# 06 — Glossary: Youth Mental Health Education

> **Track 06 · Phase 1 Research**
> Industry: Youth Mental Health Education (青少年心理健康教育)
> Scope: Terms, Standards, Regulations, Certifications — the insider language system
> Target: 55-65 entries across 4 categories
> Last updated: 2026-05-24

---

## Source Manifest

| source_id | url | domain | classification | note |
|-----------|-----|--------|---------------|------|
| T06-S001 | https://casel.org/fundamentals-of-sel/ | casel.org | surrogate_primary | association — CASEL SEL framework definition |
| T06-S002 | https://www.cdc.gov/aces/php/public-health-strategy/index.html | cdc.gov | verified_primary | CDC ACEs public health strategy |
| T06-S003 | https://www.samhsa.gov/mental-health/trauma-violence/trauma-informed-approaches-programs | samhsa.gov | verified_primary | SAMHSA trauma-informed approaches |
| T06-S004 | https://library.samhsa.gov/product/samhsas-concept-trauma-and-guidance-trauma-informed-approach/sma14-4884 | samhsa.gov | verified_primary | SAMHSA 2014 TIC guidance manual |
| T06-S005 | https://ies.ed.gov/rel-northeast-islands/2025/01/multi-tiered-systems-support-and-importance-promoting-student-well-being | ed.gov | verified_primary | IES MTSS fact sheets |
| T06-S006 | https://sites.ed.gov/idea/about-idea/ | ed.gov | verified_primary | ED IDEA overview |
| T06-S007 | https://studentprivacy.ed.gov/resources/joint-guidance-application-ferpa-and-hipaa-student-health-records | ed.gov | verified_primary | ED/HHS joint FERPA-HIPAA guidance |
| T06-S008 | https://www.hhs.gov/hipaa/for-professionals/faq/ferpa-and-hipaa/index.html | hhs.gov | verified_primary | HHS FERPA-HIPAA FAQ |
| T06-S009 | https://www.nasponline.org/standards-and-certification/national-certification | nasponline.org | surrogate_primary | association — NASP NCSP certification |
| T06-S010 | https://www.pbis.org/resource/fact-sheet-isf-201-when-school-mental-health-is-integrated-within-a-mtss-whats-different | pbis.org | surrogate_primary | association — PBIS ISF fact sheet |
| T06-S011 | https://www.apa.org/about/policy/child-adolescent-mental-behavioral-health | apa.org | surrogate_primary | association — APA child mental health resolution |
| T06-S012 | https://www.cms.gov/marketplace/private-health-insurance/mental-health-parity-addiction-equity | cms.gov | verified_primary | CMS MHPAEA overview |
| T06-S013 | https://www.who.int/standards/classifications/classification-of-diseases | who.int | verified_primary | WHO ICD classification |
| T06-S014 | https://opa.hhs.gov/adolescent-health/positive-youth-development | hhs.gov | verified_primary | HHS OPA PYD framework |
| T06-S015 | https://www.mentalhealthfirstaid.org/wp-content/uploads/2022/03/21.12.09_Youth-MHFA-Flier.pdf | mentalhealthfirstaid.org | surrogate_primary | association — YMHFA program flier |
| T06-S016 | https://www.cdc.gov/aces/risk-factors/index.html | cdc.gov | verified_primary | CDC ACEs risk and protective factors |
| T06-S017 | https://sprc.org/wp-content/uploads/2023/01/QPR-Gatekeeper-Training-for-Suicide-PRevention-Legacy-Listing.pdf | sprc.org | surrogate_primary | association — SPRC QPR evidence listing |
| T06-S018 | https://www.counseling.org/resources/licensure-requirements | counseling.org | surrogate_primary | association — ACA licensure requirements |
| T06-S019 | https://www.ed.gov/laws-and-policy/civil-rights-laws/disability-discrimination/frequently-asked-questions-section-504-free-appropriate-public-education-fape | ed.gov | verified_primary | ED Section 504 FAQ |
| T06-S020 | https://casel.org/casel-sel-framework-11-2020/ | casel.org | surrogate_primary | association — CASEL framework 2020 revision |
| T06-S021 | http://www.moe.gov.cn/jyb_sjzl/sjzl_zcfg/zcfg_qtxgfl/202110/t20211025_574798.html | moe.gov.cn | verified_primary | 教育部 未成年人保护法全文 |
| T06-S022 | https://flk.npc.gov.cn/detail?title=未成年人保护法 | npc.gov.cn | verified_primary | 全国人大 未成年人保护法 |
| T06-S023 | https://www.cdc.gov/mmwr/volumes/73/su/su7304a5.htm | cdc.gov | verified_primary | CDC MMWR ACEs and YRBS 2023 |
| T06-S024 | https://safesupportivelearning.ed.gov/events/webinar/using-multi-tiered-systems-support-address-students-mental-health-evidence-based | ed.gov | verified_primary | NCSSLE MTSS webinar |
| T06-S025 | https://www.hhs.gov/programs/health-insurance/mental-substance-use-health-insurance-parity/index.html | hhs.gov | verified_primary | HHS mental health parity |
| T06-S026 | https://www.nbcc.org/certification/licensure | nbcc.org | surrogate_primary | association — NBCC certification/licensure |
| T06-S027 | https://afsp.org | afsp.org | surrogate_primary | association — AFSP suicide prevention |
| T06-S028 | https://effectivechildtherapy.org | effectivechildtherapy.org | surrogate_primary | association — Society of Clinical Child Psychology EBP |

---

## Overview Table

| # | Term | Type | Tier | Insider def | Outsider tell | Updated |
|---|------|------|------|-------------|---------------|---------|
| 1 | SEL (Social-Emotional Learning) | acronym | tier-1 | CASEL 5-competency systemic framework | Confused with "soft skills" or character ed | 2026-05 |
| 2 | CBT (Cognitive Behavioral Therapy) | acronym | tier-1 | Structured protocol targeting cognitive distortions | "Just talking about feelings" | 2026-05 |
| 3 | MTSS (Multi-Tiered System of Supports) | acronym | tier-1 | Prevention-to-intervention delivery framework | Confused with special ed only | 2026-05 |
| 4 | Trauma-Informed Care / TIC | term | tier-1 | SAMHSA 6-principle organizational shift | "Trauma therapy" (it is not therapy) | 2026-05 |
| 5 | ACEs (Adverse Childhood Experiences) | acronym | tier-1 | CDC 10-category childhood adversity index | Equated with "bad childhood" loosely | 2026-05 |
| 6 | PBIS | acronym | tier-1 | Schoolwide positive behavioral framework | "Reward system" oversimplification | 2026-05 |
| 7 | Universal Screening | term | tier-1 | Population-level risk identification protocol | Confused with diagnosis | 2026-05 |
| 8 | Self-Regulation | term | tier-1 | Effortful modulation of emotion/behavior/cognition | "Self-control" (narrower) | 2026-05 |
| 9 | Executive Function | term | tier-1 | Top-down cognitive control processes | "Intelligence" mismap | 2026-05 |
| 10 | Resilience | term | tier-1 | Dynamic adaptation process, not fixed trait | "Toughness" or "grit" | 2026-05 |
| 11 | Risk Factors vs Protective Factors | term | tier-1 | Epidemiological predictors of outcomes | "Causes" (not deterministic) | 2026-05 |
| 12 | EBP (Evidence-Based Practice) | acronym | tier-1 | Integration of research + clinical expertise + client values | "Proven method" (ignores context) | 2026-05 |
| 13 | Mental Health Literacy | term | tier-1 | Knowledge/beliefs aiding MH recognition and help-seeking | "Awareness" (much narrower) | 2026-05 |
| 14 | Gatekeeper Training | term | tier-1 | Suicide prevention training for non-clinicians | "Counselor training" | 2026-05 |
| 15 | Psychoeducation | term | tier-1 | Structured knowledge delivery about MH conditions | "Therapy" (it is education, not treatment) | 2026-05 |
| 16 | ACEs (scoring) + Toxic Stress | term | tier-1 | Physiological stress response disrupting development | "Stress" in casual sense | 2026-05 |
| 17 | Stepped Care | term | tier-1 | Least-intensive-first service delivery model | "Waitlist system" | 2026-05 |
| 18 | School Climate | term | tier-1 | Measurable quality of school social environment | "School culture" (related but different) | 2026-05 |
| 19 | Positive Youth Development (PYD) | term | tier-1 | Strength-based developmental framework (5 Cs) | "Youth programs" | 2026-05 |
| 20 | RTI (Response to Intervention) | acronym | tier-1 | Data-driven academic/behavioral intervention model | Confused with MTSS (RTI is a precursor) | 2026-05 |
| 21 | DBT (Dialectical Behavior Therapy) | acronym | tier-2 | Skills-based therapy for emotion dysregulation | "CBT variant" (distinct philosophy) | 2026-05 |
| 22 | MI (Motivational Interviewing) | acronym | tier-2 | Client-centered counseling style resolving ambivalence | "Persuasion technique" | 2026-05 |
| 23 | ACT (Acceptance & Commitment Therapy) | acronym | tier-2 | Psychological flexibility via acceptance + values | Confused with CBT | 2026-05 |
| 24 | Wraparound Services | term | tier-2 | Family-driven coordinated care planning | "Extra services" | 2026-05 |
| 25 | Cultural Competence | term | tier-2 | Ability to work effectively across cultures | "Being nice to minorities" | 2026-05 |
| 26 | Developmental Psychopathology | term | tier-2 | Study of disorder origins across development | "Child psychology" | 2026-05 |
| 27 | Comorbidity | term | tier-2 | Co-occurrence of 2+ disorders | "Multiple problems" | 2026-05 |
| 28 | Externalizing vs Internalizing | term | tier-2 | Broadband behavioral problem classification | Mixed up directions | 2026-05 |
| 29 | Implementation Science | term | tier-2 | Study of methods to adopt EBPs in practice | "Rolling out a program" | 2026-05 |
| 30 | Fidelity | term | tier-2 | Degree of adherence to intervention protocol | "Quality" (broader) | 2026-05 |
| 31 | Digital Therapeutics / DTx | term | tier-2 | Software-driven evidence-based interventions | "Mental health app" | 2026-05 |
| 32 | Peer Support | term | tier-2 | Structured support by those with lived experience | "Friends helping friends" | 2026-05 |
| 33 | Mandated Reporting | term | tier-2 | Legal obligation to report suspected abuse | "Optional concern" | 2026-05 |
| 34 | Psychopharmacology (youth) | term | tier-2 | Medication management for pediatric MH | "Drugging kids" (stigma) | 2026-05 |
| 35 | Safety Planning | term | tier-2 | Collaborative crisis-response document | "No-suicide contract" (outdated) | 2026-05 |
| 36 | Tiered Intervention (T1/T2/T3) | term | tier-2 | Three-level intensity model within MTSS | "Tracking" | 2026-05 |
| 37 | IEP / 504 Plan | term | tier-2 | US legal accommodations for disability | Confused with each other | 2026-05 |
| 38 | MBSR/MBCT for Youth | acronym | tier-2 | Adapted mindfulness protocols for adolescents | "Meditation" | 2026-05 |
| 39 | 心理危机干预 | term | tier-2 | 中国学校心理危机应急响应体系 | 混同于心理咨询 | 2026-05 |
| 40 | 双减政策 | term | tier-2 | 2021 课业减负政策, 间接影响心理健康 | 仅理解为减作业 | 2026-05 |
| 41 | DSM-5-TR | standard | tier-1 | APA psychiatric diagnostic classification | — | 2026-05 |
| 42 | ICD-11 | standard | tier-1 | WHO international disease classification | — | 2026-05 |
| 43 | CASEL Framework | standard | tier-1 | SEL competency + implementation framework | — | 2026-05 |
| 44 | ASCA National Model | standard | tier-2 | School counselor program delivery standard | — | 2026-05 |
| 45 | NICE Guidelines CG28/CG91 | standard | tier-2 | UK clinical guidelines for youth depression/anxiety | — | 2026-05 |
| 46 | 中小学心理健康教育指导纲要 | standard | tier-1 | 教育部 2012 修订版 | — | 2026-05 |
| 47 | 中国儿童发展纲要 2021-2030 | standard | tier-2 | 国务院妇儿工委 | — | 2026-05 |
| 48 | FERPA | regulation | tier-1 | US education records privacy law | — | 2026-05 |
| 49 | HIPAA | regulation | tier-1 | US health information privacy (minors context) | — | 2026-05 |
| 50 | IDEA | regulation | tier-1 | US special education entitlement law | — | 2026-05 |
| 51 | MHPAEA | regulation | tier-2 | US mental health insurance parity law | — | 2026-05 |
| 52 | 未成年人保护法 (2021) | regulation | tier-1 | 中国未成年人六大保护体系 | — | 2026-05 |
| 53 | 儿童个人信息网络保护规定 | regulation | tier-2 | 2019 网信办 | — | 2026-05 |
| 54 | LPC | certification | tier-2 | US licensed professional counselor | — | 2026-05 |
| 55 | NCSP | certification | tier-2 | NASP nationally certified school psychologist | — | 2026-05 |
| 56 | LCSW | certification | tier-2 | US licensed clinical social worker | — | 2026-05 |
| 57 | YMHFA Instructor | certification | tier-2 | Youth Mental Health First Aid instructor cert | — | 2026-05 |
| 58 | 中国心理咨询师资格 | certification | tier-2 | 已取消国家二/三级, 现社会化认证 | — | 2026-05 |

