Adolescents are the most at-risk group for developing psychological problems that can have a significant impact on their educational outcomes and adult wellbeing (Avenevoli, Knight, Kessler, & Merikangas, Reference Avenevoli, Knight, Kessler, Merikangas, Abela and Hankin2008; Leach & Butterworth, Reference Leach and Butterworth2012; Sawyer et al., Reference Sawyer, Arney, Baghurst, Clark, Graetz, Kosky and Zubrick2001; Thapar, Thapar, Collishaw, & Pine, Reference Thapar, Thapar, Collishaw and Pine2012). Despite these negative consequences on the lives of young people, it is estimated that only 20% of adolescents seek and receive appropriate professional assistance (Sawyer, Miller-Lewis, & Clark, Reference Sawyer, Miller-Lewis and Clark2007; Smith, Reference Smith2012). Specifically, it is thought that adolescent boys often do not seek help for psychological issues because of the cultural belief that males should be strong and be able to cope with their own problems without assistance (Addis & Mahalik, Reference Addis and Mahalik2003; Lehdonvirta, Nagashima, Lehdonvirta, & Baba, Reference Lehdonvirta, Nagashima, Lehdonvirta and Baba2012; Murray et al., Reference Murray, Judd, Jackson, Fraser, Komiti, Pattison and Robins2008). This belief system is not conducive to help-seeking behaviour and has been described as the personal service gap (Raviv, Raviv, Vago-Gefen, & Fink, Reference Raviv, Raviv, Vago-Gefen and Fink2009). However, when adolescents do seek support, after a general medical practitioner, the school counsellor is the most preferred professional helper (Rickwood, Dean, &Retrieved from Wilson, Reference Rickwood, Deane and Wilson2007; Sawyer et al., Reference Sawyer, Miller-Lewis and Clark2007). In some rural situations, the school counsellor is actually the preferred professional who young people access for mental health issues (Boyd et al., Reference Boyd, Francis, Aisbett, Newnham, Sewell, Dawes and Nurse2007). Thus, there is a need for creative initiatives such as providing online counselling to encourage help-seeking behaviours in adolescents, especially boys, who need such help.
Young people have integrated technology into most aspects of their lives and the newer electronic communication forms are used to sustain their relationships (Subrahmanyam & Greenfield, Reference Subrahmanyam and Greenfield2008). In December 2013, 72% of 14- to 17-year-olds were going online more than once a day (Australian Communications and Media Authority [ACMA], 2014). Smart phone ownership has increased in Australia by 510% since 2008 (ACMA, 2013) with 89% of young people owning a mobile phone and 69% of these being smart phones (Raco, Reference Raco2014). As Australian 12- to 17-year-olds use their mobile phones more for texting (71%) than for talking (29%; ACMA, 2010), texting has become the glue of relationships. It is therefore appropriate that any initiative designed to assist young people to seek psychological help would need to use the technological tools that are so readily integrated into their everyday relationships.
Online formats of communication, such as incorporating the use of text together with the distancing provided by online communication, permits young people to be uninhibited in their communication and protects them from the embarrassment that may come with emotional vulnerability (King, Bambling, Reid, & Thomas, Reference King, Bambling, Reid and Thomas2006). Suler (Reference Suler2005) coined the term ‘the online disinhibition effect’ to describe the consequence of computer-mediated communication. This ‘disinhibition effect’ can allow the young person the opportunity to discuss embarrassing developmental and health issues.
It is understandable that information about mental health is sought from the internet (Cuijpers, Drost, & Schippers, Reference Cuijpers, Drost and Schippers2011; Santor, Poulin, LeBlanc, & Kusumakar, Reference Santor, Poulin, LeBlanc and Kusumakar2007), and some community-based agencies have been providing web-based counselling for a number of years to young Australians (Kids Helpline, 2003). However, there is no evidence of systemic use of online counselling in Australian schools, which is both surprising and concerning. It is important, therefore, to investigate the barriers that school counsellors in Australia perceive to be hindering their provision of online counselling. Additionally, we need to know whether students would be comfortable being counselled online in a school setting.
Possible Barriers for School Counsellors
A number of reasons could be proposed why school counsellors are reluctant to offer online counselling. One possible barrier could be what Prensky (Reference Prensky2001) referred to as the attitudes of digital immigrants. That is, as the median age of school counsellors in Australia is 52 (NSW Department of Education and Communities, 2011), they have not grown up with digital technology and, like all immigrants, can find it difficult to learn the language of a new country. Therefore, they would need to learn a new way of communicating through the technology that young people have grown up with.
