Chat-Bot as a Way to Support Victims of School Bullying

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Abstract

This article is devoted to an overview of the sources on therapeutic chatbots, as well as a description of the problem of creating an anti-bullying chatbot. Most chatbots work on the basis of cognitive-behavioral psychotherapy and are aimed at preventing depressive vessels in adults. There are no anti-bullying chatbots yet. There are at least two reasons: the exceptional situation of bullying and the legal aspects of working with teenagers. The specificity of the bullying situation is working with the patient in real life and health conditions. Trauma-focused Cognitive Behavioral Therapy is the most appropriate method of dealing with victims of school transportation. The legal aspect includes the signing of a data revision resolution and the status of a minor in the conclusion of legal negotiations. The article proposes the idea of an author's chatbot, also based on Cognitive Behavioral Therapy and psychological first aid. The author's dialogue agent includes three blocks: work on emotional manifestations, psychoeducation and acute stress relief. In total, the algorithm includes five emotional channels - four dysfunctional and single-functional. The severity of emotional disturbances is measured on a five-point scale and a mood log, by detecting which you can track the effectiveness of the chatbot. A chatbot cannot implement all the functions of therapy, but it can help reduce the level of emotional stress.

General Information

Keywords: bullying; victim; psychological support; work with crisis states; chat-bot; PTSD; cognitive-behavioral psychotherapy

Journal rubric: Social Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/jmfp.2023120310

Received: 30.03.2023

Accepted:

For citation: Rogovets A.Yu., Mazurkevitch A., Suvorova I.Y., Vinnik M., Prikhodko A.A. Chat-Bot as a Way to Support Victims of School Bullying [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2023. Vol. 12, no. 3, pp. 103–114. DOI: 10.17759/jmfp.2023120310. (In Russ., аbstr. in Engl.)

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Information About the Authors

Artem Y. Rogovets, Student of the Department of Social Psychology, Faculty of Psychology, Moscow Social Psychological University, Moscow, Russia, ORCID: https://orcid.org/0009-0001-0838-8172, e-mail: rogovetsartem@gmail.com

Alexey Mazurkevitch, Student of the Department of Social Psychology, Faculty of Psychology, Moscow Social Psychological University, Moscow, Russia, ORCID: https://orcid.org/0009-0004-2793-1873, e-mail: ma3ypkevich@gmail.com

Irina Y. Suvorova, PhD in Psychology, Associate Professor of the Department of Psychology, Moscow University of Psychology and Social Sciences, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3804-2129, e-mail: i.suvorova89@gmail.com

Matt Vinnik, Student of the Department of Social Psychology, Faculty of Psychology, Moscow Social Psychological University, Russia, ORCID: https://orcid.org/0009-0006-3808-1346, e-mail: free_limitless@mail.ru

Alisa A. Prikhodko, Student of the Department of Social Psychology, Faculty of Psychology, Moscow Social Psychological University, Russia, ORCID: https://orcid.org/0000-0002-2174-7950, e-mail: alisa.prikhodko.02@mail.ru

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