Okul Psikolojik Danışma ve Rehberlik Hizmetlerinde Yapay Zeka Kullanımı: Literatür Taraması
Özet
Bu bölüm, yapay zekâ teknolojilerinin okul psikolojik danışma ve rehberlik hizmetlerinde kullanımına ilişkin güncel literatürü kapsamlı biçimde incelemektedir. Çalışmada, yapay zekânın öğrenci ihtiyaçlarını belirleme, risk altındaki bireyleri erken tespit etme, karar verme süreçlerine destek sağlama ve danışmanlık uygulamalarını kolaylaştırma potansiyeli ele alınmaktadır. Literatürde öne çıkan yapay zekâ tabanlı uygulamaların, öğrencilerin stresle başa çıkma ve psikososyal destek alma süreçlerinde olumlu etkiler sağladığı; ancak empati eksikliği, veri gizliliği ve etik belirsizlikler gibi sınırlılıklar içerdiği vurgulanmaktadır. Ayrıca, erişilebilirlik, psikososyal destek, akademik ve kariyer rehberliği, veri analizi ve erken müdahale, etik ve güvenlik, okul psikolojik danışmanın rolü temaları altında avantajlar ve sınırlılıklar karşılaştırılarak, yapay zekânın rehberlik hizmetlerinde sunduğu fırsatların yanı sıra olası risk alanları da ortaya konmuştur. Çalışma, yapay zekânın insan danışmanların yerine geçmekten çok onların işlevini destekleyen tamamlayıcı bir araç olarak konumlandırılması gerektiğini vurgulamaktadır. Bu sistemlerin danışmanlık süreçlerine etik sorumluluk, güvenlik ve kültürel duyarlılık ilkeleri çerçevesinde entegre edilmesi; öğrencilerin destek hizmetlerine erişimini kolaylaştırmanın yanı sıra okul temelli psikolojik danışma uygulamalarının niteliğini ve sürdürülebilirliğini artıracaktır.
Referanslar
Al-Zahrani, A. M. (2023). The impact of generative AI tools on researchers and research: Implications for academia in higher education. Innovations in Education and Teaching International, 1–15. https://doi.org/10.1080/14703297.2023.2271445
American School Counselor Association (ASCA). (2020). The ASCA national model: A framework for school counseling programs (4th ed.). ASCA.
Beauchamp, T. L., & Childress, J. F. (2013). Principles of biomedical ethics (7th ed.). Oxford University Press.
Bendig, E., Erb, B., Schulze-Thuesing, L., & Baumeister, H. (2019). The next generation: Chatbots in clinical psychology and psychotherapy to foster mental health – A scoping review. Verhaltenstherapie, 29(1), 1–13. https://doi.org/10.1159/000501812
Bickman, L. (2020). Improving mental health services: A 50-year journey from randomized experiments to artificial intelligence and precision mental health. Administration and Policy in Mental Health and Mental Health Services Research, 47(5), 795–843. https://doi.org/10.1007/s10488-020-01065-8
Bradesko, L., & Mladenic, D. (2012, October). A survey of chatbot systems through a loebner prize competition. In Proceedings of Slovenian language technologies society eighth conference of language technologies (Vol. 2, pp. 34–37).
Burr, C., & Floridi, L. (2020). Ethics of digital well-being (Vol. 140). Springer International Publishing.
Canpolat, M. (2021). Psikolojik danışmanlık ve rehberlikte yapay zekâ kullanılabilirliği üzerine bir araştırma. Millî Eğitim Özel Eğitim ve Rehberlik Dergisi. 1(1), 1-25.
Chan, C. K. Y. (2025). AI as the therapist: Student insights on the challenges of using generative AI for school mental health frameworks. Behavioral Sciences, 15(3), 287. https://doi.org/10.3390/bs15030287
Ciechanowski, L., Przegalinska, A., Magnuski, M., & Gloor, P. (2019). In the shades of the uncanny valley: An experimental study of human–chatbot interaction. Future Generation Computer Systems, 92, 539–548.