School counsellors may also regard technology as inappropriate for such a ‘personal’ experience as counselling. Traditionally, counsellors have depended on face-to-face interaction to establish a therapeutic relationship. It is only in recent years that counsellors generally have in any way adopted computer technology into their clinical practice. However, their use of technology is often only related to administrative tasks and email communication. In the past, they have not been overly confident in using computers in their clinical interactions (Owen & Weikel, Reference Owen and Weikel1999) and they do not describe themselves as technically minded, but rather regard themselves as ‘people people’ (Myrick & Sabella, Reference Myrick and Sabella1995). In 2000, Othman found that school counsellors were unready and unprepared to counsel over the internet, and over 14 years later this appears to be still the situation.
Another barrier could be that school counsellors may not have the various online skills required for successful online counselling with the current generation of young people who are adept at expressing themselves online (Subrahmanyam & Greenfield, Reference Subrahmanyam and Greenfield2008). Counsellors who provide online services through Kids Helpline, a helpline for youth based in Brisbane, Australia, were initially concerned about the difficulty of ascertaining the emotional state of an online client (Bambling, King, Reid, & Wegner, Reference Bambling, King, Reid and Wegner2008). With training in various online strategies, however, they were more comfortable to provide this service. The need for skilling would suggest that it could be unrealistic for school counsellors to adopt online counselling without any specific pre-service training or in-service professional development. The need for professionals to receive training before embarking on online counselling has also been highlighted in the recommendations for the successful introduction of youth online services in the United Kingdom (Hanley, Reference Hanley2006).
The Changing Power Balance
Another barrier to the implementation of online counselling could be that school counsellors perceive there would be a loss of power in the online therapeutic relationship. As young people are usually more technologically competent than the current generation of school counsellors and can easily navigate the internet and social media sites, students would conceivably have more power in online communication. Additionally, terminating the session is easier online than face to face. This change in the process, where the power balance is tilted towards the young person, could result in counsellors sensing a loss of some control in the process. As a result, many counsellors may hold the belief that online work subverts the traditional power relationships between counsellors and the client (Wright, Reference Wright2002). School counsellors may be even more susceptible to a different power relationship due to the additional teacher–student relationship that is evident in the school environment.
Preference for Evidence-based Practices
It is also expected that professionals only introduce practices that are evidence based. Online counselling is a relatively new development in the psychotherapies, and school counsellors might not be aware of the research on the effectiveness of online counselling. There are indications that counselling online can be as effective as its face-to-face counterpart (Barak, Hen, Boniel-Nissim, & Shapira, Reference Barak, Hen, Boniel-Nissim and Shapira2008; King, Bambling, Lloyd, Gomurra, Smith, Reid, & Wegner, Reference King, Bambling, Lloyd, Gomurra, Smith, Reid and Wegner2006; Richards & Vigano, Reference Richards and Viganò2013). However, much of this research has been conducted with university or college students (Baron, Bierschwale, & Bleiberg, Reference Baron, Bierschwale and Bleiberg2006; Ryan, Shochet, & Stallman, Reference Ryan, Shochet and Stallman2010) and has often focused on the use of email as an adjunct to face-to-face therapy (King, Shochet, & Hunt, Reference King, Shochet and Hunt2005). It has been shown that online counselling can be effective for some young people, although the emphasis of the counselling session may differ from that of face-to-face interactions, with more emphasis being placed on the rapport-building stage in the online environment (Williams, Bambling, King, & Abbott, Reference Williams, Bambling, King and Abbott2009). The quality of the online therapeutic alliance or relationship is often accepted as the key factor that determines the effectiveness of counselling. Investigations into the online relationship have shown that the online alliance can be of a high quality and is not diminished because of the online environment (Hanley, Reference Hanley2009, Reference Hanley2012).
Students’ Use of Online Counselling in a School Situation
In contrast to school counsellors not adopting technology, the younger generation of students are digital natives (Prensky, Reference Prensky2001) and are comfortable with the communication technologies. The dependence on technology to stay connected with their peers highlights the value they place on its role. Relationships are initiated, sustained and terminated online. Therefore, it seems appropriate to offer counselling support to young people through their preferred communication medium. The question remains, however, whether students would be comfortable with online counselling in a school situation.
