# Track 01 -- Key Figures in Youth Mental Health Education

> Generated: 2026-05-24 | industry: Youth Mental Health Education | locale: global (EN ~70%, zh-CN ~25%)

## Source Manifest

| source_id | url | bucket | last_checked | author/host | one-line note |
|-----------|-----|--------|--------------|-------------|---------------|
| T01-S001 | https://jonathanhaidt.com/social-media/ | secondary | 2026-05-24 | Jonathan Haidt | Personal site -- social media research hub |
| T01-S002 | https://www.nature.com/articles/d41586-024-00902-2 | surrogate_primary | 2026-05-24 | Nature / Candice Odgers | "The great rewiring" critique of Haidt thesis |
| T01-S003 | https://www.jeantwenge.com/research/ | secondary | 2026-05-24 | Jean Twenge | Personal site -- research page |
| T01-S004 | https://journals.sagepub.com/doi/10.1177/2167702617723376 | surrogate_primary | 2026-05-24 | Twenge et al. / SAGE | vendor docs (学术出版商), Key paper: depressive symptoms + new media screen time |
| T01-S005 | https://casel.org/about-us/our-history/ | surrogate_primary | 2026-05-24 | CASEL | association -- CASEL history page |
| T01-S006 | https://marcbrackett.com/ruler/ | secondary | 2026-05-24 | Marc Brackett | Personal site -- RULER description |
| T01-S007 | https://medicine.yale.edu/profile/marc-brackett/ | verified_primary | 2026-05-24 | Yale School of Medicine | .edu faculty profile |
| T01-S008 | https://drlisadamour.com/ | secondary | 2026-05-24 | Lisa Damour | Personal site |
| T01-S009 | https://childmind.org/bio/harold-s-koplewicz-md/ | surrogate_primary | 2026-05-24 | Child Mind Institute | vendor docs -- founder bio |
| T01-S010 | https://dralecmiller.com/news-and-info/school-based-dbt-a-social-emotional-toolkit-for-students-and-staff | secondary | 2026-05-24 | Alec Miller | Personal site -- DBT-A schools |
| T01-S011 | https://www.danielgoleman.info/about/ | secondary | 2026-05-24 | Daniel Goleman | Personal site -- about page |
| T01-S012 | https://www.edutopia.org/social-emotional-learning-history | surrogate_primary | 2026-05-24 | Edutopia | syllabus -- SEL history |
| T01-S013 | https://en.wikipedia.org/wiki/Laurence_Steinberg | secondary | 2026-05-24 | Wikipedia | Reference -- bio overview |
| T01-S014 | https://www.laurencesteinberg.com/about | secondary | 2026-05-24 | Laurence Steinberg | Personal site -- about page |
| T01-S015 | https://pmc.ncbi.nlm.nih.gov/articles/PMC12573061/ | verified_primary | 2026-05-24 | PMC / JCPP | .gov -- overpathologising debate |
| T01-S016 | https://www.acamh.org/blog/dialectical-behaviour-therapy-for-adolescents-evidence-applications-and-emerging-considerations/ | surrogate_primary | 2026-05-24 | ACAMH | association -- DBT-A evidence review |
| T01-S017 | https://www.bnu.edu.cn/xxgk/zmxz/zsjs/86598.htm | verified_primary | 2026-05-24 | Beijing Normal Univ | .edu.cn -- Lin Chongde profile |
| T01-S018 | http://soe.ruc.edu.cn/info/1033/1031.htm | verified_primary | 2026-05-24 | Renmin Univ of China | .edu.cn -- Yu Guoliang profile |
| T01-S019 | https://xlzx.ecnu.edu.cn/d2/cf/c12072a185039/page.htm | verified_primary | 2026-05-24 | ECNU | .edu.cn -- Chen Mo profile |
| T01-S020 | https://philosophy.whu.edu.cn/info/1035/3784.htm | verified_primary | 2026-05-24 | Wuhan Univ | .edu.cn -- Lin + Yu lecture visit |
| T01-S021 | https://www.apa.org/monitor/2023/01/trends-improving-youth-mental-health | surrogate_primary | 2026-05-24 | APA | association -- youth MH trends |
| T01-S022 | https://us.macmillan.com/books/9781250274175/losingourminds/ | secondary | 2026-05-24 | Macmillan | Publisher page -- Lucy Foulkes book |
| T01-S023 | https://www.amazon.com/Bad-Therapy-Kids-Arent-Growing/dp/0593542924 | secondary | 2026-05-24 | Amazon | Abigail Shrier book listing |
| T01-S024 | https://manhattan.institute/book/bad-therapy | secondary | 2026-05-24 | Manhattan Institute | Shrier book page |
| T01-S025 | https://tyde.virginia.edu/livestream-odgers-haidt/ | verified_primary | 2026-05-24 | UVA TYDE | .edu -- Odgers-Haidt debate |
| T01-S026 | https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health | surrogate_primary | 2026-05-24 | WHO | association -- adolescent MH fact sheet |
| T01-S027 | https://www.samhsa.gov/mental-health/children-and-families/school-health | verified_primary | 2026-05-24 | SAMHSA | .gov -- school campus MH |
| T01-S028 | https://casel.org/remembering-roger-weissberg/ | surrogate_primary | 2026-05-24 | CASEL | association -- Weissberg memorial |
| T01-S029 | https://psychwire.com/linehan/dbt-foundational-for-adolescents-and-families | secondary | 2026-05-24 | Psychwire / Linehan | DBT-A training platform |
| T01-S030 | https://www.cbbr.com.cn/contents/462/92571.html | secondary | 2026-05-24 | China Book Business Report | Review of Yu Guoliang 6-vol set |
| T01-S031 | https://psy.nenu.edu.cn/info/1021/1503.htm | verified_primary | 2026-05-24 | Northeast Normal Univ | .edu.cn -- Fang Xiaoyi lecture |
| T01-S032 | https://www.npr.org/sections/health-shots/2023/04/25/1171773181/social-media-teens-mental-health | secondary | 2026-05-24 | NPR | Twenge iGen coverage |
| T01-S033 | https://childmind.org/education/childrens-mental-health-report/2025-study | surrogate_primary | 2026-05-24 | Child Mind Institute | vendor docs -- 2025 MH report |
| T01-S034 | https://epaper.csstoday.net/epaper/read.do?m=i&iid=7026&eid=50835&sid=235549&idate=12_2025-02-12_A07 | secondary | 2026-05-24 | Chinese Social Sciences Today | Yu Guoliang on MH concept |
| T01-S035 | https://www.edutopia.org/blog/daniel-goleman-research-supports-sel-betty-ray | surrogate_primary | 2026-05-24 | Edutopia | syllabus -- Goleman interview on SEL |

