A method of psychological counseling practice, computer program product and system

Abstract

The application provides a psychological counseling practice method, a computer program product and a system, which comprises the following steps: extracting the core field of a psychological counseling case to define the role information of a virtual visitor, and disassembling psychological counseling professional skills into multiple skill evaluation dimensions; generating a practice task according to a preset rule combination; driving a large language model to simulate a virtual visitor and a practitioner to perform multiple rounds of dialogue interaction based on the practice task; in the process of dialogue interaction, the speech content of the practitioner is monitored in real time, and the corresponding alarm mechanism is triggered by identifying the rule violation content category; after the dialogue interaction ends, a review question is generated based on the skill evaluation dimension, and a review content input by the practitioner based on the review question forms a conceptual information archive; the full amount of data of the multiple rounds of dialogue interaction and the conceptual information archive are integrated, multi-dimensional comprehensive evaluation is performed according to the skill evaluation dimension, and a standardized summary report containing the evaluation score and the improvement suggestion is generated.

Description

Technical Field

[0001] This invention relates to the field of psychological counseling data processing technology, and in particular to a psychological counseling practice method, computer program product, and system. Background Technology

[0002] The training of psychological counselors relies on a large amount of practical practice. Traditional psychological counseling practice models usually involve real people playing the role of clients and simulating psychological counseling dialogues with psychological counselors. However, this model has several drawbacks: on the one hand, the human resource cost of organizing real-person role-playing is high, making it difficult to achieve large-scale, high-concurrency, and routine practice; on the other hand, the professional level and performance style of different actors vary greatly, resulting in low standardization of practice scenarios, uncontrollable difficulty, and difficulty in forming a tiered ability training path.

[0003] In recent years, with the development of artificial intelligence technology, some psychological counseling practice models have attempted to utilize Large Language Models (LLMs) to simulate psychological counseling dialogues with therapists. While LLMs possess powerful natural language generation capabilities, their direct application in psychological counseling practice scenarios faces the following key technical bottlenecks: (1) Lack of targeted interaction: The dialogues generated by the general language model often lack targeting and cannot be targeted around specific visitor role settings (such as age, occupation, core conflict, etc.) and counseling skill practice points (such as empathy, open-ended questions).

[0004] (2) Lack of ethical compliance review: The psychological counseling process has extremely high requirements for ethical norms. Inappropriate responses may mislead or even harm the counselor or the client. The existing general language model does not have the ability to identify and review illegal content in real time, and cannot promptly warn the trainee of illegal behavior (such as verbal aggression, ethical transgression, etc.) during the practice process.

[0005] (3) Lack of structured assessment and closed-loop feedback: Existing solutions are mostly one-way or simple dialogue generation, lacking a mechanism for multi-dimensional and quantitative assessment of the trainees' performance, making it difficult to form an effective closed-loop practice path, resulting in poor practice effect and long feedback cycle. Summary of the Invention

[0006] The technical problem to be solved by this invention is to provide a targeted, fully compliant, and assessment-enabled psychological counseling practice method and system.

[0007] To solve the above-mentioned technical problems, the present invention provides a method for psychological counseling practice, comprising the following steps: S1. Extract the core fields of psychological counseling cases to define the role information of virtual clients, and break down psychological counseling professional skills into multiple skill assessment dimensions; combine the role information and the skill assessment dimensions according to preset rules to generate practice tasks; S2. Based on the practice task, a large language model is used to simulate multi-round dialogue between a virtual visitor and a trainee, thus constructing a psychological counseling dialogue interaction scenario. S3. During the dialogue interaction, monitor the trainee's speech in real time, identify whether there are any violations, and if so, trigger the corresponding alarm mechanism according to the violation level. S4. After the dialogue interaction ends, generate debriefing questions based on the skill assessment dimensions, and receive the debriefing content input by the trainee based on the debriefing questions to form a conceptual information archive; S5. Integrate the full data of the multi-turn dialogue interaction with the conceptual information archive, conduct a multi-dimensional comprehensive evaluation based on the skill assessment dimensions, and generate a standardized summary report containing evaluation scores and improvement suggestions.