One possible barrier that could inhibit students from using online counselling in their school could be the issue of confidentiality. A previous study by Kids Helpline into help-seeking behaviours of young people found that there was a suspicion of school counsellors and a fear that what they told the school counsellor would be reported to their parents (Reid, Reference Reid1996). This barrier to seeking help through the traditional school face-to-face guidance services may also be transferred to the use of online services in the school.
Another potential barrier for students could be the fact that, by the nature of text communication, the conversation is transcribed and can be retained for future reference. Students would need to know the purpose of retaining transcripts and how their confidentiality would be protected. If they were unsure of how the transcript would be used or to whom it would be made available, they may have a reduced level of trust.
One study of student perceptions of online counselling in a school setting was conducted in an American suburban church school. When students were asked if they would access face-to-face counselling with the school counsellor, only 15% of the students surveyed said they would do so. When the students were asked if they would be prepared to contact the school counsellor online, fewer than 10% of students were prepared to do so. However, when all of the students were asked about their attitudes to the general concept of online counselling by any counsellor, it was found almost 40% of students would like the opportunity to access a counsellor from their home and were comfortable giving information about themselves in their home setting (Lunt, Reference Lunt2004). This apparent contradiction between the students’ positive attitude to online counselling generally and their reticence to seek counselling through this medium at school highlights the need for further research.
Due to the lack of research into school online counselling, there are no established psychometrically valid instruments to measure the independent variables that might determine the potential use of online counselling. Therefore, focus groups of school counsellors and secondary school students were conducted to examine their perceptions and attitudes.
The exploratory study described in this article sought to ascertain the perceptions of both school counsellors and students about online school counselling. The objectives of the study were to identify the factors that prevent school counsellors from adopting online counselling and investigate what would encourage them to do so. Additionally, it was sought to establish if students would avail themselves of an online service in school, and to identify possible barriers that would inhibit their use.
Method
Focus groups were chosen to gather data about this topic because online counselling in schools is something that counsellors and students could talk about in their everyday lives. Yet, the lack of data on this topic in Australia indicates that may not be so. Focus group interviews enable participants to hear each other's responses and to add to their own response as a result. They enable the researcher to understand what the participants think and feel about the topic or situation being discussed (Merriam, Reference Merriam2014; Patton, Reference Patton2002).
Participants
School counsellors
Two focus groups of school counsellors were conducted. Participation was voluntary and all participants signed an assent form. The first group consisted of eight female counsellors who were recruited during a regional conference of school counsellors in South East Queensland. A second focus group with six participants (three male and three female) was conducted during a meeting of the executive of a professional association of school counsellors in Queensland. Eleven participants were aged between 40 and 60 years, with two younger and one older. Counselling experience in schools ranged from one to thirty years. The focus groups were conducted by the first author.
Secondary school students
The students were invited by their school counsellor to participate in a focus group. The focus groups were led by the first author. Only students who gave assent and obtained a signed parental consent form participated. A total of six focus groups of secondary school students with four to six students in each were conducted. The students were recruited from two systemic Catholic schools and one government secondary school in locations adjoining the metropolitan area of Brisbane in South East Queensland. As indicated by other researchers in the field (Heary & Hennessy, Reference Heary and Hennessy2002; Peterson-Sweeney, Reference Peterson-Sweeney2005), it is important to consider the composition of the group at this stage of adolescent development as homogeneous groups tend to be more productive than groups consisting of different ages and gender.
A total of 28 students participated in the focus groups. There were three groups of senior students from year levels 10, 11 and 12 (four in each) with an age range of 13–17 years. Of these, one group consisted of female students, one with males only, and one with both genders. There was one group of male and one group of female junior students from year levels 8 and 9 (five in each) with an age range of 13–14 years. Though the intention was to have students in groups of their own cohorts, due to a lack of participants, six students from the government secondary school was a mixed gender group from all school levels. Apart from the mixed gender group, all students were from two different Catholic secondary schools.
