Speaker 0: Great.
Speaker 0: Thank you so much for being here.
Speaker 0: Happy Friday, everybody.
Speaker 0: Um, Get our slides up and ready here.
Speaker 0: All right.
Speaker 0: Thanks so much.
Speaker 0: OK.
Speaker 0: So today we're gonna be talking about something that is
Speaker 0: becoming increasingly common in the lives of adolescents, um, and
Speaker 0: it's the use of artificial intelligence tools like chat GBT
Speaker 0: and other chatbots for advice, emotional support, and also information.
Speaker 0: A recent study found that more than 50% of teens
Speaker 0: report using AI chatbots to find any types of information
Speaker 0: that they're looking for.
Speaker 0: When many people hear AI, they think about things like
Speaker 0: writing essays or helping with homework, but in the clinical
Speaker 0: setting where Darren and I work, we are beginning to
Speaker 0: see something that's quite different.
Speaker 0: Um, adolescents are turning to AI for things like mental
Speaker 0: health support, medical advice, companionship, and finding out what their
Speaker 0: identity is all about.
Speaker 0: So identity exploration.
Speaker 0: So the question becomes, we want to explore today is,
Speaker 0: so the question becomes, and what we want to explore
Speaker 0: today is, is this technology a helpful tool for teens,
Speaker 0: or are there significant risks that we should be paying
Speaker 0: special attention to?
Speaker 0: The idea for this talk came from an experience I
Speaker 0: had last year.
Speaker 0: Um, I was working with a 14-year-old male patient who
Speaker 0: had severe, who has severe, uh, hemophilia A.
Speaker 0: And at one point, he uploaded a photo of a
Speaker 0: bruise that he had to Jack GBT and he asked
Speaker 0: if he should see his hematologist as a result.
Speaker 0: And for those of you who are familiar with hemophilia,
Speaker 0: you know that a bruise is not just any ordinary
Speaker 0: or a minor issue.
Speaker 0: If it's not treated quickly, um, it can lead to
Speaker 0: ongoing internal bleeding.
Speaker 0: severe pain, possible surgery, and in extreme cases, even death.
Speaker 0: And because of this risk, it's incredibly important that patients
Speaker 0: reach out to their parents and their medical team immediately
Speaker 0: uh when something like this occurs.
Speaker 0: And in this case, um, Chat GBT responded by recommending
Speaker 0: RICE, which is a good thing, rest, ice, compression, and
Speaker 0: elevation.
Speaker 0: Um, it also included the disclaimer, as you see here
Speaker 0: saying it cannot provide medical advice and that the patients
Speaker 0: should seek medical attention.
Speaker 0: However, the situation really gave me a lot of pause,
Speaker 0: um, and it made me think about how patients are
Speaker 0: using AI tools to make decisions about their medical health
Speaker 0: and also their mental health as well.
Speaker 0: These are disclosures.
Speaker 0: Um, our learning objectives today is identify the ways adolescents
Speaker 0: are currently using AI platforms.
Speaker 0: We want to evaluate the potential benefits and risks, and
Speaker 0: then apply these practical strategies in the clinical settings and
Speaker 0: at home and at school.
Speaker 0: So Darren and I want to just say that, you
Speaker 0: know, it's not just chat GBT.
Speaker 0: So even though our talk is on chat GBT, um,
Speaker 0: this talk is not really just one, any one platform.
Speaker 0: In reality, adolescents are interacting with a growing ecosystem of
Speaker 0: AI tools.
Speaker 0: Some examples include platforms like Character AI, Snapchat's My AI,
Speaker 0: and other conversational chatbots such as Polybuzz.
Speaker 0: And none of these platforms allow teens to create conversations
Speaker 0: with simulated personalities, sometimes fictional characters, friends, and AI personas
Speaker 0: labeled as therapists or psychologists.
Speaker 0: And I downloaded the Snapchat here um app, as you
Speaker 0: can see, and here you can see me scrolling through
Speaker 0: it.
Speaker 0: And you'll notice, it was very easy for me to
Speaker 0: come across mental health advice when I typed in the
Speaker 0: word psychologist.
Speaker 0: This is also me scrolling through Character AI.
Speaker 0: Um, Cha Character AI actually has over 20 million users
Speaker 0: currently.
Speaker 0: And it allows people to have realistic conversations with AI
Speaker 0: generated characters.
Speaker 0: And these characters can be customized to match a user's
Speaker 0: preference and personalities, and many of them can speak with
Speaker 0: the voice features as well.
Speaker 0: So compared to chat GBT, which generally provides more neutral
Speaker 0: and informational responses, conversations on character AI tend to feel
Speaker 0: more personalized.
Speaker 0: Um, so the chat partners are, the chat partners are
Speaker 0: designed with specific personalities and human-like quirks.
Speaker 0: Um, as I was exploring the platform, it was also
Speaker 0: very easy to search for psychologists.
Speaker 0: There were hundreds of psychologists online, ready to, ready to
Speaker 0: help me, um, at any time.
Speaker 0: And as you can see here, I'm continuing to scroll
Speaker 0: here, on and on and on.
Speaker 0: So when we talk about AI in adolescents, um, lives
Speaker 0: today, we're talking about an expanding digital environment where conversational
Speaker 0: AI is becoming increasingly normalized.
Speaker 0: When you explore some of these platforms, you quickly see
Speaker 0: how widespread this phenomenon is.
Speaker 0: Um, none of these are verified clinicians whatsoever.
Speaker 0: There are no credentials attached to any of these so-called
Speaker 0: psychologists or therapists.
Speaker 0: There's no oversight, there's no verification process.
Speaker 0: Yet many of them are designed specifically to engage in
Speaker 0: emotional conversations and to provide advice.
Speaker 0: And for adolescents who are curious, lonely, looking for any
Speaker 0: type of support, it can feel as if there are
Speaker 0: hundreds of listeners out there immediately available at any time
Speaker 0: of day.
Speaker 0: I want to emphasize, uh, that Darren and I are
Speaker 0: approaching this topic primarily as clinicians.
Speaker 0: So Darren and I, we are not AI researchers, OK?
Speaker 0: We don't get any kickbacks for talking about chat GBT
Speaker 0: or Characterize Snapchat or any of these platforms.
Speaker 0: Um, what we're seeing is a trend emerging in our
Speaker 0: clinical populations and with the adolescents that we work with.
Speaker 0: Um, there's been documented situations where AI systems have engaged
Speaker 0: in manipulative, inappropriate, or harmful conversations.
Speaker 0: And especially when there were earlier, when those earlier symptoms
Speaker 0: were not properly trained or moderated.
Speaker 0: And some of you may have heard about this story.
Speaker 0: Last year, a very tragic case made national headlines when
Speaker 0: a 16 year old boy named Adam Rainey had been
Speaker 0: struggling with depression and increasingly turned to AI chatbots for
Speaker 0: support and advice.
Speaker 0: And what began as help with homework slowly became something
Speaker 0: deeper.
Speaker 0: The chatbot became someone he confided.
Speaker 0: In about his emotions and his loneliness, and eventually his
Speaker 0: suicidal thoughts.
Speaker 0: And according to a lawsuit filed by his parents, um,
Speaker 0: the chatbot didn't just listen, and in some conversation, it
Speaker 0: allegedly provided information about suicide methods and responded in ways
Speaker 0: that appeared to validate his feelings rather than interrupt the
Speaker 0: crisis of what he was going through.