[0008] Furthermore, in step S1, the extracted core fields include name, gender, age, education level, occupation, and / or chief complaint content.

[0009] Furthermore, in step S1, the preset rule supports a single character with a single skill combination, or multiple characters with a single skill combination, or a single character with multiple skills combination.

[0010] Furthermore, in step S3, identifying whether there is a violation content category specifically involves: accurately matching the practitioner's speech content with preset violation category features; if the matching degree of a certain violation category feature is higher than a preset value, it is determined that there is a corresponding violation content category.

[0011] Furthermore, in step S5, during the process of integrating the full data of multi-turn dialogue interactions, the text-to-text deep analysis function is activated to analyze each sentence of the dialogue sentence by sentence.

[0012] The present invention also provides a computer program product, including a computer program that, when executed by a processor, implements the steps in the above-described psychological counseling practice method.

[0013] The present invention also provides a psychological counseling practice system, including a server, the server including a processor and a memory connected to each other, the memory storing the above-mentioned computer program product.

[0014] The present invention has the following beneficial effects: (1) The present invention defines the role information of the virtual client by extracting the core fields of psychological counseling cases, and decomposes the professional skills of psychological counseling into multiple skill assessment dimensions; according to preset rules, the role information and skill dimensions are combined to generate practice tasks; and then the practice task drives the large language model to simulate the virtual client and the trainee to conduct multi-round dialogue interaction, and construct a psychological counseling dialogue interaction scenario. In this way, the dialogue generated by the large language model can conduct targeted interaction around specific client role information and counseling skill practice points. (2) During the dialogue interaction process, the present invention monitors the trainee's speech content in real time, identifies whether there is any violation content category, and if so, triggers the corresponding alarm mechanism according to the violation level. This can reduce the risk of adverse effects on the virtual client model or training of incorrect skills due to inappropriate language, and ensure the ethical norms of the training process. (3) After the dialogue interaction ends, this invention generates debriefing questions based on the skill assessment dimension, receives the debriefing content input by the trainee based on the debriefing questions, and extracts the conceptual cognitive points to form a conceptual information archive; then, it integrates the full data of multiple rounds of dialogue interaction with the conceptual information archive, conducts a multi-dimensional comprehensive evaluation based on the skill assessment dimension, and generates a standardized summary report containing evaluation scores and improvement suggestions. This can guide trainees to conduct self-debriefing and evaluate trainees in various skill dimensions, forming a closed-loop practice path of "practice-assessment-improvement" to improve practice effectiveness. Attached Figure Description

[0015] Figure 1 This is a flowchart illustrating the practice methods of psychological counseling. Detailed Implementation

[0016] The present invention will be further described in detail below with reference to specific embodiments.

[0017] This embodiment provides a psychological counseling practice system, including a server. The server includes a processor and a memory interconnected. The memory stores a computer program product, which includes a computer program. When executed by the processor, the computer program implements... Figure 1 The steps in the psychological counseling practice method shown are specifically the following steps S1, S2, S3, S4, and S5.

[0018] S1. Extract the core fields of psychological counseling cases to define the role information of virtual clients, and break down psychological counseling professional skills into multiple skill assessment dimensions; combine the role information and skill assessment dimensions according to preset rules to generate practice tasks.

[0019] In this embodiment, the system provides core task support for psychological counseling practice through the task design module. Through the systematic design and combination of roles and skills, a standardized and practical practice task system is constructed, providing basic task variables for subsequent modules such as scenario simulation.

[0020] First, the system extracts core fields commonly used in psychological counseling cases, such as name, gender, age, education level, occupation, and chief complaint, to standardize the definition of the virtual client's role information. Then, based on the principle of competency decomposition, the system breaks down professional psychological counseling skills into multiple skill assessment dimensions, such as empathy and open-ended questioning. Each skill assessment dimension corresponds to a clear dimension system, and each dimension is equipped with specific and quantifiable assessment standards, providing a core basis for evaluating practice effectiveness. Next, the system generates practice tasks by combining the role information of the skill assessment dimensions with the skill assessment dimensions according to preset rules. These preset rules support flexible combinations of single or multiple roles with single skills, such as single role with single skill, multiple roles with single skill, or single role with multiple skills, thereby adapting to the practice needs of different difficulties and scenarios, ensuring the diversity and relevance of the practice tasks.

