人工智能作为治疗师:学生对使用生成人工智能用于学校心理健康框架的挑战的见解
1Faculty of Education, The University of Hong Kong, Hong Kong SAR, China.
Behavioral sciences (Basel, Switzerland)
|March 28, 2025
概括
学校的生成人工智能 (GenAI) 提供了可访问的心理健康支持,但学生们担心人工智能.
科学领域:
- 心理健康 心理健康
- 人工智能的人工智能
- 教育心理学教育心理学
背景情况:
- 生成性AI (GenAI) 越来越多地被整合到学校的心理健康服务中.
- 这给治疗应用带来了机遇和挑战.
- 学生的感知对于理解人工智能在心理健康中的作用至关重要.
研究的目的:
- 探索中学生对使用GenAI聊天机器人作为治疗工具的看法.
- 在学校心理健康中识别与GenAI相关的挑战.
- 基于已建立的AI治疗师框架来分析学生的经验.
主要方法:
- 从具有理论和实践GenAI经验的学生收集的定性数据.
- 专题分析应用于学生的反思.
- 利用Grodniewicz和Hohol在AI治疗师问题上的框架.
主要成果:
- 学生们认识到GenAI的好处,如可访问性和非判断性反.
- 人们对人工智能缺乏同情心,信任和适应能力提出了重大担忧.
- 结果与"混乱"",非人类"和"狭窄智能治疗师"问题一致.
结论:
- 心理健康中的GenAI聊天机器人需要人类监督,应该补充面对面的咨询.
- 人工智能在学校的伦理和有效整合需要平衡技术与人类互动.
- 需要进一步的研究来了解AI对学生心理健康护理框架的影响.
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