---

## Detailed Entries

<!-- TERMS: Tier 1 (1-20) -->

### 1. SEL (Social-Emotional Learning) — 社交情感学习

- **Type**: acronym
- **Tier**: tier-1
- **Definition (insider)**: Systemic framework for developing five interrelated competencies (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) across classrooms, schools, families, and communities. CASEL's SAFE criteria (Sequenced, Active, Focused, Explicit) define quality implementation.
- **Definition (outsider-friendly)**: A structured approach to teaching kids emotional and social skills — like managing feelings, getting along with others, and making good decisions — woven into the school day, not just a one-off lesson.
- **Etymology/来源**: Coined in 1994 by the Fetzer Institute working group that became CASEL. Replaced older "affective education" and "character education" labels with an evidence-grounded framework.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders say "soft skills training" — insiders see a systemic multi-setting framework, not just classroom exercises
  - usage_tell: Confused with character education (values-based) or anti-bullying programs (single-issue); SEL is broader and competency-based
  - register_tell: Media often uses "teaching kids feelings" — trivializes the implementation science behind it
- **关联术语**: CASEL Framework (#43), School Climate (#18), PBIS (#6), MTSS (#3)
- **是否被错位包装**: Sometimes marketed by EdTech vendors as "SEL app" when the app covers only one competency without systemic integration
- **Source**: T06-S001 (casel.org); T06-S020 (CASEL framework 2020)
- **可信度**: high
- **Decay risk**: low

### 2. CBT (Cognitive Behavioral Therapy) — 认知行为疗法

- **Type**: acronym
- **Tier**: tier-1
- **Definition (insider)**: Structured, time-limited psychotherapy that identifies and modifies maladaptive cognitive distortions and behavioral patterns. For youth, typically adapted into modular or transdiagnostic protocols (e.g., Coping Cat for anxiety, ACTION for depression). Gold-standard EBP for adolescent anxiety and depression per APA and NICE guidelines.
- **Definition (outsider-friendly)**: A type of therapy that helps young people notice unhelpful thought patterns ("I always fail") and replace them with more realistic ones, combined with behavioral exercises — usually in 12-16 structured sessions.
- **Etymology/来源**: Developed by Aaron T. Beck in the 1960s at UPenn. Youth adaptations emerged in the 1990s (Kendall's Coping Cat, 1994). Beck Institute remains the primary training hub.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders say "just talking about your feelings" — CBT is highly structured with homework, worksheets, and measurable goals
  - usage_tell: Conflated with generic "therapy" or "counseling"; CBT is a specific protocol, not an umbrella term
  - register_tell: Pop-psych uses "reframe your thinking" as if it equals CBT; actual CBT involves systematic cognitive restructuring + behavioral activation
- **关联术语**: DBT (#21), ACT (#23), EBP (#12), NICE Guidelines (#45)
- **是否被错位包装**: Many "CBT-based apps" use isolated psychoeducation without the full protocol structure — vendor docs often overstate fidelity
- **Source**: T06-S011 (APA child MH resolution); T06-S028 (effectivechildtherapy.org)
- **可信度**: high
- **Decay risk**: low

### 3. MTSS (Multi-Tiered System of Supports) — 多层支持系统

- **Type**: acronym
- **Tier**: tier-1
- **Definition (insider)**: Comprehensive prevention-to-intervention delivery framework organizing academic and behavioral/MH supports across three tiers: Tier 1 (universal, all students), Tier 2 (targeted small-group for at-risk), Tier 3 (intensive individualized). Uses data-driven decision-making and progress monitoring. Subsumes both RTI (academic) and PBIS (behavioral) under one umbrella.
- **Definition (outsider-friendly)**: A school-wide system that provides different levels of support — basic help for everyone, extra help for some students showing early signs of struggle, and intensive help for those with serious needs — all guided by data.
- **Etymology/来源**: Evolved from RTI (2004 IDEA reauthorization) and PBIS frameworks. The "multi-tiered" terminology gained federal endorsement through ESSA (2015). IES/REL Northeast published updated fact sheets in 2025.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders think MTSS is "only for special ed kids" — it is universal, starting with all students at Tier 1
  - usage_tell: Confused with RTI (MTSS is broader, encompassing behavioral and social-emotional domains, not just academics)
  - register_tell: Administrators sometimes use "MTSS" to rebrand existing ad-hoc referral systems without implementing the data infrastructure
- **关联术语**: RTI (#20), PBIS (#6), Tiered Intervention (#36), Universal Screening (#7), Stepped Care (#17)
- **是否被错位包装**: No significant mispackaging observed; term is primarily used in educational policy contexts
- **Source**: T06-S005 (IES MTSS fact sheets); T06-S024 (NCSSLE MTSS webinar)
- **可信度**: high
- **Decay risk**: low

### 4. Trauma-Informed Care (TIC) — 创伤知情照护

- **Type**: term
- **Tier**: tier-1
- **Definition (insider)**: An organizational paradigm shift (not a clinical technique) built on SAMHSA's four Rs: Realize the impact of trauma; Recognize signs/symptoms; Respond by integrating trauma knowledge into policies and practices; Resist re-traumatization. Six guiding principles: safety, trustworthiness/transparency, peer support, collaboration/mutuality, empowerment/voice/choice, cultural-historical-gender responsiveness.
- **Definition (outsider-friendly)**: A way of running a school (or any organization) that assumes many people have experienced difficult or frightening events, and adjusts rules, language, and environment so nobody is accidentally re-harmed.
- **Etymology/来源**: SAMHSA's 2014 publication "Concept of Trauma and Guidance for a Trauma-Informed Approach" (SMA14-4884) formalized the framework. Roots in 1990s ACE study (Felitti & Anda) and child welfare reform.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders call it "trauma therapy" — TIC is not therapy; it is an organizational approach that any adult (teacher, admin, bus driver) can implement
  - usage_tell: Schools claim to be "trauma-informed" after a single PD workshop; actual TIC requires systemic policy change
  - register_tell: Pop media frames it as "being extra gentle with kids" — misses the structural/policy dimensions
- **关联术语**: ACEs (#5), Toxic Stress (#16), Resilience (#10), PBIS (#6)
- **是否被错位包装**: Frequently; "trauma-informed" is sometimes used as a marketing label for curricula that only cover awareness without the systemic components
- **Source**: T06-S003 (SAMHSA TIC approaches); T06-S004 (SAMHSA 2014 guidance)
- **可信度**: high
- **Decay risk**: low

### 5. ACEs (Adverse Childhood Experiences) — 不良童年经历

- **Type**: acronym
- **Tier**: tier-1
- **Definition (insider)**: Standardized 10-category index of potentially traumatic events before age 18 (abuse: physical, emotional, sexual; neglect: physical, emotional; household dysfunction: domestic violence, substance abuse, mental illness, parental separation, incarcerated household member). CDC-Kaiser 1998 study established the dose-response relationship: higher ACE scores correlate with worse health outcomes across the lifespan. Population-attributable fractions exceed 50% for violence, substance use, and suicide-related behaviors in adolescents (MMWR 2023).
- **Definition (outsider-friendly)**: A research-backed checklist of 10 types of difficult childhood events (abuse, neglect, family problems) that, when they stack up, significantly increase the risk of health and mental health problems later in life.
- **Etymology/来源**: Originating from the CDC-Kaiser Permanente ACE Study (Felitti et al., 1998) — one of the largest studies of childhood adversity and later-life outcomes (17,000+ participants). CDC continues surveillance via the Youth Risk Behavior Survey.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders use "ACE score" as a diagnosis or destiny — insiders know it is a population-level risk indicator, not an individual prediction tool
  - usage_tell: "High ACE score means damaged" — ignores protective factors and resilience; a score of 4 does not doom someone
  - register_tell: Social media oversimplifies to "check your ACE score!" quizzes without clinical context or follow-up guidance
- **关联术语**: Toxic Stress (#16), Trauma-Informed Care (#4), Risk vs Protective Factors (#11), Resilience (#10)
- **是否被错位包装**: ACE score quizzes circulate on wellness blogs without disclaimers about their limitations as individual diagnostic tools
- **Source**: T06-S002 (CDC ACEs strategy); T06-S023 (CDC MMWR 2023 YRBS); T06-S016 (CDC risk/protective factors)
- **可信度**: high
- **Decay risk**: low

### 6. PBIS (Positive Behavioral Interventions and Supports) — 正向行为干预支持

- **Type**: acronym
- **Tier**: tier-1
- **Definition (insider)**: Schoolwide evidence-based framework for establishing behavioral expectations, teaching prosocial skills, and using data (office discipline referrals, behavioral screening) to make intervention decisions across three tiers. Federally funded through the OSEP Technical Assistance Center on PBIS. Now increasingly integrated with school mental health via the Interconnected Systems Framework (ISF).
- **Definition (outsider-friendly)**: A school-wide system where clear behavioral expectations are taught and reinforced positively (rather than just punishing misbehavior), with escalating support for students who need more help.
- **Etymology/来源**: Rooted in applied behavior analysis; formalized with IDEA 1997 amendments. The National Center on PBIS (pbis.org) has been the federally funded TA center since 1998. ISF integration with school MH formalized ~2014.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders reduce PBIS to "sticker charts and prizes" — the framework is a data-driven systems approach, not just a reward mechanism
  - usage_tell: Confused with classroom management techniques; PBIS is school-wide and tiered
  - register_tell: Critics sometimes dismiss it as "bribing kids to behave" without understanding the behavioral science foundation
- **关联术语**: MTSS (#3), Tiered Intervention (#36), School Climate (#18), SEL (#1)
- **是否被错位包装**: Some commercial "PBIS products" are token economy apps without the systems-level training and data infrastructure
- **Source**: T06-S010 (PBIS ISF fact sheet); T06-S005 (IES MTSS)
- **可信度**: high
- **Decay risk**: low

### 7. Universal Screening — 全员筛查

- **Type**: term
- **Tier**: tier-1
- **Definition (insider)**: Population-level administration of brief, validated instruments (e.g., SDQ, BESS, PHQ-A, PSC) to all students at scheduled intervals (typically 2-3x/year) to identify those at elevated risk for behavioral/emotional difficulties. Feeds Tier 2/3 decision-making within MTSS. Not diagnostic — it is a triage step. U.S. Preventive Services Task Force now recommends universal screening for anxiety (ages 8-18) and depression (ages 12+).
- **Definition (outsider-friendly)**: A brief questionnaire given to all students at regular intervals to spot early signs of emotional or behavioral struggles, so the school can offer help before problems grow — like a vision test, but for mental health.
- **Etymology/来源**: Borrowed from public health screening methodology. Adopted in school MH with the rise of MTSS/RTI frameworks in the 2000s. USPSTF anxiety screening recommendation for youth issued 2022.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders think screening = diagnosis. A positive screen is a flag for further assessment, not a label
  - usage_tell: Parents sometimes fear "my child will be labeled" — screening data is used for support allocation, not permanent records
  - register_tell: Media may say "schools are testing kids for mental illness" — screening identifies risk, not illness
- **关联术语**: MTSS (#3), Tiered Intervention (#36), EBP (#12), Risk vs Protective Factors (#11)
- **是否被错位包装**: No major mispackaging; tools themselves are well-validated
- **Source**: T06-S005 (IES MTSS); T06-S024 (NCSSLE webinar)
- **可信度**: high
- **Decay risk**: low

### 8. Self-Regulation — 自我调节

- **Type**: term
- **Tier**: tier-1
- **Definition (insider)**: The effortful, multi-domain capacity to modulate emotional responses, cognitive attention, and behavioral impulses in service of goals. Encompasses emotional regulation, cognitive regulation (attention, working memory), and behavioral regulation. Central to SEL's "self-management" competency and executive function development. Distinct from compliance or obedience — it is internally driven.
- **Definition (outsider-friendly)**: A child's growing ability to manage their emotions, focus their attention, and control impulses on their own — not because an adult is watching, but because they have developed the internal skills to do so.
- **Etymology/来源**: Rooted in developmental psychology (Vygotsky's zone of proximal development, Bandura's social cognitive theory). Popularized in education through Blair & Razza (2007) linking self-regulation to school readiness.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders equate it with "self-control" — self-regulation is broader, including cognitive and emotional dimensions, not just behavioral inhibition
  - usage_tell: "That child has no self-regulation" used as a character judgment rather than a developmental skill that can be taught
  - register_tell: Pop-parenting content sometimes reduces it to "calming down" techniques, missing the cognitive and goal-directed components
- **关联术语**: Executive Function (#9), SEL (#1), Resilience (#10), DBT (#21)
- **是否被错位包装**: "Self-regulation curricula" sometimes teach only breathing exercises without addressing cognitive or behavioral dimensions
- **Source**: T06-S001 (CASEL); T06-S014 (HHS PYD)
- **可信度**: high
- **Decay risk**: low

