Attitudes of Australian psychologists towards the delivery of therapy via video conferencing technology

Abstract

Objective

This study aims to explore psychologists' attitudes towards the use of video conferencing technology (VCT) to deliver therapy.

Method

Participants (N = 12) were recruited via opportunistic sampling either via the Australian Psychological Society website or social media. Participants (three males and nine females) were located in Queensland. They were aged between 23 and 50-years of age (mean age = 32.91, SD = 9.36), held varying levels of experience in psychology (<1 year to 12-years) and types of endorsement (e.g. provisional, general, clinical and health). A semistructured interview schedule was applied in‐person (n = 7) or via telephone (n = 5). Data were analysed using Braun and Clarke's (2006) five‐step method for assessing qualitative data in psychology.

Results

Results indicated that psychologists' attitudes towards VCT to deliver therapy paralleled the tri‐component definition of attitudes proposed by Breckler (1984) and Rajecki (1982 ). Subthemes reflecting these components included perceived limitations or benefits of VCT (i.e. a cognitive component), a sense of comfort when using VCT (i.e. an affective component), and a general tendency to resist or embrace VCT (i.e. a behavioural disposition).

Conclusions

Key barriers and facilitators identified underscore the need for training to improve knowledge and awareness of VCT, including its evidence base. Specifically, the assistance of ‘embracers’ to provide training in VCT (e.g. adapting microskills to a different medium and using technology flexibly) may also dispel negative views held by psychologists regarding VCT and its effectiveness and consequently facilitate a wider adoption of VCT throughout Australia.

Key words:

• attitudes
• barriers
• rural
• telehealth
• telepsychology

ACKNOWLEDGEMENTS

We acknowledge the input via critical review of the qualitative methods and analyses used in this study by Associate Professor Sonja Ellis, Te Oranga School of Human Development, Ke Kura Toi Tangata Division of Education, The University of Waikato