From Frustration Education to Psychological Resilience: An Integrated Intervention Path for Class Management in Technical and Vocational Colleges

Abstract

In recent years, the issue of psychological vulnerability and insufficient resilience among vocational college students has become increasingly prominent. Faced with multiple pressures such as academic performance, employment, and interpersonal relationships, many students are prone to feelings of inferiority, avoidance, or even extreme behaviour, posing a significant challenge to educational management. This study is based on the theory of "Adversity Quotient" (AQ) and positive psychology, employing a combination of questionnaire surveys and case analysis to explore the current state of resilience among vocational college students. The findings reveal that students' lack of resilience primarily manifests as poor emotional regulation skills, inadequate problem-solving abilities, and weak social support systems. Based on this, this paper proposes an integrated intervention pathway for class management, including course integration, psychological counseling, practical experiences, and multi-party collaboration, to gradually enhance students' psychological resilience. The research indicates that systematic, tiered class interventions not only significantly improve students' psychological adaptability but also strengthen class cohesion and educational effectiveness.