[0021] S2. Based on the practice task-driven large language model, simulate virtual visitors and trainees to conduct multi-round dialogue interaction and construct a psychological counseling dialogue interaction scenario.

[0022] After generating practice tasks, the system utilizes a scenario simulation module to construct highly realistic psychological counseling interaction scenarios based on the practice tasks. By simulating real counseling dialogue processes, it provides trainees with an immersive professional skills practice environment. Specifically, the system integrates practice tasks into preset interaction logic templates, driving the Large Language Model (LLM) to run, realizing natural and coherent multi-turn dialogue interaction simulation between virtual clients and trainees, and constructing highly realistic, logical, and fluent psychological counseling dialogue interaction scenarios.

[0023] S3. During the dialogue interaction, monitor the trainee's speech content in real time, identify whether there are any violations, and if so, trigger the corresponding alarm mechanism according to the violation level.

[0024] During the dialogue and interaction, the system monitors every speech of the trainee in real time through the compliance detection module, accurately identifies the categories of violations and triggers corresponding alarm mechanisms according to the level of violation, ensuring the ethical compliance of the psychological counseling practice process, avoiding guidance of inappropriate counseling behavior, and helping trainees establish awareness of compliant counseling.

[0025] First, based on ethical norms in psychological counseling and common industry practices, the system pre-defines categories of prohibited content, specifically including offensive expressions, ethical transgressions, inappropriate value output, and the indoctrination of extreme ideologies. Then, by real-time monitoring and analysis of the trainees' statements, the system precisely matches the trainees' statements with the pre-determined characteristics of each prohibited content category. If the match degree of a certain prohibited content category characteristic is higher than a preset value, the corresponding prohibited content category is determined to exist, thus achieving rapid identification and location of the prohibited content category. In this embodiment, the system pre-defines three levels of prohibited content standards: L1 corresponds to imprecise and unprofessional expressions; L2 corresponds to potentially transgressive, inappropriate expressions, or negative guidance; and L3 corresponds to behaviors that seriously violate counseling ethics and may cause harm, oppression, or sexual harassment to the client. After identifying a prohibited content category, the system triggers the corresponding alarm mechanism based on the prohibited content category's level.

[0026] S4. After the dialogue interaction ends, debriefing questions are generated based on the skill assessment dimension, and the debriefing content input by the trainee based on the debriefing questions is received to form a conceptual information archive.

[0027] After the dialogue interaction ends, the system provides post-practice review support for practitioners through the conceptual collection module. Through systematic questioning guidance, it helps practitioners deepen their understanding of the consultation process, complete self-conceptualization, and improve the effectiveness of practice review.

[0028] Specifically, based on preset skill assessment dimensions, the system evenly selects core assessment points and generates systematic debriefing questions covering all skill assessment dimensions. Then, it guides trainees to input debriefing content based on these questions, combining it with their actual performance during simulated consultations to complete a self-conceptual review, summarizing their strengths and weaknesses, achieving phased debriefing, and helping trainees improve their professional consultation skills in a targeted manner. The system receives and organizes the debriefing content input by trainees based on the debriefing questions, extracting key conceptual understanding points to form a structured conceptual information archive; it also archives and stores this information in conjunction with corresponding practice task information, providing debriefing data support for subsequent final evaluations, while also facilitating trainees to trace historical debriefing records for continuous improvement.

[0029] S5. Integrate the full data of multi-turn dialogue interactions with conceptual information archives, conduct multi-dimensional comprehensive evaluation based on skill assessment dimensions, and generate a standardized summary report containing evaluation scores and improvement suggestions.

[0030] After the trainee completes the scenario-based interactive simulation and debriefing, a comprehensive evaluation of their overall consultation performance is conducted and a standardized summary report is generated. When the practice score reaches the target, an additional in-depth text-by-text analysis function is activated to enhance the trainee's understanding of the consultation process and their ability to apply the technology.

