A Chatbot-Based Coaching Intervention for Adolescents to Promote Life Skills: Pilot Study
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Abstract
Background: Adolescence is a challenging period, where youth face rapid changes as well as increasing socioemotional demands and threats, such as bullying and cyberbullying. Adolescent mental health and well-being can be best supported by providing effective coaching on life skills, such as coping strategies and protective factors. Interventions that take advantage of online coaching by means of chatbots, deployed on Web or mobile technology, may be a novel and more appealing way to support positive mental health for adolescents. Objective: In this pilot study, we co-designed and conducted a formative evaluation of an online, life skills coaching, chatbot intervention, inspired by the positive technology approach, to promote mental well-being in adolescence. Methods: We co-designed the first life skills coaching session of the CRI (for girls) and CRIS (for boys) chatbot with 20 secondary school students in a participatory design workshop. We then conducted a formative evaluation of the entire intervention—eight sessions—with a convenience sample of 21 adolescents of both genders (mean age 14.52 years). Participants engaged with the chatbot sessions over 4 weeks and filled in an anonymous user experience questionnaire at the end of each session; responses were based on a 5-point Likert scale. Results: A majority of the adolescents found the intervention useful (16/21, 76%), easy to use (19/21, 90%), and innovative (17/21, 81%). Most of the participants (15/21, 71%) liked, in particular, the video cartoons provided by the chatbot in the coaching sessions. They also thought that a session should last only 5-10 minutes (14/21, 66%) and said they would recommend the intervention to a friend (20/21, 95%). Conclusions: We have presented a novel and scalable self-help intervention to deliver life skills coaching to adolescents online that is appealing to this population. This intervention can support the promotion of coping skills and mental well-being among youth.
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Engagement and adherence appear to decrease over time.
“Second, engagement and adherence appear to decrease over time29,31.”
From Use of automated conversational agents in improving young population mental health: a scoping review (2024) · cites this paper as [29]
The Results (Phase 2; page unavailable) report that all 21 participants completed all eight coaching sessions over four weeks, contrary to declining adherence in this study. The paper does not report a longitudinal decline in engagement. (LLM, conf=0.76)
Checked by a reasoning model — may be wrong.
Experimental — accuracy not yet measuredA growing number of studies report effectiveness of chatbots in reducing perceived stress.
“as well as their effectiveness in reducing perceived stress [16-25]”
From Engagement and effectiveness of a healthy-coping intervention via chatbot for university students during the COVID-19 pandemic: Mixed methods proof-of-concept study (2021) · cites this paper as [22]
The Discussion (Principal Findings; page not provided) says recent studies of chatbot- or videogame-based interventions report reduced stress. It does not specifically establish that chatbots reduce perceived stress, and the Conclusions say this pilot intervention still needs an efficacy evaluation. (LLM, conf=0.84)
Experimental — accuracy not yet measuredA growing number of studies report acceptability and feasibility of chatbots for digital mental health interventions.
“A growing number of studies are reporting their acceptability and feasibility for users [20-22]”
Most chatbot-based interventions function as aftermath measures, serving as moderators to reduce the burden of in-person consulting.
“While researchers have investigated sociotechnical approaches to support teens beyond surveillance [38, 55, 70, 79], most chatbot-based interventions function as aftermath measures, serving as moderators to reduce the burden of in-person consulting.”
From From Vulnerable to Resilient: Examining Parent and Teen Perceptions on How to Respond to Unwanted Cybergrooming Advances (2026) · cites this paper as [38]
The Introduction’s Literature Review describes chatbot coaching as a protective and preventive strategy, and the Discussion’s Principal Findings say it could be integrated into bullying-prevention programs. Neither passage, nor the passages searched for aftermath measures and in-person consulting, addresses whether most chatbot interventions are used after an event or reduce the burden of in-person consulting. (LLM, conf=0.72)
Experimental — accuracy not yet measured
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Percentages, sums and reported differences re-computed from the paper’s own numbers.
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Manzanares, M. C. S., Martín, M. Á. M., Llamazares, M. D. C. E., Huerta, J. H. O., Vázquez, M. S., Val, E. M., Sánchez, R. M., González, Á. A., Díez-Pastor, J.-F., & Arribas, S. R. (2024) · Universidad de Burgos eBooks · doi:10.36443/9788418465819 · Cited by 1 · see citing works
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- Authors
- Gabrielli, S., Rizzi, S., Carbone, S., & Donisi, V.
- Affiliations
- Fondazione Bruno Kessler (IT)
- Corresponding author
- Gabrielli, Silvia
- Venue
- JMIR Human Factors
- Publisher
- JMIR Publications Inc.
- Published
- 2020-02-14
- Volume
- 7
- Issue
- 1
- Pages
- e16762
- ISSN
- 2292-9495 (ISSN-L)
- PMC
- PMC7055808
- OpenAlex
- W2983714615
- Cited by
- 105
- References
- 17
- Citations by year
- 2026: 15 · 2025: 24 · 2024: 22 · 2023: 17 · 2022: 10 · 2021: 14 · 2020: 3
- FWCI
- 7.63
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by
- Locations
- JMIR Human Factors (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Psychology › Applied Psychology › Digital Mental Health Interventions
- Social Sciences › Psychology › Social Psychology › Social Robot Interaction and HRI
- Social Sciences › Sociology and Political Science › Impact of Technology on Adolescents
- Keywords
- chatbot intervention, adolescents, adolescent mental health, positive technology, coping strategies, self-help intervention, online coaching, user experience, participatory design, bullying, cyberbullying
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