Chan Cecilia Ka Yuk
Faculty of Education, The University of Hong Kong, Hong Kong SAR, China.
Behav Sci (Basel). 2025 Feb 28;15(3):287. doi: 10.3390/bs15030287.
The integration of generative AI (GenAI) in school-based mental health services presents new opportunities and challenges. This study focuses on the challenges of using GenAI chatbots as therapeutic tools by exploring secondary school students' perceptions of such applications. The data were collected from students who had both theoretical and practical experience with GenAI. Based on Grodniewicz and Hohol's framework highlighting the "Problem of a Confused Therapist", "Problem of a Non-human Therapist", and "Problem of a Narrowly Intelligent Therapist", qualitative data from student reflections were examined using thematic analysis. The findings revealed that while students acknowledged AI's benefits, such as accessibility and non-judgemental feedback, they expressed significant concerns about a lack of empathy, trust, and adaptability. The implications underscore the need for AI chatbot use to be complemented by in-person counselling, emphasising the importance of human oversight in AI-augmented mental health care. This study contributes to a deeper understanding of how advanced AI can be ethically and effectively incorporated into school mental health frameworks, balancing technological potential with essential human interaction.
生成式人工智能（GenAI）融入校本心理健康服务带来了新的机遇和挑战。本研究通过探索中学生对这类应用的看法，聚焦于将GenAI聊天机器人用作治疗工具的挑战。数据收集自既有GenAI理论经验又有实践经验的学生。基于格罗德涅维茨和霍霍尔强调“困惑的治疗师问题”“非人类治疗师问题”以及“智能狭隘的治疗师问题”的框架，使用主题分析法对学生反馈的定性数据进行了研究。研究结果显示，虽然学生认可人工智能的益处，如可及性和无偏见反馈，但他们对缺乏同理心、信任和适应性表达了严重关切。这些影响凸显了人工智能聊天机器人的使用需要辅以面对面咨询，强调了人工监督在人工智能增强型心理健康护理中的重要性。本研究有助于更深入地理解先进人工智能如何在道德和有效地纳入学校心理健康框架，平衡技术潜力与必要的人际互动。
