Core Viewpoint - The article highlights the psychological challenges faced by families after the national college entrance examination, particularly the tensions between parents and children regarding unmet expectations and future choices [1][4][6]. Group 1: Psychological Impact on Families - There is a noticeable increase in parents and students seeking psychological help due to heightened conflicts and strained relationships post-examination [1][3]. - Many conflicts arise from unmet promises made by parents before the exams, leading to feelings of disappointment among students [2][4]. - The underlying issues often stem from long-term imbalances in power dynamics and neglected psychological needs within the family [1][6]. Group 2: Parental Expectations vs. Student Desires - Students express frustration over parents not fulfilling pre-exam commitments, such as buying new phones or allowing personal expression through hairstyles [4][5]. - Parents often prioritize practical career paths over students' personal interests, leading to significant disagreements during the college application process [4][5]. - The article illustrates the generational divide, where parents focus on security and stability, while students seek autonomy and self-identity [6][7]. Group 3: Communication Strategies - Effective communication strategies are suggested to bridge the gap between parents and children, emphasizing the importance of empathy and understanding [8][9]. - Parents are encouraged to recognize their children's needs for exploration and independence, while children should acknowledge parental concerns about future stability [8][11]. - The article advocates for a collaborative approach to decision-making, where both parties can express their views without conflict [9][10]. Group 4: Long-term Solutions - Early career exploration and psychological support in schools are recommended to help students develop a clearer sense of self and reduce future conflicts [10][11]. - The importance of allowing children to make mistakes and learn from them is emphasized, as this is crucial for their growth and decision-making skills [11][12]. - The article concludes that families should function as supportive environments for exploration rather than battlegrounds for control [10][11].

Core Viewpoint - The article discusses the considerations for students when selecting majors in the context of new professional fields and the increasing flexibility of changing majors in Chinese universities [1][9]. Group 1: Characteristics of New Majors - New majors are often aligned with national major projects and related construction needs [3]. - They also include fields related to the development of new technologies, such as AI [4]. - Additionally, new majors may address market demands in social services, including elder care [5]. Group 2: Choosing the Right Major - Students should not simply pursue new majors; they should assess their own strengths and potential to match with these new fields [5][8]. - The majority of candidates may not need to choose new majors, as they represent a small proportion of the over 800 available options [5]. Group 3: Flexibility in Changing Majors - The increasing openness to changing majors is driven by supply and demand dynamics in higher education [9]. - Many students enter university with limited understanding of their true interests and strengths, leading to a demand for the ability to switch majors [9]. Group 4: Considerations for Major Selection - Students should prioritize their own strengths and long-term career goals when selecting a major, rather than focusing solely on immediate job market trends [8][16]. - The relationship between personal interests and job market opportunities should be balanced; students should choose fields where they have inherent advantages [16].

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