---

## Figures Overview

| # | Name | Domain | Role | sub_skill_candidate | Credibility |
|---|------|--------|------|---------------------|-------------|
| 1 | Jonathan Haidt | Social Psychology / Tech & Youth | NYU professor; social media alarm | true | high |
| 2 | Jean Twenge | Generational Psychology | SDSU professor; iGen/screen-time research | true | high |
| 3 | Candice Odgers | Developmental Psychology | UCI professor; social-media nuance critic | true | high |
| 4 | Daniel Goleman | Emotional Intelligence / SEL | Author/journalist; CASEL co-founder | true | high |
| 5 | Marc Brackett | SEL / Emotional Intelligence | Yale YCEI director; RULER developer | true | high |
| 6 | Roger P. Weissberg | SEL / Prevention Science | CASEL co-founder & long-time CEO (deceased) | false | high |
| 7 | Lisa Damour | Clinical Psychology / Adolescent Girls | Clinician + NYT bestselling author | true | high |
| 8 | Harold Koplewicz | Child Psychiatry | Child Mind Institute founder | false | high |
| 9 | Alec Miller | DBT for Adolescents | Co-developer of DBT-A | true | high |
| 10 | Laurence Steinberg | Developmental Neuroscience | Temple professor; dual-systems model | true | high |
| 11 | Lin Chongde (林崇德) | Developmental Psychology (CN) | BNU professor; CN psychology godfather | true | high |
| 12 | Yu Guoliang (俞国良) | MH Education (CN) | RUC professor; MH education 6-vol author | true | high |
| 13 | Chen Mo (陈默) | Adolescent Clinical Practice (CN) | ECNU counselor; family-edu bestseller | true | medium |
| 14 | Fang Xiaoyi (方晓义) | Family Therapy / Adolescent Dev (CN) | BNU professor; family therapy pioneer | true | high |
| 15 | Lucy Foulkes | Overpathologisation Research | Oxford psychologist; "Losing Our Minds" | true | high |
| 16 | Abigail Shrier | Anti-pattern / Controversy | Journalist; "Bad Therapy" critique of SEL | true (anti-pattern) | medium |
| 17 | Tao Xinhua (陶新华) | School MH Education (CN) | Suzhou Univ; school-based MH programs | false | medium |

---

### 1. Jonathan Haidt

- **One-liner**: Social psychologist who catalyzed a global movement to reclaim childhood from smartphones and social media.
- **Core identity**: Thomas Cooley Professor of Ethical Leadership, NYU Stern School of Business; co-founder of LetGrow.org and the Council for the Anxious Generation.
- **Key works**: (1) *The Anxious Generation* (2024) -- #1 NYT nonfiction bestseller; (2) *The Coddling of the American Mind* (2018, with Greg Lukianoff); (3) *The Righteous Mind* (2012).
- **3 things to read/listen/watch**:
  - 📖 *The Anxious Generation* (Penguin, 2024) -- https://www.anxiousgeneration.com/
  - 🎙️ Reason interview "Kids should put down the phones and take more risks" (Sep 2025) -- https://reason.com/2025/09/17/jonathan-haidt-kids-should-put-down-the-phones-and-take-more-risks/
  - 🎬 WEF Davos conversation "How to make the anxious generation happy again" (Jan 2025) -- https://www.weforum.org/stories/2025/01/jonathan-haidt-digital-technology-social-media-childhood/
- **Core thought keywords**: phone-free schools, play-based childhood, great rewiring, safetyism, moral psychology
- **voice_samples**:
  1. "We have overprotected our children in the real world and under-protected them online." (source: T01-S001, 原话)
  2. "All schools need to be phone free from bell to bell -- from the morning when kids arrive to the end when they leave." (source: T01-S001, 原话)
  3. "If you have a play-based childhood with no adult supervision, kids learn to be self-supervising. Sometimes you get lost and you're scared, but you find your way back." (source: T01-S001, 原话)
  4. "Act One, we lose the play-based childhood. We stop letting kids run around outside. We're too afraid they'll get abducted." (source: T01-S001, 原话)
- **sub_skill_candidate**: true -- his four-norm framework (no smartphone before high school, no social media before 16, phone-free schools, more free play) is a concrete, actionable mental model for youth digital wellness.
- **Recent 12-month activity**: Global advocacy tour for *The Anxious Generation*; WEF Davos 2025 panel; CNBC/TODAY interviews on screen-free afternoons; continued lobbying for phone-free school legislation in multiple US states and internationally.
- **Controversy / criticism**: Candice Odgers (Nature review) argued his causal claims about social media are overstated -- "not supported by science." Andrew Przybylski and Amy Orben published studies showing small effect sizes. Critics warn his alarm risks moral panic and distracts from structural causes (poverty, healthcare access). The Haidt-vs-Odgers fault-line is the single most important debate in the field right now.
- **Sources**: T01-S001, T01-S002, T01-S025
- **Credibility**: high

### 2. Jean Twenge

- **One-liner**: Generational psychologist who first quantified the link between smartphone adoption and the teen depression surge.
- **Core identity**: Professor of Psychology, San Diego State University; author of 190+ scientific publications; 30-year career in generational research.
- **Key works**: (1) *iGen* (2017) -- the foundational smartphone-generation book; (2) *Generations* (2023) -- broader generational analysis; (3) Twenge et al. (2018) "Increases in Depressive Symptoms, Suicide-Related Outcomes..." in *Clinical Psychological Science*.
- **3 things to read/listen/watch**:
  - 📖 *iGen* (Atria, 2017) -- https://www.jeantwenge.com/research/
  - 🎙️ TIME Person of the Week podcast interview -- https://time.com/collections/person-of-the-week-podcast/6307832/jean-twenge-interview-person-of-the-week/
  - 🎙️ unSILOed podcast with Greg LaBlanc -- https://www.unsiloedpodcast.com/episodes/jean-m-twenge
- **Core thought keywords**: iGen, screen-time thresholds, generational differences, smartphone adoption inflection point, teen depression surge
- **voice_samples**:
  1. "Adolescents who spent more than seven hours a day on screens were twice as likely as those spending one hour to have been diagnosed with anxiety or depression." (source: T01-S004, 原话 -- from published paper)
  2. "The most significant factor influencing generational differences is technology. While technological progress has led to more individualism, it also can have negative impacts on mental health." (source: T01-S003, 转述 -- from unSILOed podcast summary)
  3. "There is very widespread dissatisfaction -- and in some cases deep depression -- among Americans without a college degree. This is new." (source: T01-S032, 原话 -- Noah Smith interview)
- **sub_skill_candidate**: true -- her data-driven approach to identifying inflection points in population mental health is a replicable analytical framework for anyone studying generational shifts.
- **Recent 12-month activity**: Continued media circuit for *Generations*; collaborations with Haidt on advocacy; active Twitter/X presence debating critics; multiple podcast appearances in 2025.
- **Controversy / criticism**: Same methodological critiques as Haidt: correlational data interpreted as causal; Orben & Przybylski reanalysis showed effect sizes comparable to wearing glasses or eating potatoes. Twenge's threshold claims (7 hrs/day) criticized as arbitrary cut-points. She is more data-careful than Haidt but shares the same epistemological vulnerability.
- **Sources**: T01-S003, T01-S004, T01-S032
- **Credibility**: high

