UK secondary school therapists' online communication with their clients and future intentions

Abstract

AbstractAimsThis study sought to understand: (1) UK school counsellors' use of computer technology to communicate with pupils as of March 2014; (2) perceived barriers to its further implementation; and (3) practitioners' expectations regarding future use of online therapy, to extend understanding of these issues in UK secondary schools. It is the first study of its kind to be carried out in the United Kingdom.MethodA pluralist, mixed‐methods approach utilised quantitative and thematic qualitative analysis of an Internet survey of UK secondary schools.ResultsOf 3753 schools approached, 246 responded, and of these, 45% had no online communication with their clients and 52% were using various forms of online communication; 43% used online communication (mostly email) for administrative purposes; and 9% offered therapy via email, Skype and Face Time (3% did not respond). The three main motivators for developing therapeutic contact online were as follows: evidence of reaching pupils with psychological barriers to accessing face‐to‐face help, evidence of demand from pupils and access to appropriate training. The main perceived deterrents were as follows: impact on the quality of the relationship, issues around confidentiality, and impact of lack of visual and auditory cues.ConclusionThis mixed landscape in terms of current and planned future use of technology by school counsellors revealed perceived practical and ethical challenges. However, it is notable that all of these can be addressed using currently available resources, for example through exposure to existing literature and research, and through specialist training.