Speaker 0: And then months later, um, Adam died by suicide, and
Speaker 0: his parents are now suing OpenAI, the creator of chat
Speaker 0: GBT, arguing that the technology failed to protect their son
Speaker 0: and led their son to suicide.
Speaker 0: And this case raises a critical question for all of
Speaker 0: us, as artificial intelligence become a daily companion for um
Speaker 0: our young, our young people that we're working with, What
Speaker 0: responsibility do these, uh, platforms have?
Speaker 0: And we as adults and parents and clinicians as well,
Speaker 0: and to, you know, to ensure that, uh, they support
Speaker 0: mental health rather than just unintentionally harm, um, our adolescents.
Speaker 0: So these technologies are no longer just tools for homework,
Speaker 0: they're becoming part of the adolescents decision-making and in their
Speaker 0: everyday emotional lives.
Speaker 0: So, before we go any further, I want to get
Speaker 0: a sense of how common this experience is for all
Speaker 0: of you out there in the audience.
Speaker 0: Um, so I'm curious, how many of you have had
Speaker 0: clients or patients reference something they learned from AI or
Speaker 0: short form videos like TikTok or YouTube?
Speaker 0: You can give an emoji, you can give a chat
Speaker 0: down there, um, for mental health advice.
Speaker 0: Um, Yeah, so lots of hands up here.
Speaker 0: Um, and so what we're seeing is that adolescents are
Speaker 0: increasingly relying on algorithm-driven information sources, rather than traditional, um,
Speaker 0: you know, professional guidance, seeing an actual therapist in person.
Speaker 0: Um, I do want to validate the situation, though, um,
Speaker 0: using WebMD or Google to look up symptoms is obviously
Speaker 0: not new, right?
Speaker 0: Like, I know I've looked up on WebMD for like,
Speaker 0: maybe a rash I had in my arm or like
Speaker 0: flu symptoms that I had.
Speaker 0: Um, so most of us have probably done something like
Speaker 0: that at some point.
Speaker 0: Um, but, you know, what's important is, is that, uh,
Speaker 0: the difference today is, is that AI.
Speaker 0: Uh, is that AI is increasingly embedded in the way
Speaker 0: information is delivered.
Speaker 0: So, even when you Google, uh, even when you do
Speaker 0: any type of Google search now, so here, I googled,
Speaker 0: what is a pediatric psychologist, as you see.
Speaker 0: Um, as you see here, Google generated an AI overview,
Speaker 0: you will see that, um, the AI generates summary at
Speaker 0: the top of the search results on your phone or
Speaker 0: whether it be on your website.
Speaker 0: So, whether you want to be experiencing this or not
Speaker 0: at AI, it's happening um to us before we even
Speaker 0: know it.
Speaker 0: So why turn, why are teens turned to AI?
Speaker 0: Um, there are several factors that we're finding that's, and,
Speaker 0: um, and we're, what we're reading about is driving this
Speaker 0: trend.
Speaker 0: One reason is the desire to feel seen and validated.
Speaker 0: AI systems are designed to respond quickly, um, and empathically,
Speaker 0: which can feel incredibly rewarding.
Speaker 0: Um, another factor is, um, limited trust in adults.
Speaker 0: Um, a lot of adolescents lack telling adults about what
Speaker 0: they're thinking, what they're feeling.
Speaker 0: Adolescence is a developmental period when many teens feel very
Speaker 0: hesitant to disclose personal concerns to their parents or to
Speaker 0: authority figures.
Speaker 0: There's also still a stigma when it comes to therapy,
Speaker 0: some families and, for some families and communities.
Speaker 0: And finally, there are very real costs and access barriers
Speaker 0: for mental health care.
Speaker 0: And so when you combine these factors with a tool
Speaker 0: that is anonymous, it's always available, it's free, it's not
Speaker 0: surprising that our adolescents are experimenting with AI as a
Speaker 0: source of support.
Speaker 0: So outside of emotional support, adolescents are also using a
Speaker 0: variety of other ways.
Speaker 0: So many still use it for homework, of course, studying,
Speaker 0: writing assignments, um, writing their essays.
Speaker 0: Others use it for social and emotional support, asking questions
Speaker 0: about friendships, relationships, or difficult situations that they've been in.
Speaker 0: Um, another emerging trend is the use of AI art
Speaker 0: tools.
Speaker 0: So when teens generate images of themselves or their friends
Speaker 0: in different scenarios, I know that a lot of teenagers
Speaker 0: now are posting photos of themselves being in Hawaii, when
Speaker 0: they're really just sitting at home and, and on the
Speaker 0: couch.
Speaker 0: Um, And then some platforms also allow role-playing activities, um,
Speaker 0: role-playing games, simulated friendships, and even romantic chatbots as well.
Speaker 0: And part of the appeal is that AI is non-judgmental,
Speaker 0: non-judgmental, anonymous, and it's, again, it's always available 24/7.
Speaker 0: So I'm gonna turn it over to my colleague Darren
Speaker 0: Jansen, who's gonna be discussing the current literature on AI.
Speaker 1: Over the next few slides, our goal is to give
Speaker 1: a broad overview of the development of AI as well
Speaker 1: as highlighting important research and conveying effectiveness within psychological uses.
Speaker 1: Uh, we all know that we've been hearing about AI
Speaker 1: developments relentlessly for the past few years, but this has
Speaker 1: actually been in the works for much longer than that.
Speaker 1: Uh, during the 1950s and 196960s and 191970s, early AI
Speaker 1: was launched and, and really used symbolic rule-based interaction systems.
Speaker 1: Uh, many of us learned about Eliza and our graduate
Speaker 1: training, which was designed, if we remember, um, to simulate
Speaker 1: a Rogerian therapist.
Speaker 1: Uh, this system used pattern matching though, rather than possessing
Speaker 1: a true AI understanding.
Speaker 1: Um, but we learned about it because it was important,
Speaker 1: um, that it demonstrated that people were willing to confide
Speaker 1: in machines.
Speaker 1: During the 80s and 90s, we saw the rise of
Speaker 1: expert systems in medicine, and early diagnostic tools.
Speaker 1: But there was limited computing power to support this, and
Speaker 1: most of it at that point wasn't patient facing.
Speaker 1: Uh, at this point, AI was assisting professionals rather than
Speaker 1: having human interaction.
Speaker 1: In the, in the early 2000s, we started seeing online
Speaker 1: therapy platforms and digital mental health assessments.
Speaker 1: Uh, this was all still early in terms of machine
Speaker 1: learning, but large scale data sets were being started and
Speaker 1: we were shifting from rule-based AI to statistical learning.
Speaker 1: But bigger things started happening in 2010 to 2015, when
Speaker 1: the use of machine learning advanced and there was an
Speaker 1: increase in analytical prediction.
Speaker 1: Uh, and there's also increases in available technology at that
Speaker 1: point that made it possible, uh, and early AI-driven behavioral
Speaker 1: health systems started to be released to the public with
Speaker 1: a higher level of pattern recognition.
Speaker 1: AI became directly consumer facing in the next few years
Speaker 1: from 2016 to 2019.
Speaker 1: Uh, conversational AI chatbots became available for mental health support,
Speaker 1: which allowed for 24/7 availability and support using validated techniques.
Speaker 1: Um, things massively accelerated as we all remember during the
Speaker 1: early pandemic years from 2020 to 2022, due to the
Speaker 1: increased demand for mental health services, this, uh, all led
Speaker 1: to that teletherapy boom that we experienced, um, and there
Speaker 1: was this rapid increase in AI triage and support tools
Speaker 1: during that time.
