研究背景：儿童心理障碍具有高发性和较强的危害性，但是真实得到心理健康干预的儿童很少。其中，儿童较少采取求助行为制约了儿童所接受的服务。以往研究鲜有从儿童的视角了解儿童求助行为背后的因素，同时，我国城乡文化背景下儿童求助行为相关的研究缺乏，亟需站在我国正式机构资源知晓率和利用率较低的条件下讨论心理求助行为。因此，本研究旨在了解在遇到情绪与行为障碍的问题时，儿童心理求助行为的现状及其形成过程中的影响因素。

研究方法：本文采用质性研究的方法，在访谈前通过量表得出受试儿童符合抑郁、焦虑、创伤后应激障碍、注意缺陷多动障碍、对立违抗障碍及品行障碍的临界值标准之一方纳入本研究。访谈对象共计包含16名三至九年级具有客观心理健康服务需求的儿童，以及2位家长、10位老师、3位心理老师和3位社会工作者，通过线上或线下的半结构化访谈收集资料，最后采用主题框架分析法进行资料分析。

研究结果：（1）儿童心理求助行为大多是在多种类型诱发事件的影响下，以主动、间接或被动的形式向非正式或正式渠道的求助对象进行表达的过程。儿童心理求助的类型包含主动求助、间接求助和被动发现三种类型。跟据求助频率排序，儿童心理求助的对象依次是朋友、家人、老师、网友、心理老师、社会工作者、心理援助热线电话、精神科医生或心理治疗师，非专业求助频率高于半专业和专业的求助。求助过程中，儿童倾向于在单独私密的空间和情景下进行叙说，儿童的求助表达受到其口语表达能力的影响，叙事过程大多包括开场白、问题陈述、表达情绪和想法、陈述已做出的尝试、提出问题和需求五个部分。（2）儿童心理求助行为受到多种因素的影响：在威胁感知层面，多数儿童对心理障碍及其威胁识别和感知能力不足；在问题期望层面，儿童信息获取渠道混乱，一定程度上影响其对于求助的利弊判断；在行为态度层面，儿童对于心理障碍、心理求助和心理治疗存在多种误解影响其求助的行为意向；在知觉行为控制层面，被求助者的反馈难以满足儿童心理求助的预期，过去消极的求助经验使其对于新的求助行为的可行性和有效性存疑；在主观规范层面，家校互动现状和学校的管理模式尚未能给儿童营造良好的心理求助环境。（3）儿童在威胁感知的刺激下，内在决策系统在理性和直觉思维的共同作用下产生策略图式，然后在外系统持续产生的决策压力下不断规范调整，最终形成心理求助的行为意向并产生求助行为。

结论：虽然儿童的心理求助行为的形成受到内外部多重因素的影响，但由于主观规范对于内部图式的影响是持续且深刻的，本研究认为需要构建“学校+家庭+社会”三位一体的儿童心理服务体系、打造“监测+预防+治疗”多管齐下的全方位服务机制。在为儿童营造友好型的心理求助环境的基础上，儿童在决策过程中更大程度上是受到直觉层面行为态度和知觉行为控制的影响，而改变儿童内部认知图式需要开展“科学性+趣味性+全纳性”的心理科普宣传行动，这样才能更深层次改变儿童的心理求助行为意向，进而促发儿童有效的心理求助行为。

Research Background: Children's mental health disorders have high incidence and strong harmfulness, but there are few children who get mental health intervention. Among them, children's less use of help-seeking behavior restricts the services children receive. Previous studies rarely understand the factors behind children's help-seeking behavior from the perspective of children. At the same time, there is a lack of research on children's help-seeking behavior under the cultural background of urban and rural areas in China, and it is urgent to discuss psychological help-seeking behavior from the standpoint and environment of low awareness and utilization rate of formal institutions' resources. Therefore, this study aims to understand the status quo of children's psychological help-seeking behavior when they encounter emotional and behavioral disorders and the influencing factors in the formation process.

Methods: In this study, the qualitative research method was used, and the children who met the threshold criteria of depression, anxiety, post-traumatic stress disorder, attention deficit hyperactivity disorder, oppositional defiant disorder and conduct disorder were included in this study through scale method before the interview. A total of 16 children from Grade 3 to Grade 9 with objective needs for mental health services, as well as 2 parents, 10 teachers, 3 psychological teachers and 3 social workers were interviewed. Data were collected through online or offline semi-structured interviews, and the data were analyzed by thematic framework analysis.

Results: (1) Most children's psychological help-seeking behavior is a process of expressing to the help-seeking objects in informal or formal channels in an active, indirect or passive form under the influence of various types of induced events. The types of psychological help for children include active help, indirect help and passive discovery. According to the order of the frequency of help, children's psychological help objects are friends, family members, teachers, net friends, psychological teachers, social workers, psychological help hotline, psychiatrists or psychotherapists, the frequency of non-professional help is higher than that of semi-professional and professional help. In the process of asking for help, children tend to narrate in a separate and private space and scene. The expression of children's asking for help is affected by their oral expression ability. The narrative process mostly includes five parts: opening speech, problem statement, expression of emotions and ideas, statement of attempts made, raising questions and needs. (2) Children's psychological help-seeking behaviors are affected by a variety of factors: at the aspect of threat perception, most children lack the ability of recognizing and perceiving psychological disorders and its threats; at the aspect of problem expectation, children's access to information is chaotic, which affects their judgment of the advantages and disadvantages of seeking help; at the aspect of behavioral attitude, children’s behavior intention is influenced because they have various misunderstandings about psychological disorders, psychological help and psychological care; at the aspect of perceived behavioral control, the feedback provided by the helpers can not meet the expectation of children's psychological help seeking, and the past negative experience of seeking help makes them remain in doubt about the feasibility and validity of seeking new help; at the aspect of subjective norms, the status quo of family-school interaction and school management pattern have not yet created a good psychological help-seeking environment for children. (3) Under the stimulation of threat perception, children's internal decision-making system contributes to producing strategy schema under the combined effect of rationality and intuitive thinking, and then it is constantly regulated and adjusted under the continuous decision-making pressure from the outside system, finally forming the behavior intention of psychological help-seeking and producing help-seeking behaviors.

Conclusion: Although the formation of children's psychological help-seeking behaviors is affected by multiple internal and external factors, because the subjective norms have lasting and profound influence on the internal schema, this study indicates that it is necessary to build a trinity of children's psychological service system of the ‘school, family and society’, and establish a multi-pronged and all-round service management system of ‘monitoring, prevention and treatment’. On the basis of creating a friendly environment for children’s psychological help-seeking, children’s decision-making process, to a greater extent, is influenced by behavior attitude on an intuitive level and perceived behavioral control. Therefore, to change children's internal cognitive schema, it is necessary to carry out popular psychology propaganda with ‘scientificity, interest and inclusiveness’, which will change children’s psychological help-seeking behavior intention on an even profounder level and in turn promote children’s effective psychological help-seeking behaviors.