TITLE:
Research on the Construction of a Collaborative Training System for Psychological Resilience of Higher Vocational Students
AUTHORS:
Xueping Li, Dengheng Zheng
KEYWORDS:
Higher Vocational Students, Psychological Resilience, Positive Psychological Education, Co-Cultivation, Mental Health Education
JOURNAL NAME:
Psychology,
Vol.17 No.10,
October
21,
2026
ABSTRACT: Vocational college students are in a growth stage where professional learning, skills training, enterprise internships and employment transitions overlap, and their psychological stress often occurs in vocational education scenarios. National policy requirements for students’ mental health work suggest that mental health education in colleges and universities should not only focus on risk identification and crisis intervention, but also move forward to developmental support. Existing research suggests that mental health education in higher vocational colleges should not remain at the level of problem identification, crisis management and sporadic activities, but should be oriented towards positive psychological education and incorporate confidence, hope, resilience, social support and the ability to seek help proactively into the daily training process. Based on policy texts and locally collected literature on mental health education, positive psychology education and psychological resilience in higher vocational colleges, this paper analyzes problems such as unclear development goals, disconnection from curriculum practice, insufficient peer support boundaries, loose departmental collaboration and weak evaluation feedback in the cultivation of psychological resilience in higher vocational students, and proposes a training system of “needs diagnosis - stratification and classification - four-dimensional collaboration - evaluation and improvement”. The system emphasizes cognitive empowerment, behavioral experience, peer assistance, environmental support and process evaluation in real tasks such as learning pressure, practical training and employment transition, and promotes the shift of mental health education from passive handling to sustainable developmental support. This paper adopts a narrative review approach. The literature and policy documents discussed herein were selected through purposive sampling based on the authors’ research experience and familiarity with the field, rather than through a systematic search protocol.