Who would study psychology unless they had some issues?!-Chapter 110 - 109 "You can ignore the sentence before ’but

Nan Zhubin’s gaze swept across, information entering his mind.

Then he switched to social mode: "Ah... long time no see."

In fact, he couldn’t recognize the other person at all.

"Indeed, it’s been a long time."

The other person responded to Nan Zhubin’s greeting with a similarly mature social reply.

Unlike Nan Zhubin, whose greeting was accompanied by nearly perfect expression management, the other’s face, despite trying to activate social mode, couldn’t hide slight hostility under Micro-expression Analysis.

"Do you have any business?" The second sentence from the other person was to inquire about Nan Zhubin’s purpose.

"I’m just here to see... a friend." Nan Zhubin glanced at Xia Tian, trying to increase the young girl’s Spirit score by 0.5 points.

"And now, the place where I work has a joint project with the school. I want to utilize the platform of the Psychological Consultation Center as well." Nan Zhubin spoke in a more official tone, "The specific form is that I will also come here as a consultant to offer free consultations—relevant details should have been communicated to the responsible teacher of the center by the leadership earlier."

The other person pondered for a moment, realizing the reception desk of the consultation center wasn’t the place for discussions, and led Nan Zhubin to the office.

Despite slightly furrowing his brows, he still poured a glass of water for Nan Zhubin and then sat down beside him:

"As you can see, I am currently the teacher in charge of the psychological center."

Nan Zhubin blinked, tentatively greeting, "Congratulations on the promotion?"

"Thank you."

It was still a socially polite response, without showing the joy typical of receiving congratulations.

Following Nan Zhubin’s words, he continued: "Regarding your issue of returning to the center for part-time consultation, the Psychology College has already communicated with me, and there’s no problem in principle."

Nan Zhubin raised an eyebrow, finding the tone of this speech rather interesting.

...

At universities, teachers are divided into "administrative positions" and "teaching positions."

Although all are called "teachers," their specific functions differ, as do their promotion mechanisms.

Teachers in teaching positions, like Nan Zhubin’s mentor, generally require a doctoral degree to start, with basic duties including teaching, conducting research, publishing papers, and advancing through ranks such as lecturer, associate professor, and professor, mainly focusing on scientific research.

In contrast, administrative teachers might start with as little as a master’s degree, although they also teach. Their work varies by department, such as finance, human resources, or admissions, with widely differing upper and lower limits.

For example, "student counselor" is an administrative position, and so is "secretary."

Currently, the Jiang University Psychological Consultation Center’s staff are all in administrative positions.

...

Listening to an administrative teacher speak sometimes makes things sound less straightforward.

Nan Zhubin raised an eyebrow, attempting to continue the topic: "No problem in principle—so?"

"So later, you’ll need to leave your schedule. If it coincides with a student’s appointment, we’ll inform you."

The center’s responsible teacher paused: "But—the students assigned to you will be fewer, as we already have many part-time teachers and students who need to accumulate consultation hours."

Here’s a reading comprehension tip: For questions about paragraph themes, if a paragraph includes "but," you can skip the preceding sentences and just read what’s after.

The same applies in Chinese.

Especially with administrative teachers, just listening to the content after "but" is usually sufficient.

Nan Zhubin realized: Are they worried about me taking consultation hours?

Indeed, visitors at the school’s psychological consultation center are very valuable.

On the one hand, the internal school consultations are free support benefits for students; on the other hand, it provides training opportunities for the school’s professional students and new teachers.

After all—consultation hours are reckoned by the hour.

Of course, for students with genuine needs, the school arranges for experienced psychologists and professors, who might charge thousands an hour, to consult; but generally, students with ordinary psychological issues are passed on to regular psychology teachers for practice.

In other words, the student visitors of the psychological center are the resources for the school’s internal psychological workers.

Currently, Nan Zhubin is an outsider.

Through a series of realizations, Nan Zhubin understood the meaning behind the center’s responsible teacher’s words.

A bit troublesome, indeed, since this is someone else’s territory, and now he himself is in need.

"I understand your concerns." Nan Zhubin attempted to rationalize, "However, in terms of consultation, we should focus on consultation effectiveness, shouldn’t we? For students with clear ’problems,’ if professors don’t have time, they can be entrusted to me."

This approach intended to step back by offering to handle the more troublesome cases of Psychological Abnormality while allowing the general psychological issues to be handled by others.

Theoretically, it should address their concern.

Because there’s a significant gap in the school’s consultants: either inexperienced novice consultants or senior professors with scarce availability; the former might mumble through challenging problems, while the latter is busy enough to spare maybe only an hour a week.

Regarding the so-called "backbone"—slightly more capable consultants, they naturally go outside to earn and save for training fees.

Nan Zhubin’s coming could fill part of the consultation center’s gap in the backbone.

However, this statement instantly poked like a needle into the responsible teacher’s facade, causing an agitated eruption.

"Do you think our school’s young teachers cannot handle students’ problems, while you can, Nan Zhubin?"

"So what’s your plan? Conduct some perfunctory consultations and then refer them to your external center, charging students consultation fees, right? I know your intention and recognize your tricks!"

"Consultations within the school differ from your commercial consultations outside—we—"

Knock, knock, knock—

The knocking sound abruptly interrupted the incessant speech of the responsible teacher.

With a "click," Xia Tian’s delicate face appeared in view.

Given her position, she should have heard the argument behind the door.

Yet, unfazed, she seemed detached from the inner chaos as if her world and inside existed on separate tracks.

"Teacher, a visitor has arrived, one who scheduled a consultation with you in the afternoon."

Xia Tian glanced at the responsible teacher, then at Nan Zhubin, showing a hesitant expression.

"But—"

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