Procedure
Ethical clearance was obtained from the university ethics committee. The format for all focus groups followed a structure where prompting questions were used. For the school counsellors, introductory questions asked about the current state of counselling practice for the participants. A proposed online counselling initiative for use in schools, using synchronous text-based chat, was outlined to enable participant comment and discussion (see Glasheen & Campbell, Reference Glasheen and Campbell2009). Each focus group lasted about 40 minutes and was audio recorded. For the secondary students, each group was conducted in school time, was about 30–40 minutes long and audio recorded. The stimulus questions for the students focused on current support services within the school, use of computer technology, followed by questions about student attitudes towards the availability of online counselling within the school and whether they or their friends would use this form of counselling if it was available.
Data Analysis
The data was analysed using a comparative thematic method (Braun & Clarke, Reference Braun and Clarke2006; Corbin & Strauss, Reference Corbin and Strauss2008; Glaser, Strauss, & Anselm, Reference Glaser, Strauss and Anselm1967). All focus group discussions were transcribed and initially examined by the first author for similar comments. The comments were given classification codes and similar codes were grouped. The second author then examined the transcripts and in consultation with the first author identified a number of themes. These themes were then used to compare the content of each counsellor and student group transcript. This required a constant moving back and forward between the entire data set, as promoted by Braun and Clarke in their step-by-step guidelines for comparing themes (Braun & Clarke, Reference Braun and Clarke2006, p. 86). The analysis was then checked by an independent coder who was not involved in the study. Disagreements about the themes were resolved by consensus.
Results
School Counsellors
Six key themes were identified that school counsellors gave as reasons for their reluctance to use online counselling. These themes were a general suspicion of applying technology to the counselling process, a perceived lack of skills, difficulties with boundaries, fear of litigation, beliefs about efficacy, and accessibility.
General suspicion of applying technology to counselling
The first theme that became evident was the school counsellors’ general suspicion of applying technology to the counselling process. Group participants were uncomfortable with the idea that technology could be an effective medium for online communication. The belief that the digital world was different from the ‘real world’ was evident from statements such as:
The world has gone technology mad in a short period of time and as humans we often jump on bandwagons . . . and so that concerns me that technology seems to be driving so much in our world and we [have] almost lost control of this technology demon. (Female counsellor B, Focus Group 1)
This suspicion was based on the concept that the online world was not true reality, and consequently offering online services was more of a gimmick and actually distracted from the real business of school counselling: ‘They think they have 400 friends on MySpace and believe they are real friends!’ (Female counsellor D, Focus Group 1).
One counsellor commented that school administrators would regard online clients as less real and therefore less of a priority than those physically present: ‘They would say there's a real person up here needing help . . . can't you do it [online counselling] later?’ (Female counsellor C, Focus Group 1).
There was a level of scepticism that the technology could be used as a substitute for face-to-face counselling interactions. However, one participant thought ‘kids would love this and they would feel more free and more comfortable . . . because they're used to avoiding direct confrontation and communication with people’ (Female counsellor D, Focus Group 1).
Perceived lack of skills
This criticism of technology resulted in the admission by some focus group participants that they lacked the necessary online counselling skills to conduct online school counselling. This lack of skills was the second major theme: ‘There's a whole lot . . . that personally would overwhelm me’ (Female counsellor A, Focus Group 2).
The technical skills of typing and using the correct text language was perceived as a possible barrier to effective counselling when online:
I'm really ignorant of the new kind of language and spelling that they use . . . I might interpret that as one thing but they're actually meaning something totally different. (Female counsellor A, Focus Group 1)
The common view was expressed that the inability to see and hear the non-verbal cues traditionally associated with the counselling process would hinder the building of rapport that they regarded as essential for gauging the emotional state of the counselling client:
I take a lot from looking at the eyes and . . . watching their body language and when they avoid eye contact and when they make eye contact. (Female counsellor A, Focus Group 1)
And again:
There may be some truth . . . in the maxim, the eyes, the window of the soul, when you're looking at a person, you begin to pick up the authenticity of the issues perhaps. (Male counsellor B, Focus Group 2)
The online relationship was regarded as somehow not as genuine and therefore not suitable for a counselling intervention. There was a fear that relying on the online interaction may make young people less able to conduct ‘real’ communication. One person saw the offering of online counselling as further evidence that it encouraged young people to avoid ‘real relationships in the world’ and hindered the development of essential interpersonal skills:
I actually see this is just another nail that we're going to put in the coffin of the development of our young people and actually the skills needed to have real interpersonal relationships with their peers, with parents, with colleagues and with teachers. (Female counsellor A, Focus Group 1)
There was no appreciation of how specific online skills could compensate for these perceived limitations of online counselling.
