LLM-based Conversational AI Therapist for Daily Functioning Screening and Psychotherapeutic Intervention via Everyday Smart Devices
Why this work is in the frame
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Bibliographic record
Abstract
Despite the global mental health crisis, access to screenings, professionals, and treatments remains high. In collaboration with licensed psychotherapists, we propose a C onversational AI T herapist with psychotherapeutic I nterventions (CaiTI), a platform that leverages large language models (LLMs) and smart devices to enable better mental health self-care. CaiTI can screen the day-to-day functioning using natural and psychotherapeutic conversations. CaiTI leverages reinforcement learning to provide personalized conversation flow. CaiTI can accurately understand and interpret user responses. When the user needs further attention during the conversation, CaiTI can provide conversational psychotherapeutic interventions, including cognitive behavioral therapy and motivational interviewing. Leveraging the datasets prepared by the licensed psychotherapists, we experiment and microbenchmark various LLMs’ performance in tasks along CaiTI’s conversation flow and discuss their strengths and weaknesses. With the psychotherapists, we implement CaiTI and conduct 14-day and 24-week studies. The study results, validated by therapists, demonstrate that CaiTI can converse with users naturally, accurately understand and interpret user responses, and provide psychotherapeutic interventions appropriately and effectively. We showcase the potential of CaiTI LLMs to assist the mental therapy diagnosis and treatment and improve day-to-day functioning screening and precautionary psychotherapeutic intervention systems.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it