Creely, E. (2022). Conceiving creativity and learning in a world of artificial intelligence: A thinking model. In D. Henriksen & P. Mishra (Eds.), Creative provocations: Speculations on the future of creativity, technology & learning (pp. 35–50). Springer International Publishing. https://doi.org/10.1007/978-3-031-05796-1_3
Çokamay, G., Kapçı, E. G., & Sever, M. (2017). Okul ruh sağlığı hizmetlerinde yaşanan sorunlar: Psikolojik danışmanların görüşleri. İlköğretim Online, 16(4), 1395–1406. https://doi.org/10.17051/ilkonline.2017.342962
Darcy, A., Daniels, J., Salinger, D., Wicks, P., & Robinson, A. (2021). Evidence of human-level bonds established with a digital conversational agent: Cross-sectional, retrospective observational study. JMIR Formative Research, 5(5), e27868. https://doi.org/10.2196/27868
D’Alfonso, S., Santesteban-Echarri, O., Rice, S., Wadley, G., Lederman, R., Miles, C., & Alvarez-Jimenez, M. (2017). Artificial intelligence-assisted online social therapy for youth mental health. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00796
De Nieva, J. O., Joaquin, J. A., Tan, C. B., Te, R. K. M., & Ong, E. (2020, October 21–23). Investigating students’ use of a mental health chatbot to alleviate academic stress. CHIuXiD’s 20: 6th International ACM In-Cooperation HCI and UX Conference, Jakarta & Bandung, Indonesia.
Doraiswamy, P. M., Blease, C., & Bodner, K. (2020). Artificial intelligence and the future of psychiatry: Insights from a global physician survey. Artificial Intelligence in Medicine, 102. https://doi.org/10.1016/j.artmed.2019.101753
Dugger, S. M. (2015). Foundations of career counseling: A case-based approach. Pearson.
Egan, S. J., Johnson, C., Wade, T. D., Carlbring, P., Raghav, S., & Shafran, S. (2024). A pilot study of the perceptions and acceptability of guidance using artificial intelligence in internet cognitive behaviour therapy for perfectionism in young people. Internet Interventions, 35. doi: 10.1016/j.invent.2024.100711.
Elsner, A. M., & Rampton, V. (2020). Ethics of care approaches in psychotherapy. In M. Trachsel, J. Gaab, N. Biller-Andorno, Ş. Tekin, & J. Z. Sadler (Eds.), Oxford handbook of psychotherapy ethics. Oxford University Press.
Fitzpatrick, K. K., Darcy, A., & Vierhile, M. (2017). Delivering cognitive behavior therapy to young adults with symptoms of depression and anxiety using a fully automated conversational agent (Woebot): A randomized controlled trial. JMIR Mental Health, 4(2). doi: 10.2196/mental.7785.
Fulmer, R., Joerin, A., Gentile, B., Lakerink, L., & Rauws, M. (2018). Using psychological artificial intelligence (Tess) to relieve symptoms of depression and anxiety: Randomized controlled trial. JMIR Mental Health, 5(4). doi: 10.2196/mental.9782.
Fiske, A., Henningsen, P., & Buyx, A. (2020). The implications of embodied artificial intelligence in mental healthcare for digital wellbeing. In C. Burr & L. Floridi (Eds.), Ethics of digital well-being (Vol. 140, pp. 207–219). Springer International Publishing.
Fung, Y.-C., Lee, L.-K., Cheng, T.-C., Li, C.-F., Wong, V. C.-K., & Wu, N.-I. (2023). CanChat: A Cantonese empathetic chatbot for secondary school student counseling. In L.-K. Lee, Y. K. Hui, K. T. Chui, Q. Li, & L.-P. Wong (Eds.), Proceedings: 2023 International Symposium on Educational Technology (ISET) (pp. 170–175).
Gaffney, H., Mansell, W., & Tai, S. (2019). Conversational agents in the treatment of mental health problems: Mixed-method systematic review. JMIR Mental Health, 6(10). doi: 10.2196/14166.