### 3. Candice Odgers

- **One-liner**: Developmental psychologist who is the foremost empirical challenger to the "social media causes teen mental illness" narrative.
- **Core identity**: Professor of Psychological Science, UC Irvine; Professor, Duke University (joint); editor of developmental journals; leading voice for nuanced tech-youth research.
- **Key works**: (1) Nature review of *The Anxious Generation* (2024) -- the most cited counter-argument; (2) Odgers & Jensen (2020) "Adolescent Mental Health in the Digital Age" in *Journal of Child Psychology and Psychiatry*; (3) multiple Lancet/JAMA publications on adolescent health disparities.
- **3 things to read/listen/watch**:
  - 📖 Nature review "The great rewiring" (2024) -- https://www.nature.com/articles/d41586-024-00902-2
  - 🎬 UVA TYDE livestream debate Odgers vs Haidt (2024) -- https://tyde.virginia.edu/livestream-odgers-haidt/
  - 🎙️ Columbia Journalism Review analysis of the debate -- https://www.cjr.org/the_media_today/social_media_harm_teens_jonathan_haidt.php
- **Core thought keywords**: nuanced effects, structural inequality, reverse causation, platform redesign over age restrictions, digital equity
- **voice_samples**:
  1. "The book's repeated suggestion that digital technologies are rewiring our children's brains and causing an epidemic of mental illness is not supported by science." (source: T01-S002, 原话 -- Nature review)
  2. "Not that social-media use predicts or causes depression, but that young people who already have mental-health problems use such platforms more often or in different ways from their healthy peers." (source: T01-S002, 原话)
  3. "The bold proposal that social media is to blame might distract us from effectively responding to the real causes of the current mental-health crisis in young people." (source: T01-S002, 原话)
- **sub_skill_candidate**: true -- her methodological rigor framework (distinguishing correlation/causation, demanding experimental evidence, centering inequality) is a critical thinking toolkit for anyone evaluating tech-health claims.
- **Recent 12-month activity**: Continued publishing counter-evidence; 2024-25 debate circuit with Haidt; Science editorial "Unsettled science on social media" (2025); advocacy for platform redesign rather than blanket bans.
- **Controversy / criticism**: Critics (including Haidt supporters) argue she is too dismissive of correlational evidence and that demanding perfect causal evidence creates a paralysis that benefits tech companies. Some accuse her of being softer on industry; she has received no tech-industry funding but the perception persists.
- **Sources**: T01-S002, T01-S025, T01-S015
- **Credibility**: high

### 4. Daniel Goleman

- **One-liner**: The journalist-psychologist who popularized emotional intelligence and co-founded CASEL, launching the global SEL movement in schools.
- **Core identity**: Psychologist, science journalist (formerly NYT); co-founder of CASEL (1994); author of *Emotional Intelligence* (1995); co-director of the Consortium for Research on Emotional Intelligence in Organizations.
- **Key works**: (1) *Emotional Intelligence* (1995) -- 5M+ copies, translated to 40+ languages; (2) *Social Intelligence* (2006); (3) Co-founding CASEL at Yale in 1994 with Eileen Growald and Tim Shriver.
- **3 things to read/listen/watch**:
  - 📖 *Emotional Intelligence* (Bantam, 1995) -- the book that started it all
  - 🎬 Edutopia interview "How Research Supports SEL" -- https://www.edutopia.org/blog/daniel-goleman-research-supports-sel-betty-ray
  - 🎙️ Six Seconds interview on history of EI -- https://www.6seconds.org/2024/02/29/goleman-emotional-intelligence/
- **Core thought keywords**: emotional intelligence, self-awareness, empathy, social skills, emotional literacy in schools
- **voice_samples**:
  1. "Schools should teach emotional literacy along with regular academic subjects." (source: T01-S011, 转述 -- from Wikipedia/biographical sources)
  2. "SEL not only improves children's social and emotional abilities, but also lowers risks like violence, substance abuse, and unwanted teen pregnancies, while making kids better behaved and more positive about learning." (source: T01-S035, 转述 -- Edutopia interview)
  3. "Emotional intelligence is as critical to learning as intellectual prowess." (source: T01-S011, 转述 -- from about page themes)
- **sub_skill_candidate**: true -- the EI five-component framework (self-awareness, self-regulation, motivation, empathy, social skills) is one of the most widely applied models in education and is directly relevant to youth mental health curricula.
- **Recent 12-month activity**: Less publicly active in 2025-26 compared to earlier decades; continuing organizational work through the Consortium; occasional interviews and keynotes on EI in the AI age.
- **Controversy / criticism**: Academic psychologists (e.g., John Mayer, who co-originated the scientific EI construct) have long argued that Goleman inflated and distorted the original concept for popular consumption. The claim that EI matters "more than IQ" has been criticized as unfounded. CASEL's SEL programs face pushback from both right (cultural indoctrination concerns, e.g., Shrier) and some left (insufficient attention to structural inequality).
- **Sources**: T01-S005, T01-S011, T01-S035
- **Credibility**: high

### 5. Marc Brackett

- **One-liner**: Creator of RULER, the most widely adopted evidence-based SEL framework in schools worldwide.
- **Core identity**: Founding Director, Yale Center for Emotional Intelligence; Professor, Yale Child Study Center; lead developer of RULER; author of *Permission to Feel* (2019).
- **Key works**: (1) *Permission to Feel* (2019) -- translated into 27 languages; (2) RULER framework -- deployed in 5,000+ schools globally; (3) 200+ scholarly articles on emotional intelligence in learning and health.
- **3 things to read/listen/watch**:
  - 📖 *Permission to Feel* (Celadon, 2019) -- https://marcbrackett.com/
  - 🎙️ Brene Brown "Dare to Lead" podcast -- https://brenebrown.com/podcast/dr-marc-brackett-and-brene-on-permission-to-feel/
  - 🎬 Kappan interview on science of teaching EI -- https://kappanonline.org/science-teaching-emotional-intelligence-interview-marc-brackett/
- **Core thought keywords**: RULER (Recognize-Understand-Label-Express-Regulate), permission to feel, mood meter, emotional intelligence in education, adult-first SEL
- **voice_samples**:
  1. "Whether it be in a school or a family or in a workplace, it's really our moral obligation to take how other people feel seriously. Emotions are the drivers of our attention, our learning, our decisions, our relationships, our health, and our performance." (source: T01-S006, 原话)
  2. "To build emotional intelligence in students, start with the adults." (source: T01-S007, 转述 -- from The 74 article headline/thesis)
  3. "RULER is now being used by the largest school district in the country, New York City, with its 1.1 million students." (source: T01-S006, 原话)
- **sub_skill_candidate**: true -- RULER's five-skill framework is a concrete, trainable model. The "adult-first" principle (teachers must develop EI before teaching it) is a distinctive insight worth distilling.
- **Recent 12-month activity**: Leading Connecticut's statewide emotionally intelligent education system initiative; continued RULER expansion; $100M+ in cumulative grant funding; speaking circuit on EI in the AI age.
- **Controversy / criticism**: SEL broadly faces conservative pushback (seen as "social engineering"); RULER specifically is sometimes criticized for being resource-intensive and difficult to implement with fidelity in under-resourced schools. Some researchers question whether school-based EI programs produce lasting effects beyond the program period.
- **Sources**: T01-S006, T01-S007, T01-S012
- **Credibility**: high