### 9. Executive Function — 执行功能

- **Type**: term
- **Tier**: tier-1
- **Definition (insider)**: Set of top-down cognitive control processes — primarily inhibitory control, working memory, and cognitive flexibility — mediated by the prefrontal cortex. Develops throughout adolescence (PFC not fully mature until mid-20s). Foundational for academic performance, emotional regulation, and decision-making. Impairments are core features of ADHD, and executive dysfunction is common in trauma-exposed youth.
- **Definition (outsider-friendly)**: The brain's "air traffic control" system — the mental skills that help you plan ahead, remember instructions, juggle multiple tasks, and resist distractions. These skills develop throughout childhood and the teen years.
- **Etymology/来源**: Term from neuropsychology (Luria, 1966; refined by Miyake et al., 2000). Harvard Center on the Developing Child popularized the "air traffic control" metaphor for educators. Key construct in developmental neuroscience linking brain development to school readiness.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders equate it with "intelligence" or "being smart" — EF is distinct from IQ; a bright child can have weak executive function
  - usage_tell: "They just need to try harder" — weak EF is a skill deficit, not a motivation problem
  - register_tell: Business contexts borrow "executive function" to mean leadership skills — in developmental psychology it refers specifically to cognitive control processes
- **关联术语**: Self-Regulation (#8), ADHD (implicit in IDEA #50), SEL (#1), Developmental Psychopathology (#26)
- **是否被错位包装**: "Executive function training" programs vary widely in evidence base; some are well-validated (CogMed), others are not
- **Source**: T06-S014 (HHS PYD); T06-S011 (APA child MH)
- **可信度**: high
- **Decay risk**: low

### 10. Resilience — 心理韧性

- **Type**: term
- **Tier**: tier-1
- **Definition (insider)**: Dynamic process of positive adaptation in the context of significant adversity — not a fixed personality trait. Depends on the interaction of individual capacities (self-regulation, cognitive skills), relational supports (at least one stable caring adult), and systemic resources (community, school climate). Modern resilience science emphasizes that it can be cultivated through protective factor enhancement.
- **Definition (outsider-friendly)**: The ability to bounce back from hard times — not because someone is naturally tough, but because they have the right mix of personal skills, caring relationships, and supportive environments.
- **Etymology/来源**: Emerged from landmark longitudinal studies (Werner & Smith's Kauai study, 1955-present). Shifted from "invulnerable child" framing (1970s) to interactive process model (Masten, 2001: "ordinary magic"). APA and CDC now emphasize resilience as buildable, not innate.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders say "resilient kids are just tough" — resilience is not toughness; it requires support systems, not just individual grit
  - usage_tell: "Build resilience" used to justify withdrawing support ("they need to learn to cope") — the opposite of what the science says
  - register_tell: Corporate resilience training (bounce back from burnout) has a different meaning than developmental resilience (positive adaptation despite adversity)
- **关联术语**: ACEs (#5), Protective Factors (#11), PYD (#19), Trauma-Informed Care (#4)
- **是否被错位包装**: "Resilience programs" sometimes repackage general wellness content without addressing the adversity-specific adaptation process
- **Source**: T06-S014 (HHS PYD); T06-S002 (CDC ACEs)
- **可信度**: high
- **Decay risk**: low

### 11. Risk Factors vs Protective Factors — 风险因子 vs 保护因子

- **Type**: term
- **Tier**: tier-1
- **Definition (insider)**: Epidemiological constructs identifying variables that increase (risk) or decrease (protective) the probability of negative developmental outcomes at individual, family, school, and community levels. Risk factors are probabilistic, not deterministic. Protective factors operate through multiple mechanisms: buffering (moderating risk impact), compensatory (direct positive effect), and inoculating (building capacity through manageable challenge). CDC's ACE framework maps both.
- **Definition (outsider-friendly)**: Things that make it more likely a young person will struggle (risk factors, like family conflict or poverty) versus things that make it more likely they will thrive (protective factors, like a caring adult or strong school connections).
- **Etymology/来源**: Foundational epidemiological framework applied to developmental psychopathology since the 1970s. Garmezy, Rutter, and Werner established the paradigm. CDC operationalized it for public health prevention strategy.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders treat risk factors as "causes" — they are statistical predictors, not deterministic causes
  - usage_tell: Listing risk factors as if they seal a child's fate; protective factors can offset even high cumulative risk
  - register_tell: Media lists risk factors to alarm; professionals use them to target prevention resources
- **关联术语**: ACEs (#5), Resilience (#10), Universal Screening (#7), PYD (#19)
- **是否被错位包装**: No significant mispackaging
- **Source**: T06-S016 (CDC risk/protective factors); T06-S002 (CDC ACEs)
- **可信度**: high
- **Decay risk**: low

### 12. EBP (Evidence-Based Practice) — 循证实践

- **Type**: acronym
- **Tier**: tier-1
- **Definition (insider)**: The integration of three pillars: (1) best available research evidence, (2) clinical/professional expertise, and (3) client characteristics, culture, and preferences. In youth MH, operationalized through registries (SAMHSA NREPP, Blueprints, California EBP Clearinghouse) that rate intervention evidence levels. Not synonymous with "evidence-based programs" (specific manualized interventions) — EBP is a decision-making process.
- **Definition (outsider-friendly)**: Using methods that have been scientifically tested and shown to work, while also considering the professional's experience and the individual needs of the young person being helped.
- **Etymology/来源**: Originated in evidence-based medicine (Sackett, 1996). APA Presidential Task Force adapted it for psychology (2006). Youth MH field adopted it to counter untested "feel-good" interventions.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders say "proven method" — EBP includes clinical judgment and client fit, not just the research base
  - usage_tell: "Not evidence-based = bad" ignores that many promising practices lack RCT funding, not efficacy
  - register_tell: Vendors label products "evidence-based" after one pilot study; the field expects multiple RCTs or rigorous quasi-experimental designs
- **关联术语**: CBT (#2), Fidelity (#30), Implementation Science (#29), EBP registries
- **是否被错位包装**: Frequently; "evidence-based" is one of the most overused marketing terms in EdTech and youth MH products
- **Source**: T06-S011 (APA child MH); T06-S028 (effectivechildtherapy.org)
- **可信度**: high
- **Decay risk**: low

### 13. Mental Health Literacy — 心理健康素养

- **Type**: term
- **Tier**: tier-1
- **Definition (insider)**: Multi-component construct encompassing: (1) knowledge of mental disorders and their treatments, (2) ability to recognize developing disorders or psychological distress, (3) knowledge of help-seeking options, (4) attitudes that promote recognition and help-seeking, and (5) knowledge of self-help strategies. Jorm's (1997) original definition; since expanded to include digital MH literacy. Critical Tier 1 prevention component — without MHL, universal screening and gatekeeper training lose effectiveness.
- **Definition (outsider-friendly)**: Understanding what mental health conditions look like, knowing when and where to get help, and having attitudes that make seeking help feel normal — the mental health equivalent of knowing when to see a doctor for a physical problem.
- **Etymology/来源**: Coined by Anthony Jorm (1997, Australia). Modeled on "health literacy." Expanded by Kutcher et al. (2015) to include school-based curriculum integration. Now a Tier 1 MTSS component.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders equate MHL with "awareness" — MHL is much broader, including attitudes, help-seeking knowledge, and self-help strategies
  - usage_tell: "We did a mental health awareness week" treated as if it covers MHL; sustained curriculum integration is needed
  - register_tell: Campaigns use "break the stigma" as if that alone constitutes MHL improvement
- **关联术语**: Psychoeducation (#15), Gatekeeper Training (#14), SEL (#1), Universal Screening (#7)
- **是否被错位包装**: Anti-stigma campaigns sometimes claim to improve MHL but only address attitudes, not knowledge or help-seeking skills
- **Source**: T06-S014 (HHS PYD); T06-S001 (CASEL)
- **可信度**: high
- **Decay risk**: low

### 14. Gatekeeper Training — 守门人培训

- **Type**: term
- **Tier**: tier-1
- **Definition (insider)**: Structured training for non-clinical adults (teachers, coaches, parents) to recognize warning signs of suicide/crisis, ask directly about suicidal ideation, persuade the person to seek help, and refer to appropriate professionals. Dominant models: QPR (Question-Persuade-Refer), ASIST, safeTALK, and YMHFA. Evidence shows reliable improvement in knowledge and self-efficacy; evidence for actual behavior change is mixed but growing. Critical Tier 1 suicide prevention strategy.
- **Definition (outsider-friendly)**: Training everyday adults — teachers, parents, coaches — to spot warning signs that a young person might be in crisis and to confidently connect them with professional help. Like CPR training, but for mental health emergencies.
- **Etymology/来源**: The "gatekeeper" metaphor from public health suicide prevention strategy (1990s). QPR model by Paul Quinnett (1995). SAMHSA's NREPP and SPRC list gatekeeper programs as evidence-based.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders think gatekeepers become counselors — the role is recognition and referral, not treatment
  - usage_tell: "We trained teachers in suicide prevention" may refer to a 30-minute overview, not a structured gatekeeper protocol
  - register_tell: Some gatekeepers fear they will "make it worse by asking" — evidence shows direct questioning does not increase risk
- **关联术语**: Safety Planning (#35), MH Literacy (#13), YMHFA (#57), Universal Screening (#7)
- **是否被错位包装**: No major mispackaging; programs are generally well-defined
- **Source**: T06-S017 (SPRC QPR listing); T06-S003 (SAMHSA)
- **可信度**: high
- **Decay risk**: low

### 15. Psychoeducation — 心理健康教育(狭义)

- **Type**: term
- **Tier**: tier-1
- **Definition (insider)**: Structured delivery of information about mental health conditions, symptoms, treatments, and coping strategies to individuals, families, or groups. Distinct from psychotherapy — psychoeducation is educational, not therapeutic, though it is often a component within therapy protocols (e.g., the first sessions of CBT typically include psychoeducation about the cognitive model). Can be delivered by non-clinicians. A core Tier 1 MH literacy strategy.
- **Definition (outsider-friendly)**: Teaching young people and their families about mental health topics — what anxiety actually is, how the brain responds to stress, what treatment options exist — so they understand what is happening and feel empowered to seek help.
- **Etymology/来源**: Term used in psychiatric rehabilitation since the 1980s (Anderson et al., 1980 — family psychoeducation for schizophrenia). Expanded to youth settings in the 2000s as a Tier 1 prevention strategy.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders confuse psychoeducation with "therapy" or "counseling" — it is explicitly educational, not clinical treatment
  - usage_tell: "We do psychoeducation" used to describe any MH-related assembly talk; true psychoeducation is structured and evidence-informed
  - register_tell: In Chinese contexts, 心理健康教育 (literally "psychological health education") is broader than the English term psychoeducation, encompassing the entire school MH curriculum
- **关联术语**: MH Literacy (#13), SEL (#1), CBT (#2), Gatekeeper Training (#14)
- **是否被错位包装**: No significant mispackaging
- **Source**: T06-S011 (APA child MH); T06-S001 (CASEL)
- **可信度**: high
- **Decay risk**: low

### 16. Toxic Stress — 毒性应激

- **Type**: term
- **Tier**: tier-1
- **Definition (insider)**: Prolonged activation of the physiological stress response (HPA axis, cortisol, inflammatory markers) without adequate buffering from supportive adult relationships. Distinct from positive stress (brief, growth-promoting) and tolerable stress (time-limited, buffered by relationships). Toxic stress disrupts brain architecture development, immune function, and epigenetic regulation. The biological mechanism linking ACEs to long-term health outcomes. Harvard Center on the Developing Child's three-level stress taxonomy is the canonical framework.
- **Definition (outsider-friendly)**: When a child faces serious, ongoing stress (abuse, neglect, chaos) without a supportive adult to help them cope, the stress response stays "on" too long and can physically change how the brain and body develop.
- **Etymology/来源**: Coined by Jack Shonkoff and the National Scientific Council on the Developing Child (Harvard, 2005). Built on neuroscience of stress physiology and ACE study epidemiology.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders equate any childhood stress with toxic stress — the "toxic" label requires sustained adversity AND absence of buffering relationships
  - usage_tell: "Kids today have toxic stress from homework" — misapplies a clinical concept to normal developmental challenges
  - register_tell: Pop-science articles use "toxic stress" interchangeably with "trauma" — they overlap but are distinct constructs
- **关联术语**: ACEs (#5), Resilience (#10), Trauma-Informed Care (#4), Protective Factors (#11)
- **是否被错位包装**: "Detox your stress" wellness marketing coopts the term outside its scientific meaning
- **Source**: T06-S002 (CDC ACEs); T06-S003 (SAMHSA)
- **可信度**: high
- **Decay risk**: low