Difficulty with boundaries
The third theme identified by the counsellors was their concern about boundaries. They presumed that students would attempt to contact the counsellor at any time of the day. Their concerns about boundaries led some counsellors to think it would be uncontrollable:
I would also think that [online counselling] would be vulnerable to a kid typing on it with all their mates standing around all sniggering and having a good old laugh at the counsellor's expense. (Female counsellor A; Focus Group 2)
Associated with the concern that the process may be uncontrollable, some counsellors believed that students would be dishonest online:
They get onto MySpace . . . and tell stories and they pretend they're someone they're not . . . kids are dishonest when they're on the internet . . . I know my kids and it happens in school all the time. (Female counsellor D, Focus Group 1)
It's an opportunity for them to adopt another persona so they become someone else. (Female counsellor A, Focus Group 2)
Fear of litigation
The fourth theme was the counsellors’ fear of litigation and need for accountability. The counsellors cited the scenario of an online client who is at risk of harm and where there is no way to identify and support them. The fear of being the person responsible for not providing assistance to a student in danger was cited a number of times in the groups: ‘If there's some issues around risk, not being able to identify who they are’ (Female counsellor C, Focus Group 2).
The following crystallised the comments from many counsellors:
I mean, imagine if you were counselling a child and they said that they were going to kill themselves; I mean that's the worst possible case scenario and you . . . did everything that you could do and then it happened anyway, you'd be screwed. You know what I mean? It's sort of scary isn't it? (Female counsellor A, Focus Group 2)
Beliefs about efficacy
The fifth theme was counsellors’ beliefs about the efficacy of online counselling and the perception that the school environment was not conducive to online counselling. This assumption underpinned many comments in the groups. Though there was general agreement that the online medium may provide an ‘icebreaker’ for young people to seek help, the counsellors expressed considerable doubt about its efficacy as a counselling mode. There was even the belief that decreased inhibition online could be harmful as it prevents the individual from self-regulating their emotions and: ‘[it] could escalate some risky teenager behaviours . . . [and] be used as an avoidance strategy’ (Female counsellor A, Focus Group 1).
Accessibility
The sixth theme revolved about the accessibility to the technology both from the counsellors’ perspective and also from that of students:
How accessible would you be? It seems to me the accessibility would occur mostly after school and in the evening and so it would require you to . . . be available at those times. (Male counsellor B, Focus Group 2)
However, it was acknowledged that because young people do access technology, it may assist some students in getting help:
I guess the positives might be too that some students who might not normally access any sort of support might at least make a contact that way. So, that would be a benefit. (Female counsellor E, Focus Group 1)
Many counsellors were unsure if the educational systems would approve of using technology in this way and believed it was the employer's responsibility to ensure the technology was easily accessible and the process sanctioned by the employing body.
Secondary School Students
There were five themes identified by the students: individual preferences, confidentiality, trust, accessibility, and sensitive issues.
Individual preferences
The first theme was that the use of online counselling would depend on individual preferences. Students were generally favourable to the concept of seeking help online but thought it would be dependent on the individual's experience of online technology. As most students were familiar with technology and social media sites, they held differing opinions of how valuable some sites were. Their familiarity with a variety of software programs and online formats was indicative of how technology was an accepted part of their lives:
We've all got laptops then everyone can do it. (Senior male student)
I personally wouldn't have a problem with doing online, like we are in a technologically based society these days . . . everything else is online isn't it . . . that is basically where a lot of us spend our free time . . . I know I do. (Senior male student)
However, it was evident that some students believed that some young people would not be inclined to use online counselling if face-to-face counselling was still available: ‘It depends on what type of personality you have’ (Junior female student); and ‘It just depends on how old they are, who they hang with, (and) what sex’ (Senior male student).
Possibly one of the reasons some students believed that usage would depend on the personalities of the young person was related to the concept of emotional safety. This was identified as an advantage of online counselling. The fact that students would be able to access the school counsellor from home prompted this comment from one Year 8 boy: ‘. . . online you would feel a bit safer . . . cause you are just in your room’.