Ganaprakasam, C., Chanthiran, M., & Hashim, H. (2024). Integrating AI into Malaysian school counselling: A study on opportunities, challenges, and ethics. Journal of Contemporary Issues and Thought, 14(2), 1–8. https://doi.org/10.37134/jcit.vol14.2.1.2024
Holstein, K., & Aleven, V. (2021). Designing for human-AI complementarity in K-12 education. International Journal of Artificial Intelligence in Education, 31(4), 1–28.
Inkster, B., Sarda, S., & Subramanian, V. (2018). An empathy-driven, conversational artificial intelligence agent (Wysa) for digital mental well-being: Real-world data evaluation mixed-methods study. JMIR mHealth and uHealth, 6(11).
Jiang, C., & Pang, Y. (2023). Enhancing design thinking in engineering students with project-based learning. Computer Applications in Engineering Education. https://doi.org/10.1002/cae.22608
Kara, Ö. T. & Furtun. S. (2023). Türkçe öğretiminde yapay zekâ kullanımı. B. Gülbahar, M. Gün, & İ. Kaya (Eds.), Türkçe öğretiminde teknoloji kullanımı (ss. 359–378). Eğitim Yayınevi.
Kretzschmar, K., Tyroll, H., Pavarini, G., Manzini, A., Singh, I., & NeurOx Young People’s Advisory Group. (2019). Can your phone be your therapist? Young people’s ethical perspectives on the use of fully automated conversational agents (chatbots) in mental health support. Biomedical Informatics Insights, 11. https://doi.org/10.1177/1178222619829083
Kempt, H. (2020). Chatbots and the domestication of AI. Springer International Publishing.
Khawaja, Z., & Bélisle-Pipon, J.-C. (2023). Your robot therapist is not your therapist: Understanding the role of AI-powered mental health chatbots. Frontiers in Digital Health, 5. doi: 10.3389/fdgth.2023.1278186.
Kuhail, M. A., Alturki, N., Thomas, J., & Alkhalifa, A. K. (2024). Human vs. AI counseling: College students’ perspectives. Computers in Human Behavior Reports, 16. https://doi.org/10.1016/j.chbr.2024.100534
Leung, S. A. (2022). New frontiers in computer-assisted career guidance systems (CACGS): Implications from career construction theory. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.786232
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson.
Moldt, J. A., Festl-Wietek, T., Madany Mamlouk, A., Nieselt, K., Fuhl, W., & Herrmann-Werner, A. (2023). Chatbots for future docs: Exploring medical students’ attitudes and knowledge towards artificial intelligence and medical chatbots. Medical Education Online, 28(1). https://doi.org/10.1080/10872981.2023.2182659
Morrow, E., Zidaru, T., Ross, F., Mason, C., Patel, K. D., Ream, M., & Stockley, R. (2023). Artificial intelligence technologies and compassion in healthcare: A systematic scoping review. Frontiers in Psychology, 13. doi: 10.3389/fpsyg.2022.971044.
Özdoğan, H. K., & Karacan Özdemir, N. (2023). 21. yüzyılda kariyer psikolojik danışmanlığı ve yapay zeka uygulamaları. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 57, 2127–2152. https://doi.org/10.53444/deubefd.1326692
Peker, M., Gürüler, H., Şen, B., & İstanbullu, A. (2017). A new fuzzy logic based career guidance system: WEB-CGS. Tehnički Vjesnik, 24(6), 1863–1868. https://doi.org/10.17559/TV20151105201325
Sedlakova, J., & Trachsel, M. (2022). Conversational Artificial Intelligence in Psychotherapy: A New Therapeutic Tool or Agent? The American Journal of Bioethics, 23(5), 4–13. https://doi.org/10.1080/15265161.2022.2048739.