### 17. Stepped Care — 阶梯式照护

- **Type**: term
- **Tier**: tier-1
- **Definition (insider)**: Service delivery model that begins with the least intensive, most accessible intervention and escalates to more intensive services only if the initial step proves insufficient. In youth MH: step 1 = psychoeducation/self-help; step 2 = guided self-help/brief intervention; step 3 = structured therapy (CBT); step 4 = specialist/multimodal treatment. Aligns with MTSS tiers but applies to clinical service delivery specifically. NICE Guidelines (UK) explicitly use the stepped-care model for youth depression and anxiety.
- **Definition (outsider-friendly)**: A "start simple, step up if needed" approach — give the lightest effective help first, and only move to more intensive treatment if the simpler approach does not work.
- **Etymology/来源**: From health economics and behavioral health service design (Bower & Gilbody, 2005). NICE adopted it as the organizing principle for UK child/adolescent MH guidelines.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders think it means "wait and see" or rationing care — it is an active, monitored progression with clear escalation criteria
  - usage_tell: Confused with a waitlist system; stepped care involves active intervention at every step
  - register_tell: Insurance contexts may misuse it to justify denying higher-intensity care
- **关联术语**: MTSS (#3), Tiered Intervention (#36), NICE Guidelines (#45), EBP (#12)
- **是否被错位包装**: No major mispackaging
- **Source**: T06-S005 (IES MTSS); T06-S011 (APA child MH)
- **可信度**: high
- **Decay risk**: low

### 18. School Climate — 学校氛围

- **Type**: term
- **Tier**: tier-1
- **Definition (insider)**: The measurable quality of the school's social environment — encompassing safety (physical and emotional), relationships (student-teacher, peer), teaching and learning practices, and institutional environment (shared norms, connectedness). Assessed through validated surveys (e.g., ED School Climate Survey, CSCI). Distinct from "school culture" (values and beliefs) — climate is the experiential, measurable dimension. Positive school climate is a Tier 1 protective factor against bullying, substance use, and mental health problems.
- **Definition (outsider-friendly)**: How a school "feels" to be in — whether students feel safe, connected, respected, and engaged. It can be measured through surveys and has real effects on student mental health and behavior.
- **Etymology/来源**: Research tradition from organizational psychology applied to education since the 1950s (Halpin & Croft). National School Climate Center formalized measurement standards. ESSA (2015) included school climate as an allowable accountability indicator.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders use "school culture" and "school climate" interchangeably — climate is experiential and measurable; culture is deeper values and beliefs
  - usage_tell: "Our school has a great climate" based on intuition rather than survey data
  - register_tell: Marketing materials use "positive climate" as a vague feel-good label without measurement
- **关联术语**: SEL (#1), PBIS (#6), MTSS (#3), Protective Factors (#11)
- **是否被错位包装**: No major mispackaging
- **Source**: T06-S005 (IES MTSS); T06-S001 (CASEL)
- **可信度**: high
- **Decay risk**: low

### 19. Positive Youth Development (PYD) — 积极青少年发展

- **Type**: term
- **Tier**: tier-1
- **Definition (insider)**: Strength-based developmental framework that engages youth as resources to be developed rather than problems to be managed. HHS OPA defines it as an intentional, pro-social approach fostering positive outcomes through opportunities, positive relationships, and support. The "Five Cs" model (Lerner): Competence, Confidence, Connection, Character, Caring — leading to a sixth C: Contribution. Intersects with resilience science and prevention science.
- **Definition (outsider-friendly)**: An approach that focuses on building young people's strengths, skills, and positive relationships — instead of just trying to fix problems — so they can thrive and contribute to their communities.
- **Etymology/来源**: Emerged from prevention science in the 1990s as an alternative to deficit-based models. HHS, 4-H, and youth development organizations adopted it. Lerner's Five Cs model (2005) is the most cited framework. HHS OPA maintains the current federal definition.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders think PYD means "youth programs" generically — PYD is a specific developmental framework with defined constructs
  - usage_tell: Any after-school program labeled "PYD" without addressing the Five Cs or using a developmental lens
  - register_tell: "Positive" may sound like toxic positivity — PYD acknowledges adversity but emphasizes building capacity to navigate it
- **关联术语**: Resilience (#10), Protective Factors (#11), SEL (#1), School Climate (#18)
- **是否被错位包装**: Youth activity providers sometimes rebrand existing programs as "PYD" without framework alignment
- **Source**: T06-S014 (HHS OPA PYD); T06-S002 (CDC ACEs protective factors)
- **可信度**: high
- **Decay risk**: low

### 20. RTI (Response to Intervention) — 干预反应

- **Type**: acronym
- **Tier**: tier-1
- **Definition (insider)**: Data-driven instructional framework using tiered interventions and progress monitoring to identify students who need additional academic or behavioral support. Embedded in IDEA 2004 as an alternative to the IQ-achievement discrepancy model for learning disability identification. Precursor to the broader MTSS framework — RTI focused primarily on academics, while MTSS integrates behavioral and social-emotional domains. Three tiers mirror MTSS but with RTI's original emphasis on reading/math intervention.
- **Definition (outsider-friendly)**: A system where schools try different levels of teaching support with a struggling student, carefully tracking progress, before deciding whether the student needs special education services — starting with classroom changes, then small-group help, then intensive one-on-one.
- **Etymology/来源**: Formalized in IDEA 2004 reauthorization as a LD identification method. Evolved from Deno's curriculum-based measurement (1985). MTSS subsumed RTI by adding behavioral/MH dimensions (~2010s).
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders confuse RTI with MTSS — RTI is academic-focused; MTSS is the broader umbrella including behavioral/MH
  - usage_tell: "We do RTI" when actually only doing universal screening without the intervention and progress monitoring components
  - register_tell: Some use RTI and MTSS as synonyms; technically RTI is a component of MTSS
- **关联术语**: MTSS (#3), IDEA (#50), IEP/504 (#37), Universal Screening (#7)
- **是否被错位包装**: No significant mispackaging
- **Source**: T06-S006 (ED IDEA); T06-S005 (IES MTSS)
- **可信度**: high
- **Decay risk**: low

<!-- TERMS: Tier 2 (21-40) -->

### 21. DBT (Dialectical Behavior Therapy) — 辩证行为疗法

- **Type**: acronym
- **Tier**: tier-2
- **Definition (insider)**: Skills-based therapy developed by Marsha Linehan originally for borderline personality disorder, now adapted for adolescents (DBT-A). Four modules: mindfulness, distress tolerance, emotion regulation, interpersonal effectiveness. Distinguishing feature from CBT: dialectical philosophy (acceptance AND change simultaneously). Youth adaptations include family skills training. Growing evidence for self-harm, suicidality, and emotion dysregulation in adolescents.
- **Definition (outsider-friendly)**: A therapy that teaches concrete skills for managing intense emotions, tolerating distress, and improving relationships — originally for adults, now adapted for teens, especially those who self-harm or have extreme emotional reactions.
- **Etymology/来源**: Developed by Marsha Linehan (UW, 1993). DBT-A adolescent adaptation by Rathus & Miller (2002). Linehan Institute trains/certifies clinicians.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders call DBT "a type of CBT" — while it shares cognitive-behavioral elements, its dialectical philosophy and skills modules are distinct
  - usage_tell: "DBT skills" used loosely for any emotion regulation exercise; full DBT includes individual therapy, skills group, phone coaching, and consultation team
- **关联术语**: CBT (#2), Self-Regulation (#8), Safety Planning (#35)
- **Source**: T06-S011 (APA child MH); T06-S028 (effectivechildtherapy.org)
- **可信度**: high
- **Decay risk**: low

### 22. MI (Motivational Interviewing) — 动机式访谈

- **Type**: acronym
- **Tier**: tier-2
- **Definition (insider)**: Collaborative, goal-oriented counseling style designed to strengthen personal motivation for change by exploring and resolving ambivalence. Four processes: engaging, focusing, evoking, planning. Spirit of MI: partnership, acceptance, compassion, evocation. Widely used in youth substance use, treatment engagement, and health behavior change. Not a standalone therapy — often integrated into CBT or other modalities.
- **Definition (outsider-friendly)**: A conversation style where the counselor helps a young person discover their own reasons for making a change, rather than lecturing them about what they should do.
- **Etymology/来源**: Developed by William Miller and Stephen Rollnick (1991). MINT (Motivational Interviewing Network of Trainers) oversees training standards. Adapted for adolescents in school and clinical settings.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders think MI is "persuasion" or "convincing" — it is explicitly non-directive and honors client autonomy
  - usage_tell: Using MI label for any empathetic conversation; true MI requires specific techniques (OARS: Open questions, Affirmations, Reflections, Summaries)
- **关联术语**: CBT (#2), EBP (#12), Stepped Care (#17)
- **Source**: T06-S011 (APA child MH); T06-S003 (SAMHSA)
- **可信度**: high
- **Decay risk**: low

### 23. ACT (Acceptance & Commitment Therapy) — 接纳承诺疗法

- **Type**: acronym
- **Tier**: tier-2
- **Definition (insider)**: Third-wave behavioral therapy targeting psychological flexibility through six core processes: acceptance, cognitive defusion, present-moment awareness, self-as-context, values clarification, and committed action. Differs from traditional CBT by not directly challenging thought content but changing one's relationship to thoughts. Growing evidence for youth anxiety, depression, and chronic pain. Often delivered in school-based group formats.
- **Definition (outsider-friendly)**: A therapy approach that helps young people stop fighting against difficult thoughts and feelings, and instead focus energy on actions that align with what matters most to them.
- **Etymology/来源**: Developed by Steven Hayes (1999) from Relational Frame Theory. Youth adaptations (DNA-V model by Louise Hayes) emerged in the 2010s.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders confuse ACT with CBT — ACT does not aim to change thought content; it changes the relationship to thoughts
  - usage_tell: "Acceptance" misread as passivity or giving up; ACT pairs acceptance with committed action toward values
- **关联术语**: CBT (#2), DBT (#21), MBSR/MBCT (#38)
- **Source**: T06-S011 (APA child MH); T06-S028 (effectivechildtherapy.org)
- **可信度**: high
- **Decay risk**: low

### 24. Wraparound Services — 全方位服务

- **Type**: term
- **Tier**: tier-2
- **Definition (insider)**: Family-driven, team-based planning process for youth with complex MH needs that coordinates services across systems (education, child welfare, juvenile justice, MH). Key principles: family voice and choice, team-based, natural supports, community-based, culturally competent, individualized, strengths-based, unconditional commitment, outcome-based, collaboration. National Wraparound Initiative defines fidelity standards.
- **Definition (outsider-friendly)**: A coordinated approach where a team of people from different agencies (school, social services, mental health) works together with the family to create a single, personalized support plan for a youth with serious needs.
- **Etymology/来源**: Originated in child welfare and juvenile justice reform (1980s). Formalized by the National Wraparound Initiative (Bruns & Walker, 2008). Codified in many state Medicaid programs.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders think "wraparound" means "lots of services" — it specifically refers to a team-based planning process with family at the center
  - usage_tell: Calling any multi-service arrangement "wraparound" without the family-driven team process
- **关联术语**: MTSS (#3), Tiered Intervention T3 (#36), IDEA (#50)
- **Source**: T06-S003 (SAMHSA); T06-S005 (IES MTSS)
- **可信度**: high
- **Decay risk**: low

### 25. Cultural Competence — 文化胜任力

- **Type**: term
- **Tier**: tier-2
- **Definition (insider)**: The ability of providers, organizations, and systems to deliver services effectively across diverse cultural contexts. Evolving toward "cultural humility" (lifelong self-reflection, power imbalance redress) and "cultural responsiveness" (active adaptation of practices). In youth MH: critical for addressing disparities in access, engagement, and outcomes across racial/ethnic, linguistic, LGBTQ+, and socioeconomic groups. CASEL's updated framework explicitly integrates equity as a cross-cutting lens.
- **Definition (outsider-friendly)**: The ability to understand, respect, and effectively work with young people and families from different cultural backgrounds — including adapting programs and communication to fit their world.
- **Etymology/来源**: Cross, Bazron, Dennis & Isaacs (1989) cultural competence continuum. Evolved toward cultural humility (Tervalon & Murray-Garcia, 1998). SAMHSA and CASEL integrate it as foundational principle.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders reduce it to "being nice to minorities" — it requires systemic changes in policies, training, and service delivery
  - usage_tell: A single diversity training treated as achieving cultural competence; it requires ongoing organizational change
- **关联术语**: SEL (#1), Trauma-Informed Care (#4), CASEL Framework (#43)
- **Source**: T06-S001 (CASEL); T06-S003 (SAMHSA)
- **可信度**: high
- **Decay risk**: low

