AI辅助心理学大学生CBT咨询技能训练教学模式的初步探索

A Preliminary Exploration of an AI-Assisted Teaching Model for CBT Counseling Skills Training among Undergraduate Psychology Students

摘要: 人工智能(Artificial Intelligence, AI)在高等教育领域受到广泛关注，但在实践教学应用仍面临技术适配和数字素养等挑战。认知行为疗法(Cognitive Behavioral Therapy, CBT)是心理学专业咨询技能培养的重要内容，但传统教学在案例练习、情境模拟和个体化反馈方面存在不足。本研究将AI引入心理学专业大学生CBT咨询技能训练，构建“案例模拟–咨询练习–AI反馈–反思总结”的教学流程，并开发了包含10个虚拟来访者案例的CBT-APP平台，为学生提供交互式咨询练习及基于咨询表现的即时反馈。研究选取了3名心理学专业大三学生作为研究对象，进行了为期两周的AI辅助CBT训练。通过对学生的反思日志进行分析发现，主要涉及CBT咨询流程与核心技术、情绪识别与共情、咨询关系、AI即时反馈及AI应用局限等方面。AI辅助训练为学生提供了多样化、低风险和可重复的练习情境，学生反思中也体现出对CBT咨询流程及核心技术理解与应用的进一步关注。同时，学生指出AI在复杂情绪理解、真实人际互动和咨询情境灵活判断方面存在局限。研究提示，生成式AI可作为CBT咨询技能训练的辅助性工具，但其教学价值仍需结合教师督导、专业判断和批判性反思加以发挥。

Abstract: Artificial intelligence (AI) has attracted increasing attention in higher education, yet its application in practical teaching continues to face challenges, including technological adaptability and gaps in digital literacy. Cognitive Behavioral Therapy (CBT) is a core component of counseling skills training for psychology students; however, traditional CBT instruction is limited by insufficient opportunities for case practice, realistic scenario simulation, and individualized feedback. To address these limitations, this study integrates AI into CBT counseling skills training for psychology undergraduates, establishing a pedagogical workflow comprising “case simulation, counseling practice, AI feedback, and reflective summary” and develops a CBT app platform featuring ten virtual client cases. The platform offers students interactive counseling practice and generates real-time feedback based on their performance. Three junior psychology students participated in a two-week AI-assisted CBT training program. Analysis of the students’ reflective journals revealed insights into CBT processes and core techniques, emotion recognition and empathy, the counseling relationship, AI-generated feedback, and the limitations of AI applications. The AI-assisted training offered diverse, low-risk, and repeatable practice scenarios, with student reflections demonstrating an increased focus on understanding and applying CBT processes and core techniques. At the same time, students identified limitations regarding AI’s ability to comprehend complex emotions, facilitate authentic interpersonal interaction, and make flexible judgments within counseling contexts. The study suggests that while generative AI can serve as a supplementary tool for CBT counseling skill training, its educational value is best realized when combined with instructor supervision, professional judgment, and critical reflection.