Schulte-Körne, G. (2016). Mental health problems in a school setting in children and adolescents. Deutsches Ärzteblatt International, 113(11), 183–190. https://doi.org/10.3238/arztebl.2016.0183
Torous, J., Cerrato, P., & Halamka, J. (2019). Targeting depressive symptoms with technology. mHealth, 5, 19. https://doi.org/10.21037/mhealth.2019.06.04
UNESCO Education Sector. (2021). AI and education: Guidance for policy-makers. United Nations Educational, Scientific and Cultural Organization. https://doi.org/10.54675/PCSP7350
Wampold, B. E. (2015). The great psychotherapy debate: The evidence for what makes psychotherapy work (2nd ed.). Routledge.
Westman, S., Kauttonen, J., Klemetti, A., Korhonen, N., Manninen, M., Mononen, A., Niittymäki, S., & Paananen, H. (2021). Artificial intelligence for career guidance – Current requirements and prospects for the future. IAFOR Journal of Education, 9(4), 43–62. https://doi.org/10.22492/ije.9.4.03
Zhang, Z., & Wang, J. (2024). Can AI replace psychotherapists? Exploring the future of mental health care. Frontiers in Psychiatry, 15. https://doi.org/10.3389/fpsyt.2024.1444382.
Referanslar
Al-Zahrani, A. M. (2023). The impact of generative AI tools on researchers and research: Implications for academia in higher education. Innovations in Education and Teaching International, 1–15. https://doi.org/10.1080/14703297.2023.2271445
American School Counselor Association (ASCA). (2020). The ASCA national model: A framework for school counseling programs (4th ed.). ASCA.
Beauchamp, T. L., & Childress, J. F. (2013). Principles of biomedical ethics (7th ed.). Oxford University Press.
Bendig, E., Erb, B., Schulze-Thuesing, L., & Baumeister, H. (2019). The next generation: Chatbots in clinical psychology and psychotherapy to foster mental health – A scoping review. Verhaltenstherapie, 29(1), 1–13. https://doi.org/10.1159/000501812
Bickman, L. (2020). Improving mental health services: A 50-year journey from randomized experiments to artificial intelligence and precision mental health. Administration and Policy in Mental Health and Mental Health Services Research, 47(5), 795–843. https://doi.org/10.1007/s10488-020-01065-8
Bradesko, L., & Mladenic, D. (2012, October). A survey of chatbot systems through a loebner prize competition. In Proceedings of Slovenian language technologies society eighth conference of language technologies (Vol. 2, pp. 34–37).
Burr, C., & Floridi, L. (2020). Ethics of digital well-being (Vol. 140). Springer International Publishing.
Canpolat, M. (2021). Psikolojik danışmanlık ve rehberlikte yapay zekâ kullanılabilirliği üzerine bir araştırma. Millî Eğitim Özel Eğitim ve Rehberlik Dergisi. 1(1), 1-25.
Chan, C. K. Y. (2025). AI as the therapist: Student insights on the challenges of using generative AI for school mental health frameworks. Behavioral Sciences, 15(3), 287. https://doi.org/10.3390/bs15030287
Ciechanowski, L., Przegalinska, A., Magnuski, M., & Gloor, P. (2019). In the shades of the uncanny valley: An experimental study of human–chatbot interaction. Future Generation Computer Systems, 92, 539–548.
Creely, E. (2022). Conceiving creativity and learning in a world of artificial intelligence: A thinking model. In D. Henriksen & P. Mishra (Eds.), Creative provocations: Speculations on the future of creativity, technology & learning (pp. 35–50). Springer International Publishing. https://doi.org/10.1007/978-3-031-05796-1_3
Çokamay, G., Kapçı, E. G., & Sever, M. (2017). Okul ruh sağlığı hizmetlerinde yaşanan sorunlar: Psikolojik danışmanların görüşleri. İlköğretim Online, 16(4), 1395–1406. https://doi.org/10.17051/ilkonline.2017.342962
Darcy, A., Daniels, J., Salinger, D., Wicks, P., & Robinson, A. (2021). Evidence of human-level bonds established with a digital conversational agent: Cross-sectional, retrospective observational study. JMIR Formative Research, 5(5), e27868. https://doi.org/10.2196/27868
D’Alfonso, S., Santesteban-Echarri, O., Rice, S., Wadley, G., Lederman, R., Miles, C., & Alvarez-Jimenez, M. (2017). Artificial intelligence-assisted online social therapy for youth mental health. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00796
De Nieva, J. O., Joaquin, J. A., Tan, C. B., Te, R. K. M., & Ong, E. (2020, October 21–23). Investigating students’ use of a mental health chatbot to alleviate academic stress. CHIuXiD’s 20: 6th International ACM In-Cooperation HCI and UX Conference, Jakarta & Bandung, Indonesia.