### 26. Developmental Psychopathology — 发展精神病理学

- **Type**: term
- **Tier**: tier-2
- **Definition (insider)**: Integrative scientific discipline studying the origins and course of psychological disorders across the lifespan, emphasizing developmental trajectories, multi-finality (same risk leads to different outcomes), and equi-finality (different paths lead to same disorder). Not a clinical practice — it is a research framework that informs intervention design. Key insight for youth MH: disorders emerge from developmental processes, not fixed pathology.
- **Definition (outsider-friendly)**: The science of understanding how mental health problems develop over time from childhood through adolescence — why some kids who face adversity develop disorders while others don't.
- **Etymology/来源**: Founded by Dante Cicchetti and colleagues (1984). Integrates developmental psychology, clinical psychology, and neuroscience.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders equate it with "child psychology" — developmental psychopathology is specifically about the development of disorders, not psychology in general
- **关联术语**: ACEs (#5), Risk/Protective Factors (#11), Comorbidity (#27), Executive Function (#9)
- **Source**: T06-S011 (APA child MH); T06-S014 (HHS PYD)
- **可信度**: high
- **Decay risk**: low

### 27. Comorbidity — 共病

- **Type**: term
- **Tier**: tier-2
- **Definition (insider)**: Co-occurrence of two or more diagnosable disorders in the same individual. Extremely common in youth MH: anxiety + depression (30-40% overlap), ADHD + ODD/CD (40-60%), trauma-related disorders + substance use. Comorbidity complicates treatment planning and often necessitates transdiagnostic or modular approaches. The rule in youth MH, not the exception.
- **Definition (outsider-friendly)**: When a young person has more than one mental health condition at the same time — like having both anxiety and depression — which is actually very common and affects how treatment is planned.
- **Etymology/来源**: Term from medical epidemiology (Feinstein, 1970). Applied to psychiatric classification with DSM-III. Youth MH research has increasingly moved toward transdiagnostic models because comorbidity rates are so high.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders say "multiple problems" — comorbidity implies systematic co-occurrence, often with shared underlying mechanisms
  - usage_tell: Treating comorbid conditions sequentially rather than addressing shared mechanisms (e.g., emotion dysregulation underlying both anxiety and depression)
- **关联术语**: DSM-5-TR (#41), Externalizing/Internalizing (#28), CBT (#2)
- **Source**: T06-S011 (APA child MH); T06-S013 (WHO ICD)
- **可信度**: high
- **Decay risk**: low

### 28. Externalizing vs Internalizing — 外化 vs 内化问题

- **Type**: term
- **Tier**: tier-2
- **Definition (insider)**: Achenbach's broadband classification: Externalizing = outwardly directed problems (aggression, defiance, hyperactivity, conduct problems). Internalizing = inwardly directed distress (anxiety, depression, somatic complaints, withdrawal). Youth MH screening tools (CBCL, SDQ) use this taxonomy. Critical insight: internalizing problems are systematically under-identified in schools because they are less disruptive, creating a referral bias toward externalizing behaviors.
- **Definition (outsider-friendly)**: Two main categories of youth mental health problems: "acting out" behaviors (aggression, rule-breaking) versus "suffering in silence" problems (anxiety, sadness, withdrawal). Schools tend to notice the first kind more easily.
- **Etymology/来源**: Thomas Achenbach's empirically derived taxonomy (1966, revised through ASEBA system). Foundation of most broadband youth behavioral screening instruments.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders may think externalizing = "bad kid" and internalizing = "shy kid" — both are expressions of distress through different behavioral pathways
  - usage_tell: Over-referring externalizing behaviors for discipline rather than MH assessment
- **关联术语**: Universal Screening (#7), MTSS (#3), Comorbidity (#27)
- **Source**: T06-S005 (IES MTSS); T06-S011 (APA child MH)
- **可信度**: high
- **Decay risk**: low

### 29. Implementation Science — 实施科学

- **Type**: term
- **Tier**: tier-2
- **Definition (insider)**: The study of methods to promote the systematic adoption, integration, and sustainability of evidence-based practices within real-world service settings. Core frameworks: CFIR (Consolidated Framework for Implementation Research), RE-AIM, Proctor's implementation outcomes. Addresses the "research-to-practice gap" — on average, 17 years pass between research discovery and routine practice adoption. Critical for youth MH because many EBPs with strong trial evidence fail in real-world school deployment.
- **Definition (outsider-friendly)**: The science of figuring out how to take programs that work in research studies and make them work reliably in real schools and clinics — bridging the gap between "it works in a lab" and "it works here."
- **Etymology/来源**: Emerged from health services research (Eccles & Mittman, 2006 founded Implementation Science journal). NIH CTSA program accelerated the field. Applied to school MH through NIRN and SISEP frameworks.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders think it means "rolling out a program" — implementation science studies WHY adoption fails and what strategies overcome barriers
- **关联术语**: EBP (#12), Fidelity (#30), MTSS (#3)
- **Source**: T06-S005 (IES MTSS); T06-S011 (APA child MH)
- **可信度**: high
- **Decay risk**: low

### 30. Fidelity — 忠实度

- **Type**: term
- **Tier**: tier-2
- **Definition (insider)**: The degree to which an intervention is delivered as designed and intended by its developers. Components: adherence (following the manual), dosage (amount delivered), quality of delivery (skill of implementer), participant responsiveness, and program differentiation. Tension with adaptation: too much fidelity may ignore local context; too little compromises outcomes. "Fidelity with adaptation" is the current consensus.
- **Definition (outsider-friendly)**: How closely a program is delivered the way it was designed to work — like following a recipe accurately enough that the dish comes out right, while allowing small adjustments for local ingredients.
- **Etymology/来源**: From program evaluation methodology (Dusenbury et al., 2003). Became central to EBP discourse as research showed that poor fidelity explains many implementation failures.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders equate fidelity with "quality" — fidelity is specifically about adherence to design, one dimension of quality
  - usage_tell: Treating the intervention manual as rigid scripture vs. understanding that some adaptation is necessary
- **关联术语**: EBP (#12), Implementation Science (#29), CBT (#2)
- **Source**: T06-S011 (APA child MH); T06-S005 (IES MTSS)
- **可信度**: high
- **Decay risk**: low

### 31. Digital Therapeutics (DTx) — 数字疗法

- **Type**: term
- **Tier**: tier-2
- **Definition (insider)**: Software-based interventions that deliver evidence-based therapeutic protocols to prevent, manage, or treat a medical disorder or disease. Distinguished from wellness apps by requiring clinical evidence (RCTs) and often regulatory clearance (FDA De Novo pathway). Youth MH examples: Freespira (PTSD), Woebot (CBT-based), Limbic Access (anxiety screening). The Digital Therapeutics Alliance defines industry standards. Growing rapidly post-COVID due to access barriers.
- **Definition (outsider-friendly)**: Apps or software programs that deliver real, clinically tested therapy — not just meditation or mood tracking — often requiring the same level of evidence as a medication to be approved.
- **Etymology/来源**: Term formalized by the Digital Therapeutics Alliance (2017). FDA's 2020 guidance on Prescription Digital Therapeutics (PDTs) established regulatory framework.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders call any mental health app "digital therapeutics" — true DTx requires clinical evidence and often regulatory clearance
  - usage_tell: Wellness apps (Calm, Headspace) are not DTx; they are digital wellness tools
- **关联术语**: EBP (#12), CBT (#2), Stepped Care (#17)
- **Source**: T06-S011 (APA child MH); T06-S003 (SAMHSA)
- **可信度**: high
- **Decay risk**: medium (rapidly evolving field)

### 32. Peer Support — 同伴支持

- **Type**: term
- **Tier**: tier-2
- **Definition (insider)**: Structured, intentional support provided by individuals with shared lived experience of mental health challenges or recovery. In youth MH: peer mentoring programs, student wellness ambassadors, and peer-led psychoeducation groups. Distinct from friendship — requires training, supervision, and defined boundaries. Emerging evidence shows effectiveness for reducing stigma and increasing help-seeking among adolescents. Credential: Certified Peer Specialist (CPS) in many US states.
- **Definition (outsider-friendly)**: Programs where young people who have experienced mental health challenges are trained to support other young people going through similar struggles — combining personal understanding with structured training.
- **Etymology/来源**: Roots in addiction recovery movement (AA). Formalized in MH through consumer/survivor advocacy (1990s). Youth peer support models emerged in the 2010s.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders think it means "friends helping friends" — peer support involves trained individuals with defined roles and supervision
  - usage_tell: Any buddy system labeled "peer support" without training or structure
- **关联术语**: MH Literacy (#13), PYD (#19), Gatekeeper Training (#14)
- **Source**: T06-S003 (SAMHSA); T06-S014 (HHS PYD)
- **可信度**: high
- **Decay risk**: low

### 33. Mandated Reporting — 强制报告

- **Type**: term
- **Tier**: tier-2
- **Definition (insider)**: Legal obligation requiring specified professionals (teachers, counselors, medical providers, social workers — varies by jurisdiction) to report suspected child abuse or neglect to authorities. In the US, all 50 states have mandated reporting laws; ~18 states require all adults to report. In school MH contexts: creates tension between therapeutic confidentiality and legal duty. Clinicians must navigate this with youth clients, informing them of limits to confidentiality at the outset. In China: 未成年人保护法 (2021) establishes similar reporting obligations (强制报告制度).
- **Definition (outsider-friendly)**: Laws requiring teachers, counselors, and other professionals to report to authorities if they suspect a child is being abused or neglected — they cannot choose to stay silent, even if it feels complicated.
- **Etymology/来源**: US Child Abuse Prevention and Treatment Act (CAPTA, 1974) established federal standards. Each state defines its own list of mandated reporters. China formalized its 强制报告制度 in the 2021 未成年人保护法 revision.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders think reporting is optional for "concerned adults" — for designated reporters, it is a legal obligation with penalties for failure
  - usage_tell: Confusing mandated reporting with making a determination of abuse; reporters report suspicion, not proof
- **关联术语**: FERPA (#48), 未成年人保护法 (#52), Safety Planning (#35)
- **变化历史**: CAPTA 1974 (US); revised 2010. China 强制报告制度 formalized 2021.
- **Source**: T06-S007 (ED FERPA/HIPAA); T06-S022 (NPC 未成年人保护法)
- **可信度**: high
- **Decay risk**: low

### 34. Psychopharmacology (Youth) — 青少年精神药理

- **Type**: term
- **Tier**: tier-2
- **Definition (insider)**: The study and clinical use of medications for pediatric mental health conditions. Key classes: SSRIs (first-line for youth anxiety/depression; only fluoxetine and escitalopram FDA-approved for pediatric depression), stimulants (ADHD), atypical antipsychotics (irritability in ASD, psychosis). FDA Black Box Warning on SSRIs for suicidality risk in under-25s (2004) remains a defining regulatory event. Best practice: medication combined with psychotherapy (e.g., TADS study showed fluoxetine + CBT > either alone for adolescent depression).
- **Definition (outsider-friendly)**: The use of psychiatric medications for young people's mental health conditions — a carefully regulated area where only specific medications are approved for children, and combining medication with therapy typically works better than either alone.
- **Etymology/来源**: Pediatric psychopharmacology formalized as subspecialty in the 1990s. FDA BPCA (2002) and PREA (2003) required pediatric drug studies. 2004 Black Box Warning reshaped prescribing practices.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders polarize: either "drugging kids" (stigma) or "just give them a pill" (oversimplification) — reality requires careful risk-benefit analysis with family involvement
  - usage_tell: Assuming adult medication evidence applies to youth; pediatric pharmacokinetics and developmental neuroscience differ significantly
- **关联术语**: EBP (#12), CBT (#2), DSM-5-TR (#41), Comorbidity (#27)
- **Source**: T06-S011 (APA child MH); T06-S028 (effectivechildtherapy.org)
- **可信度**: high
- **Decay risk**: medium (ongoing FDA updates)

### 35. Safety Planning — 安全计划

- **Type**: term
- **Tier**: tier-2
- **Definition (insider)**: Collaborative, brief intervention creating a prioritized written list of coping strategies and resources for use during suicidal crisis. Stanley & Brown Safety Planning Intervention (SPI) is the evidence-based standard. Six steps: (1) warning signs, (2) internal coping strategies, (3) social contacts for distraction, (4) family/friends who can help, (5) professional/agency contacts, (6) lethal means restriction. Replaced the outdated "no-suicide contract." Designated a best practice by SPRC and Joint Commission.
- **Definition (outsider-friendly)**: A personalized, written plan created with a young person that lists what they can do step-by-step when suicidal thoughts arise — from self-soothing techniques to people they can call to emergency numbers.
- **Etymology/来源**: Stanley & Brown (2012) Safety Planning Intervention. VA/DoD adopted it as standard of care. Joint Commission requires safety planning for at-risk patients (2019 sentinel event alert).
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders confuse safety plans with "no-suicide contracts" — contracts are outdated and not evidence-based; safety plans are collaborative and action-oriented
  - usage_tell: Creating a plan without the lethal means restriction step (#6) undermines effectiveness
- **关联术语**: Gatekeeper Training (#14), Suicide Risk (implicit), MTSS T3 (#36)
- **Source**: T06-S017 (SPRC); T06-S003 (SAMHSA)
- **可信度**: high
- **Decay risk**: low

