It’s a nightmare for Huazhong University of Science and Technology (HUST): within a week, two students committed suicide by jumping off dorm buildings.
對(duì)于整個(gè)華中科技大學(xué)來說，這簡直就是場(chǎng)噩夢(mèng)：一周之內(nèi)，兩名學(xué)生在宿舍跳樓自殺。

Officials from the university are reluctant to give interviews.
校方官員們不愿接受采訪。

“We had a hard time calming down students who were shocked at the suicides,” said Zhang Jingyuan, head of HUST’s center for research and guidance for students’ development.
“我們好不容易才安撫好那些被自殺事件嚇壞了的學(xué)生，”華中科技大學(xué)大學(xué)生發(fā)展研究與指導(dǎo)中心主任章勁元說。

“Media coverage may arouse some students’ negative emotions again. Suicide can be contagious,” Zhang said.
他說，“媒體的報(bào)道將會(huì)再次引發(fā)學(xué)生的消極情緒，自殺是會(huì)傳染的。”

The university reacted promptly to the first suicide on October 23.
對(duì)于今年10月23號(hào)發(fā)生的第一起自殺事件，華中科技大學(xué)迅速做出應(yīng)急措施。

Advisors and class leaders conducted dorm-to-dorm checks to find students suffering depression. Then psychologists offered one-on-one counseling to them.
輔導(dǎo)員和班長們走訪了每個(gè)宿舍，找出遭遇抑郁的學(xué)生。然后，心理咨詢師會(huì)為這些學(xué)生提供一對(duì)一的心理咨詢。

Notice boards publicizing tips for identifying peers’ mental problems and offering help were set up in front of dorm buildings. Leaflets carrying similar information were handed out to each dorm.
宿舍樓前豎起一些布告欄，為同學(xué)們普及關(guān)于如何發(fā)現(xiàn)身邊人遭遇心理問題并提供幫助的小貼士。印有類似內(nèi)容的小冊(cè)子也被分發(fā)給每個(gè)寢室。

However, the second suicide came seven days later.
然而，七天后，第二起自殺事件發(fā)生了。

Both students were described as men of few words. Their schoolmates didn’t see anything to indicate suicide.
據(jù)周圍人描述，這兩名學(xué)生都很少言寡語。他們的同學(xué)都沒有覺察到任何自殺前的征兆。

Zhang revealed that the two students had been bothered by mental disorders. But the school didn’t know this until the students’ close friends outside school and their parents unveiled the truth after the suicides.
章勁元透露，這兩名學(xué)生曾經(jīng)飽受心理疾病的困擾。但是學(xué)校對(duì)此并不知情，他們校外的好友和家長也是在自殺事件發(fā)生后才說出實(shí)情。

According to Zhang, there are only three full-time counselors working in the university’s counseling center for its 60,000 students. He complained: “It’s unrealistic to rely only on counselors to detect students’ mental problems.”
據(jù)章勁元說，全校共有六萬名學(xué)生，但學(xué)校的心理咨詢中心只有三位全職心理咨詢師。他抱怨說：“僅僅依靠心理咨詢師來察覺學(xué)生的心理問題，這是不現(xiàn)實(shí)的。”

Some universities in the US may be able to offer solutions to Zhang’s worries. They have established programs to train students to be the bridge between troubled friends and counselors.
一些美國的大學(xué)或許可以為章勁元的擔(dān)憂提供解決對(duì)策。他們成立了一些學(xué)生培訓(xùn)項(xiàng)目，使得他們能夠在陷入困境的同伴與心理咨詢師之間搭起橋梁。

At Worcester Polytechnic Institute, at Worcester, Massachusetts, US, young people in the Student Support Network role play to learn how to detect SOS signals from their schoolmates.
在美國馬薩諸塞州的伍斯特理工學(xué)院，來自“學(xué)生支持網(wǎng)絡(luò)”的年輕人們通過角色扮演來學(xué)習(xí)如何去察覺他們身邊的同學(xué)們發(fā)出的求救信號(hào)。

They also practice how to gently persuade emotionally troubled students to go for professional help.
他們也會(huì)練習(xí)如何委婉說服那些遭遇心理問題的學(xué)生們?nèi)�尋找專業(yè)幫助。

To develop such empathy, many universities in China have organized campus events to popularize knowledge about mental health. But these are not that attractive to students.
為了發(fā)揮這種移情作用，很多中國大學(xué)也組織了一系列校園活動(dòng)來普及心理健康知識(shí)。但這些活動(dòng)對(duì)學(xué)生來說沒什么吸引力。

