With the rise of telehealth (Shaver, 2022) and potential use of chatbots and “AI friends” to replace or “terminate” traditional relationships as we know them, we, as teachers, have an opportunity to lead our students through a critical examination of the benefits, limitations, and ethical concerns related to intelligent agents. What makes human-to-human interactions unique? Can we “attach” to machines? Can ChatGPT be a “friend,” “teacher,” or “counselor”? By providing classroom demonstrations and activities, we can help students answer these questions experientially and make connections with countless psychological constructs along the way.
In research, attempting to define friendship has been challenging. Common associated terms include trust, intimacy, commitment, respect, and acceptance (Fehr, 1996; Monsour, 2002). These concepts are discussed through lifespan development, theories of personality, and social psychology—to name a few. In addition, AI programs have recently been developed to mimic friendships and allow users to engage in conversations with a “supportive, empathetic, and intelligent conversational AI that helps you explore and understand your world, with access to fresh and factual information” (https://pi.ai/discoveropens in new window). When discussing concepts related to social support and its importance (Zell & Stockus, 2024), we can help students compare AI generated with human interactions and critically examine key relationship concepts. Reflecting on the benefits that AI has to offer by way of anonymity and lack of judgment can help students identify the importance of unconditional positive regard. Limits may include feeling truly heard and ultimately connected, which highlights the value of nonverbal connection and empathy.
What is good and effective teaching? Research has indicated that “good teachers” provide feedback, are active and engaged, are able to take the student’s perspective, and offer mentorship (Ursano et al., 2007). AI has recently introduced “teacherless classes” that will tailor the lessons to each student’s learning preferences and strengths. Benefits may include more personalized learning, accessibility, and efficiency. Students can engage in this type of learning and then reflect on the similarities and differences to traditional teaching. Not only can this type of exercise aid in a discussion around meta-cognition, but other concepts related to cognitive psychology, behaviorism, and consciousness can be experienced firsthand and evaluated. This activity can also specifically address issues related to how much learning is relational and dependent upon the alliance between teachers and students.
Lastly, can chatbots take the place of mental health practitioners? There are currently programs that can provide a “judgment-free AI friend & therapist who’s ready to listen and help you feel better 24/7opens in new window.” With all the knowledge of the internet, are these types of interactions more effective than traditional face-to-face psychotherapy? Again, the research clearly supports that knowledge is a key component to effective psychotherapy, but the other crucial component is a therapeutic alliance, or trusting relationship (Martin et al., 2000). Students can use these AI apps and programs to critically examine the “relational” component and come to their own conclusions on AI’s effectiveness in this arena. This activity allows for hands-on experiences with the constructs as well as an opportunity to self-reflect on important concepts fundamental to human relationships and behavior change. In addition, this activity can be used to help identify ethical concerns related to AI and mental health, which is both topical and crucial for the field moving forward.
The activities discussed above offer students the opportunity to evaluate the usefulness of AI across multiple contexts while reviewing core psychological constructs related to multiple areas within the discipline of psychology. They can also help teachers and students develop research studies to measure the effectiveness of AI across these and many other psychology-related contexts. The recent APA policy related to AI (APA, 2024) tasks the field with shaping AI’s societal impact, empirically examining AI’s ability to promote health and wellbeing, and considering ethical implications of AI in regard to privacy and potential harm. Instead of labeling AI as “bad” or “threatening” to the field, students can come to their own conclusions through experiential learning. In addition, these activities can add great depth to classroom discussions or writing assignments that focus on self-reflection and critical thinking.
References
American Psychological Association. (2024). Artificial Intelligence and the Field of Psychology. https://www.apa.org/about/policy/statement-artificial-intelligence.pdfopens in new window
Fehr, B. (1996). Friendship processes. Thousand Oaks, CA: Sage
Martin, D. J., Garske, J. P., & Davis, M. K. (2000). Relation of the therapeutic alliance with outcome and other variables: A meta-analytic review. Journal of Consulting and Clinical Psychology, 68(3), 438–450. https://doi.org/10.1037//0022-006x.68.3.438opens in new window
Monsour, M. (2002). Women and men as friends: Relationships across the life span in the 21st century. Mahwah, NJ: Erlbaum.
Shaver J. (2022). The State of Telehealth Before and After the COVID-19 Pandemic. Primary care, 49(4), 517–530. https://doi.org/10.1016/j.pop.2022.04.002opens in new window
Ursano, Amy M., Kartheiser, Paul H., & Ursano, Robert J. (2007). The Teaching Alliance: A Perspective on the Good Teacher and Effective Learning. Psychiatry: Interpersonal and Biological Processes, 70(3), 187–194. https://doi.org/10.1521/psyc.2007.70.3.187opens in new window
Zell, E., & Stockus, C. A. (2024). Social support and psychological adjustment: A quantitative synthesis of 60 meta-analyses. American Psychologist. Advance online publication. https://dx.doi.org/10.1037/amp0001323
About the author
Dan Niederjohn is an associate professor at Kennesaw State University. He teaches courses related to applied psychology and internships. His recent research has focused on helping students succeed in college and beyond, with a particular interest in the transferable skills within psychology. In addition to teaching, he maintains a small private practice in which he works with clients on issues of adjustment and anxiety.