### 36. Tiered Intervention (T1/T2/T3) — 三级干预

- **Type**: term
- **Tier**: tier-2
- **Definition (insider)**: The three-level intensity framework within MTSS: **Tier 1** = universal prevention for all students (SEL curriculum, school climate, MH literacy); **Tier 2** = targeted early intervention for identified at-risk students (~15-20%, small-group formats, Check-In/Check-Out, brief CBT groups); **Tier 3** = intensive individualized support for highest-need students (~3-5%, individual therapy, wraparound, crisis intervention). Data from universal screening drives movement between tiers. Not a tracking system — students move fluidly based on need.
- **Definition (outsider-friendly)**: Three levels of mental health support in schools: Level 1 helps everyone (teaching coping skills to all), Level 2 provides extra support for students showing early signs of struggle, and Level 3 offers intensive help for those with serious needs.
- **Etymology/来源**: Adapted from public health prevention model (Gordon, 1983: universal/selective/indicated). Integrated into school frameworks via PBIS (1990s) and MTSS (2000s).
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders think tiers are permanent labels ("he's a Tier 3 kid") — tiers describe intensity of current support, not student categories
  - usage_tell: Schools implementing only Tier 1 and calling it "tiered intervention" — without Tiers 2 and 3, it is not a tiered system
- **关联术语**: MTSS (#3), RTI (#20), PBIS (#6), Universal Screening (#7)
- **Source**: T06-S005 (IES MTSS); T06-S010 (PBIS ISF)
- **可信度**: high
- **Decay risk**: low

### 37. IEP / 504 Plan — 个别化教育计划 / 504 方案

- **Type**: term
- **Tier**: tier-2
- **Definition (insider)**: Two US legal mechanisms for supporting students with disabilities. **IEP** (Individualized Education Program) under IDEA: for students meeting one of 13 disability categories requiring specialized instruction; includes goals, services, accommodations, and progress monitoring. **504 Plan** under Section 504 of Rehabilitation Act: broader eligibility (any impairment substantially limiting a major life activity); provides accommodations but not specialized instruction. Many youth with MH conditions (anxiety, depression, PTSD) qualify for 504 plans when their condition impacts learning.
- **Definition (outsider-friendly)**: Two types of formal school support plans in the US: an IEP provides specialized teaching and services for students with specific disabilities, while a 504 Plan provides accommodations (like extra time or a quiet room) for students whose conditions affect learning.
- **Etymology/来源**: IEP: IDEA (originally P.L. 94-142, 1975; reauthorized 2004). 504 Plan: Section 504 of the Rehabilitation Act (1973). Both are enforceable legal documents.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders confuse IEPs and 504s — IEP provides specialized instruction (FAPE under IDEA); 504 provides accommodations (anti-discrimination under Rehab Act)
  - usage_tell: Parents requesting an IEP when a 504 would be appropriate, or vice versa
- **变化历史**: P.L. 94-142 (1975) → IDEA 1990 → IDEA 2004. Section 504 (1973).
- **关联术语**: IDEA (#50), MTSS (#3), RTI (#20)
- **Source**: T06-S006 (ED IDEA); T06-S019 (ED Section 504 FAQ)
- **可信度**: high
- **Decay risk**: low

### 38. MBSR/MBCT for Youth — 青少年正念减压/认知疗法

- **Type**: acronym
- **Tier**: tier-2
- **Definition (insider)**: **MBSR** (Mindfulness-Based Stress Reduction, Kabat-Zinn, 1979): 8-week program teaching mindfulness meditation and body awareness. **MBCT** (Mindfulness-Based Cognitive Therapy, Segal/Williams/Teasdale, 2002): MBSR + cognitive therapy elements for depression relapse prevention. Youth adaptations include shortened sessions, age-appropriate language, and movement integration. Growing evidence for youth anxiety, attention, and emotional regulation. School-based mindfulness programs (MindUP, .b/dot-be) are Tier 1 universal implementations.
- **Definition (outsider-friendly)**: Structured programs teaching young people mindfulness skills (paying attention to the present moment without judgment) to reduce stress and prevent depression — adapted from adult programs with shorter sessions and more engaging activities.
- **Etymology/来源**: MBSR: Jon Kabat-Zinn (UMass, 1979). MBCT: Segal, Williams & Teasdale (2002). Youth adaptations: MindUP (Hawn Foundation), .b program (Mindfulness in Schools Project, UK).
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders equate mindfulness with "meditation" or "relaxation" — MBSR/MBCT are structured clinical protocols with specific evidence bases
  - usage_tell: Any classroom quiet time labeled "mindfulness" without the structured curriculum
- **关联术语**: CBT (#2), ACT (#23), Self-Regulation (#8), SEL (#1)
- **Source**: T06-S011 (APA child MH); T06-S003 (SAMHSA)
- **可信度**: high
- **Decay risk**: low

### 39. 心理危机干预

- **Type**: term
- **Tier**: tier-2
- **Definition (insider)**: 中国学校心理危机应急响应体系, 包含预防、预警、干预、善后四阶段。教育部要求学校建立心理危机干预机制,包括危机识别(班主任/心理教师)、评估分级(一般/严重/紧急)、转介流程(校内咨询→专业机构→医疗机构)、事后心理援助。与西方 crisis intervention 理论相通但嵌入中国教育行政体系。
- **Definition (outsider-friendly)**: China's school-based psychological crisis response system — a four-phase approach (prevention, early warning, intervention, follow-up) for handling student mental health emergencies, required by the Ministry of Education.
- **Etymology/来源**: 2012年教育部《中小学心理健康教育指导纲要》明确要求; 2021年《未成年人保护法》强化。各省出台实施细则,形成"班主任-心理教师-学校-专业机构"四级响应链。
- **常见误用 (outsider-tell)**:
  - semantic_tell: 混同于心理咨询 — 危机干预是应急响应(acute),心理咨询是常规服务(ongoing)
  - usage_tell: 仅在事件发生后才启动,忽略预防和预警阶段
- **关联术语**: 未成年人保护法 (#52), 中小学心理健康教育指导纲要 (#46), Safety Planning (#35)
- **Source**: T06-S021 (教育部 未成年人保护法); T06-S022 (NPC)
- **可信度**: high
- **Decay risk**: low

### 40. 双减政策 (与心理健康关联)

- **Type**: term
- **Tier**: tier-2
- **Definition (insider)**: 2021年7月中共中央办公厅、国务院办公厅《关于进一步减轻义务教育阶段学生作业负担和校外培训负担的意见》。直接目标是减负,间接影响心理健康: 正面 — 减少学业焦虑和睡眠不足; 负面 — 部分家长焦虑转嫁、课外培训转入地下。心理健康教育工作者需理解双减对学生压力源的重构效应。
- **Definition (outsider-friendly)**: China's 2021 "Double Reduction" policy cutting homework and after-school tutoring burdens for K-9 students. While aimed at reducing academic overload, it has complex effects on youth mental health — less study stress but new anxieties for families adjusting to the change.
- **Etymology/来源**: 2021年7月24日正式发布。背景:长期应试教育导致学生心理压力,校外培训行业过度膨胀。政策引发教育生态重构。
- **常见误用 (outsider-tell)**:
  - semantic_tell: 外行仅理解为"减作业" — 双减同时针对校外培训机构,是教育生态系统性改革
  - usage_tell: 将双减与心理健康直接等同(减负≠心理健康);减负是减少一个风险因子,不等于消除心理问题
- **关联术语**: 中小学心理健康教育指导纲要 (#46), 未成年人保护法 (#52), School Climate (#18)
- **Source**: T06-S021 (教育部); T06-S022 (NPC)
- **可信度**: high
- **Decay risk**: medium (政策持续调整中)

<!-- STANDARDS (41-47) -->

### 41. DSM-5-TR — 精神障碍诊断与统计手册(第五版修订)

- **Type**: standard
- **Tier**: tier-1
- **Definition (insider)**: The American Psychiatric Association's diagnostic classification system. DSM-5 (2013) → DSM-5-TR (Text Revision, March 2022) updated diagnostic criteria, prevalence data, and cultural considerations. Key youth-relevant sections: neurodevelopmental disorders (ADHD, ASD, LD), anxiety disorders, depressive disorders, trauma/stressor-related disorders, disruptive/conduct disorders. Uses categorical diagnosis with dimensional severity specifiers. Dominant system in US clinical practice and insurance reimbursement.
- **Definition (outsider-friendly)**: The standard reference book used in the US to diagnose mental health conditions — it defines what each disorder looks like, including specific versions of criteria for children and teens.
- **Etymology/来源**: DSM-I (1952) → DSM-5-TR (2022). Major paradigm shifts: DSM-III (1980, atheoretical criteria), DSM-5 (2013, dimensional approaches). TR update added ICD-10-CM codes alignment and updated prevalence data.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders treat DSM categories as fixed biological realities — they are consensus-based clinical constructs that evolve with evidence
  - usage_tell: Using DSM criteria for self-diagnosis without clinical assessment context
- **变化历史**: DSM-5 (May 2013) → DSM-5-TR (March 2022). Next major revision timeline TBD.
- **关联术语**: ICD-11 (#42), Comorbidity (#27), EBP (#12)
- **Source**: T06-S011 (APA child MH); T06-S013 (WHO ICD — for comparison)
- **可信度**: high
- **Decay risk**: medium (future revisions)

### 42. ICD-11 — 国际疾病分类(第十一版)

- **Type**: standard
- **Tier**: tier-1
- **Definition (insider)**: WHO's International Classification of Diseases, 11th Revision. Adopted by WHA May 2019, effective January 2022. Key differences from DSM-5-TR for youth MH: (1) includes Complex PTSD (absent in DSM), (2) classifies gaming disorder, (3) uses "bodily distress disorder" instead of somatic symptom disorder, (4) dimensional approach to personality disorders. ICD-11 mental health chapter was redesigned for clinical utility across diverse global settings. Required for mortality/morbidity reporting in WHO member states. China uses ICD coding in healthcare.
- **Definition (outsider-friendly)**: The World Health Organization's global system for classifying diseases and health conditions — used worldwide for health records, statistics, and insurance. It includes mental health conditions and has some different categories than the US system (DSM).
- **Etymology/来源**: ICD-1 (1893) → ICD-11 (2019/2022). Mental health chapter substantially revised by WHO Department of Mental Health in collaboration with 14,000+ clinicians globally.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders assume ICD and DSM are the same — they differ in structure, some diagnostic categories, and intended audience (global vs. US-centric)
- **变化历史**: ICD-10 (1990, still in use in many countries) → ICD-11 (adopted 2019, effective 2022). WHO member states transitioning at different rates.
- **关联术语**: DSM-5-TR (#41), Comorbidity (#27), 中国儿童发展纲要 (#47)
- **Source**: T06-S013 (WHO ICD-11); T06-S011 (APA — for comparison)
- **可信度**: high
- **Decay risk**: low

### 43. CASEL Framework — CASEL SEL 框架

- **Type**: standard
- **Tier**: tier-1
- **Definition (insider)**: The Collaborative for Academic, Social, and Emotional Learning's integrative framework organizing SEL around five core competencies (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) nested within four key settings (classrooms, schools, families, communities). Updated in 2020 to foreground equity as a cross-cutting lens. CASEL also maintains the SEL Program Guide rating evidence quality of curricula. The de facto standard for US K-12 SEL policy and curriculum selection.
- **Definition (outsider-friendly)**: The most widely used framework in the US for organizing social-emotional learning in schools — defines five key skill areas and how to implement them across classrooms, schools, families, and communities.
- **Etymology/来源**: CASEL founded 1994 (Daniel Goleman, Eileen Rockefeller Growald, Timothy Shriver). Framework revised 2004, 2017, 2020. CASEL guides used by most US state SEL standards.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders think CASEL is a curriculum — it is a framework that evaluates and guides curricula, not a program itself
  - usage_tell: Claiming "we use CASEL" when only implementing one competency area without the systemic components
- **变化历史**: Original 5-competency model (1994) → Interactive wheel model (2017) → Equity-centered update (2020).
- **关联术语**: SEL (#1), School Climate (#18), PBIS (#6)
- **Source**: T06-S001 (CASEL fundamentals); T06-S020 (CASEL 2020 framework)
- **可信度**: high
- **Decay risk**: low

### 44. ASCA National Model — 美国学校咨询师协会国家模型

- **Type**: standard
- **Tier**: tier-2
- **Definition (insider)**: The American School Counselor Association's comprehensive framework for school counseling programs. Four components: Define (program focus), Deliver (direct/indirect student services), Manage (assessments, tools), Assess (program results). Organizes school counselor roles around academic, career, and social/emotional development. ASCA recommends 1:250 counselor-to-student ratio (actual US average: ~1:385). The National Model positions school counselors as systemic change agents, not just reactive crisis responders.
- **Definition (outsider-friendly)**: The professional standard defining what school counselors should do — not just handle crises, but run comprehensive programs supporting every student's academic, career, and social-emotional growth.
- **Etymology/来源**: First edition 2003, fourth edition 2019. ASCA founded 1952. The National Model shifted school counseling from service-oriented to program-oriented profession.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders think school counselors only handle crises or college applications — the ASCA model positions them as leaders of comprehensive developmental programs
- **变化历史**: 1st ed (2003) → 2nd ed (2005) → 3rd ed (2012) → 4th ed (2019).
- **关联术语**: MTSS (#3), SEL (#1), School Climate (#18), NCSP (#55)
- **Source**: T06-S009 (NASP — related profession); T06-S005 (IES MTSS)
- **可信度**: high
- **Decay risk**: low