Doraiswamy, P. M., Blease, C., & Bodner, K. (2020). Artificial intelligence and the future of psychiatry: Insights from a global physician survey. Artificial Intelligence in Medicine, 102. https://doi.org/10.1016/j.artmed.2019.101753
Dugger, S. M. (2015). Foundations of career counseling: A case-based approach. Pearson.
Egan, S. J., Johnson, C., Wade, T. D., Carlbring, P., Raghav, S., & Shafran, S. (2024). A pilot study of the perceptions and acceptability of guidance using artificial intelligence in internet cognitive behaviour therapy for perfectionism in young people. Internet Interventions, 35. doi: 10.1016/j.invent.2024.100711.
Elsner, A. M., & Rampton, V. (2020). Ethics of care approaches in psychotherapy. In M. Trachsel, J. Gaab, N. Biller-Andorno, Ş. Tekin, & J. Z. Sadler (Eds.), Oxford handbook of psychotherapy ethics. Oxford University Press.
Fitzpatrick, K. K., Darcy, A., & Vierhile, M. (2017). Delivering cognitive behavior therapy to young adults with symptoms of depression and anxiety using a fully automated conversational agent (Woebot): A randomized controlled trial. JMIR Mental Health, 4(2). doi: 10.2196/mental.7785.
Fulmer, R., Joerin, A., Gentile, B., Lakerink, L., & Rauws, M. (2018). Using psychological artificial intelligence (Tess) to relieve symptoms of depression and anxiety: Randomized controlled trial. JMIR Mental Health, 5(4). doi: 10.2196/mental.9782.
Fiske, A., Henningsen, P., & Buyx, A. (2020). The implications of embodied artificial intelligence in mental healthcare for digital wellbeing. In C. Burr & L. Floridi (Eds.), Ethics of digital well-being (Vol. 140, pp. 207–219). Springer International Publishing.
Fung, Y.-C., Lee, L.-K., Cheng, T.-C., Li, C.-F., Wong, V. C.-K., & Wu, N.-I. (2023). CanChat: A Cantonese empathetic chatbot for secondary school student counseling. In L.-K. Lee, Y. K. Hui, K. T. Chui, Q. Li, & L.-P. Wong (Eds.), Proceedings: 2023 International Symposium on Educational Technology (ISET) (pp. 170–175).
Gaffney, H., Mansell, W., & Tai, S. (2019). Conversational agents in the treatment of mental health problems: Mixed-method systematic review. JMIR Mental Health, 6(10). doi: 10.2196/14166.
Ganaprakasam, C., Chanthiran, M., & Hashim, H. (2024). Integrating AI into Malaysian school counselling: A study on opportunities, challenges, and ethics. Journal of Contemporary Issues and Thought, 14(2), 1–8. https://doi.org/10.37134/jcit.vol14.2.1.2024
Holstein, K., & Aleven, V. (2021). Designing for human-AI complementarity in K-12 education. International Journal of Artificial Intelligence in Education, 31(4), 1–28.
Inkster, B., Sarda, S., & Subramanian, V. (2018). An empathy-driven, conversational artificial intelligence agent (Wysa) for digital mental well-being: Real-world data evaluation mixed-methods study. JMIR mHealth and uHealth, 6(11).
Jiang, C., & Pang, Y. (2023). Enhancing design thinking in engineering students with project-based learning. Computer Applications in Engineering Education. https://doi.org/10.1002/cae.22608
Kara, Ö. T. & Furtun. S. (2023). Türkçe öğretiminde yapay zekâ kullanımı. B. Gülbahar, M. Gün, & İ. Kaya (Eds.), Türkçe öğretiminde teknoloji kullanımı (ss. 359–378). Eğitim Yayınevi.