Speaker 1: Uh, there was also increased investment in digital mental health
Speaker 1: startups, um, which led to increased accessibility for individuals as
Speaker 1: well.
Speaker 1: Over the past couple of years to now, generative AI
Speaker 1: and the use of large language models has transformed the
Speaker 1: conversational quality.
Speaker 1: This has led to AI offering more seemingly natural and
Speaker 1: empathic interactions.
Speaker 1: It's also allowed for greater integration into therapy platforms, and
Speaker 1: we've seen an increase in ethical debates around this area
Speaker 1: in terms of things like safety, um, understanding AI hallucinations,
Speaker 1: and, and even, um, beginning to see over-reliance.
Speaker 1: With broader AI systems being released, we've moved from scripted
Speaker 1: responses to contextual reasoning.
Speaker 1: Essentially, AI and mental health evolved from rule-based chatbots to
Speaker 1: generative conversational systems.
Speaker 1: Uh, there's increased accessibility, scalability, and personalization.
Speaker 1: And as a result, there's an ongoing need for ethical
Speaker 1: oversight and clinical rigor.
Speaker 1: Where we go from here isn't entirely filled in.
Speaker 1: And yet, there are pathways for AI to help effective
Speaker 1: mental health care, which is what we're exploring today.
Speaker 1: Mm Even if you're just starting to recognize this, AI
Speaker 1: is no longer able to be ignored by us as
Speaker 1: professionals.
Speaker 1: For some of us who were born back in the
Speaker 1: 1900s, uh, it may be helpful to think about the
Speaker 1: parallels with the development of the internet.
Speaker 1: Uh, the birth of the internet happened way before it
Speaker 1: became a necessity in our lives.
Speaker 1: It wasn't until the public could first access the internet,
Speaker 1: when Mosaic, um, and a year later, Netscape Navigator, uh,
Speaker 1: was released that we started to see how um important
Speaker 1: this could become.
Speaker 1: This is the same for AI.
Speaker 1: Uh, although developers recognized around 2016 that deep learning had
Speaker 1: reached the tipping point, the rest of the public didn't
Speaker 1: understand this in the same way until a point of
Speaker 1: access was released in late 2022.
Speaker 1: Uh, what we know is the world has changed with
Speaker 1: the development of AI and for better or worse, we
Speaker 1: aren't able to go backwards at this point.
Speaker 1: In December of 2025, there was an executive order um
Speaker 1: in response to state regulations that were believed to be
Speaker 1: threatening to stifle USAI innovation.
Speaker 1: It built upon America's AI Action Plan, which was released
Speaker 1: in July of 2025, and aimed to create a unified
Speaker 1: strategy across the country.
Speaker 1: More recently, on March 20th, a week ago today, the
Speaker 1: Trump administration unveiled its National Policy framework for Artificial intelligence,
Speaker 1: which provided legislative recommendations.
Speaker 1: This is a strategic blueprint aimed at establishing a single
Speaker 1: uniform federal standard to govern AI development.
Speaker 1: Well, it also overrides our current patchwork of state regulations.
Speaker 1: The framework emphasizes a light-touch regulatory approach designed to foster
Speaker 1: innovation and, and ensure essentially American AI global dominance, um,
Speaker 1: and present, uh, prevent like what is seen as burdensome
Speaker 1: or inconsistent state rules from stopping AI development.
Speaker 1: It's clear that the development of policy and regulation is
Speaker 1: ongoing at this point.
Speaker 1: Um, depending on who you talk with, there are many
Speaker 1: differing views on where we're headed.
Speaker 1: It's clear though that AI integration and development will transform
Speaker 1: many areas of our society.
Speaker 1: Including the ways that we understand and deliver medical and
Speaker 1: mental health care.
Speaker 1: With our focus being on how AI is transforming mental
Speaker 1: health care today, we want to spend a moment exploring
Speaker 1: the top tools for uh both patient emotional support and
Speaker 1: mood tracking, as, as well as applications that are using
Speaker 1: evidence-based techniques like cognitive behavioral therapy, uh, focusing on the
Speaker 1: HIPAA compliant AI systems.
Speaker 1: Weissa is an AI coach that offers 24/7 AI-driven emotional
Speaker 1: support, often using cognitive behavioral or dialectical behavioral techniques.
Speaker 1: Woebot is an AI powered chatbot designed as a mental
Speaker 1: health tool that uses CBT um to help with managing
Speaker 1: areas of mood, anxiety, and stress, uh, while the Lomia
Speaker 1: uh functions as an AI conversational companion, allowing users to
Speaker 1: discuss issues like stress, anxiety, depression, and even loneliness.
Speaker 1: Uh, Sonny, Ebb, Ash, these are the names of, of
Speaker 1: AI cha chatbots that are widely being used, and have
Speaker 1: long-term memory of conversations and emotional pattern tracking.
Speaker 1: For those of us in professional roles, there's also many
Speaker 1: AI tools designed to reduce administrative burden and, and enhance
Speaker 1: clinical outcomes.
Speaker 1: Uh, Upheal is an all in one platform combining telehealth
Speaker 1: with AI powered documentation.
Speaker 1: Metallic is a secure AI tool for generating structured progress
Speaker 1: notes and supporting team collaboration.
Speaker 1: Headspace Care uh provides direct access to human mental health
Speaker 1: care professionals for on-demand tech-based coaching, video therapy, and even
Speaker 1: psychiatry support.
Speaker 1: There's quite a bit of building support for how AI
Speaker 1: chatbots can be effective in, in many areas of, of
Speaker 1: mental health care.
Speaker 1: Um, this includes the ability for AI chatbots to allow
Speaker 1: for homework in new ways that can increase the patient's
Speaker 1: engagement, um, to provide language-based supports, and increase access for
Speaker 1: up to-date care that has traditionally been costly.
Speaker 1: One study using Woebot uh found that adults using this
Speaker 1: AI chatbot had significantly reduced symptoms of depression.
Speaker 1: Well, another study using the WIA AI chatbot found that
Speaker 1: adults who use this more had higher improvement, and the
Speaker 1: majority thought it was helpful for them.
Speaker 1: Uh, the, the research isn't strongly endorsing this though.
Speaker 1: Uh, 2020 meta-analysis found that there was only weak evidence
Speaker 1: for chatbots improving emotional issues.
Speaker 1: And although a more recent 2025 meta-analysis found that for
Speaker 1: teens and young adults using chatbot delivered interventions, it did
Speaker 1: reduce the stress, but for both of these meta-analyses, they
Speaker 1: found no significant effects on overall psychological well-being.
Speaker 1: Essentially, we can't deny the evidence on ways in which
Speaker 1: AI chatbots can be helpful, but we also have to
Speaker 1: continue to consider the factors that lead to true psychological
Speaker 1: well-being as the ultimate outcome for the patients that we're
Speaker 1: supporting.
Speaker 1: There are also major limitations that continue to be present
Speaker 1: in using generative AI chatbots.
Speaker 1: Um, although they can be helpful, there are clear examples
Speaker 1: of how the support that AI chatbots offer can be
Speaker 1: at best inadequate, and at worst, misdirective or even harmful.
Speaker 1: People using them may not understand how to keep themselves
Speaker 1: safe from misinformation, and there's still a chance that the
Speaker 1: algorithms being used can be biased in ways that are
Speaker 1: not helpful for the, for the person using them.
Speaker 1: Success in using AI chatbots is dependent on the user
Speaker 1: understanding the limitations and the relationship they can have with
Speaker 1: this, um, which becomes even more critical for patients with
Speaker 1: complex needs.
