Cognitive Restructuring (CR) uses multi-turn dialogue to identify and restructure one’s negative thoughts, arising from mental health issues, into more helpful and positive ones. Clinician shortage and stigma urge the development of human-LLM interactive psychotherapy for CR. Yet, effectively implementing CR is hindered by entrenched cognitive distortions, emotional resistance, and individual differences, which existing works have not overcome. To bridge this gap, we propose CRDial, a novel framework that structures CR as theory-grounded multi-stage multi-turn dialogue, integrating multi-aspect supportive strategies for emotional management and a multi-channel loop mechanism to account for diverse individual distortions. With CRDial, we distill Crisp, a large-scale and high-quality bilingual dialogue dataset, from LLM. We then train Crispers, Crisp-based conversational LLMs for CR, at 7B and 14B scales. Extensive human studies show the superiority of Crispers in pointwise, pairwise, and intervention evaluations.

Pretrained Language Models (LMs) have been shown to possess significant linguistic, common sense and factual knowledge. One form of knowledge that has not been studied yet in this context is information about the scalar magnitudes of objects. We show that pretrained language models capture a significant amount of this information but are short of the capability required for general common-sense reasoning. We identify contextual information in pre-training and numeracy as two key factors affecting their performance, and show that a simple method of canonicalizing numbers can have a significant effect on the results.

Pretrained Language Models (LMs) have been shown to possess significant linguistic, common sense and factual knowledge. One form of knowledge that has not been studied yet in this context is information about the scalar magnitudes of objects. We show that pretrained language models capture a significant amount of this information but are short of the capability required for general common-sense reasoning. We identify contextual information in pre-training and numeracy as two key factors affecting their performance, and show that a simple method of canonicalizing numbers can have a significant effect on the results.