### 6. Roger P. Weissberg

- **One-liner**: The researcher-organizer who built CASEL from a conference into the institutional backbone of the global SEL movement.
- **Core identity**: CASEL co-founder, long-time President & CEO; Distinguished Professor of Psychology and Education, University of Illinois at Chicago; co-established the New Haven Social Development program (1987). Deceased.
- **Key works**: (1) Co-authored *Promoting Social and Emotional Learning: Guidelines for Educators* (ASCD, 1997) -- the founding text; (2) Led the New Haven Social Development program (1987-92); (3) Chaired the W.T. Grant Consortium on School-Based Promotion of Social Competence.
- **3 things to read/listen/watch**:
  - 📖 *Promoting Social and Emotional Learning: Guidelines for Educators* (ASCD, 1997) -- the field-defining text
  - 📖 CASEL memorial page -- https://casel.org/remembering-roger-weissberg/
  - 🎬 Edutopia SEL history -- https://www.edutopia.org/social-emotional-learning-history
- **Core thought keywords**: social-emotional competencies, school-based prevention, CASEL framework, evidence-based SEL programming, academic + social integration
- **voice_samples**:
  1. "SEL is what it is today thanks to Roger Weissberg, a pioneer who helped establish the organization that became the gold standard for recognizing how social and academic development go hand-in-hand." (source: T01-S028, 转述 -- CASEL memorial)
  2. "The nine CASEL collaborators coauthored the book that established and defined the field." (source: T01-S005, 转述 -- CASEL history)
  3. "From 1987-1992, a group of educators and researchers, led by Timothy Shriver and Dr. Roger P. Weissberg, began the New Haven Social Development program that pioneered SEL strategies across K-12 classrooms." (source: T01-S012, 转述 -- Edutopia history)
- **sub_skill_candidate**: false -- deceased; his legacy lives through CASEL's framework rather than ongoing personal output. The framework itself is covered via Brackett and Goleman entries.
- **Recent 12-month activity**: N/A (deceased). CASEL continues his work.
- **Controversy / criticism**: Some argue that CASEL's frameworks became overly standardized and corporatized under his leadership, potentially losing community-specific adaptability. The conservative backlash against SEL (Shrier's *Bad Therapy*, legislative efforts to ban SEL in some US states) is partly aimed at the infrastructure Weissberg built.
- **Sources**: T01-S005, T01-S012, T01-S028
- **Credibility**: high

### 7. Lisa Damour

- **One-liner**: Clinical psychologist who reframed teen mental health away from "feeling good" toward having emotions that fit the moment.
- **Core identity**: Clinical psychologist; NYT bestselling author; UNICEF advisor; CBS News contributor; co-host of *Ask Lisa* podcast; consultant on Pixar's *Inside Out 2*.
- **Key works**: (1) *The Emotional Lives of Teenagers* (2023); (2) *Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls* (2019); (3) *Untangled: Guiding Teenage Girls Through the Seven Transitions into Adulthood* (2016).
- **3 things to read/listen/watch**:
  - 📖 *The Emotional Lives of Teenagers* (Ballantine, 2023) -- https://drlisadamour.com/books/the-emotional-lives-of-teenagers/
  - 🎙️ Adam Grant's ReThinking podcast "Improving teen mental health" (2025) -- https://podcasts.apple.com/us/podcast/improving-teen-mental-health-with-lisa-damour/id1346314086?i=1000684803528
  - 🎬 Slate interview on what we're missing about teen MH -- https://slate.com/culture/2023/02/emotional-lives-teenagers-lisa-damour-interview.html
- **Core thought keywords**: emotions as signals, stress is not always harmful, right feeling at the right time, adolescent emotional development, normalizing difficult emotions
- **voice_samples**:
  1. "Mental health isn't about feeling good -- it's about having feelings that fit the moment, even if those feelings are unwanted or painful." (source: T01-S008, 原话)
  2. "Strong emotions are a feature, not a bug, in teenagers' neurological wiring." (source: T01-S008, 原话)
  3. "We should be concerned if a teen's emotions are calling all the shots or if they're so anxious that anxiety is dictating their days." (source: T01-S008, 转述)
- **sub_skill_candidate**: true -- her "right feeling, right time" framework and the distinction between healthy stress and clinical pathology is a powerful diagnostic heuristic for educators and parents.
- **Recent 12-month activity**: 2025 podcast circuit (Adam Grant, Rich Roll, Dear Teenagers); continued CBS News commentary; UNICEF advisory work; *Untangled* revised edition released.
- **Controversy / criticism**: Generally well-regarded with minimal controversy. Some critics note her advice is primarily aimed at upper-middle-class families and may not translate to under-resourced settings. Her distinction between "normal suffering" and clinical disorder, while valuable, can be misused to dismiss teens who genuinely need clinical help.
- **Sources**: T01-S008, T01-S021, T01-S002
- **Credibility**: high

### 8. Harold Koplewicz

- **One-liner**: Child psychiatrist who built the Child Mind Institute into America's leading nonprofit for children's mental health and learning disorders.
- **Core identity**: Founding President & Medical Director, Child Mind Institute (est. 2009); former director of the NYU Child Study Center (1997-2009); editor-in-chief of *Journal of Child and Adolescent Psychopharmacology* for 25 years.
- **Key works**: (1) Founded Child Mind Institute -- reached 64,000+ children through clinical care; (2) *More Than Moody* (2002) -- recognizing teen depression; (3) Delivered mental health resources to 1.8M+ students through school-based programs.
- **3 things to read/listen/watch**:
  - 📖 Child Mind Institute 2025 Report -- https://childmind.org/education/childrens-mental-health-report/2025-study
  - 🎙️ NPR "Our kids are not OK" interview (2024) -- https://www.npr.org/2024/04/02/1242170517/our-kids-are-not-ok-child-psychiatrist-harold-koplewicz-says
  - 🎙️ Armchair Expert podcast with Dax Shepard -- https://armchairexpertpod.com/pods/dr-harold-s-koplewicz
- **Core thought keywords**: evidence-based child psychiatry, destigmatizing mental illness, school-based mental health, early intervention, translational research
- **voice_samples**:
  1. "Our kids are not OK." (source: T01-S009, 原话 -- NPR interview title/theme)
  2. "The Child Mind Institute is the only independent nonprofit organization in the United States dedicated to child and adolescent psychiatric and learning disorders." (source: T01-S009, 原话)
  3. "We need to transform the lives of children and families struggling with mental health and learning disorders by giving them the help they need to thrive." (source: T01-S033, 转述 -- CMI mission statement paraphrase)
- **sub_skill_candidate**: false -- his contribution is primarily institutional (building CMI) rather than a distinctive intellectual framework. The CMI resources are valuable but are institutional outputs, not a personal thinking model.
- **Recent 12-month activity**: CMI 2025 report on children's mental health; continued institutional leadership; media appearances on youth mental health crisis.
- **Controversy / criticism**: Some concerns about CMI's ties to pharmaceutical industry through psychopharmacology research. The institution's heavy emphasis on diagnosis and treatment has drawn criticism from prevention-focused advocates who argue it medicalizes normal developmental struggles.
- **Sources**: T01-S009, T01-S033, T01-S021
- **Credibility**: high