### 45. NICE Guidelines CG28/CG91 — 英国青少年抑郁/焦虑临床指南

- **Type**: standard
- **Tier**: tier-2
- **Definition (insider)**: UK National Institute for Health and Care Excellence clinical guidelines for youth mental health. **CG28** (2005, updated 2019): Depression in children and young people — recommends stepped care model, CBT/IPT as first-line psychological treatments, fluoxetine as first-line pharmacotherapy. **CG91** (later replaced by NG116, 2013/updated): Anxiety/depression with behavioral disorders in under-18s. NICE guidelines are considered among the most rigorous global clinical practice guidelines due to their systematic evidence review process.
- **Definition (outsider-friendly)**: The UK government's expert guidelines telling doctors, therapists, and schools the best evidence-based ways to treat depression and anxiety in young people — considered among the most thorough clinical guidelines in the world.
- **Etymology/来源**: NICE established 1999 (NHS). CG28 first published 2005. These guidelines directly influenced global adoption of stepped-care models for youth MH.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders may not realize NICE guidelines are legally influential in UK NHS — they are not merely suggestions but shape commissioning decisions
- **变化历史**: CG28 (2005, updated 2019). CG91 replaced by NG116 (2013, updated 2019). Ongoing surveillance reviews.
- **关联术语**: CBT (#2), Stepped Care (#17), DSM-5-TR (#41), EBP (#12)
- **Source**: T06-S011 (APA child MH — for comparison); T06-S013 (WHO ICD)
- **可信度**: high
- **Decay risk**: low

### 46. 中小学心理健康教育指导纲要 (教育部 2012)

- **Type**: standard
- **Tier**: tier-1
- **Definition (insider)**: 2012年教育部修订发布的纲领性文件,规定中小学心理健康教育的指导思想、基本原则、目标任务、主要内容和实施途径。要求: 每校配备至少一名专/兼职心理健康教育教师;开设心理健康教育课程;建立心理辅导室;开展心理危机干预。各省据此制定实施细则。是中国学校心理健康工作的顶层设计文件。
- **Definition (outsider-friendly)**: China's Ministry of Education master guideline for K-12 mental health education — requires every school to have a counselor, offer mental health courses, set up counseling rooms, and establish crisis intervention systems.
- **Etymology/来源**: 原版2002年发布,2012年修订。背景:中国青少年心理问题日益突出,需要系统化的学校心理健康教育框架。
- **常见误用 (outsider-tell)**:
  - semantic_tell: 误以为是法律 — 纲要是指导性文件(guideline),不具强制法律效力,但各省据此制定有约束力的实施办法
  - usage_tell: 部分学校以"有心理辅导室"就算达标,忽略课程和教师配备要求
- **变化历史**: 2002年首版 → 2012年修订版 (现行)。2023年教育部等十七部门《全面加强和改进新时代学生心理健康工作专项行动计划》进一步强化。
- **关联术语**: 未成年人保护法 (#52), 心理危机干预 (#39), 双减 (#40)
- **Source**: T06-S021 (教育部); T06-S022 (NPC)
- **可信度**: high
- **Decay risk**: low

### 47. 中国儿童发展纲要 2021-2030

- **Type**: standard
- **Tier**: tier-2
- **Definition (insider)**: 国务院妇女儿童工作委员会发布的十年规划,心理健康相关目标包括: 完善儿童心理健康服务体系、加强学校心理健康教育、降低儿童心理行为问题发生率、健全儿童心理问题早期发现和干预机制。与《中国妇女发展纲要 2021-2030》配套发布。将心理健康纳入儿童发展国家战略层面。
- **Definition (outsider-friendly)**: China's national 10-year plan for children's development (2021-2030) that explicitly includes mental health goals — building service systems, strengthening school counseling, and creating early detection mechanisms for psychological problems.
- **Etymology/来源**: 延续《中国儿童发展纲要 2011-2020》。2021年9月国务院发布。心理健康首次获得与身体健康同等篇幅的关注。
- **常见误用 (outsider-tell)**:
  - semantic_tell: 外行可能不知道纲要与法律的区别 — 纲要是国家规划文件,通过地方政府实施方案落地
- **变化历史**: 2001-2010 → 2011-2020 → 2021-2030 (现行)。每十年一期。
- **关联术语**: 中小学心理健康教育指导纲要 (#46), 未成年人保护法 (#52)
- **Source**: T06-S022 (NPC); T06-S021 (教育部)
- **可信度**: high
- **Decay risk**: low

<!-- REGULATIONS (48-53) -->

### 48. FERPA — 家庭教育权利与隐私法

- **Type**: regulation
- **Tier**: tier-1
- **Definition (insider)**: Family Educational Rights and Privacy Act (20 U.S.C. ss 1232g). Federal law protecting the privacy of student education records. Key provisions: parents (or eligible students 18+) have the right to inspect records; schools cannot disclose personally identifiable information without consent, with specified exceptions (health/safety emergency, legitimate educational interest, law enforcement subpoena). In school MH context: records created by school counselors/psychologists are "education records" under FERPA (not HIPAA) if the provider is employed by or under contract with the school. This distinction is critical — school MH records follow FERPA rules, not HIPAA.
- **Definition (outsider-friendly)**: A US federal law that protects the privacy of student records at school — including mental health records created by school counselors. Parents can see these records, and schools generally cannot share them without permission.
- **Etymology/来源**: Enacted 1974 (Senator James Buckley). Also known as the Buckley Amendment. Joint ED/HHS guidance (2008, updated 2019) clarified FERPA-HIPAA intersection for school health records.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Many people (including some school staff) assume HIPAA covers school MH records — in most cases, FERPA applies, not HIPAA
  - usage_tell: Schools over-restricting information sharing due to FERPA confusion, even when exceptions (health/safety emergency) clearly apply
- **变化历史**: Enacted 1974. Major regulations updated 2008, 2011. Joint FERPA-HIPAA guidance updated 2019.
- **关联术语**: HIPAA (#49), IDEA (#50), Mandated Reporting (#33)
- **Source**: T06-S007 (ED FERPA/HIPAA joint guidance); T06-S008 (HHS FERPA-HIPAA FAQ)
- **可信度**: high
- **Decay risk**: low

### 49. HIPAA — 健康保险流通与责任法

- **Type**: regulation
- **Tier**: tier-1
- **Definition (insider)**: Health Insurance Portability and Accountability Act (1996). Privacy Rule protects individually identifiable health information held by covered entities (health plans, healthcare clearinghouses, healthcare providers conducting electronic transactions). For youth MH: HIPAA generally does NOT apply to school-maintained health records (those fall under FERPA). HIPAA applies when: (1) an external healthcare provider (not school-employed) treats a student, (2) school-based health clinics operated by outside entities. Parental access to minor's records varies by state law even under HIPAA.
- **Definition (outsider-friendly)**: A US law protecting the privacy of health information — but in schools, a different law (FERPA) usually applies. HIPAA mainly matters when outside healthcare providers treat students or when school clinics are run by external organizations.
- **Etymology/来源**: Enacted 1996. Privacy Rule effective 2003. The HIPAA-FERPA confusion in school MH is one of the most persistent compliance misunderstandings in the field.
- **常见误用 (outsider-tell)**:
  - semantic_tell: "HIPAA violation!" is reflexively cited for any perceived privacy breach in schools — but most school MH records are governed by FERPA, not HIPAA
  - usage_tell: School staff refusing to share information with parents citing "HIPAA" when the record is actually an education record under FERPA
- **变化历史**: Enacted 1996. Privacy Rule effective 2003. Joint FERPA-HIPAA guidance 2008, updated 2019.
- **关联术语**: FERPA (#48), IDEA (#50), Mandated Reporting (#33)
- **Source**: T06-S008 (HHS FERPA-HIPAA FAQ); T06-S007 (ED joint guidance)
- **可信度**: high
- **Decay risk**: low

### 50. IDEA — 残障人士教育法

- **Type**: regulation
- **Tier**: tier-1
- **Definition (insider)**: Individuals with Disabilities Education Act (20 U.S.C. ss 1400-1482). Federal law guaranteeing Free Appropriate Public Education (FAPE) for all children with disabilities ages 3-21. 13 disability categories include Emotional Disturbance (ED) and Other Health Impairment (OHI, often used for ADHD). Requires IEP for eligible students. 2004 reauthorization allowed RTI as LD identification method. Part B (school-age services) and Part C (early intervention, birth-3). For youth MH: emotional disturbance category often underutilized due to stigma; schools may use OHI or 504 Plans instead.
- **Definition (outsider-friendly)**: A US law requiring schools to provide free, appropriate education for students with disabilities — including mental health conditions — through individualized programs and support services.
- **Etymology/来源**: Originally Education for All Handicapped Children Act (P.L. 94-142, 1975). Renamed IDEA in 1990. Most recent reauthorization: IDEA 2004 (P.L. 108-446).
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders think IDEA only covers physical or intellectual disabilities — it explicitly includes "emotional disturbance" as a category
  - usage_tell: Schools using "doesn't meet criteria" to avoid IEP obligations for youth with MH conditions; the emotional disturbance category exists precisely for this
- **变化历史**: P.L. 94-142 (1975) → IDEA 1990 → IDEA 1997 → IDEA 2004. Reauthorization pending.
- **关联术语**: IEP/504 (#37), RTI (#20), MTSS (#3), FERPA (#48)
- **Source**: T06-S006 (ED IDEA); T06-S019 (ED Section 504 FAQ)
- **可信度**: high
- **Decay risk**: low

### 51. MHPAEA — 心理健康平等与成瘾公平法

- **Type**: regulation
- **Tier**: tier-2
- **Definition (insider)**: Mental Health Parity and Addiction Equity Act (2008). Federal law requiring group health plans and insurers offering MH/SUD benefits to provide coverage no more restrictive than medical/surgical coverage in terms of financial requirements (copays, deductibles), quantitative treatment limitations (visit limits), and non-quantitative treatment limitations (prior authorization, network adequacy). Expanded by ACA (2010) to individual market. 2024 Final Rule strengthened NQTL compliance requirements. For youth MH: ensures parity in coverage for adolescent depression, anxiety, SUD treatment — but enforcement remains a challenge.
- **Definition (outsider-friendly)**: A US law requiring insurance companies to cover mental health treatment as generously as they cover physical health treatment — meaning they cannot impose stricter limits on therapy visits or higher copays for mental health care.
- **Etymology/来源**: Mental Health Parity Act 1996 (MHPA, limited). MHPAEA 2008 (Wellstone-Domenici Act, comprehensive). ACA 2010 expanded scope. 2024 Final Rule strengthened enforcement.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders think parity means "unlimited mental health coverage" — it means MH coverage must be comparable to medical/surgical, not unlimited
  - usage_tell: Assuming parity is fully enforced — many plans still violate NQTL requirements; enforcement gaps persist
- **变化历史**: MHPA 1996 → MHPAEA 2008 → ACA expansion 2010 → 2024 Final Rule.
- **关联术语**: HIPAA (#49), IDEA (#50), Stepped Care (#17)
- **Source**: T06-S012 (CMS MHPAEA); T06-S025 (HHS parity)
- **可信度**: high
- **Decay risk**: medium (ongoing regulatory changes)

### 52. 未成年人保护法 (2021 修订)

- **Type**: regulation
- **Tier**: tier-1
- **Definition (insider)**: 2020年10月修订、2021年6月1日实施的中国未成年人保护基本法。建立"六大保护"体系: 家庭保护、学校保护、社会保护、网络保护、政府保护、司法保护。心理健康相关条款: 学校应配备心理健康教育教师(第27条),建立欺凌防控制度(第39条),建立学生心理健康筛查和早期干预机制。确立强制报告制度 — 密切接触未成年人的单位发现侵害应立即报告(第11条)。是中国未成年人心理健康保护的最高法律依据。
- **Definition (outsider-friendly)**: China's comprehensive law protecting minors (effective June 2021), establishing six protection systems — including requirements that schools hire mental health teachers, screen for psychological problems, set up anti-bullying systems, and report suspected abuse.
- **Etymology/来源**: 原法1991年颁布,2006年修订,2020年全面修订(新增网络保护和政府保护两章,从7章扩至9章132条)。
- **常见误用 (outsider-tell)**:
  - semantic_tell: 部分人仅了解"网络保护"部分(游戏限时),不知道心理健康条款同样重要
  - usage_tell: 将法律要求等同于已实现 — 各地落实程度差异很大
- **变化历史**: 1991年颁布 → 2006年修订 → 2020年全面修订 → 2021年6月1日实施。
- **关联术语**: 中小学心理健康教育指导纲要 (#46), 心理危机干预 (#39), 强制报告/Mandated Reporting (#33)
- **Source**: T06-S022 (NPC 未成年人保护法); T06-S021 (教育部)
- **可信度**: high
- **Decay risk**: low

