 campuses confirmed that over half of students feel overwhelming anxiety, and about a third experience intense depression, sometime during the year. Almost a third report that their stress has been high enough at some point to interfere with their academics—lowering their grades on exams or courses or projects—and 44% say that academic or career issues have been traumatic or difficult to handle. The majority of college students don’t get enough sleep, and half say that they’ve felt overwhelmed and exhausted, lonely or sad sometime during the year. Colleges often blame parents, but the problem is likely more systemic: American children rank 26th out of 29 developed countries on overall measures of well-being.

2013年一项对在153年校园123000多名学生调查证实在今年的某个时候有超过一半的学生感到过度焦虑，并且大约三分之一感到强烈的抑郁。近三分之一报告说道,他们的压力已经在足够高的在某种程度上干扰他们的学习---在考试或者课程或项目成绩下降。不仅如此，44%说他们的学术或职业受到了创伤或者难以处理这些问题。大多数大学生没有足够的睡眠,,一半的人说他们有时感到不知所措,疲惫不堪,孤独或悲伤。大学常怪父母,但问题可能更系统性:美国孩子在整体福利措施方面在29个发达国家中排在第26名。

Colleges are trying to meet students’ emotional needs, but efforts and resources vary. Many universities report upping their budgets, adding staff, increasing their outreach to students, and/or experimenting with innovative programs. This fall, Gee started a “friendliness” campaign at UC Berkeley to help students connect in healthy ways—and when one lonely freshman posted that he wanted to make friends, he received 180 “likes” and ten offers to “hang out.” For those that do take advantage of counseling, the majority say it helps with academic difficulties. But data show that the reach is constrained: Counseling centers serve only about 10 percent of students on campus, and there is an inverse relationship between the size of the college and the ratio of mental health workers to students (in other words, larger campuses have proportionally fewer resources available). According to students, it’s not unusual to experience long wait times (even two to three months) and inconsistent, insufficient meetings.

大学正试图满足学生的情感需求,但努力和资源各不相同。许多大学报告这会增加他们的预算,增加工作人员,增加学生的拓展,和/或尝试创新项目。今年秋天,盖开始在加州大学伯克利分校的一个“友好”的活动来帮助学生在一个健康的方式中联系在一起。当一个孤独的新生写信说他想交朋友,他收到了180“赞”和10”出去。“对于那些利用咨询,大部分说它有助于学术困难。但数据显示,这已经达到极限:咨询中心服务只有大约10%的学生在校园里,学院的大小和学生心理卫生工作者的比例成反比(换句话说,大校园比例更少的资源可用)。学生们说这通常需要经历漫长的等待时间(甚至两到三个月)和不一致并且不足的会议。

We can do better.

我们可以做得更好。

Students need real emotional skills. There is a large and growing body of research that suggests that the skills of emotional intelligence—the ability to reason with and about emotions to achieve goals—are correlated with positive outcomes across the entire age spectrum, from preschool through adulthood. Emotions affect learning, decision-making, creativity, relationships, and health, and people with more developed emotion skills do better. Among college students, skills of emotional intelligence are linked to engaging in fewer risky behaviors whereas self-esteem is not.

学生需要真正的情绪调整技能。庞大而且越来越多的研究表明在整个年龄谱,从幼儿到成年，情绪调整能力---去解释原因能力以及去实现目标的情绪---与积极的结果成正相关。情绪影响学习、决策、创造力、关系和健康,情绪调整技能好的人会做得更好。在大学生中,情绪调整技能与行为危险性联系在一起，而不是更少的自尊。

And, our research at the Yale Center for Emotional Intelligence with children in classrooms shows us that these abilities can be taught. In classrooms where children learn to recognize, understand, label, express, and regulate their emotions, they are rated as having a greater range of skills: they have better relationships and social skills and are more connected to each other and their teachers; they are better at managing conflict; they are more autonomous and show more leadership skills; and they perform better in academic subjects (it’s easier to concentrate when they feel better).

我们在耶鲁中心情商有孩子在课堂上的研究告诉我们,这些能力可以教。在教室,孩子们学习识别、理解、标签、表达,并调节自己的情绪,他们被认为具有更大范围的技能:他们有更好的人际关系和社交技巧, 和他们的老师更紧密连接,他们更善于管理冲突;他们更自主,表现出更多的领导能力,和他们在学科表现得更好(更容易集中精力当他们感觉更好)。

Colleges would do well to go beyond the‍therapeuticmodel and integrate positive emotional skill-building into their orientations, their freshman seminars, and their dormitory lives. Pace University and McCaulay Honors College in New York City are already experimenting with this: Pace is incorporating a short course in emotion skills into their freshman seminar, and McCaulay purchased a mobile app for all of their freshman to help them recognize their feelings, make decisions about how to regulate them, and track them over time. Many graduate schools are beginning to recognize that emotion skills are necessary to their students’ future success.Our neighbor, the Yale School of Management, has incorporated into their program a standardized test of emotional intelligence and a mobile app that teaches emotional skills. Several medical schools have approached us for advice on how to incorporate emotional intelligence into their training of doctors.