Kretzschmar, K., Tyroll, H., Pavarini, G., Manzini, A., Singh, I., & NeurOx Young People’s Advisory Group. (2019). Can your phone be your therapist? Young people’s ethical perspectives on the use of fully automated conversational agents (chatbots) in mental health support. Biomedical Informatics Insights, 11. https://doi.org/10.1177/1178222619829083
Kempt, H. (2020). Chatbots and the domestication of AI. Springer International Publishing.
Khawaja, Z., & Bélisle-Pipon, J.-C. (2023). Your robot therapist is not your therapist: Understanding the role of AI-powered mental health chatbots. Frontiers in Digital Health, 5. doi: 10.3389/fdgth.2023.1278186.
Kuhail, M. A., Alturki, N., Thomas, J., & Alkhalifa, A. K. (2024). Human vs. AI counseling: College students’ perspectives. Computers in Human Behavior Reports, 16. https://doi.org/10.1016/j.chbr.2024.100534
Leung, S. A. (2022). New frontiers in computer-assisted career guidance systems (CACGS): Implications from career construction theory. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.786232
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson.
Moldt, J. A., Festl-Wietek, T., Madany Mamlouk, A., Nieselt, K., Fuhl, W., & Herrmann-Werner, A. (2023). Chatbots for future docs: Exploring medical students’ attitudes and knowledge towards artificial intelligence and medical chatbots. Medical Education Online, 28(1). https://doi.org/10.1080/10872981.2023.2182659
Morrow, E., Zidaru, T., Ross, F., Mason, C., Patel, K. D., Ream, M., & Stockley, R. (2023). Artificial intelligence technologies and compassion in healthcare: A systematic scoping review. Frontiers in Psychology, 13. doi: 10.3389/fpsyg.2022.971044.
Özdoğan, H. K., & Karacan Özdemir, N. (2023). 21. yüzyılda kariyer psikolojik danışmanlığı ve yapay zeka uygulamaları. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 57, 2127–2152. https://doi.org/10.53444/deubefd.1326692
Peker, M., Gürüler, H., Şen, B., & İstanbullu, A. (2017). A new fuzzy logic based career guidance system: WEB-CGS. Tehnički Vjesnik, 24(6), 1863–1868. https://doi.org/10.17559/TV20151105201325
Sedlakova, J., & Trachsel, M. (2022). Conversational Artificial Intelligence in Psychotherapy: A New Therapeutic Tool or Agent? The American Journal of Bioethics, 23(5), 4–13. https://doi.org/10.1080/15265161.2022.2048739.
Schulte-Körne, G. (2016). Mental health problems in a school setting in children and adolescents. Deutsches Ärzteblatt International, 113(11), 183–190. https://doi.org/10.3238/arztebl.2016.0183
Torous, J., Cerrato, P., & Halamka, J. (2019). Targeting depressive symptoms with technology. mHealth, 5, 19. https://doi.org/10.21037/mhealth.2019.06.04
UNESCO Education Sector. (2021). AI and education: Guidance for policy-makers. United Nations Educational, Scientific and Cultural Organization. https://doi.org/10.54675/PCSP7350
Wampold, B. E. (2015). The great psychotherapy debate: The evidence for what makes psychotherapy work (2nd ed.). Routledge.
Westman, S., Kauttonen, J., Klemetti, A., Korhonen, N., Manninen, M., Mononen, A., Niittymäki, S., & Paananen, H. (2021). Artificial intelligence for career guidance – Current requirements and prospects for the future. IAFOR Journal of Education, 9(4), 43–62. https://doi.org/10.22492/ije.9.4.03
Zhang, Z., & Wang, J. (2024). Can AI replace psychotherapists? Exploring the future of mental health care. Frontiers in Psychiatry, 15. https://doi.org/10.3389/fpsyt.2024.1444382.