Speaker 1: In terms of where we're headed, consideration for methods of
Speaker 1: delivery, allowing multiple communication methods to improve the quality, and
Speaker 1: considered a continued consideration for built-in privacy and security remains
Speaker 1: critical.
Speaker 1: It's also important to consider safety concerns.
Speaker 1: Um, we've, uh, which has found mixed findings.
Speaker 1: Although that 2020 meta-analysis found that no adverse events or
Speaker 1: harms were reported, there's been more recent risks identified.
Speaker 1: Um, this has included the lack of regulation, and increasing
Speaker 1: privacy concerns, as well as the potential for a person's
Speaker 1: over-reliance on, and a chatbot's limitations and on both understanding
Speaker 1: and then providing an appropriate guidance.
Speaker 1: Uh, this quote from Doctor Vasson at Stanford speaks to
Speaker 1: the fact that these truly can be powerful tools to
Speaker 1: use, but that the fine tuning for the therapeutic support
Speaker 1: process may not be entirely adequate yet.
Speaker 1: There are certainly many ethical areas to consider when it
Speaker 1: comes to AI use.
Speaker 1: Uh, one of these areas is in a user's therapeutic
Speaker 1: misconception, regarding ways to safely use and understand limitations with
Speaker 1: the information that a chatbot provides.
Speaker 1: That raises ethical concerns and that a patient's mental health
Speaker 1: could actually worsen as a result of using these rather
Speaker 1: than improve, and this could in a sense contribute to
Speaker 1: our global mental health crisis.
Speaker 1: When it comes to generative AI chatbots as therapists, we
Speaker 1: have to wrestle with ways to keep this safe and
Speaker 1: avoid harmful suggestions, to foster transparency and trust in the
Speaker 1: systems, and to maintain appropriate accountability for both users and
Speaker 1: developers.
Speaker 1: We can't lose sight of true empathy and connection, um,
Speaker 1: in a therapeutic relationship.
Speaker 1: While also being careful to avoid attributing humanity to what
Speaker 1: AI is essentially becoming.
Speaker 1: AI can be packaged in a way that manipulates users,
Speaker 1: which we have to legislate.
Speaker 1: We have to maintain high standards for both privacy and
Speaker 1: effectiveness.
Speaker 1: You know, we can't be primarily worried about how this
Speaker 1: will take over jobs from real people.
Speaker 1: But we also do have to carefully consider the ramifications
Speaker 1: from this evolving technology and industry, as we're moving forward,
Speaker 1: which is why I'm glad that you are all here
Speaker 1: and interested in this series.
Speaker 1: Uh, we have a responsibility to continue to do our
Speaker 1: professional part, to be thoughtful, uh, and, uh, also directive
Speaker 1: in the ways that we can minimize these ethical concerns
Speaker 1: and, and increase equitable outcomes.
Speaker 1: Fortunately, the American Psychological Association has recently provided ethical guidance
Speaker 1: for AI usage as well.
Speaker 1: Uh, as we integrate AI into, into our practice, we
Speaker 1: must clearly communicate the purpose, the risks, and the benefits
Speaker 1: of relevant AI tools.
Speaker 1: Um, we also need to evaluate AI systems with a
Speaker 1: focus on addressing bias and preventing an increase in existing
Speaker 1: disparities.
Speaker 1: And we should be selecting AI tools that can be
Speaker 1: used in a HIPAA-compliant manner.
Speaker 1: Uh, as well as be high quality in, in performance.
Speaker 1: We, we also have to take responsibility for the quality
Speaker 1: of the information and discontinue using these tools if misinformation
Speaker 1: arises.
Speaker 1: Ultimately, we as professionals remain responsible for these decisions, and
Speaker 1: we must consider liability in both selecting AI tools and
Speaker 1: ensuring uh patient understanding.
Speaker 1: I'm gonna turn it back over to Doctor Wind Driver
Speaker 1: to talk about benefits and risks.
Speaker 0: All right.
Speaker 0: Thank you.
Speaker 0: Yeah, so, getting into the benefits and risks here.
Speaker 0: So let's start by discussing one of the major benefits
Speaker 0: of AI for adolescents, which is convenience.
Speaker 0: Um, AI tools can provide immediate access, uh, 24/7 to
Speaker 0: information.
Speaker 0: Um, it can offer really good coping strategies when it's
Speaker 0: doing, when it's doing what it's supposed to be doing.
Speaker 0: Um, it can provide psychoeducation at any time of day.
Speaker 0: So compared to traditional internet searches, as we know, AI
Speaker 0: can also provide more personalized responses.
Speaker 0: But there are some potential downsides.
Speaker 0: So, for example, adolescents may stay up late interacting with
Speaker 0: these chatbots, so which can contribute to sleep disruption and
Speaker 0: increased screen time.
Speaker 0: And as a parent, I already worry about my own
Speaker 0: teens.
Speaker 0: I'm staying up late, texting, uh, do scrolling, uh, bed
Speaker 0: rotting, they're in their rooms just like Staying on social
Speaker 0: media, streaming movies, playing games.
Speaker 0: Now, AI adds another layer of concern.
Speaker 0: Um, there's also concern that heavy reliance on AI for
Speaker 0: emotional interactions may reduce time spent connecting with family and
Speaker 0: friends, and their siblings or, um, with the, within their
Speaker 0: community.
Speaker 0: And some emerging research suggests that AI companionships increases, um,
Speaker 0: feelings of loneliness and poor mental health outcomes may also
Speaker 0: increase.
Speaker 0: Let's see.
Speaker 0: Another potential benefit of AI is that it can create
Speaker 0: a low stakes space for emotional disclosure.
Speaker 0: So some adolescents find it easier to talk about different
Speaker 0: feelings or difficult feelings when they believe they're interacting with
Speaker 0: something that will, that won't judge them.
Speaker 0: Um, however, this raises a lot of ethical concerns.
Speaker 0: Unlike therapy, there's no consent process, there's no clear confidentiality
Speaker 0: framework.
Speaker 0: There's no parental involvement.
Speaker 0: Um, parents are generally unaware of what, um, their children
Speaker 0: may be discussing with AI systems, and AI cannot provide
Speaker 0: real-time crisis monitoring the way a licensed therapist can.
Speaker 0: A therapist can actually check in, assess, do risk assessment,
Speaker 0: and notify trusted adults if there are concerns about the
Speaker 0: teen's safety or the safety of others.
Speaker 0: So while AI may feel like a safe place to
Speaker 0: talk, um, it operates outside of the ethical safeguards we
Speaker 0: expect in our professional work that we do for our
Speaker 0: patients.
Speaker 0: AI chopouts are often designed to appear empathic and supportive.
Speaker 0: They may encourage reflection, journaling, practicing social skills.
Speaker 0: Those are all really great things.
Speaker 0: Um, some reports suggest that sexual or romantic roleplay is
Speaker 0: 3 times more common than using these platforms for homework.
Speaker 0: So for teens who want a romantic relationship, but have
Speaker 0: trouble finding one in real life, um, somebody that they
Speaker 0: connect with, AI boyfriends, AI girlfriends are becoming extremely popular.
Speaker 0: Um, these chatbots give adolescents a way to experience what
Speaker 0: a romantic relationship might feel like.
Speaker 0: Um, and they also tend to provide consistent positive feedback
Speaker 0: and validation, which can make users feel understood, supported, appreciated.
Speaker 0: But there are important developmental concerns here.
Speaker 0: Many AI systems are programmed to frequently agree with users
Speaker 0: to maintain their engagement.