Ke Juanjuan, 24, is pursuing a master’s degree in English translation at HUST. Ke has found that few of her peers will pay attention to activities about mental health when they are not troubled by it.
24歲的柯娟娟（音譯）正在華中科技大學(xué)攻讀英語翻譯碩士學(xué)位。她發(fā)現(xiàn)，在沒有遭遇心理問題的情況下，她身邊的同齡人幾乎沒人會(huì)去關(guān)注這些心理健康活動(dòng)。

Rather than bombard students with the words “mental health”, Ke suggested the school organize lectures and workshops concerning study, job-hunting and relationships. She explained: “Students care about these topics. They tend to have problems in these areas and may thus get stuck in depression.
比起連珠炮式地向?qū)W生們灌輸“心理健康”，柯娟娟更建議學(xué)校去組織一些與學(xué)習(xí)、求職以及戀愛關(guān)系有關(guān)的講座和工作坊。她解釋說：“學(xué)生都很關(guān)注這些話題。他們常常在這些方面遇到難題，很可能因此陷入絕望。

“By helping students better deal with these problems, the school can effectively prevent self-inflicted injury and suicide among students.”
“通過幫助學(xué)生更好地處理這些問題，學(xué)�？梢杂行ьA(yù)防學(xué)生中自殘和自殺事件的發(fā)生。”

Effective prevention comes from long-term education for life instead of temporary intervention to meet an emergency, said Hu Yi’an. Hu delivers a course of lectures on life and death at Guangzhou University. He worries that universities have paid little attention to education for life.
有效的預(yù)防來自于長期的生命教育，而并非遭遇緊急狀況時(shí)的臨時(shí)干預(yù)，胡毅安（音譯）說。他在廣州大學(xué)教授以生命和死亡為主題的課程。他為各大高校給予生命教育的關(guān)注少之又少而擔(dān)憂。

“Education for life helps students respect and love life so they won’t resort to ending their lives when they have difficulties,” said Hu.
“生命教育可以幫助學(xué)生尊重、熱愛生命，這樣一來，當(dāng)他們遇到困難的時(shí)候就不會(huì)選擇結(jié)束生命了,” 胡毅安說。

According to Hu, the principles can be incorporated into everyday teaching.
胡毅安還表示，這些觀念可以融入到日常教學(xué)中去。

For example, teachers should make it clear to students that they are not studying chemistry to obtain a diploma or find a job; it’s a science that can, say, invent medicine to make people’s life better.
例如，老師們應(yīng)該清楚地告訴學(xué)生，他們之所以要學(xué)習(xí)化學(xué)并不僅僅是為了拿到畢業(yè)證或找份工作；化學(xué)是一門科學(xué)，它可以用來發(fā)明藥物，進(jìn)而造福百姓生活。

Hu is also concerned that some universities are conveying discriminatory message that will hold back students from seeking help.
胡老師也很擔(dān)心一些大學(xué)傳遞出帶有歧視性的信息會(huì)使得學(xué)生們不愿去尋求幫助。

When HUST conducted the dorm-to-dorm examination, students with poor academic performance were paid special attention. In March, Peking University also released a controversial policy, which required teachers to have a chat with students “with biased thinking”.
當(dāng)華中科技大學(xué)校方挨個(gè)宿舍進(jìn)行走訪時(shí)，學(xué)習(xí)成績較差的學(xué)生也被給予了特別關(guān)照。三月份，北京大學(xué)也推行了一項(xiàng)備受爭(zhēng)議的政策，該新規(guī)要求教師們要找那些學(xué)生中的“激進(jìn)分子”談話。

Yu Xiaojie, 17, is a freshman from Communication University of China, Nanjing. He has an inferiority complex about being from the countryside. He’s also nervous about getting on with fellow students.
17歲的于曉杰（音譯）是中國傳媒大學(xué)南廣學(xué)院的一名大一新生。他對(duì)于自己來自于農(nóng)村而感到自卑，與同學(xué)相處時(shí)也很緊張。

Yu has turned to strangers online, most of whom are as pessimistic about college life as he is. “I’m afraid of being outspoken in front of my teachers and classmates. They may treat me as if I were a troubled kid,” said Yu.
于曉杰更喜歡同陌生網(wǎng)友相處，他們當(dāng)中的大多數(shù)人也和他一樣，對(duì)大學(xué)生活持悲觀態(tài)度。“當(dāng)著老師和同學(xué)的面，我不敢暢所欲言。他們可能會(huì)把我當(dāng)成是問題少年。”于曉杰說。

However, Hu suggested that students step out of their comfort zone to seek real-life communication.
而胡毅安則建議學(xué)生們要走出他們的舒適地帶，尋找現(xiàn)實(shí)中的溝通交流。