arXiv:2605.03472v1 Announce Type: cross
Abstract: As conversational AI therapists are increasingly used in psychological support settings, reliable offline evaluation of therapeutic response quality remains an open problem. This paper studies multi-domain support-dialogue evaluation without relying on large language models as final judges. We use a direct LLM judge as a baseline that reads raw dialogue text and predicts whether the target response is harmful, productive, or neutral. We find that direct LLM judges and symmetric text-similarity metrics are poorly aligned with therapeutic quality because the target label depends on clinical direction: whether the response moves the user state toward regulation or reframing, leaves it broadly unchanged, or reinforces deterioration through higher risk affect or cognitive-distortion mass. To address this issue, we propose Dynamic Emotional Signature Graphs (DESG), a model-agnostic evaluator that represents dialogue windows with decoupled clinical states and scores them using asymmetric clinical geometry. We evaluate DESG on a constructed diagnostic stress-test benchmark of 3,000 dialogue windows from EmpatheticDialogues, ESConv, and CRADLE-Dialogue, covering peer support, counseling dialogue, and crisis-oriented interaction. On the 600-window held-out test aggregate, DESG-Ensemble achieves 0.9353 macro-F1, exceeding ConcatANN by 1.51 percentage points, BERTScore by 19.63 points, and TRACT by 33.81 points. Feature ablations, artifact controls, a 100-window blinded adjudicator audit, and qualitative disagreement cases indicate that the clinical state manifold is the main discriminative substrate, while graph-based trajectory components provide asymmetric scoring and interpretable diagnostics rather than serving as the sole source of performance.
Rationale and methods of the MOVI-HIIT! cluster-randomized controlled trial: an avatar-guided virtual platform for classroom activity breaks and its impact on cognition, adiposity, and fitness in preschoolers
IntroductionClassroom-based active breaks (ABs) have been shown to reduce sedentary time and increase physical activity in primary school children; however, evidence regarding their effects on