Changing expectations in the psychological counseling process: University students' service needs and views on artificial intelligence-supported counseling services

Abstract

This study explored university students’ needs regarding psychological counseling and their perceptions of AI-supported counseling services. Using a phenomenological design within a qualitative methodology, data were collected through two focus group interviews with 16 students from different departments selected via purposive sampling. Findings revealed that students sought counseling mainly for depression, loneliness, anxiety about the future, and family-related issues, yet many avoided professional support due to social stigma and the belief that problems could not be solved. Participants who received counseling reported positive outcomes, including relief, motivation, and improved problem-solving skills. AI-supported counseling was viewed positively for its accessibility and ease of use; however, concerns regarding privacy, trust, and reduced human interaction were emphasized. The study concludes that while AI-supported counseling may initially attract students, face-to-face psychological support remains essential, underscoring the need to improve both the accessibility and the promotion of university counseling services.

Keywords

• Psychological counseling
• Psychological counseling process
• University students
• Artificial intelligence
• Counselling services

Psikolojik danışma sürecinde değişen beklentiler: Üniversite öğrencilerinin hizmet ihtiyaçları ve yapay zekâ destekli danışma hizmetlerine ilişkin görüşleri

Abstract

Bu çalışma, üniversite öğrencilerinin psikolojik danışmanlık ihtiyaçlarını ve yapay zekâ destekli danışmanlık hizmetlerine ilişkin algılarını incelemiştir. Nitel fenomenolojik desen kullanılarak, amaçlı örnekleme yöntemiyle seçilen farklı bölümlerden 16 öğrenciyle yapılan iki odak grup görüşmesi yoluyla veri toplanmıştır. Bulgular, öğrencilerin esas olarak depresyon, yalnızlık, gelecek kaygısı ve aileyle ilgili sorunlar için danışmanlık aradığını, ancak birçoğunun sosyal damgalanma ve sorunların çözülemeyeceğine dair inanç nedeniyle profesyonel destekten kaçındığını ortaya koymuştur. Danışmanlık alan katılımcılar rahatlama, motivasyon ve problem çözme becerilerinde iyileşme gibi olumlu sonuçlar bildirmişlerdir. Yapay zekâ destekli danışmanlık, erişilebilirliği ve kullanım kolaylığı nedeniyle olumlu karşılanmıştır; ancak gizlilik, güven ve insan etkileşiminin azalmasıyla ilgili endişeler de vurgulanmıştır. Çalışma, yapay zekâ destekli danışmanlığın başlangıçta öğrencileri cezbedebileceğini, ancak yüz yüze psikolojik desteğin hâlâ çok önemli olduğunu ve üniversite danışmanlık hizmetlerinin hem erişilebilirliğinin hem de tanıtımının iyileştirilmesi gerektiğinin altını çizmektedir.

Keywords

• Psikolojik danışma
• Psikolojik danışma süreci
• Üniversite öğrencileri
• Yapay zekâ
• Danışma hizmetleri