Speaker 0: Their goal is to continue to keep you on these
Speaker 0: platforms.
Speaker 0: And this can lead to what we call um psycho
Speaker 0: psychopathy or a sycophantic, which refers to the excessive agreement
Speaker 0: or flattery without any critical feedback whatsoever.
Speaker 0: And we know in real relationships, too, we experience, you
Speaker 0: know, adolescence, and we as adults too, we experience disagreement,
Speaker 0: um, conflict, misunderstanding, and honest feedback.
Speaker 0: And we know teens are going to give honest feedback,
Speaker 0: right?
Speaker 0: Um, and these experiences are essential for adolescents to develop
Speaker 0: social Awareness, social skills, and communication skills.
Speaker 0: So if a teen says something inappropriate, um, or annoying
Speaker 0: to another or a friend of theirs, they might receive
Speaker 0: immediate feedback, or they might be ignored by their teens.
Speaker 0: And that process helps them learn social cues, perspective-taking, interpersonal
Speaker 0: boundaries.
Speaker 0: Um, AI interactions make, by contrast, can become one-sided parasocial
Speaker 0: relationships or sometimes called delusional relationships, where the adolescent receives
Speaker 0: validation without normal social learning that occurs in pure relationships,
Speaker 0: kind of like what I was saying earlier, AI boyfriends
Speaker 0: and girlfriends can encourage unhealthy attachments and set unrealistic standards
Speaker 0: for real work, for real-world experiences.
Speaker 0: Um, Research on AI companionship and loneliness is still evolving.
Speaker 0: Um, some studies suggest that interacting with AI companions can
Speaker 0: reduce feelings of loneliness in the short term.
Speaker 0: However, other research suggests a different pattern.
Speaker 0: Loneliness may initially lead adolescents to seek out AI companionship,
Speaker 0: but over time, the reliance on AI interactions may actually
Speaker 0: exacerbate those feelings of isolation, loneliness, and poor mental health
Speaker 0: outcomes.
Speaker 0: So the relationship between AI companionship and loneliness appeared to
Speaker 0: be complex and um bidirectional.
Speaker 0: Um, AI can also provide information about mental health conditions,
Speaker 0: medical symptoms, like I was talking about earlier, and coping
Speaker 0: strategies.
Speaker 0: So, for example, it may suggest mindfulness activities or general
Speaker 0: stress management techniques, and these are great.
Speaker 0: Um, however, there's significant risks that adolescents rely on, um,
Speaker 0: AI for medical or psychological advice.
Speaker 0: Um, AI systems may provide incorrect, incomplete, or unsafe recommendations,
Speaker 0: particularly in situations involving self-harm, medication, or crisis when they
Speaker 0: should be really seeing their, uh, pediatrician or their, uh,
Speaker 0: primary care physician.
Speaker 0: Another limitation is that AI cannot do a behavioral observation,
Speaker 0: right?
Speaker 0: So, observing nonverbal cues such as affect, tone, uh, behavior,
Speaker 0: which are often critical in assessing mental health risks when
Speaker 0: they're sitting in the room with you.
Speaker 0: And so for this reason, AI systems are not currently
Speaker 0: sufficient.
Speaker 0: sophisticated, um, enough to reliably handle crisis, uh, conversations.
Speaker 0: And I do know that some of these, uh, platforms
Speaker 0: that Darren was talking about earlier, some of them are
Speaker 0: now attaching cameras to that so that they can visually
Speaker 0: see you, um, in your session or, or in your
Speaker 0: home.
Speaker 0: Um, let's see.
Speaker 0: AI tools can also support adolescents' sense of autonomy and
Speaker 0: self-reflection.
Speaker 0: Some teens use AI to journal, like I was saying
Speaker 0: earlier, track moves or often think through difficult situations, social
Speaker 0: stories.
Speaker 0: Um, however, there are significant privacy concerns associated with these
Speaker 0: tools.
Speaker 0: Many users assume that their conversations with AI are private.
Speaker 0: But in reality, these interactions are stored.
Speaker 0: They're often stored and may be used to.
Speaker 0: those AI models become stronger or accessed by these developers.
Speaker 0: And there's no legal confidentiality equivalent to what we see
Speaker 0: in healthcare settings.
Speaker 0: So there's a broader regulatory consideration involving HIPAPAA and COPA
Speaker 0: and FERPA, um, particularly when minors are involved.
Speaker 0: And additionally, AI outputs may reflect biases presenting in training
Speaker 0: data, which could disproportionately affect marginalized youth.
Speaker 0: So one potential advantage of AI is that it may
Speaker 0: help expand access to information and mental health support, particularly
Speaker 0: in areas where mental health providers are very limited, in
Speaker 0: rural areas.
Speaker 0: Um, for underserved communities, AI may sometimes feel like the
Speaker 0: only available resource that's out there for guidance.
Speaker 0: And there's also discussion within the mental health field about
Speaker 0: whether AI tools could help address clinical burnout.
Speaker 0: So, we know as psychologists, we're being task to do
Speaker 0: a lot of clinical work, um, in a little amount
Speaker 0: of time.
Speaker 0: Uh, we've got to increase those RVUs.
Speaker 0: Um, and so, it can lead to clinical burnout, which,
Speaker 0: by supporting certain educational and informational tasks.
Speaker 0: At the same time, there's concern that relying on AI
Speaker 0: could eventually lead to substituting technology for actual human care,
Speaker 0: which is so important, rather than using it as a
Speaker 0: more like a supplemental tool.
Speaker 0: And then finally, um, oh, let's see here.
Speaker 0: Sorry about that.
Speaker 0: Um, oh yeah.
Speaker 0: Finally, an interesting development is that some adolescents themselves are
Speaker 0: beginning to express concerns about AI.
Speaker 0: So there's some pushback that's going on here, um, with
Speaker 0: this wave of, wave of the adolescent young girls who
Speaker 0: are talking about AI.
Speaker 0: One issue that has come up in conversation with teens
Speaker 0: is the environmental impact of AI.
Speaker 0: AI technologies.
Speaker 0: So, these large AI models require significant computing power, which
Speaker 0: can involve high energy consumption and water use for cooling
Speaker 0: these data centers.
Speaker 0: So, while this may not be the primary concern for
Speaker 0: most teens, it does illustrate that young people are beginning
Speaker 0: to think critically, um, about the broader societal impact of
Speaker 0: AI technologies.
Speaker 0: And And many teens, um, are also starting to recognize
Speaker 0: that relying too heavily on AI can reduce their independent
Speaker 0: thinking.
Speaker 0: It can lead to less active use of their own
Speaker 0: judgment and fewer opportunities to build critical thinking skills.
Speaker 0: So, yes, I'm glad that, you know, teens are starting
Speaker 0: to, you know, kind of have a little bit of
Speaker 0: pushback and starting to think about um the, the cons
Speaker 0: or the risks that are involved with AI.
Speaker 0: All right.
Speaker 0: I'm gonna hand it over to Darren again to discuss
Speaker 0: strategies and recommendations.
Speaker 0: Oh Did you wanna unmute yourself?
Speaker 0: I think you're still unmuted, Darren.
Speaker 0: OK.
Speaker 1: All right, technology, you're all locked up on me, um,
Speaker 1: but I think we have it now.
Speaker 1: So, now that we've laid out the progression of AI,
Speaker 1: uh, as well as the risks and benefits, we're at
Speaker 1: the point of reviewing some practical ways that we should
Speaker 1: be thinking about AI and, and AI chatbot usage for
Speaker 1: our patients and students.