大学可以超越治疗模型和积极的情绪开发技巧融入到他们的定位,他们的新生研讨会,他们宿舍的生活中。在纽约佩斯大学和McCaulay荣誉学院已经做了以下实验:速度是将短课程情感技能纳入他们的新生研讨课,和McCaulay为所有的新生购买了手机应用程序,帮助他们认识到他们的感受,决定如何监管他们,并随着时间的推移跟踪他们。许多毕业生院开始认识到情感技能是学生未来成功所必需的。耶鲁大学管理学院,我们的邻居已经把标准化考试的情商和教授情绪技能的移动应用程序纳入他们的程序。几个医学院已经向我们建议如何将情商纳入医生的培训。

When college students are aware of what they’re feeling, they can make conscious decisions about how to manage those emotions, rather than escalate, act out, or medicate. When they identify emotional patterns and clearly see preceding triggers, they can reflect on how and with whom they spend that time and employ strategies to manage the things that “set them off.” When students are anxious and pressured, they can use strategies to calm themselves and proceed on tasks with lowered anxiety. When they inevitably discover new aspects of themselves in college, e.g., sexual or religious or political orientations, they can share these discoveries with trusted family or friends so they don’t feel alone in their journey. When they are more masterful at reading others’ cues, they’ll be better able to resolve interpersonal conflicts. They might not be able to solve the problem, but they can have empathy for the other person, de-escalate, and take care of themselves.

当大学生了解他们的感受,他们可以做出有意识的决定如何管理这些情绪,而不是升级,付诸行动,或用药治疗。当他们识别情感模式和清楚地看到前面的触发器,它们可以反映如何以及花时间与谁使用策略管理的事情。当学生感到焦虑和压力,他们可以使用策略来平静自己,继续任务,降低焦虑。当他们自己在大学不可避免地发现关于自己的新的方面,例如、性或宗教或政治取向,他们可以与信任的家人或朋友分享这些发现,这样就不会在旅程中感到孤单。当他们更熟练的在阅读别人的暗示,他们将能够更好地解决人际冲突。他们可能无法解决这个问题,但他们可以同情对方,降级,照顾自己。

And what about parents?

那父母呢？

Parenting is an ongoing renegotiation of the balance between expectations and supports, and parents can recognize that college kids need them in different ways from before. College personnel say that kids’ confidence is undermined when parents intervene on their behalf. Instead, when a campus issue arises, it is better to be a coach from the sidelines and encourage kids to “work the system,” seek out resources, and advocate for themselves. At the same time, kids need to draw on their attachments to parents—and research shows that in families where parents offer it, kids do better in the long run.

家庭教育是一个持续的期望和支持之间平衡的协商,父母能意识到孩子念大学时对他们的需要和以前不同了。大学人员说, 当父母干预的时候孩子们的信心就会削弱。而当学校问题出现时,最好是父母在一旁鼓励引导孩子“系统工作”,寻找资源,并鼓励自己。同时,孩子们需要表现他们对父母的依恋。研究显示在有父母的家庭下,孩子从长远看会做得更好。

Of course, it can take real emotional skills to figure out how to best support a student who is growing and changing away from home. Parents can listen carefully for cues that a student may be struggling. Then parents can set the stage for a successful conversation by “putting on their own oxygen mask first”—that is, pausing, checking in with themselves, and regulating their own—possibly intense—emotions. Without that personal “check-in,” strong feelings of parental anxiety, disappointment, or anger will likely interfere with clear thinking and the outcome of helping the student.

当然,它可以用真正的情绪调整技能来找出如何最好地支持学生成长，离家改变的方法。父母可以认真地倾听学生或许正在纠结的心情的暗示。然后父母可以“先带上自己的氧气面罩”设置一个成功谈话的平台——例如暂停,审视自己,调节自己可能已有的强烈情绪。如果没有个人“自审”,父母强烈的焦虑,失望,或者愤怒的情绪可能会妨碍清晰的思维和帮助学生的最后结果。

It’s easy to think that once kids go off to college, they are fully-launched and independent adults who no longer need our help. But the needle on adulthood has inched up the age range since medieval times, when children were considered adults as soon as they could dress, feed and toilet themselves. These days, based on brain, psychological, and social development, the field of developmental science considers adulthood to begin at around age 25-30.