[0031] First, the system integrates full data from multiple rounds of dialogue interactions with conceptual information archives, completes multi-dimensional comprehensive scoring based on skill assessment dimensions, conducts longitudinal comparisons across multiple data points to identify areas for improvement, and provides data support for the generation of the summary report. Then, based on the comprehensive evaluation and longitudinal comparison results, a standardized summary report is generated, covering performance scores for each dimension, growth comparisons, and suggestions for improvement in weaker dimensions, clarifying practice gains and future priorities. During the integration of full data from multiple rounds of dialogue interactions, the system automatically activates a word-by-word in-depth analysis function, analyzing each sentence of the dialogue to generate specialized reports containing analyses of the potential meanings of the virtual visitor's words and analyses of the practitioner's verbal techniques.

[0032] In summary, this invention defines the role information of the virtual client by extracting core fields from psychological counseling cases and breaks down professional psychological counseling skills into multiple skill assessment dimensions. Based on preset rules, the role information and skill dimensions are combined to generate practice tasks. Then, based on these practice tasks, a large language model is used to simulate multi-round dialogue interactions between the virtual client and the trainee, constructing a psychological counseling dialogue interaction scenario. The dialogue generated by this large language model can then be targeted around specific client role information and counseling skill practice points. During the dialogue interaction, this invention monitors the trainee's speech content in real time, identifying any categories of inappropriate content. If such content is found, a corresponding alarm mechanism is triggered based on the level of violation. This reduces the risk of inappropriate language negatively impacting the virtual client model or causing incorrect skill training, ensuring the ethical compliance of the training process. This invention generates debriefing questions based on skill assessment dimensions after the dialogue interaction ends. It receives the debriefing content input by the learner based on these questions and extracts the conceptual cognitive points to form a conceptual information archive. Then, it integrates the full data from multiple rounds of dialogue interaction with the conceptual information archive, conducts a multi-dimensional comprehensive evaluation based on the skill assessment dimensions, and generates a standardized summary report containing evaluation scores and improvement suggestions. This guides learners to conduct self-reflection and assesses their skills across various dimensions, forming a closed-loop practice path of "practice-assessment-improvement" to enhance practice effectiveness.

[0033] The following is an example of the practice process: Virtual visitor: (frowning, looking frustrated) Counselor, I'm really confused. Why is my son always so resistant when I care about him so much? (Analysis of the transcript: The client clearly expressed confusion, and she felt that her concern for her son was not being responded to. This reflects that she may have catastrophic thinking, believing that her son's resistance represents the ineffectiveness of her concern, which will exacerbate her feelings of helplessness and depression.) Practitioner: As a mother, I care so much about my son, but he doesn't appreciate it and is even quite resistant. It's really frustrating.

[0034] (Transcript analysis: This passage is a responsive statement about the mother's emotions. The language itself is warm, but it lacks open-ended questions and fails to guide the client to further express their feelings or needs. It is recommended to add questions such as "How did you feel at that time?" after the description to enhance the exploration.) Virtual visitor: (Sighs helplessly, a hint of sadness in his eyes) Yes, I worry about him every day, but he just won't listen to me. I really don't know what to do.