References

1. Asif, S., Mudassar, A., Shahzad, T. Z., Raouf, M., & Pervaiz, T. (2020). Frequency of depression, anxiety and stress among university students. Pakistan journal of Medical Sciences, 36(5), 971-976. https://doi.org/10.12669/pjms.36.5.1873
2. Ayvaz, M. T., & Aslan Mucur, S. (2025). Yükseköğretimde psikolojik danışma ve rehberlik hizmetleri ile ilgili model önerilerinin SWOT analizi ile değerlendirilmesi. Muş Alparslan Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 132-166. https://doi.org/10.60107/maunef.1795120
3. Bayram, N., & Bilgel, N. (2008). The prevalence and socio-demographic correlations of depression, anxiety and stress among a group of university students. Social Psychiatry and Psychiatric Epidemiology, 43(8), 667-672. https://doi.org/10.1007/s00127-008-0345-x
4. Beg, M. J., Verma, M., VCKM, M., & Verma, M. K. (2024). Artificial intelligence for psychotherapy: A review of the current state and future directions. Indian Journal of Psychological Medicine, 47(4), 314-325. https://doi.org/10.1177/02537176241260819
5. Bowling, A. (2002). Research methods in health: Investigating health and health services (2nd ed.). Open University Press.
6. Brown, J. E. H., & Halpern, J. (2021). AI chatbots cannot replace human interactions in the pursuit of more inclusive mental healthcare. SSM Mental Health, 1(16), 1-17. https://doi.org/10.1016/j.ssmmh.2021.100017
7. Cage, E., Jones, E., Ryan, G., Hughes, G., & Spanner, L. (2021). Student mental health and transitions into, through and out of university: student and staff perspectives. Journal of Further and Higher Education, 45(8), 1076-1089. https://doi.org/10.1080/0309877X.2021.1875203
8. Cerolini, S., Zagaria, A., Franchini, C., Maniaci, V. G., Fortunato, A., Petrocchi, C., Speranza, A. M., & Lombardo, C. (2023). Psychological counseling among university students worldwide: A systematic review. European Journal of Investigation in Health, Psychology and Education, 13(9), 1831-1849. https://doi.org/10.3390/ejihpe13090133

