Who would study psychology unless they had some issues?!
Chapter 249 - 247: Lin Lulin is back!

Chapter 249: Chapter 247: Lin Lulin is back!

The chairman now truly wants to see Lin Lulin.

In fact, the dean of the Psychology College desires to meet Lin Lulin even more than the chairman does at this moment.

More than anyone present here.

However, he cannot leave here himself, so he can only arrange for others to find him, thus he can only sit here anxiously waiting.

[Forget it... Why is it taking so long to find him? Wasn’t Lin taken down by the doctors? Why not find the hospital representative and bring him here?!]

[Could it be that the hospital refuses to release him, intentionally detaining him?]

[Is his condition worsening? Why did it have to happen at this moment?!]

By the way, which doctor took Lin Lulin away just now?

The speed at which the other party rushed onto the stage was incredibly fast...

There was even a sense of urgency.

Suddenly, the dean’s hand moved, and the phone beside him began to vibrate with a "buzz".

As if grabbing a lifeline, he picked it up desperately: "Any news on Lin Lulin?"

A voice came from the other end of the phone: "Yes, yes, Lin’s condition isn’t very good, so the doctors here did some extra examinations and insisted on bringing him back together with us..."

The teacher on the other end was unaware of the situation on-site, still using a respectful form of address for Lin Lulin.

"Okay!"

The dean ended the call and immediately reported to the chairman nearby: "Lin Lulin is already on his way back!"

Finally finding some relief, he exhaled heavily.

[Which doctor is so stubborn, insisting on doing a full examination for old Lin, afraid he might die?]

At this thought, the dean complained fiercely.

[Dying would actually be a relief!]

...

Lin Lulin certainly isn’t dead yet.

Indeed, Doctor Chen deliberately "detained" Lin Lulin.

A successful performance, where the actor’s timing of appearance greatly affects the show’s impact.

However, Lin Lulin obviously isn’t a very obedient actor, he doesn’t even want to be this actor.

So Nan Zhubin needs to control him a bit.

And what’s more legitimate than a "doctor" controlling a "patient"?

Now it’s time for Lin Lulin to take the stage.

Because the drama’s climax requires his appearance.

With a "click", the auditorium’s back door opened.

Lin Lulin quietly appeared under the watch of Doctor Chen and another teacher dispatched by the dean.

Under the influence of Nan Zhubin’s report, nobody noticed this unimportant effect.

Yet, some sharp eyes did quickly spot him.

Like—Xia Tian.

In the little girl’s gaze, Lin Lulin’s face, pale from pain, turned even whiter upon seeing Nan Zhubin.

"What did his report say..." Lin Lulin helplessly asked the teacher beside him.

This teacher had left at the most crucial moment and was unaware.

Just replied: "I don’t know... Anyway, Lin, let’s find the dean first; he sounded very stern and urgent just now."

So they quietly moved to the forefront.

Professors had sensibly left an empty seat for the arriving Lin Lulin in the first row.

With the sensitivity of a psychology professor, Lin Lulin instinctively sensed the odd stares around him.

"Old Lin, have a seat," the dean said indifferently, "You don’t look well; how is your health?"

"Not very good... but hearing it was the dean looking for me, I had to come," Lin Lulin, still unaware of the situation’s severity, replied, "What is this about?"

The dean refrained from speaking, instead turning his gaze to the chairman.

This movement struck another chord in Lin Lulin’s heart.

It’s not the dean seeking him, but the chairman...

Nan Zhubin on stage is still reporting...

With these two conditions combined, Lin Lulin felt like a giant hand was pressing his fractured chest, then forcefully broke through the bones and flesh, grasping his heart.

Making it almost impossible for him to breathe.

[Painkiller...]

It was the only thought in his mind.

The chairman glanced aside, saying nothing more but, "The child’s report on stage should be nearing its end."

"Let’s listen to the end."

...

It’s a complete report on a case study.

Starting with [Symptom Awareness], [Case Presentation], [Case Analysis], indeed reaching the conclusion.

Finally, the [Summary and Discussion] extended from this case.

"Earlier I shared the causes of my visitor’s symptoms, along with each point of deterioration."

"So, moving forward, can we prevent these situations from reoccurring with certain measures, policies, technologies?"

With a transitional phrase bridging past and future, leading the report to others’ [Conclusion], Nan Zhubin’s planned [Climax].

Nan Zhubin clicked the laser pointer, changing slides.

The screen displayed: [I. Strengthen Psychological Health Education, Increase Depression Awareness]

"From the school’s perspective, more mental health lectures should be held during school, further explaining the initial symptoms and preventive measures for depression, while ensuring college students deeply understand ’smiling depression’, focusing on their and peers’ mental health; preventing depression early in seemingly positive students."

"For school counselors, head teachers, etc., relevant training materials should be provided to ensure they possess basic knowledge in handling related situations. Integrating mental health education as essential professional qualities of counselors, enabling them to promptly identify student anomalies, allowing depression to be detected early."

The laser pointer is clicked again.

[II. Promote Psychological Health Resource Allocation, Strengthen Depression Intervention]

"Jointly managing psychological consultation centers of various universities, sharing psychological resources, perfecting the university-wide psychological health profiles and forming a professional team on preventing university students’ mental health issues."

"Upon identifying depressed students, promptly connecting them with experts from the school level, conducting psychological consultations and activities under expert guidance based on symptom severity, aiming to sort out and alleviate their conditions."

...

These two points are rather conventional, bureaucratic statements.

Commonly used in any school mental health education speech or paper, often as fillers or to extend word count.

Below, students or teachers, consultants taking notes have started closing their books, thinking the report is almost over.

However, the first row professors subtly nodded, finding this segment displays Nan Zhubin’s "maturity" and "independence" in terms of report formatting.

In their various thoughts, Nan Zhubin clicked the slide again, releasing the final major point.

[III. Learn Micro-expression Analysis Techniques, Enhance Consultants’ Evaluation Accuracy for Smiling Depression]