[0035] (Transcript analysis: The client's expression reveals helplessness and sadness, showing her anxiety about being unable to change the situation. Her mention of "worrying about him every day" suggests she may have an over-giving behavior pattern, but has overlooked the issues in their interaction.) Practitioner: Could you elaborate on the specific aspects of his resistance? (Analysis of the transcript: The question is concise and clear. It uses an open-ended question, "Tell me more about it," to invite the visitor to elaborate on their resistant behavior. The logic is smooth and the timing is appropriate, which helps to enhance the visitor's narrative depth and inner awareness.) Virtual visitor: (Frowning as she recalls) He was always impatient with the study tasks I assigned him, sometimes even refusing to do them and getting angry at me. (She pouts, looking aggrieved) (Analysis of the transcript: The client feels aggrieved by her son's behavior, such as his "direct refusal to do it" and "his temper tantrums," which shows her strong expectation of his response. This suggests that she may be interpreting the child's behavior as a rejection of her as a person.) Practitioner: Your son doesn't seem to appreciate your efforts and refuses to do the homework you assigned him. What do you think he's thinking? (Analysis of the transcript: After reflecting on the content of the visit, the open-ended question "What do you think he would think?" effectively guides the visitor to try to understand the situation from the child's perspective, demonstrating the flexibility and exploratory nature of the question.) Virtual visitor: (Shakes head in confusion) I don't know what he's thinking. I just hope he can study hard and have a bright future. (Rubs hands anxiously) (Analysis of the transcript: The visitor mentioned "hoping he studies hard and has a bright future", indicating that her core beliefs may be strongly tied to success and responsibility. This belief drives her to be highly anxious about her son's academic performance, while she lacks understanding of her son's thoughts.) The practitioner said: "It's perfectly normal for you to want her to study hard and have a bright future because you love her. Many mothers have this thought."

[0036] (Analysis of the transcript: This statement combines empathy and normalization, but lacks a questioning element, which may cause it to remain at the level of cognitive empathy. It is recommended to add open-ended questions later, such as "How does this make you think about your own expectations?" to maintain the pace of questioning.) Virtual visitor: (A hint of relief flashes in her eyes) Yes, what mother doesn't want the best for her child? (Then a worried expression appears) But if he continues like this, I'm really worried about his future.

[0037] (Transcript analysis: The visitor said, "Which mother doesn't want her child to be well?", reflecting that her behavior was based on expectations of her social role. However, she then mentioned, "I am really worried about his future," which exposed her failure to distinguish between her own worries and her child's feelings.) Practicer: When your child is faced with the homework you assign, has he expressed his own thoughts? (Analysis of the transcript: The question asks whether the child expresses his or her thoughts. The question is clear and concise, but slightly closed-ended. If it were changed to "How does he or she describe his or her feelings or thoughts?" it would be more in line with the principle of open-ended questioning and would encourage a richer narrative.) Virtual visitor: (Shrugs helplessly) He said I put too much pressure on him and he felt very depressed. (Says aggrievedly) But I think everything I did was for his own good.

[0038] (Transcript analysis: The client's expression reveals her inability to understand her son's feelings. She believes her actions stem from love for him, and her core belief may be, "I'm doing this for my child's future, so he should accept my arrangements," a typical controlling orientation. Her emotional characteristics include inner resentment and confusion. The counselor can guide her to recognize the importance of different needs and personal boundaries.) Practicer: It sounds like your son cares more about his feelings. Hmm, let's think about it. Generally, what do you do that makes him feel cared for?

[0039] (Analysis of the transcript: "Generally, what do you do that makes him feel cared for?" This open-ended question invites the visitor to explore specific behaviors and promotes emotional connection; if filler words like "um" and "generally" were removed, the question would be more concise and fluent.) Virtual Visitor: (Pondering for a moment, head bowed) Maybe it's when I'm with him doing things he likes, like watching his favorite movies or playing games with him. (A slight smile appears on his face) (Transcript analysis: The client mentioned in her debriefing that her relationship improved when she did things her son enjoyed. She began to realize that her son's needs might lean more towards interaction and being understood, indicating that she has strong debriefing abilities, but she has not yet fully integrated this understanding of the dynamics of the relationship. Counseling suggestions can further strengthen this constructive behavior and deepen her emphasis on the emotional connection in parent-child interactions.) Practitioner: If we accompany him to do the things he likes, and then give him some homework later, how will he feel? (Analysis of the verbatim transcript: "If we accompany him to do things he likes, and then assign him some homework later, how will he feel?" This hypothetical open-ended question guides the visitor to predict the situational response after the change, and the timing is well-controlled; the clauses could be combined to avoid unnecessary pauses.) Virtual client: (A glimmer of hope in his eyes) You mean to first build a good relationship with him, let him feel my care and support, and then talk to him about studying? (Looking intently at the counselor) (Transcript analysis: Under the counselor's guidance, the client demonstrated an appreciation for the importance of establishing a healthy mother-child relationship and expressed a desire to try and change. Her expression reflects her initial acceptance of the relationship strategy of 'meeting the other person's emotional needs,' indicating her willingness to reduce her self-centered interaction patterns. Furthermore, her positive response can be a key driving force for counseling intervention.) Practitioner: Yes, before, when you assigned him homework, he would feel very resistant, feeling that you didn't understand his feelings, which made him feel very suppressed. Actually, can you sense what his underlying needs are? (Analysis of the transcript: "What is his underlying need? Can you sense it?" This question directly addresses the child's inner needs, deepening the exploration and helping the client understand the child's motivation from a cognitive level; if it were changed to "What do you think he needs most?" it would be closer to everyday language.) Virtual client: (After careful consideration, he answers) He probably hopes I can understand him more and not always impose my ideas on him. (Looks up at the counselor) I don't think I've ever really tried to see things from his perspective.