### 9. Alec Miller

- **One-liner**: Co-developer of DBT for Adolescents (DBT-A), bringing Linehan's emotion-regulation framework to suicidal and self-harming teens.
- **Core identity**: PsyD; co-developer of DBT-A (with Jill Rathus and Marsha Linehan, 1995); founder of Cognitive & Behavioral Consultants; DBT-Linehan Board certified clinician and trainer.
- **Key works**: (1) *Dialectical Behavior Therapy with Suicidal Adolescents* (Guilford, 2007, with Rathus & Linehan); (2) DBT Skills in Schools program; (3) Co-developer of the DBT-A treatment protocol used in RCTs worldwide.
- **3 things to read/listen/watch**:
  - 📖 "School-Based DBT: A Social-Emotional Toolkit for Students and Staff" -- https://dralecmiller.com/news-and-info/school-based-dbt-a-social-emotional-toolkit-for-students-and-staff
  - 📖 ACAMH review of DBT-A evidence -- https://www.acamh.org/blog/dialectical-behaviour-therapy-for-adolescents-evidence-applications-and-emerging-considerations/
  - 🎬 Psychwire DBT Foundational for Adolescents (training) -- https://psychwire.com/linehan/dbt-foundational-for-adolescents-and-families
- **Core thought keywords**: DBT-A, emotion dysregulation, distress tolerance, mindfulness for teens, multifamily skills groups, self-harm intervention
- **voice_samples**:
  1. "DBT-A is a developmentally adapted, evidence-based intervention for young people experiencing emotion dysregulation, self-harm, and suicidal ideation." (source: T01-S016, 转述 -- ACAMH review)
  2. "DBT-A was designed as an evidence-based outpatient intervention originally designed for emotionally and behaviorally dysregulated youth." (source: T01-S010, 转述)
  3. "The program combines individual therapy targeting life-threatening behaviors, skills training in mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness, with family involvement through multifamily skills groups." (source: T01-S016, 转述)
- **sub_skill_candidate**: true -- the four-module DBT skills framework (mindfulness, distress tolerance, emotion regulation, interpersonal effectiveness) adapted for adolescents is directly applicable to youth mental health education curricula.
- **Recent 12-month activity**: Continued training and certification through Cognitive & Behavioral Consultants; school-based DBT dissemination; collaboration with Linehan Institute on adolescent-specific training modules.
- **Controversy / criticism**: DBT-A requires significant training investment and is resource-intensive; critics question scalability in under-resourced school settings. Some researchers note the evidence base, while growing, still relies heavily on a small number of RCTs. Ethical concern: applying a BPD-derived framework to adolescents risks over-pathologizing typical teen emotional turbulence.
- **Sources**: T01-S010, T01-S016, T01-S029
- **Credibility**: high

### 10. Laurence Steinberg

- **One-liner**: Developmental neuroscientist whose dual-systems model explains why adolescents take risks -- and reshaped juvenile justice policy.
- **Core identity**: Distinguished University Professor and Laura H. Carnell Professor of Psychology and Neuroscience, Temple University; internationally recognized expert on adolescent brain development; MacArthur Foundation Research Network on Adolescent Development and Juvenile Justice.
- **Key works**: (1) "Risk Taking in Adolescence" (2007, *Current Directions in Psychological Science*); (2) *Age of Opportunity: Lessons from the New Science of Adolescence* (2014); (3) *Adolescence* -- the leading textbook (12th edition).
- **3 things to read/listen/watch**:
  - 📖 *Age of Opportunity* (Mariner, 2014) -- https://www.laurencesteinberg.com/about
  - 📖 "Risk Taking in Adolescence" (2007) -- https://journals.sagepub.com/doi/10.1111/j.1467-8721.2007.00475.x
  - 🎬 Harvard CLBB lecture "Should the Science of Adolescent Brain Development Inform Legal Policy?" -- https://clbb.mgh.harvard.edu/steinberg/
- **Core thought keywords**: dual-systems model, socioemotional network vs cognitive-control network, adolescent plasticity, reward sensitivity, juvenile justice reform
- **voice_samples**:
  1. "Heightened risk taking in adolescence results from competition between the socioemotional and cognitive-control networks that are undergoing maturation along very different timetables." (source: T01-S013, 原话 -- from published research)
  2. "The socioemotional system becomes more assertive during puberty, while the cognitive-control system gains strength only gradually and over a longer period of time." (source: T01-S014, 转述)
  3. "Peers increase adolescent risk taking even when the probabilities of negative outcomes are known." (source: T01-S013, 原话 -- paper title, Smith, Chein & Steinberg 2014)
- **sub_skill_candidate**: true -- the dual-systems model is a foundational framework for understanding adolescent behavior in educational and clinical settings. Anyone designing youth mental health programs needs to internalize why teens are wired for sensation-seeking.
- **Recent 12-month activity**: Continued research at Temple; textbook revisions; involvement in juvenile justice policy discussions; public commentary on adolescent neuroscience implications for education.
- **Controversy / criticism**: The dual-systems model, while influential, has been criticized for being overly simplistic and potentially reinforcing a deficit view of adolescence ("teens are broken adults"). Some neuroscientists argue brain imaging data doesn't map cleanly to real-world risk behavior. Cross-cultural validity questioned.
- **Sources**: T01-S013, T01-S014, T01-S021
- **Credibility**: high

### 11. Lin Chongde (林崇德)

- **One-liner**: The godfather of Chinese developmental psychology who shaped the national framework for youth cognitive development and mental health education.
- **Core identity**: Senior Professor (资深教授), Beijing Normal University; former President of the Chinese Psychological Society; Chair of the Ministry of Education Expert Advisory Committee on Psychological Health Education in Higher Education.
- **Key works**: (1) Decades of research on children's and adolescents' cognitive ability and creativity development; (2) Led foundational work that informed China's basic education reform on psychological development; (3) Multiple authoritative textbooks on developmental psychology used across Chinese universities.
- **3 things to read/listen/watch**:
  - 📖 BNU faculty profile -- https://www.bnu.edu.cn/xxgk/zmxz/zsjs/86598.htm
  - 📖 Wuhan University joint lecture with Yu Guoliang -- https://philosophy.whu.edu.cn/info/1035/3784.htm
  - 📖 Guangming Daily profile "Lin Chongde and his students" -- https://epaper.gmw.cn/gmrb/html/2011-03/31/nw.D110000gmrb_20110331_2-13.htm
- **Core thought keywords**: cognitive development, creativity in youth, intellectual education reform, Chinese developmental psychology, mental health education policy
- **voice_samples**:
  1. "林崇德长期致力于心智理论与实践研究,围绕儿童青少年认知能力与创造力发展开展了大量研究,有力推动了我国基础教育改革。" (source: T01-S017, 转述 -- BNU profile)
  2. "心理健康教育是拔尖创新人才培养的根基工程。" (source: T01-S020, 转述 -- ICTEDU article title/theme)
  3. "As Chair of the Ministry of Education Expert Advisory Committee, Lin shaped national standards for psychological health education across Chinese higher education." (source: T01-S017, 推断 -- from role description)
- **sub_skill_candidate**: true -- his developmental framework for cognitive ability and creativity in Chinese youth provides a culturally specific lens that complements Western models. Essential for anyone working in Chinese youth MH education.
- **Recent 12-month activity**: Continued advisory role; mentorship network (including Yu Guoliang) remains active; emeritus influence on national policy.
- **Controversy / criticism**: Some younger Chinese psychologists argue his framework is overly focused on cognitive development at the expense of emotional/social dimensions. His generation's approach may be seen as insufficiently sensitive to modern pressures (social media, academic pressure culture "involution").
- **Sources**: T01-S017, T01-S020, T01-S021
- **Credibility**: high