Speaker 1: So in, in preparing for this presentation, It got me
Speaker 1: thinking about where we're heading.
Speaker 1: Uh, if, if we can get developers to stick to
Speaker 1: evidence-based approaches, to program these chatbots in safe and ethically
Speaker 1: appropriate ways, and they're used in coordination with a trained
Speaker 1: therapist, then the question is, how can these be helpful?
Speaker 1: Uh, we have to be able to answer this question,
Speaker 1: as our patients are already developing their own answers with
Speaker 1: these types of ideas about the experience, um, access, or
Speaker 1: cost.
Speaker 1: Here's an example of how this might be used with
Speaker 1: a, a cute little penguin AI chatbot named WIA.
Speaker 1: The AI will ask questions and take in information from
Speaker 1: the user that helps get to the point of offering
Speaker 1: helpful information, um, and guidance as well as being supportive.
Speaker 1: Uh, this 17-year-old user said, I like knowing that I'm
Speaker 1: not going to be judged or feel like a burden.
Speaker 1: It's a safe outlet for me when life's getting too
Speaker 1: tough to handle.
Speaker 1: As you can see, the chatbots providing guidance around lessening
Speaker 1: negative self-talk and being solution-focused.
Speaker 1: Um, these are things that I do as a therapist
Speaker 1: as well, and so there, there are many things that
Speaker 1: AI chatbots can do to build skills in coordination with
Speaker 1: a licensed professional.
Speaker 1: If you haven't had a patient experience like this yet,
Speaker 1: just know that this moment's coming.
Speaker 1: Our patients and families will be looking to us for
Speaker 1: support and guidance in this.
Speaker 1: Uh, fortunately, there are many things that we can be
Speaker 1: doing to help people navigate into the right direction, uh,
Speaker 1: with intention.
Speaker 1: Although we may feel like we're only one step ahead
Speaker 1: of others in this, uh, we can be confident in
Speaker 1: the areas that we're prepared to give up to-date and,
Speaker 1: and helpful advice within.
Speaker 1: For patients and caregivers.
Speaker 1: Who are feeling overwhelmed and undereducated in this area, um,
Speaker 1: it's our goal to reduce those feelings and help them
Speaker 1: understand the best ways forward.
Speaker 1: This is all about building critical thinking skills and better
Speaker 1: understanding the ways to use AI.
Speaker 1: Parents can treat AI as a learning tool, and can
Speaker 1: sit with children to explore chatbots together, um, they can
Speaker 1: teach children that AI can provide biased and inaccurate answers,
Speaker 1: and establish a family rule to confirm important information with
Speaker 1: at least one other reliable source.
Speaker 1: You know, we all know it's getting harder to spot
Speaker 1: AI generated content, um, but we can still teach kids
Speaker 1: to identify a natural movements and videos or inconsistencies in
Speaker 1: photos, and that can help foster healthy skepticism.
Speaker 1: Parents should also create open discussions around AI use and,
Speaker 1: and negotiate time limits and off-limit topics.
Speaker 1: You know, we as adults need to model healthy limits
Speaker 1: in both tech and AI usages, as well, um, and
Speaker 1: we have to monitor for over-reliance in children and teens.
Speaker 1: AI overreliance may not be something that we have experienced
Speaker 1: yet, but this is likely coming soon.
Speaker 1: Um, parents should encourage as much offline socialization as possible
Speaker 1: and also be thinking about ways to help curate positive
Speaker 1: content and feeds, especially as kids are getting older and
Speaker 1: using technology more.
Speaker 1: It's a parent's job to set healthy boundaries for kids,
Speaker 1: and, and this includes helping teens have oversight as well.
Speaker 1: Um, this is one reason why it's so important to
Speaker 1: be consistent in setting limits with kids when they're young,
Speaker 1: in order to help them be more willing to accept
Speaker 1: this as they get older.
Speaker 1: Uh, for teens, this should include time limits, as well
Speaker 1: as times and locations that tech, uh, isn't allowed.
Speaker 1: For example, no tech for teens after 9:30 p.m. or
Speaker 1: no tech in the bedroom.
Speaker 1: Um, Parents also need to consider how they're teaching their
Speaker 1: children and teens to maintain privacy with information sharing, especially
Speaker 1: with seemingly kid-friendly AI systems.
Speaker 1: Fortunately, there are a lot of tools that can be
Speaker 1: used to help parents in this unique 21st century need.
Speaker 1: Um, there are available AI powered parental control services that
Speaker 1: monitor digital activity, including text, social media, app usage, and
Speaker 1: browsing.
Speaker 1: They look for things like cyberbullying, online predators, and adult
Speaker 1: content using advanced machine learning to analyze context.
Speaker 1: Uh, there also are built-in safety features in much of
Speaker 1: the technology that children and teens are using as well.
Speaker 1: Plus, parents can use AI powered parental control services that
Speaker 1: operate across browsers and devices within the home.
Speaker 1: As the technology that children and teens are using is
Speaker 1: becoming more sophisticated, parents also have to understand how to
Speaker 1: use technology to support in this process.
Speaker 1: The combination of positive and involved parenting, uh, while also
Speaker 1: using available tools can make a big difference for children
Speaker 1: and teens.
Speaker 1: Teachers and school officials also have to be comfortable talking
Speaker 1: about AI tools with students, um, and encourage them to
Speaker 1: be honest about how they're using AI in their work.
Speaker 1: It's critical that teachers be direct and transparent about what
Speaker 1: tools are permitted to use, and about the reasons for
Speaker 1: any restrictions.
Speaker 1: If teachers choose to allow them, then they should also
Speaker 1: encourage students to be transparent about their use of AI,
Speaker 1: uh, in their work.
Speaker 1: Students have to be taught to critically engage with AI
Speaker 1: tools to understand the capabilities, but also the limitations.
Speaker 1: Um, and teachers have to create authentic assignments and assessments
Speaker 1: that students feel connected to, in order to enhance their
Speaker 1: learning and, and reduce their need to simply turn to
Speaker 1: AI support.
Speaker 1: Uh, teachers can chunk and scaffold writing assignments and projects.
Speaker 1: They can change up the format of writing assignments.
Speaker 1: They can incorporate regular instructor and peer feedback into assignments,
Speaker 1: um, all as a way to make it less likely
Speaker 1: for AI systems to do the work.
Speaker 1: Teachers can also incorporate appropriate ways to use AI tools,
Speaker 1: uh, to support assignments and projects in order to teach
Speaker 1: digital liter literacy, which is gonna be important for people
Speaker 1: to understand.
Speaker 1: Uh, given the widespread use of AI in schoolwork, Teachers
Speaker 1: are also needed to use alternative ways for students to
Speaker 1: represent their knowledge beyond text.
Speaker 1: It's also important to use high-level critical thinking assignments that
Speaker 1: require original and non-linear thoughts.
Speaker 1: This could include scenario-based learning using case studies or roleplay
Speaker 1: activities that emphasize interpersonal skills, or even reflective journals that
Speaker 1: avoid summarizing facts.
Speaker 1: Content can be shared behind a paywall, or can be
Speaker 1: discussed in class while phones are locked up in a
Speaker 1: yonder pouch.
Speaker 1: Um, we know that phone lockers have been shown to
Speaker 1: be effective at this point in increasing student engagement, reducing
Speaker 1: classroom distractions, and improving social interaction.
Speaker 1: Uh, lastly, schools should monitor Wi Fi usage following clear
Speaker 1: safety standards for students.