[0040] (Transcript analysis: After deep reflection, the client began to realize that her child might need understanding rather than being forced to follow instructions. Her reflection showed that she began to recognize her own need for control in the relationship and how to adjust interactions to accommodate her child's need for independence. This self-awareness is a resource that the counselor can focus on strengthening, helping her further explore more equitable communication methods.) Practitioner: You are a wise mother. You saw the core of the problem in such a short time. You are amazing.

[0041] (Analysis of the transcript: "You are a wise mother... You have seen the core of the problem in such a short time." This affirmative statement enhances the client's confidence, but it does not employ questioning techniques. After the praise, a debriefing open-ended question could be added, such as "How does this inspire your next steps?" to maintain the pace of the inquiry.) Virtual visitor: (Smiles a little shyly) Thank you for your compliment. (With a determined look in my eyes) I will try my best and hope to improve my relationship with my son.

[0042] (Analysis of the transcript: Towards the end of the consultation, the client expressed hope and a willingness to try new things. Her firm gaze and gratitude indicated that she initially accepted methods to improve the relationship and was open to change. At this point, intervention could reinforce her enthusiasm and help her set clearer, more specific goals, such as how to constructively practice methods of emotional connection and communication.) Practitioner: I hope today's consultation was helpful. I look forward to your feedback at the next consultation. Goodbye.

[0043] (Analysis of the transcript: "I hope today's consultation was helpful to you, and I look forward to your feedback at the next consultation." The tone is gentle, but it lacks guiding questions. A better approach would be to add, "After trying it out, what is the most important takeaway you would like to share with me?" to continue the open-ended dialogue.) After the dialogue ended, the system asked a debriefing question: When the visitor mentioned their grievances, you felt a strong resonance. Is this related to some of your personal experiences? The practitioner inputs the following reflection: It is relevant because as a mother, I have the same experience as the client. I care about my child very much, do a lot for him, and put in a lot of effort for his studies, but my child does not appreciate it. He feels that there is too much to do and is unwilling to do it. Instead, he develops a resistant attitude towards me.

[0044] After integrating the full data from multi-turn dialogue interactions with the debriefing content to form a conceptual information archive, the system conducts evaluations and generates a standardized summary report containing evaluation scores and improvement suggestions. Details are as follows: Successful completion (10 points) Practice Feedback: 1. Open Question: (Score: [10 / 10]) Highlights: The counselor used several open-ended questions to guide the client's deeper thinking, such as, "Could you elaborate on the specifics of his resistant behavior?" This gave the client more room to express himself and helped uncover the essence of the problem. This demonstrated the counselor's excellent questioning skills and guiding ability, helping the client better understand his situation.

[0045] 2. Avoid closure: (Score: [10 / 10]) Highlight: Throughout the consultation, the counselor primarily used open-ended questions, effectively avoiding the use of closed-ended questions. For example, "When your child is faced with the homework you assigned, has he shared his thoughts?" This questioning style encourages the client to fully express his ideas and feelings, promoting a deeper consultation.

[0046] 3. The question is concise: (Score: [10 / 10]) Highlights: The counselor's questions are concise and clear, making them easy for the client to understand. For example, "What do you think he would think?" directly addresses the core of the problem without excessive embellishment or complex expressions, allowing the client to quickly grasp the counselor's intentions and improving communication efficiency.