### 53. 儿童个人信息网络保护规定 (2019)

- **Type**: regulation
- **Tier**: tier-2
- **Definition (insider)**: 2019年国家互联网信息办公室发布,2019年10月1日实施。规定收集、存储、使用、转移、披露14岁以下儿童个人信息需征得监护人同意。对青少年心理健康的影响: 线上心理健康平台/APP需遵守儿童信息保护要求; 学校使用数字心理健康筛查工具需确保数据合规; 与FERPA/HIPAA在功能上类似但法律体系不同。2024年《未成年人网络保护条例》进一步细化。
- **Definition (outsider-friendly)**: China's 2019 regulation requiring parental consent to collect personal information from children under 14 online — affecting how mental health apps, school screening tools, and digital platforms handle young people's data.
- **Etymology/来源**: 网信办2019年发布,是《网络安全法》配套规定。背景: 移动互联网时代儿童个人信息泄露风险急增。2024年《未成年人网络保护条例》进一步强化。
- **常见误用 (outsider-tell)**:
  - semantic_tell: 外行可能认为仅限于游戏和社交媒体 — 也覆盖教育和健康类应用
- **变化历史**: 2019年10月1日实施。2024年《未成年人网络保护条例》(2024年1月1日实施)扩展和细化。
- **关联术语**: 未成年人保护法 (#52), FERPA (#48), Digital Therapeutics (#31)
- **Source**: T06-S022 (NPC); T06-S021 (教育部)
- **可信度**: high
- **Decay risk**: medium (法规持续更新)

<!-- CERTIFICATIONS (54-58) -->

### 54. LPC (Licensed Professional Counselor)

- **Type**: certification
- **Tier**: tier-2
- **Definition (insider)**: State-level license for professional counselors in the US. Requirements: master's degree in counseling (48-60 graduate credits including practicum/internship), 2,000-4,000 hours of post-degree supervised clinical experience (varies by state), passage of NCE (National Counselor Examination) or NCMHCE. Title varies by state: LPC, LPCC, LCPC, LMHC. Scope of practice includes assessment, diagnosis, treatment planning, and psychotherapy. In school MH contexts: LPCs may provide community-based services to students, but school-based counseling roles typically require separate school counselor certification.
- **Definition (outsider-friendly)**: A professional license that allows someone to practice mental health counseling independently in the US — requiring a master's degree, thousands of hours of supervised experience, and passing an exam.
- **Etymology/来源**: Virginia was the first state to license professional counselors (1976). NBCC (National Board for Certified Counselors) coordinates national certification (NCC). ACA advocates for licensure portability via AASCB interstate compact.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders confuse LPC with school counselor — different credentials, different training, different scope
  - usage_tell: Assuming LPC license transfers across states — it does not (though the counseling compact is improving portability)
- **变化历史**: First state (VA) 1976. All 50 states + DC now license counselors. Counseling Compact for portability adopted by ~30 states (as of 2025).
- **关联术语**: LCSW (#56), NCSP (#55), YMHFA (#57)
- **Source**: T06-S018 (ACA licensure); T06-S026 (NBCC)
- **可信度**: high
- **Decay risk**: low

### 55. NCSP (Nationally Certified School Psychologist)

- **Type**: certification
- **Tier**: tier-2
- **Definition (insider)**: National credential from NASP (National Association of School Psychologists). Requirements: 60+ graduate semester hours in a school psychology program, 1,200-hour internship (600+ in school setting), passing Praxis #5403 (minimum score 155). Valid for 3 years; renewal requires 75 CPD hours (including ethics and EDI). Non-practice credential — does not replace state licensure/certification to practice. Approximately half of US states accept NCSP for their state credential. School psychologists' scope includes psychoeducational assessment, consultation, intervention, and crisis response.
- **Definition (outsider-friendly)**: A national credential for school psychologists in the US — requiring a specialized graduate degree, a long supervised internship in schools, and passing a national exam. Validates expertise in student assessment, behavior, and mental health.
- **Etymology/来源**: NASP established NCSP credential in 1988. Praxis #5403 requirement. NASP 2020 Professional Standards updated practice domains.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders confuse school psychologists with school counselors — school psychologists specialize in assessment, data-based decision-making, and intervention design
  - usage_tell: Assuming NCSP allows independent practice — it requires separate state licensure for practice
- **变化历史**: NCSP established 1988. NASP 2020 Standards updated. Praxis score requirement adjusted over time.
- **关联术语**: LPC (#54), LCSW (#56), MTSS (#3), IEP/504 (#37)
- **Source**: T06-S009 (NASP NCSP); T06-S006 (ED IDEA)
- **可信度**: high
- **Decay risk**: low

### 56. LCSW (Licensed Clinical Social Worker)

- **Type**: certification
- **Tier**: tier-2
- **Definition (insider)**: State-level clinical license for social workers. Requirements: MSW (Master of Social Work) from CSWE-accredited program, 2-3 years post-MSW supervised clinical experience (3,000+ hours typical), passage of ASWB Clinical exam. Scope: clinical assessment, diagnosis, psychotherapy, case management. Social work training emphasizes person-in-environment perspective and systems-level intervention. In school MH: school social workers (often LCSWs or on LCSW track) provide Tier 2/3 services, home visits, community resource coordination, and crisis intervention.
- **Definition (outsider-friendly)**: A professional license for social workers who provide therapy and clinical services — requiring a master's in social work, years of supervised practice, and a licensing exam. In schools, clinical social workers often bridge the gap between families, schools, and community services.
- **Etymology/来源**: Social work licensure established state-by-state (1960s-1990s). ASWB (Association of Social Work Boards) standardized exams. CSWE accredits MSW programs.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders think social workers "just handle child welfare cases" — LCSWs are licensed therapists with full diagnostic and treatment authority
  - usage_tell: Conflating LCSW (clinical license) with BSW or MSW (degrees) — the license requires additional supervised clinical hours beyond the degree
- **变化历史**: ASWB Clinical exam standardized across states. Social work compact for portability in development.
- **关联术语**: LPC (#54), NCSP (#55), Wraparound (#24)
- **Source**: T06-S018 (ACA — comparison); T06-S011 (APA — professional landscape)
- **可信度**: high
- **Decay risk**: low

### 57. YMHFA Instructor (Youth Mental Health First Aid)

- **Type**: certification
- **Tier**: tier-2
- **Definition (insider)**: Certification to teach Youth Mental Health First Aid (YMHFA) and teen Mental Health First Aid (tMHFA) courses. Requirements: must first be certified as a Youth Mental Health First Aider, have experience working with youth, complete a 3-day Instructor training through an approved site, pass a teaching demonstration and exam, and teach at least one full course per year to maintain certification. The National Council for Mental Wellbeing administers the program in the US. YMHFA teaches the ALGEE action plan (Assess risk, Listen nonjudgmentally, Give reassurance, Encourage professional help, Encourage self-help).
- **Definition (outsider-friendly)**: A certification that qualifies someone to teach Youth Mental Health First Aid courses — training adults (teachers, parents, coaches) to recognize and respond to signs of mental health problems or crises in young people.
- **Etymology/来源**: Mental Health First Aid originated in Australia (Kitchener & Jorm, 2002). Youth version launched in the US by the National Council. tMHFA (teen-taught version) is newer, training teens to support their peers.
- **常见误用 (outsider-tell)**:
  - semantic_tell: Outsiders think YMHFA trains people to be counselors — it trains "first aiders" for initial recognition and referral, not ongoing treatment
  - usage_tell: Treating YMHFA certification as equivalent to clinical training
- **变化历史**: MHFA Australia (2000) → US launch (2008) → Youth MHFA US (2011) → tMHFA (2020s).
- **关联术语**: Gatekeeper Training (#14), MH Literacy (#13), Peer Support (#32)
- **Source**: T06-S015 (mentalhealthfirstaid.org YMHFA); T06-S003 (SAMHSA)
- **可信度**: high
- **Decay risk**: low

### 58. 中国心理咨询师资格 (原国家二/三级)

- **Type**: certification
- **Tier**: tier-2
- **Definition (insider)**: 原人力资源和社会保障部颁发的国家心理咨询师职业资格(三级/二级/一级,一级从未实际颁发)。2017年9月人社部取消该资格,不再组织全国统一考试。此后心理咨询师认证转向社会化: 中科院心理所"心理咨询师基础培训合格证书"、中国心理学会注册心理师(CPS)系统、各省市心理咨询行业协会认证。学校心理健康教育教师资格由各省教育厅管理,与临床心理咨询师资格分离。行业面临资格混乱期。
- **Definition (outsider-friendly)**: China's former national psychological counselor certification (Level 2 and 3) was abolished in 2017. Now replaced by various non-governmental certifications — creating a confusing landscape where multiple organizations offer different credentials with varying quality standards.
- **Etymology/来源**: 2002年人社部建立三级制度 → 2017年取消 → 社会化认证过渡期。中科院心理所培训被视为目前最被认可的替代,但不具政府资格证书效力。
- **常见误用 (outsider-tell)**:
  - semantic_tell: 外行可能不知道国家二/三级已取消,仍以此评判咨询师资质
  - usage_tell: 持有旧证者未必有持续专业发展;取消后无统一继续教育要求
- **变化历史**: 2002年启动 → 2017年9月取消 → 2018年起社会化认证过渡。学校心理健康教育教师资格另行管理。
- **关联术语**: LPC (#54, US对应), 中小学心理健康教育指导纲要 (#46), 未成年人保护法 (#52)
- **Source**: T06-S021 (教育部); T06-S022 (NPC)
- **可信度**: high
- **Decay risk**: medium (认证体系仍在演变)

---

## Phase 2 Interface

### Glossary Statistics
- **Total entries**: 58
- **Terms (Tier 1)**: 20 (entries 1-20)
- **Terms (Tier 2)**: 20 (entries 21-40)
- **Standards**: 7 (entries 41-47)
- **Regulations**: 6 (entries 48-53)
- **Certifications**: 5 (entries 54-58)
- **Outsider-tell coverage**: 100% for Tier 1; ~85% for Tier 2
- **Sources**: 28 unique sources in manifest

### Key Outsider-Tell Patterns (for Phase 2 persona calibration)

1. **"Therapy vs. System" confusion**: Outsiders conflate organizational frameworks (TIC, MTSS, PBIS) with individual therapy. Insider language distinguishes systemic from clinical interventions.
2. **"Label = destiny" fallacy**: Outsiders treat ACE scores, screening results, and tier placements as permanent labels rather than dynamic data points for resource allocation.
3. **"Evidence-based" inflation**: The most misused qualifier in the industry. Insiders distinguish EBP (process) from evidence-based programs (specific interventions) and demand RCT-level evidence, not pilot studies.
4. **FERPA-HIPAA confusion**: Even school staff routinely misattribute privacy obligations. School MH records almost always fall under FERPA, not HIPAA.
5. **China credential gap**: The 2017 abolition of national counselor certification created an ongoing confusion period; outsiders may not know current credential landscape.
6. **SEL reductionism**: Media and vendors reduce SEL to "feelings education" or single-competency apps; insiders see a systemic multi-setting framework.
7. **Resilience misframing**: "Just be tough" framing contradicts the science of resilience as a supported, dynamic process requiring environmental scaffolding.

### Cross-References to Other Research Tracks
- **Track 01 (Figures)**: Key figures whose frameworks define the glossary (Beck → CBT, Linehan → DBT, Jorm → MH Literacy, Shonkoff → Toxic Stress, Felitti → ACEs, Achenbach → Ext/Int)
- **Track 02 (Tools)**: Screening instruments (SDQ, BESS, PHQ-A, PSC) referenced in Universal Screening (#7); DTx products referenced in #31
- **Track 04 (Canon)**: DSM-5-TR (#41), ICD-11 (#42), CASEL Framework (#43), NICE Guidelines (#45) are canonical texts
- **Track 07 (Insider Language)**: Outsider-tell patterns feed directly into insider-vs-outsider language calibration

### Decay Watch
| Entry | Risk | Reason |
|-------|------|--------|
| DSM-5-TR (#41) | medium | Future revision timeline unknown |
| MHPAEA (#51) | medium | Ongoing regulatory changes (2024 Final Rule) |
| Digital Therapeutics (#31) | medium | Rapidly evolving field and regulatory landscape |
| 双减 (#40) | medium | Policy still being adjusted |
| 儿童个人信息网络保护规定 (#53) | medium | 2024 条例已更新 |
| 中国心理咨询师资格 (#58) | medium | 认证体系仍在演变 |

### Suggested Phase 2 Additions (if scope expands)
- SBIRT (Screening, Brief Intervention, Referral to Treatment) — substance use prevention in schools
- CISM (Critical Incident Stress Management) — post-crisis response protocol
- UDL (Universal Design for Learning) — overlaps with MH accessibility
- IECMHC (Infant and Early Childhood Mental Health Consultation) — younger age extension
- 家庭教育促进法 (2022) — China's family education law with MH implications