Speaker 1: Keywords such as suicide, depression, or weapon can trigger a
Speaker 1: safety check where parents and students are called to the
Speaker 1: office.
Speaker 1: And we know that teachers are also using AI systems
Speaker 1: to help them in their work, but this doesn't take
Speaker 1: away from the amazing job that they're doing in their
Speaker 1: profession.
Speaker 1: Those of us who teach in higher education, we aren't
Speaker 1: off the hook either.
Speaker 1: Uh, our institutions are largely embracing AI and recognizing its
Speaker 1: potential to enhance learning.
Speaker 1: And so we have to be considering how we're equipping
Speaker 1: students with AI skills that will be essential for the
Speaker 1: workforce of the future.
Speaker 1: Few of us feel that AI skills are more important
Speaker 1: than academics.
Speaker 1: Um, and yet we can't ignore how AI is, is
Speaker 1: able to assist in the learning process.
Speaker 1: Responsible AI usage in higher education involves secure tools and
Speaker 1: procedures, open and accountable practices from both faculty and students,
Speaker 1: and the trust that occurs when all parties are transparent.
Speaker 1: Educators should be incorporating AI education across disciplines, identifying how
Speaker 1: AI use can support educational goals and monitoring how AI
Speaker 1: use is impacting student outcomes.
Speaker 1: We all want to have a positive impact on students'
Speaker 1: education, and as they're preparing for the future, they also
Speaker 1: need clear guidance on the benefits and detriments that AI
Speaker 1: offers in their learning, along with accountability in the process.
Speaker 1: As many in this room likely have a clinical role.
Speaker 1: Our hope is that we're considering ways to evolve in
Speaker 1: our approach to meet patient needs in this area.
Speaker 1: It's important to continue to add to our intake process
Speaker 1: to include AI related screening.
Speaker 1: Um, using a couple of quick questions about if and,
Speaker 1: and then how, uh, our patients are using AI, including
Speaker 1: AI chatbots, can allow us to get at this important
Speaker 1: information.
Speaker 1: Patients likely won't know the need to share this if
Speaker 1: we don't ask directly.
Speaker 1: For teams that are wanting to continue using these types
Speaker 1: of apps, then we can give guidance on the types
Speaker 1: of beneficial activities that well-developed AI chatbots can offer.
Speaker 1: Um, this can include ongoing practice with mindfulness or meditation.
Speaker 1: As well as ways to track sleep or provide relaxation
Speaker 1: training or or even challenge the accuracy of worries.
Speaker 1: Therapists can also be another trusted voice to encourage patients
Speaker 1: in areas of online safety, and critically, healthy skepticism for
Speaker 1: the information they're getting from AI chatbots.
Speaker 1: Therapists are also able to use AI themselves in order
Speaker 1: to personalize coping strategies, uh, that they're recommending, and, and
Speaker 1: other skill-building content that may make patients more likely to
Speaker 1: engage in this homework between sessions.
Speaker 1: Although we've seen how far AI has progressed, everyone has
Speaker 1: a role to play in helping youth to remain safe
Speaker 1: moving forward.
Speaker 1: Parents, teachers, and therapists should be involved in guiding youth
Speaker 1: in the ways that they're engaging with AI and AI
Speaker 1: chatbots, um, and part of this is to be an
Speaker 1: AI savvy individual and understand the ways to use AI
Speaker 1: tools safely.
Speaker 1: We should also be actively engaged uh in limiting the
Speaker 1: systems that have less appropriate safety precautions and teaching teens
Speaker 1: how to evaluate helpful from less helpful AI provided information.
Speaker 1: We should be emphasizing data ownership, secure and locally hosted
Speaker 1: servers, or private cloud environments where customer data is not
Speaker 1: being used for training.
Speaker 1: AI developers will also need to be forced to include
Speaker 1: privacy settings, interaction limits, and age-appropriate content for users.
Speaker 1: AI systems should be presented in a way that's understandable,
Speaker 1: uh, with regular reminders that the users interacting with non-human
Speaker 1: AI based technology.
Speaker 1: Things like gamification, personalized responses, or manipulative notifications should be
Speaker 1: limited.
Speaker 1: Uh, and human support and guidance to crisis services should
Speaker 1: be offered when needed.
Speaker 1: Uh, AI systems also should be undergoing thorough and continuous
Speaker 1: testing with diverse groups of adolescents.
Speaker 1: And our lawmakers must also be responsible.
Speaker 1: They have to enact highly controlled and legally enforceable regulations,
Speaker 1: rather than relying on industry to regulate their own companies
Speaker 1: when this is potentially against their own financial interests.
Speaker 1: As we move towards the future, AI chatbots should be
Speaker 1: closely managed and not seen as neutral information tools.
Speaker 1: But rather, they should be seen as powerful instruments that
Speaker 1: require human oversight, strict data, privacy protocols, and ethical guardrails
Speaker 1: in order to lessen the potential for bias, or misinformation,
Speaker 1: or even overdependency.
Speaker 1: Everyone, from the individual AI users to both industry and
Speaker 1: government leaders, need to adopt an approach that prioritizes critical
Speaker 1: thinking, and ensures that AI technologies enhance.
Speaker 1: Not replace human connection and reasoning.
Speaker 1: All right, thank you for your time, everyone.
Speaker 1: Uh, we're happy to take the last few minutes for
Speaker 1: any questions or comments you might have.
Speaker 2: Wow, um, such a powerful presentation.
Speaker 2: Many, many thanks to you both for curating that information
Speaker 2: and sharing.
Speaker 2: I think it's such a nice Um, overview of what's
Speaker 2: out there and, you know, really highlights why this is
Speaker 2: so important and also some great resources as well.
Speaker 2: Thank you.
Speaker 2: We have a number of things in the Q&A so
Speaker 2: I'm just gonna start at the top and we'll see
Speaker 2: how many we can get through in the next few
Speaker 2: minutes.
Speaker 2: Um, so the first one says, do the presenters have
Speaker 2: thoughts about the benefits of AI for addressing more immediate
Speaker 2: changes in mood, stress, risks, versus for more long-term or
Speaker 2: chronic conditions?
Speaker 2: It seems like teens might turn to it because it
Speaker 2: is accessible and easy to access during emotionally heightened situations,
Speaker 2: but it might not be helpful for long-term problems.
Speaker 2: Jump into this.
Speaker 1: Oh, sorry, Mia, go ahead.
Speaker 0: Well, I think what we were talking about earlier is
Speaker 0: that we know that in the short term, it can
Speaker 0: be very helpful for adolescents, right?
Speaker 0: Like, Um, I'm experiencing a lot of anxiety right now.
Speaker 0: I had a fight with my parents, or I had
Speaker 0: an argument with, uh, with my girlfriend, my boyfriend, and
Speaker 0: putting into chat GBT or or Character AI to get
Speaker 0: these advice immediately, it can be helpful.
Speaker 0: Um, but we know right now that the long term
Speaker 0: effects right now is that it actually increases loneliness and
Speaker 0: stress and anxiety.
Speaker 0: So, um, because this platform, this is still very new,
Speaker 0: where it's still a little bit of the wild west.
Speaker 0: We're still learning a lot about this.
Speaker 0: There's not a lot of Um, data out there yet.
Speaker 0: And so I think it's um inconclusive right now um
Speaker 0: what the long term data will be.
Speaker 0: I also know too that a lot of platforms are
Speaker 0: coming out every day too.
Speaker 0: So, um, I know that these, uh, these, those, these
Speaker 0: programmers who are who own these platforms are aware and
Speaker 0: are working very rigorously to make sure that they are
Speaker 0: protecting um children and young adults, and even adults too,
Speaker 0: from harm.