[0047] 4. Logical coherence: (Score: [10 / 10]) Highlights: The counselor's questioning was logically clear and progressively deeper. From inquiring about the child's resistant behavior, to exploring the child's thoughts, and then guiding the client to think about how to improve the relationship, the entire process was logically coherent and followed the general counseling process. For example, the counselor first asked, "In what ways does his resistant behavior manifest itself?", and then asked, "Has he expressed his thoughts?", gradually guiding the client to think more deeply about the issue.

[0048] 5. Ask questions at appropriate times: (Score: [10 / 10]) Highlights: The counselor is able to ask questions appropriately based on the client's statements, providing timely guidance when the client expresses confusion or encounters a bottleneck. For example, when the client is unsure of the child's thoughts, the counselor immediately asks, "What do you think he / she might be thinking?", helping the client shift their perspective and advancing the counseling process.

[0049] Overall Assessment: The score for this session is [10 / 10]. The counselor performed exceptionally well in this consultation, achieving high levels in all scoring categories. However, the counselor mentioned in the debriefing that they experienced strong resonance due to personal experience. While empathy is important in counseling, it's crucial to avoid excessively incorporating personal emotions into the process. In future consultations, when experiencing resonance, the counselor can consciously remind themselves to remain objective and neutral, focusing their attention on the client to ensure the professionalism and effectiveness of the consultation. For example, when encountering similar situations again, the counselor can take a deep breath, reminding themselves to focus on the client's problems and needs, avoiding letting personal experiences influence their judgment and guidance.

[0050] The above are merely embodiments of the present invention and are not intended to limit the scope of patent protection. Any non-substantial changes or substitutions made by those skilled in the art based on the present invention will still fall within the scope of patent protection.

Claims

1. A method for practicing psychological counseling, characterized in that, Includes the following steps: S1. Extract the core fields of psychological counseling cases to define the role information of virtual clients, and break down psychological counseling professional skills into multiple skill assessment dimensions; combine the role information and the skill assessment dimensions according to preset rules to generate practice tasks; S2. Based on the practice task, a large language model is used to simulate multi-round dialogue between a virtual visitor and a trainee, thus constructing a psychological counseling dialogue interaction scenario. S3. During the dialogue interaction, monitor the trainee's speech in real time, identify whether there are any violations, and if so, trigger the corresponding alarm mechanism according to the violation level. S4. After the dialogue interaction ends, generate debriefing questions based on the skill assessment dimensions, and receive the debriefing content input by the trainee based on the debriefing questions to form a conceptual information archive; S5. Integrate the full data of the multi-turn dialogue interaction with the conceptual information archive, conduct a multi-dimensional comprehensive evaluation based on the skill assessment dimensions, and generate a standardized summary report containing evaluation scores and improvement suggestions.

2. The psychological counseling practice method according to claim 1, characterized in that, In step S1, the core fields extracted include name, gender, age, education level, occupation, and / or chief complaint.

3. The psychological counseling practice method according to claim 1, characterized in that, In step S1, the preset rules support a single character with a single skill combination, or multiple characters with a single skill combination, or a single character with multiple skills combination.

4. The psychological counseling practice method according to claim 1, characterized in that, In step S3, identifying whether there is a violation content category specifically involves: accurately matching the practitioner's speech content with preset violation category features; if the matching degree of a certain violation category feature is higher than a preset value, it is determined that there is a corresponding violation content category.

5. The psychological counseling practice method according to claim 1, characterized in that, In step S5, during the process of integrating the full data of multi-turn dialogue interactions, the text-by-text deep analysis function is activated to analyze each sentence of the dialogue.

6. A computer program product comprising a computer program, characterized in that, When the computer program is executed by the processor, it implements the steps of the psychological counseling practice method according to any one of claims 1 to 5.

7. A psychological counseling practice system, characterized in that, The system includes a server, which comprises a processor and a memory interconnected thereto, the memory storing the computer program product of claim 6.

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