While Large Language Models (LLMs) have significantly advanced the fluency of Emotional Support Conversation (ESC) systems, current research predominantly focuses on engineering increasingly complex architectures—from intricate reasoning chains to multi-agent collaborations. While these advancements (e.g., CoT) offer semantic traces of reasoning, they remain mechanistically opaque, obscuring the fundamental causal mechanisms between dialogue features and effective empathic strategies, leading to poor interpretability and susceptibility to distribution shifts in offline learning. To address these limitations, we propose a novel framework Causal-ESC. Departing from conventional paradigms that directly utilize raw dialogue history as input, our approach introduces Doubly Robust (DR) learning to explicitly model the causal effect of utterance features on strategy selection, effectively mitigating the biases and counterfactual unobservability inherent in offline datasets. We further integrate an LLM-based stylized rewriting mechanism to translate these rigorously learned causal strategies into natural, context-consistent responses. Comprehensive experiments, supported by statistical verification (e.g., Outcome R²) and human-like evaluation, demonstrate that our framework not only significantly outperforms state-of-the-art baselines in empathy and helpfulness but also provides a theoretically grounded, interpretable solution to the mechanistic interpretability dilemma in affective computing.

Training a deep reinforcement learning-based dialogue policy with brute-force random sampling is costly. A new training paradigm was proposed to improve learning performance and efficiency by combining curriculum learning. However, attempts in the field of dialogue policy are very limited due to the lack of reliable evaluation of difficulty scores of dialogue tasks and the high sensitivity to the mode of progression through dialogue tasks. In this paper, we present a novel versatile adaptive curriculum learning (VACL) framework, which presents a substantial step toward applying automatic curriculum learning on dialogue policy tasks. It supports evaluating the difficulty of dialogue tasks only using the learning experiences of dialogue policy and skip-level selection according to their learning needs to maximize the learning efficiency. Moreover, an attractive feature of VACL is the construction of a generic, elastic global curriculum while training a good dialogue policy that could guide different dialogue policy learning without extra effort on re-training. The superiority and versatility of VACL are validated on three public dialogue datasets.