9. Ceyhan, E., & Ceyhan, A. (2011). loneliness and depression levels of students usıng a university counseling center. Education and Science, 36(160), 81-92. https://doi.org/10.15390/ES.2011.929
10. Collins, C., Broglia, E., & Barkham, M. (2025). Evaluating the evidence base for university counseling services and their effectiveness using CORE measures: A systematic review and meta-analysis. Journal of Affective Disorders, 372, 451-462. https://doi.org/10.1016/j.jad.2024.12.022
11. Coşkun, Y. (2018). Üniversite öğrencilerinin psikolojik danışma ve rehberlik ihtiyaç örüntüleri ve başvurdukları yardım kaynakları. Electronic Turkish Studies, 13(3), 213-228. http://dx.doi.org/10.7827/TurkishStudies.12898
12. Cuijpers, P., Auerbach, R. P., Benjet, C., Bruffaerts, R., Ebert, D., Karyotaki, E., & Kessler, R. C. (2019). The world health organization world mental health ınternational college student initiative: An overview. International Journal of Methods in Psychiatric Research, 28(2), 1-11. https://doi.org/10.1002/mpr.1761
13. Chen, D., Liu, Y., Guo, Y., & Zhang, Y. (2024). The revolution of generative artificial intelligence in psychology: The interweaving of behavior, consciousness, and ethics. Acta Psychologica, 251, 1-13. https://doi.org/10.1016/j.actpsy.2024.104593
14. Corrigan, P. (2004). How stigma interferes with mental health care. The American Psychologist, 59(7), 614–625. https://doi.org/10.1037/0003-066X.59.7.614
15. Çelik Örücü, M. (2015). Sürdürülebilir eğitimde yükseköğretimin ve psikolojik danışman eğitiminin rolü ve önemi. Ekev Akademi Dergisi, 63, 231-242.
16. Dosovitsky, G., Pineda, B. S., Jacobson, N. C., Chang, C., Escoredo, M., & Bunge, E. L. (2020). Artificial Intelligence chatbot for depression: Descriptive Study of usage. JMIR Formative Research, 4(11), 1-15. https://doi.org/10.2196/17065
17. Edipoğlu, G.O. (2023). Yapay zekânın insan zekâsına psikoterapötik yaklaşımı. Çukurova Tıp Öğrenci Dergisi, 3(1), 12-18.
18. Erkan, S., Çankaya, Z. C., Terzi, Ş. & Özbay, Y. (2011). Üniversite psikolojik danışma ve rehberlik merkezlerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(22), 174-198.
19. Ertem, H. Y. (2020). Üniversite birinci sınıf öğrencilerinin akademik ve sosyal uyumları: Öğrenci kalıcılık programı üzerine deneysel bir çalışma. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 39(1), 122-137.
20. Getachew, A. (2019). Assessment of psychological counseling service for higher education institution students. International Journal of Education and Literacy Studies, 7(4), 53-61. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.53
21. Gilat, I., Ezer, H. & Sagee, R. (2010). Help-seeking attitudes among Arab and Jewish adolescent in Israel. British Journal of Guidance and Counseling, 38(2), 205-218. https://doi.org/10.1080/03069881003600983
22. Hunt, J., & Eisenberg, D. (2010). Mental health problems and help-seeking behavior among college students. Journal of Adolescent Health, 46(1), 3-10. https://doi.org/10.1016/j.jadohealth.2009.08.008
23. Kepçeoğlu, M. (1994). Psikolojik danışma ve rehberlik. Özerler Matbaası, Ankara.
24. Khare, S. K., Blanes-Vidal, V., Booth, B. B., Petersen, L. K., & Nadimi, E. S. (2024). A systematic review and research recommendations on artificial intelligence for automated cervical cancer detection. WIREs Data Mining and Knowledge Discovery, 14(6), 1-10. https://doi.org/10.1002/widm.1550
25. Kim, J. E., & Zane, N. (2016). Help-seeking intentions among Asian American and White American students in psychological distress: Application of the health belief model. Cultural Diversity & Ethnic Minority Psychology, 22(3), 311-321. https://doi.org/10.1037/cdp0000056
26. Kızıldağ, S., Demirtaş Zorbaz, S., Gençtanırım, D., & Arıcı, F. (2012). Hacettepe Üniversitesi öğrencilerinin psikolojik danışma yardımı almaya ve bu yardımın sunulduğu birimlere ilişkin görüşleri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 185-196. https://doi.org/10.17860/efd.83756
27. Klein, B., & Cook, S. (2010). Preferences for e‐mental health services amongst an online Australian sample. E‐Journal of Applied Psychology, 6(1), 28–39. https://doi.org/10.7790/ejap.v6i1.184
28. Koç, M., Avşaroğlu, S. & Sezer, A. (2004). Üniversite öğrencilerinin akademik başarıları ile problem alanları arasındaki ilişki. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11, 483-497.