### 12. Yu Guoliang (俞国良)

- **One-liner**: China's most prolific scholar in mental health education, bridging psychology and pedagogy into a new interdisciplinary field.
- **Core identity**: Chief Expert of RUC Cross-disciplinary Mental Health Education Platform; Level-2 Professor and doctoral supervisor, Renmin University of China; Director, RUC Institute of Psychology; Director, Kaiming Mental Health Education Research Institute; member of the National Expert Advisory Committee on Primary and Secondary School Mental Health.
- **Key works**: (1) 《心理健康教育研究》6-volume set (BNU Press, 2024) -- 20+ years of research distilled; (2) 《创造力心理学》(won 11th China Book Award); (3) 《人际关系心理学》(won 5th National Book Award); (4) 300+ CSSCI papers, 60+ SCI/SSCI papers.
- **3 things to read/listen/watch**:
  - 📖 RUC faculty profile -- http://soe.ruc.edu.cn/info/1033/1031.htm
  - 📖 China Book Business Report review of 6-vol set -- https://www.cbbr.com.cn/contents/462/92571.html
  - 📖 Chinese Social Sciences Today on MH concept reinterpretation -- https://epaper.csstoday.net/epaper/read.do?m=i&iid=7026&eid=50835&sid=235549&idate=12_2025-02-12_A07
- **Core thought keywords**: 心理健康教育学 (MH Education as discipline), interdisciplinary fusion of psychology + pedagogy, learning difficulties, adolescent personality-social development, tool development
- **voice_samples**:
  1. "心理健康教育学: 心理学与教育学的交叉融合研究 -- Yu proposed establishing mental health education as a distinct interdisciplinary field." (source: T01-S018, 原话 -- article title)
  2. "俞国良教授二十余年与门下弟子的重要成果,涵盖理论思想、现状分析、工具开发、实证研究、前沿进展到跨学科视角。" (source: T01-S030, 原话 -- book review)
  3. "迈出高质量教材建设'万里长征'第一步 -- Yu advocates for building a high-quality textbook system as the first step in a long march toward mental health education professionalization." (source: T01-S018, 转述 -- interview summary)
- **sub_skill_candidate**: true -- his framework for establishing MH education as a formal discipline, combined with 20+ years of empirical tool development, provides a comprehensive blueprint for Chinese school-based mental health programs.
- **Recent 12-month activity**: Published 6-volume *MH Education Research* set (2024); continued policy advisory role; active in national textbook reform for mental health education; interview in China Education Online (Jan 2025).
- **Controversy / criticism**: His work is heavily embedded in the Chinese institutional framework, which some argue limits its applicability outside China. The sheer volume of publications (300+ CSSCI) raises quality-over-quantity concerns in some circles. His approach may be seen as too academic/top-down for frontline school counselors.
- **Sources**: T01-S018, T01-S030, T01-S034
- **Credibility**: high

### 13. Chen Mo (陈默)

- **One-liner**: Shanghai's most influential frontline adolescent counselor, translating clinical experience from 10,000+ cases into accessible parent-education books.
- **Core identity**: Senior Psychology Counselor (特聘资深心理咨询师), East China Normal University (ECNU); Secretary-General, Shanghai Psychological Association Basic Education Professional Committee; 30+ years of clinical experience with children and adolescents.
- **Key works**: (1) "陈默老师家庭教育支招系列" -- 4-book set covering preschool through high school, 200,000+ copies sold; (2) 《孩子,你怎么了》(What's Wrong, Child?) -- youth psychological problems Q&A; (3) 20+ research papers in *Popular Psychology*, *Primary and Secondary School Mental Health Education*.
- **3 things to read/listen/watch**:
  - 📖 ECNU counseling center profile -- https://xlzx.ecnu.edu.cn/d2/cf/c12072a185039/page.htm
  - 📖 IEIC lecture on cultivating children's intrinsic motivation -- https://m.guoji.114study.com/news/19098/all/
  - 📖 Fuyuzhiku expert profile -- https://www.fuyuzhiku.com/archives/9395
- **Core thought keywords**: 内驱力 (intrinsic motivation), family education, parent-child communication, learning difficulties, adolescent personality disorders, case-based counseling
- **voice_samples**:
  1. "陈默从90年代至今累计了近万例人次(记录在案)咨询个案 -- from the 1990s to now, Chen Mo has accumulated nearly 10,000 documented counseling cases." (source: T01-S019, 原话)
  2. "如何培养孩子的内驱力 -- Chen focuses on how to cultivate children's intrinsic motivation rather than relying on external pressure." (source: T01-S019, 转述 -- IEIC lecture theme)
  3. "She specializes in learning difficulties, parent-child relationships, social disorders, personality development, and various neurological conditions in youth." (source: T01-S019, 转述)
- **sub_skill_candidate**: true -- her case-based, practitioner-oriented approach to family education is highly actionable and complements the more academic Chinese figures. The "intrinsic motivation" framework is particularly relevant to China's "involution" crisis.
- **Recent 12-month activity**: Continued lecture circuit in Shanghai and nationally; family education workshops; active in Chinese school counseling communities.
- **Controversy / criticism**: Her work is primarily practice-based rather than research-based, with limited peer-reviewed publications. The popular-book format may oversimplify complex clinical issues. Credibility is medium rather than high because she operates primarily as a practitioner and popularizer rather than a researcher with rigorous empirical output.
- **Sources**: T01-S019, T01-S020, T01-S021
- **Credibility**: medium