我们很容易认为一旦孩子上大学了,他们就是全面在发展并且独立的成年人了，就不再需要我们的帮助了。但在中世纪，只要孩子能自己穿衣服，吃饭，上厕所，就已经被认为是大人了。这些天,基于大脑、心理和社会发展领域的发展，科学认为成年是在25 - 30岁左右开始。

Of course parents already invest a lot in their children’s education. But investing in their emotional lives by teaching real skills is an important foundation to their success and can yield great returns. While it certainly won’t solve all of our kids’ problems, we can certainly keep an intentional focus on teaching them skills that they will need to successfully negotiate their freshman experience…and every year of their lives.

当然父母已经在孩子的教育上投资了很多。但通过传授真正的技能投资他们的感情生活,是他们获得成功的一个重要基础,它可以产生巨大的回报。虽然那肯定不会解决我们孩子所有的问题,但我们可以有意识地传授给他们他们所需要的新生以及他们未来生活的生存技能。

Imagine trying to solve complex mathematical problems without the tools of algebra or calculus. Emotions are constantly at play—you’re probably having some right now—but every day we ask our children, ourselves, and each other to solve complex emotional problems with few real tools. An ongoing education in emotions from preschool through college, based on the emerging field of emotion science, will go a long way toward equipping our youth for adulthood—and easing the journey along the way.

想象试图解决复杂的数学问题,没有代数的工具或微积分。情绪无处不在---你很可能现在就有一些---但是我们每天都在让我们的孩子,让我们自己，让我们彼此，用新的真正的工具解决复杂的情绪问题。从幼儿园到大学进行情感教育,基于情感科学的新兴领域,装备我们的成年和青年宽松的旅程将有很长的路要走。

翻译：洪艳

原文转自：http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/09/28/why-college-freshmen-need-to-take-emotions-101/

文中生词：

Pledge:

1 .When someone makes a pledge, they make a serious promise that they will do something.保证；诺言；誓言

2. When someone pledges to do something, they promise in a serious way to do it. When they pledge something, they promise to give it.保证，许诺，发誓（做）；保证给予

3. If you pledge a sum of money to an organization or activity, you promise to pay that amount of money to it at a particular time or over a particular period.许诺拨（款）；许诺给予

4. If you pledge yourself to something, you commit yourself to following a particular course of action or to supporting a particular person, group, or idea.使保证，使许诺，使发誓（遵循或支持）

5. If you pledge something such as a valuable possession or a sum of money, you leave it with someone as a guarantee that you will repay money that you have borrowed.用…抵押；以…典押

Fraternity:

1. Fraternity refers to friendship and support between people who feel they are closely linked to each other.兄弟情谊；友爱；互助.

2. 2. You can refer to people who have the same profession or the same interests as a particular fraternity .同业者；具有相同职业（或兴趣）的人

3. 3. In the United States, a fraternity is a society of male university or college students.（美国男大学生）联谊会，兄弟会

Sorority:（美国大学里的）女子联谊会，女子俱乐部In the United States, a sorority is a society of female university or college students.

Stigma:

1. If something has a stigma attached to it, people think it is something to be ashamed of.耻辱；污名

2. The stigma of a flower is the top of the centre part which takes in pollen.花朵的）柱头

Spectrum: 1. The spectrum is the range of different colours which is produced when light passes through a glass prism or through a drop of water. A rainbow shows the colours in the spectrum.光谱

2. A spectrum is a range of a particular type of thing.系列；范围

3. A spectrum is a range of light waves or radio waves within particular frequencies.波谱（如光波波谱、无线电波波谱等）

Therapeutic:

1. If something is therapeutic, it helps you to relax or to feel better about things, especially about a situation that made you unhappy.使人放松的；能解郁安神的

2. Therapeutic treatment is designed to treat an illness or to improve a person's health, rather than to prevent an illness.治疗性的；有助于治疗的

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【智梦简介】

智梦是一家专注美国本科留学的教育咨询机构。

我们的使命：

“智梦教育团队深知留学申请关系到学生及其家长的前途和未来，我们将竭尽所能帮助每一位智梦学员发掘其潜在的特质，以开放透明的申请方式，让他们能不留遗憾的争取到自己的理想学校。与此同时，培养他们成为诚实守信、独立思考、德才兼备的国际化人才。”

我们的愿景：

“智梦教育将成为一所发掘学术兴趣，培养学术能力，塑造具有公民意识的新时代留学生的学校。”