29. Koç, Ş., Öksüz, E., & Ayhan, F. (2022). The reasons university students apply to the center of psychological counseling and guidance: A retrospective study. Turkish Psychological Counseling and Guidance Journal, 12(64), 155-169. https://doi.org/10.17066/tpdrd.1096030
30. Koydemir, S., Erel, Ö., Yumurtacı, D., & Şahin, G. N. (2010). Psychological help-seeking attitudes and barriers to help-seeking in young people in Turkey. International Journal for Advancement of Counseling, 32(4), 274-289. https://doi.org/10.1007/s10447-010-9106-0
31. Köksal, B., & Topkaya, N. (2021). Üniversite öğrencilerinin yaşadığı sorunlar ve sorun alanlarının depresyon, anksiyete ve stresle ilişkisi. Türk Eğitim Bilimleri Dergisi, 19(2), 926-949. https://doi.org/10.37217/tebd.933931
32. Kuhail, M. A., Alturki, N., Thomas, J., & Alkhalifa, A. K. (2024). Human vs. AI counseling: College students’ perspectives. Computers in Human Behavior Reports, 16(7), 1-14. https://doi.org/10.1016/j.chbr.2024.100534
33. Kushner, M.G., & Sher, K.J. (1991). The relation of treatment fearfulness and psychological service utilization: An overview. Professional Psychology: Research and Practice, 22(3), 196-203. https://doi.org/10.1037/0735-7028.22.3.196
34. Krueger, R. A., & Casey, M. A. (2000). Focus groups: A practical guide for applied research (4th ed.). Sage Publications.
35. Landis, J. R., & Koch, G. G. (1977). An application of hierarchical kappa-type statistics in the assessment of majority agreement among multiple observers. Biometrics, 33(2), 363-374. https://doi.org/10.2307/2529786
36. Lawrence, H. R., Schneider, R. A., Rubin, S. B., Matarić, M. J., McDuff, D. J., & Jones Bell, M. (2024). The opportunities and risks of large language models in mental health. JMIR Mental Health, 11, 1-19. https://doi.org/10.2196/59479
37. Lee, D., Olson, E. A., Locke, B., Michelson, S. T., & Odes, E. (2009). The effects of college counseling services on academic performance and retention. Journal of College Student Development, 50(3), 305-319. https://doi.org/10.1353/csd.0.0071
38. Li, H., Zhang, R., Lee, Y. C., Kraut, R. E., & Mohr, D. C. (2023). Systematic review and meta-analysis of AI-based conversational agents for promoting mental health and well-being. NPJ Digital Medicine, 6(1), 236-250. https://doi.org/10.1038/s41746-023-00979-5
39. Liu, C., Zhang, J., & Wang, M. (2023). The application of ChatGPT-based AI technology in the field of campus psychological counseling. Transactions on Social Science, Education and Humanities Research, 3, 113-120. https://doi.org/10.62051/8a831a77
40. Minami, T., Davies, D. R., Tierney, S. C., Bettmann, J. E., McAward, S. M., Averill, L. A., Huebner, L. A., Weitzman, L. M., Benbrook, A. R., Serlin, R. C., & Wampold, B. E. (2009). Preliminary evidence on the effectiveness of psychological treatments delivered at a university counseling center. Journal of Counseling Psychology, 56(2), 309-320. https://doi.org/10.1037/a0015398
41. Musso, P., Coppola, G., Pantaleo, E., Amoroso, N., Balenzano, C., Bellotti, R., Cassibba, R., Diacono, D., & Monaco, A. (2022). Psychological counseling in the Italian academic context: Expected needs, activities, and target population in a large sample of students. PLoS ONE, 17(4), 1-15. https://doi.org/10.1371/journal.pone.0266895
42. Özbay, Y., Terzi, Ş., Erkan, S. & Cihangir Çankaya, Z. (2011). Üniversite öğrencilerinin profesyonel yardım arama tutumları, cinsiyet rolleri ve kendini saklama düzeyleri. Pegem Eğitim ve Öğretim Dergisi, 1(4), 59-71.
43. Öztaş, B., Ünal, N., Ölçer, Z., Çal, A. & Öge, G. (2023). Üniversite öğrencilerinin ruh sağlığı okuryazarlık düzeyi: kesitsel bir çalışma. TOGÜ Sağlık Bilimleri Dergisi, 3(2), 198-214. https://doi.org/10.52369/togusagbilderg.1127001
44. Ping Y. (2024). Experience in psychological counseling supported by artificial intelligence technology. Technology and Health Care : Official Journal of the European Society for Engineering and Medicine, 32(6), 3871-3888. https://doi.org/10.3233/THC-230809
45. Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (M. Bütün ve S. Beşir Demir, Ed.). Pegem Akademi.