### 14. Fang Xiaoyi (方晓义)

- **One-liner**: China's leading family therapy researcher who created intervention systems for adolescent behavioral problems including internet addiction.
- **Core identity**: Professor and doctoral supervisor, Beijing Normal University; 2009 Changjiang Scholar Distinguished Professor (教育部长江学者特聘教授); Director, BNU Institute of Developmental Psychology; Director, BNU Marriage & Family Research and Counseling Center; Director, BNU High School Student Development Guidance Research Center.
- **Key works**: (1) Created a family therapy intervention system for adolescent psychological and behavioral problems; (2) Developed a youth internet addiction prevention and intervention program; (3) Proposed the migrant children urban adaptation evaluation framework; (4) 110+ international journal papers; 20+ monographs.
- **3 things to read/listen/watch**:
  - 📖 Northeast Normal Univ lecture report on family therapy -- https://psy.nenu.edu.cn/info/1021/1503.htm
  - 📖 Northwest Normal Univ lecture report -- https://kfyjs.nwnu.edu.cn/2016/0601/c3668a67144/page.htm
  - 📖 South China Normal Univ lecture announcement -- https://psy.scnu.edu.cn/a/20150528/343.html
- **Core thought keywords**: family therapy, adolescent internet addiction, migrant children adaptation, marriage-family systems, developmental guidance, behavioral intervention
- **voice_samples**:
  1. "家庭治疗——改变儿童青少年的心理行为问题的新方法 -- Family therapy: a new method for changing children's and adolescents' psychological and behavioral problems." (source: T01-S031, 原话 -- lecture title)
  2. "方晓义创建了家庭治疗干预体系并提出流动儿童城市适应评价框架,开发了青少年网络成瘾预防干预方案。" (source: T01-S031, 转述)
  3. "He has led 40+ research projects including National Natural Science Foundation grants and MOE major social science research projects." (source: T01-S031, 转述)
- **sub_skill_candidate**: true -- his family therapy intervention system is directly applicable to youth mental health practice in Chinese contexts, and his internet addiction intervention framework addresses one of the most pressing concerns in Chinese adolescent mental health.
- **Recent 12-month activity**: Continued research at BNU; family therapy training workshops across Chinese universities; internet addiction research in the context of increasing screen time concerns post-COVID.
- **Controversy / criticism**: Family therapy approaches can be culturally complex in China where family honor and hierarchical dynamics complicate open therapeutic dialogue. Internet addiction as a diagnostic category remains contested internationally (WHO includes gaming disorder but not broader internet addiction in ICD-11). His work is heavily China-focused with limited international visibility.
- **Sources**: T01-S031, T01-S018, T01-S020
- **Credibility**: high

### 15. Lucy Foulkes

- **One-liner**: Oxford psychologist challenging the overpathologisation of adolescent distress -- the most rigorous voice asking "are we making things worse by raising awareness?"
- **Core identity**: Academic psychologist, University of Oxford; Prudence Trust Research Fellow; NIHR Senior Research Fellow; researcher on mental health and social development in adolescence with a focus on iatrogenic effects of mental health awareness campaigns.
- **Key works**: (1) *Losing Our Minds: The Challenge of Defining Mental Illness* (2021); (2) Research on "prevalence inflation" -- the hypothesis that increased MH awareness may increase self-diagnosis without clinical basis; (3) JCPP commentary on overpathologising (2025, PMC12573061).
- **3 things to read/listen/watch**:
  - 📖 *Losing Our Minds* (Macmillan, 2021) -- https://us.macmillan.com/books/9781250274175/losingourminds/
  - 📖 JCPP commentary on overpathologising (2025) -- https://pmc.ncbi.nlm.nih.gov/articles/PMC12573061/
  - 📖 UMHAN book review -- https://www.umhan.com/articles/Foulkes
- **Core thought keywords**: overpathologisation, prevalence inflation, normal suffering vs clinical disorder, iatrogenic effects of MH awareness, disorderism
- **voice_samples**:
  1. "The crisis is one of ignorance as much as illness -- we misunderstand the boundary between normal suffering and genuine mental disorder." (source: T01-S022, 转述 -- book synopsis)
  2. "Diagnostic labeling risks 'disorderism' -- a relative neglect of context introduced by interpreting struggles through the lens of individual disorders." (source: T01-S015, 原话 -- JCPP commentary)
  3. "How should we distinguish between 'normal' suffering and actual illness? The widespread misunderstanding of this might be contributing to its apparent prevalence." (source: T01-S022, 转述)
- **sub_skill_candidate**: true -- her "prevalence inflation" concept is a crucial corrective lens. Any youth MH education program risks iatrogenic harm if it doesn't internalize this insight. This is the most important meta-level critique in the field.
- **Recent 12-month activity**: Published JCPP commentary on overpathologising (2025); continued Oxford research on iatrogenic effects of school-based MH interventions; active in academic debate about whether universal mental health screening in schools does more harm than good.
- **Controversy / criticism**: Critics argue her work could be weaponized by those who want to defund mental health services ("kids are just snowflakes"). The line between "don't overpathologize" and "don't take teen suffering seriously" is thin and politically charged. She is careful to maintain the distinction but popularizers may not be.
- **Sources**: T01-S015, T01-S022, T01-S021
- **Credibility**: high

### 16. Abigail Shrier (Anti-pattern)

- **One-liner**: Investigative journalist who argues the mental health industry itself is the primary cause of Gen Z's psychological decline -- a provocative anti-pattern figure.
- **Core identity**: Investigative journalist; NYT bestselling author; contributor to Wall Street Journal opinion; Manhattan Institute affiliated; non-clinician, non-researcher.
- **Key works**: (1) *Bad Therapy: Why the Kids Aren't Growing Up* (2024) -- NYT bestseller; (2) *Irreversible Damage* (2020) -- controversial book on teen gender transition; (3) WSJ opinion columns on youth mental health.
- **3 things to read/listen/watch**:
  - 📖 Manhattan Institute book page -- https://manhattan.institute/book/bad-therapy
  - 📖 Psychology Today response "Is Bad Therapy Bad Therapy?" -- https://www.psychologytoday.com/us/blog/sax-on-sex/202404/is-bad-therapy-bad-therapy
  - 📖 City Journal review -- https://www.city-journal.org/article/review-of-bad-therapy-why-the-kids-arent-growing-up
- **Core thought keywords**: iatrogenesis, therapeutic parenting, anti-SEL, over-diagnosis, resilience through hardship, anti-fragility
- **voice_samples**:
  1. "The problem isn't the kids -- it's the mental health experts." (source: T01-S023, 原话 -- book tagline)
  2. "Shrier distinguishes between those suffering from profound mental illness and a 'far larger cohort: the worriers; the fearful; the lonely, lost, and sad.' She argues that the second group does not benefit from psychotherapy." (source: T01-S024, 转述)
  3. "Modern psychotherapy makes this far larger cohort worse rather than better." (source: T01-S023, 转述 -- core thesis summary)
- **sub_skill_candidate**: true (anti-pattern) -- Understanding Shrier's argument is essential precisely because it represents the most popular version of the "therapy is harmful" thesis. A youth MH skill must be able to engage with these objections without dismissing legitimate concerns about over-diagnosis while rejecting the blanket anti-therapy stance.
- **Recent 12-month activity**: *Bad Therapy* continued bestseller run; extensive podcast circuit; political alignment with conservative education reform efforts; cited in legislative efforts to restrict school-based MH programs.
- **Controversy / criticism**: CRITICAL: Shrier is not a clinician or researcher. Her methodology has been heavily criticized: (a) uses therapy as a straw man, conflating psychologists, educators, and wellness influencers; (b) cited a California bill (AB 912) that was vetoed, without correcting; (c) *Irreversible Damage* was criticized by major medical organizations (AAP, Endocrine Society) for misrepresenting gender-affirming care evidence. Her work is politically aligned with conservative anti-SEL movements and may cause real harm if parents withdraw clinical support from genuinely ill teens. However, her core concern about iatrogenesis (overlap with Foulkes) is legitimate and worth engaging with.
- **Sources**: T01-S023, T01-S024, T01-S015
- **Credibility**: medium (legitimate concern wrapped in methodologically weak journalism with political bias)