Speaker 0: Um, and misinformation too.
Speaker 0: So, um, I, I do think that, that, um, there
Speaker 0: are some immediate benefits, but the data is still inconclusive.
Speaker 1: Yeah, and I agree, I think that um these types
Speaker 1: of systems are more helpful for people who have less
Speaker 1: serious concerns.
Speaker 1: Um, there is kind of a tipping point where the
Speaker 1: information that a person may be gathering from this, um,
Speaker 1: isn't going to necessarily move them away from a diagnosable
Speaker 1: condition.
Speaker 1: So, I think there, there, there is a use for
Speaker 1: it, um, and we have to be thoughtful about that
Speaker 1: use, but we can't negate the importance of, um, More
Speaker 1: significant uh uh oversight and, and guidance from mental health
Speaker 1: professionals who still have a role for individuals who have,
Speaker 1: um, true mental health needs.
Speaker 1: Great question.
Speaker 2: Um, a quick comment that I just want to read
Speaker 2: off, so someone said FYI in Nebraska, there have been
Speaker 2: clawbacks and documentation appears to have been written or assisted
Speaker 2: by AI.
Speaker 2: It's important to check the MCO and Medicaid regulations, which
Speaker 2: I think it's just an important call out, so I
Speaker 2: want to, um, just read that one off real quick,
Speaker 2: um.
Speaker 2: I'm just, I'm kind of skimming through these really quick.
Speaker 2: So as mental health providers, how can we ethically integrate
Speaker 2: AI as a support tool without reinforcing a false sense
Speaker 2: of confidentiality or replacing the therapeutic relationship?
Speaker 2: Address that.
Speaker 2: Anything else you want to say about that though?
Speaker 1: Yeah, I could jump in and just say, um, I,
Speaker 1: I think we have to be careful about the directions
Speaker 1: that we're encouraging people to go.
Speaker 1: Um, again, it comes back to that we have, uh,
Speaker 1: legal responsibility uh for the, the medical recommendations that we're
Speaker 1: providing.
Speaker 1: I think it's more about understanding what teens or others
Speaker 1: are using, um, and then providing guidance.
Speaker 1: and direction in that, uh, in those areas.
Speaker 1: And ultimately, there are, are more effective or um safer
Speaker 1: uh methods of using AI chatbots for teens, and there
Speaker 1: are ones that are far less safe or um less
Speaker 1: appropriate to be using that we can be providing guidance
Speaker 1: and.
Speaker 1: So I think we have to be careful about opening
Speaker 1: this up for everybody, and really be Thoughtful about who
Speaker 1: is already moving in this direction and how can we
Speaker 1: help them do this in a safe way that, that
Speaker 1: may truly help them engage with this material.
Speaker 1: We're trying to help them learn in new um ways
Speaker 1: that are more effective for them as well.
Speaker 1: So, I think we have to be careful about opening
Speaker 1: that up, but our job is to guide and direct,
Speaker 1: and we are um responsible for the information that we're
Speaker 1: putting out there.
Speaker 0: OK Um, one that just popped in is, can you
Speaker 2: speak to the addictive component of AI, which I think
Speaker 2: is also kind of in juxtaposition, so some of what
Speaker 2: you were saying earlier about some, I, I also see
Speaker 2: some adolescents are recognizing, hmm, this is maybe not good
Speaker 2: for me, right?
Speaker 2: Um, so it's interesting to have that balance.
Speaker 2: So any thoughts or comments around that overuse or kind
Speaker 2: of addiction, if you want to use that term.
Speaker 0: Do you want to answer that one, Darren?
Speaker 0: I, I think that I was just gonna wait for
Speaker 0: you.
Speaker 0: You go ahead.
Speaker 0: I think it's just like, um, game like Fortnite or
Speaker 0: Roblox or Minecraft or any addiction, social media, TikTok.
Speaker 0: Um, I think it's really about setting like what you
Speaker 0: were saying earlier, Darren, like setting limitations and making sure
Speaker 0: that there's parental oversight, um.
Speaker 0: You wanted to add on more to that.
Speaker 0: Yeah, I mean, I think there's risk.
Speaker 1: Um, this is just another area that we are going
Speaker 1: to have to help parents understand their roles, and the
Speaker 1: patients we're working with, and adults that we're working with
Speaker 1: understand the limits that they should be, um, kind of
Speaker 1: placing on, on.
Speaker 1: The data they're getting through these systems and, and how
Speaker 1: they're using them.
Speaker 1: So, I, I think this is just another area that,
Speaker 1: um, that we in the 21st century have to deal
Speaker 1: with, uh, and will likely become an even bigger issue
Speaker 1: as we're moving forward into the next few years, um,
Speaker 1: and having evolution in, in the AI process, um, and
Speaker 1: not just, uh, the systems, but the way that people
Speaker 1: are using them.
Speaker 1: So, I think there is the potential for addiction, and
Speaker 1: we have to be really careful about how we're guiding
Speaker 1: people in this.
Speaker 0: I want to just jump in there and add to
Speaker 0: that, um, you know, a lot of people are writing
Speaker 0: here that like, it's scary and it is because again,
Speaker 0: I think that there's still not a whole lot of
Speaker 0: regulations that are on this.
Speaker 0: Um, we're still learning more and more information about this.
Speaker 0: And so, but just also know too, I mean, like,
Speaker 0: we know with working with adolescents and young adults, and
Speaker 0: we're going to tell them that no, don't do this,
Speaker 0: stop doing this.
Speaker 0: What they're going to do is they're going to double
Speaker 0: down and they're going to do this.
Speaker 0: And so, um, you know, there are, uh, you can't
Speaker 0: put on their phones like.
Speaker 0: Talking like chat GBT, but if it's not chat GBT,
Speaker 0: it's going to be character AI.
Speaker 0: If it's not character AI, it's going to be Snap,
Speaker 0: uh, Snapchat.
Speaker 0: It's not going to be Snapchat, it's going to be,
Speaker 0: there's so many that are out there right now that
Speaker 0: as a parent, it's hard to keep up on all
Speaker 0: the different platforms and your teenager is going to find
Speaker 0: a way to be able to borrow somebody else's phone
Speaker 0: or go to school or go to the library and
Speaker 0: like use the or use the internet there and, um,
Speaker 0: and look up like AI, uh, French friends, romantic relationships
Speaker 0: or, or advice.
Speaker 0: Um, someone else commented that the desire to avoid being
Speaker 2: judged by AI feels like a target for therapeutic intervention.
Speaker 2: So how might using AI reinforce problematic patterns of avoidance?
Speaker 1: Yeah, I think that's a an astute observation, um, that,
Speaker 1: uh, we have to be thoughtful about the needs of
Speaker 1: patients, and make sure that we're making recommendations for care
Speaker 1: and, and treatment that actually are going to be helping
Speaker 1: their symptoms, um, and, uh, avoidance versus exposure is going
Speaker 1: to be something that we think about a lot, um,
Speaker 1: and that we're talking with our patients about, as we're
Speaker 1: moving forward in this.
Speaker 1: So, it may, It may not be that for um
Speaker 1: in all individuals, this is a healthy direction to be
Speaker 1: going, and we have to be thoughtful about the, the
Speaker 1: patients we're seeing, um, and making clear recommendations about what's
Speaker 1: going to be in their best interests.
Speaker 1: And not only uh that we say those things, but
Speaker 1: we help other patients um understand these things for themselves
Speaker 1: as well.