46. Paiva, U., Cortese, S., Flor, M., Moncada-Parra, A., Lecumberri, A., Eudave, L., ... & Arrondo, G. (2025). Prevalence of mental disorder symptoms among university students: An umbrella review. Neuroscience & Biobehavioral Reviews, 175, 1-14. https://doi.org/10.1016/j.neubiorev.2025.106244
47. Pérez-Jorge, D., Boutaba-Alehyan, M., González-Contreras, A. I., & Pérez-Pérez, I. (2025). Examining the effects of academic stress on student well-being in higher education. Humanities and Social Sciences Communications, 12(1), 1-13. https://doi.org/10.1057/s41599-025-04698-y
48. Petersson, L., Ahlborg, M. G., & Häggström Westberg, K. (2025). “I Believe That AI Will Recognize the Problem Before It Happens”: Qualitative Study Exploring Young Adults’ Perceptions of AI in Mental Health Care. JMIR Mental Health, 12, 1-13. https://doi.org/10.2196/76973
49. Ramón-Arbués, E., Gea-Caballero, V., Granada-López, J. M., Juárez-Vela, R., Pellicer-García, B., & Antón-Solanas, I. (2020). The prevalence of depression, anxiety and stress and their associated factors in college students. International Journal of Environmental Research and Public Health, 17(19), 1-11. https://doi.org/10.3390/ijerph17197001
50. Ren, X. (2020). Artificial intelligence and depression: How AI powered chatbots in virtual reality games may reduce anxiety and depression levels. Journal of Artificial Intelligence Practice, 3, 48-58. https://doi.org/10.23977/jaip.2020.030108
51. Sink, C. A. (2005). Comprehensive school counseling programs and academic achievement-A rejoinder to Brown and Trusty. Professional School Counseling, 9(1), 9-15. https://doi.org/10.1177/2156759X0500900113
52. Spytska, L. (2025). The use of artificial intelligence in psychotherapy: Development of intelligent therapeutic systems. BMC Psychol 13(1), 175-190. https://doi.org/10.1186/s40359-025-02491-9
53. Stroebe, M., Schut, H., & Nauta, M. (2015). Homesickness: A systematic review of the scientific literature. Review of General Psychology, 19(2), 157-171. https://doi.org/10.1037/gpr0000037
54. Şahin, A. R., Doğan, K., & Sivri, S. (2020). Sağlık bilimlerinde yapay zekâ. Akademisyen Kitabevi.
55. Tang, Y., Kang, Y., Wang, Y., Wang, T., Zhong, C., & Gong, J. (2026). A counselor-inspired agent framework for AI counselors to enhance client engagement. Technology in Society, 84, 1-15. https://doi.org/10.1016/j.techsoc.2025.103045
56. Tett, L., Cree, V. E., & Christie, H. (2017). From further to higher education: Transition as an on-going process. Higher Education, 73(3), 389-406. https://doi.org/10.1007/s10734-016-0101-1
57. Thuryrajah V, Ahmed EM, Jeyakumar R (2017) Factors determining the university counselling services effectiveness. Bus Eco 1(8), 3-21. https://doi.org/10.4172/2151-6219.1000321
58. Ulu Ercan, E. (2019). Yükseköğretimde psikolojik danışmanlık ve rehberlik hizmetlerine genel bir bakış. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 47(47), 46-56
59. Uygur, S. S. (2024). Psikolojik danışma hizmetlerinde teknolojinin kullanımı. 3. Uluslararası Palestra Bilimsel Araştırmalar Kongresi, Skopje, Makedonya, 25-26 Ekim 2024. https://doi.org/10.30546/19023.978-625-6879-67-6.2024.501
60. Vescovelli, F., Melani, P., Ruini, C., Ricci Bitti, P. E., & Monti, F. (2017). University counseling service for improving students’ mental health. Psychological Services, 14(4), 470-480. https://doi.org/10.1037/ser0000166
61. Whittlestone, J., & Clarke, S. (2022). AI challenges for society and ethics. In J. B. Bullock, Y.-C. Chen, J. Himmelreich, M. Young, A. Korinek, & V. Hudson (Eds.), The Oxford Handbook of AI Governance (pp. 45-64). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197579329.013.3
62. Xue, F., Wei, N., & Wu, X. (2024). The path of ideological and political education in fulfilling the function of psychological nurturing. Frontiers in Psychology, 14, 1-18. https://doi.org/10.3389/fpsyg.2023.1202408
63. Zhao, R., Amanvermez, Y., Pei, J., Castro‐Ramirez, F., Rapsey, C., Garcia, C., ... & Cuijpers, P. (2025). Research Review: Help‐seeking intentions, behaviors, and barriers in college students–a systematic review and meta‐analysis. Journal of child psychology and psychiatry, 66(10), 1593-1605. https://doi.org/10.1111/jcpp.14145
64. Zhang, Z., & Wang, J. (2024). Can AI replace psychotherapists? Exploring the future of mental health care. Frontiers in Psychiatry, 15, 1-12. https://doi.org/10.3389/fpsyt.2024.1444382