### 17. Tao Xinhua (陶新华)

- **One-liner**: Suzhou University professor focused on school-based mental health education implementation and counselor training in Chinese K-12 settings.
- **Core identity**: Professor, Suzhou University Mental Health Education Research Center; trainer for school counselors and student affairs staff (辅导员) across Chinese universities and K-12 schools.
- **Key works**: (1) Research papers on college student mental health status and attribution; (2) Psychological-behavioral intervention research projects; (3) Training programs for school mental health counselors across Chinese institutions.
- **3 things to read/listen/watch**:
  - 📖 Suzhou University research center page -- https://xlzx.suda.edu.cn/c1/48/c18745a508232/page.htm
  - 📖 Nantong Vocational University training report -- https://www.ntvu.edu.cn/html/1/2023-03-27/content-8663.html
  - 📖 PMC article on challenges of MH education in Chinese schools -- https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12443534/
- **Core thought keywords**: school counselor training, student mental health assessment, campus mental health systems, Chinese school counseling infrastructure
- **voice_samples**:
  1. "Tao conducts training workshops for school counselors (辅导员) on mental health education approaches and crisis intervention in campus settings." (source: T01-S019, 推断 -- from training activities)
  2. "His research at Suzhou University focuses on student mental health status surveys and causal attribution analysis." (source: T01-S019, 转述)
  3. "Integrating mental health education in Chinese schools faces challenges including insufficient trained professionals, stigma, and lack of standardized curricula." (source: T01-S015, 转述 -- PMC article theme)
- **sub_skill_candidate**: false -- his contributions are primarily in training infrastructure and local research rather than generating a distinctive intellectual framework. Important as a representative of the practitioner-trainer layer in Chinese school MH, but not a sub_skill candidate.
- **Recent 12-month activity**: Continued counselor training programs; research at Suzhou University; contributions to the growing literature on school-based MH implementation challenges in China.
- **Controversy / criticism**: Limited international visibility; primarily operates within the Chinese institutional framework. The quality and depth of his published research is less extensive compared to Lin Chongde, Yu Guoliang, or Fang Xiaoyi.
- **Sources**: T01-S019, T01-S015, T01-S026
- **Credibility**: medium

---

## Phase 2 Interface

### Cross-cutting keywords

1. **phone-free childhood** -- Haidt, Twenge (pro); Odgers (skeptical of blanket bans)
2. **social-emotional learning (SEL)** -- Goleman, Brackett, Weissberg (pro); Shrier (anti); Foulkes (cautious)
3. **overpathologisation / prevalence inflation** -- Foulkes (primary theorist); Shrier (popular but methodologically weak version); Damour (clinical nuance)
4. **evidence-based intervention** -- Miller/DBT-A, Brackett/RULER (gold standard); Koplewicz/CMI (institutional)
5. **dual-systems neuroscience** -- Steinberg (originator); implications for risk-taking, peer influence
6. **emotional intelligence** -- Goleman (popularizer), Brackett (researcher-implementer)
7. **family therapy / systems approach** -- Fang Xiaoyi (CN); Miller/DBT-A (family component)
8. **internet addiction / screen time** -- Fang Xiaoyi (CN), Twenge (US), Haidt (US)
9. **involution (内卷) and academic pressure** -- Chen Mo, Yu Guoliang, Lin Chongde (CN context)
10. **iatrogenesis in therapy** -- Foulkes (academic), Shrier (journalistic), partially Damour (clinical)

### Key disagreements / fault-lines

1. **The Haidt-Odgers axis**: Does social media CAUSE teen mental illness, or are effects small/mixed/confounded by pre-existing conditions? This is THE defining debate of the field 2024-2026. Haidt says causal; Odgers says insufficient evidence; Twenge is data-aligned with Haidt but more cautious. Resolution requires better experimental designs.

2. **Universal screening vs targeted intervention**: Should all students receive mental health education/screening (CASEL/RULER model), or does universal awareness increase iatrogenic self-diagnosis (Foulkes's prevalence inflation)? Shrier goes further and opposes most school-based therapy entirely.

3. **SEL as education vs indoctrination**: Conservative opposition (amplified by Shrier, some US state legislatures) frames SEL as ideological. CASEL/Brackett frame it as evidence-based skill-building. This is a political fault-line with real policy consequences.

4. **Chinese academic pressure culture**: Lin/Yu/Chen operate within a system where the primary mental health threat to youth is academic pressure (内卷/involution) and tiger-parenting, not social media per se. Western frameworks don't map cleanly onto this context.

5. **Clinical treatment vs prevention**: Koplewicz/CMI emphasizes diagnosis and treatment; Damour/Foulkes emphasize that most teen distress is developmentally normal and should NOT be pathologized. The field needs both but struggles to integrate them.

6. **Internet addiction as diagnosis**: Fang Xiaoyi's framework treats internet addiction as a treatable condition; internationally, only gaming disorder (not broader internet addiction) made it into ICD-11. China's approach is more medicalized than the Western consensus.

### Cold / underrated signals

1. **Prevalence inflation is the sleeper issue**: Foulkes's research on how mental health awareness campaigns may INCREASE self-diagnosis without clinical basis is gaining empirical support but hasn't penetrated mainstream discourse yet. This could reshape how school-based MH programs are designed.

2. **Adult-first SEL**: Brackett's insight that teachers must develop emotional intelligence BEFORE teaching it to students is underappreciated. Most school MH programs skip this step and wonder why they fail.

3. **Chinese family therapy gap**: Fang Xiaoyi is doing important work but family therapy in China faces unique cultural barriers (face-saving, hierarchical family structures) that Western family therapy models don't address. This is a gap ripe for innovation.

4. **The Damour middle path**: Lisa Damour's framework -- emotions are signals, not problems; stress is not always harmful; mental health is about "right feeling, right time" -- is the most clinically sound and least politically charged position in the field. It deserves more systematic adoption in curricula.

5. **DBT skills for non-clinical populations**: Miller's DBT-A skills (mindfulness, distress tolerance, emotion regulation, interpersonal effectiveness) are being adapted for universal school use, not just clinical populations. This is a promising bridge between clinical and preventive approaches.

6. **Steinberg's dual-systems model is aging**: While foundational, the model is increasingly seen as oversimplified. Newer research on adolescent neuroplasticity suggests teens are not simply "broken adults" but are in a period of heightened learning capacity -- a reframe that could shift youth MH from deficit-based to asset-based.

7. **Chinese MH education is professionalizing rapidly**: Yu Guoliang's push to establish 心理健康教育学 as a formal academic discipline signals that China is building institutional infrastructure for school MH at a pace that may outstrip the West in the next decade.