They suggested that using text contributed to this safety. The preference for texting over video is evident in the following quotes:
Some people [are] too scared to say [it] face to face — it's easier to type it. (Junior male student)
You don't have to see people's face. (Junior female student)
When typing no one can see (your) face when upset. (Junior male student)
In relation to ease, comments indicating the power of the disinhibition effect were made.
. . . [you can] say a lot more over the internet . . . for some reason face-to-face is so much harder to say things than what it is over the computer . . . they are not so close. (Senior male student)
Confidentiality
The second theme that could be a possible barrier to young people using online counselling was their concerns about security and confidentiality. Though the students were able to identify a number of benefits of contacting the counsellor online, a number of caveats were included, such as this statement from a senior male student: ‘I think it would be easier for a lot of people (to) do it online but I think that the security risk has always got to be there.’
Though the students acknowledged the positive advantages of using online counselling, they were also conscious, often through their own experience, of the negative aspects of online technology. Their main concern was related to confidentiality and the need to safeguard against hacking into the software and messages being intercepted.
Associated with the students’ concerns about confidentiality was the possibility of misinterpretation and the possibility of inappropriate use by some young people. However, though the idea that a student could ‘prank’ the school counsellor was acknowledged, this was downplayed by senior male students, who regarded such activity as a waste of time and therefore not probable: ‘I don't think anyone would do that, it would be a bit ridiculous.’ To which another senior male student responded: ‘[It would be a] waste of time — better things to do.’
Another possible barrier was parental attitudes. It was presumed by some of the students that an online counselling service would be accessible from their home. Though this may ensure confidentiality, it presented a potential problem for some students. There was the suggestion that some parents may be suspicious of their child using technology to communicate with an adult:
I think a lot of students will be fine with it but I think it would be a factor for parents . . . because if you think about it, a lot of parents [are] probably against Facebook in the first place. (Senior male student)
Trust
The third theme associated with online counselling was the issue of trust. As one senior female student said: ‘We have lots of trust issues . . . teenagers . . . don't trust anyone . . . they [counsellors] might blow it out of proportion . . . and they take it more serious than it actually is.’
One aspect of trust was the ability of the counsellors to retain the transcripts of online counselling interactions. Many of the participants were concerned that the counsellor would then have the ability to share them and not respect their confidentiality. On the other hand, there were participants who believed it would be appropriate to keep the transcripts if a disclosure of abuse was made and the transcript was needed as evidence.
Accessibility
The fourth theme related to accessibility to technology. There was a definite preference for students to be able to contact counsellors from home. However, though students may have access to computers or laptops at school, not every secondary student has internet access at home and, even if they do, the ability to use the computer in private may be a barrier:
If they only have one . . . computer in their house . . . you know, they might be scared that someone could look over their shoulder and see what (they're) saying . . . it depends on how private you can get in your own home I guess. (Senior male student)
Students were keen to know how the online counselling process would work. They were unsure if links to the counselling software would need to be embedded in the school website or be external to the school. A number of students thought there was a need for a variety of counsellors based on gender, age, and location to be available. The suggestion that they could talk to the counsellor at a nearby school would also contribute to the safety issue; however, many expressed the opinion that they would want to know who they are talking to. Some thought a face-to-face relationship would be required to make the online counselling effective.
Sensitive issues
The final and fifth theme drawn from the students’ discussions was their belief that online counselling would provide the opportunity to discuss relationships and sensitive issues. These included the ability of young people to text about issues for which they would normally not seek face-to-face counselling. There was a definite preference for the process to allow for anonymity, even if the student's identity was still available through other means. This ability to be ‘one step removed’ contributed to the student's sense of safety in the counselling process. A number of students cited the possibility that online communication could afford a young person the opportunity to discuss a variety of issues including family and personal concerns. ‘Relationships’ was regarded as a topic that many would go online to discuss: ‘Relationship problems would be a big one . . . I talk about that a lot’ (Senior female student).
These relationship issues may include breakdowns in online relationships that have resulted in bullying. This topic, as well as other sensitive issues such as sexual identity, were considered possible topics for online counselling: ‘I think . . . some don't know their sexuality; if they're gay or not —those sort of issues to try and deal with it’ (Senior male student).
Discussion
This study supports the finding of Vinluan (Reference Vinluan2011), who found that although school counsellors in the Philippines appreciated the potential of the communication technologies, they were reluctant to use technology for the delivery of counselling services due to their concerns about security and their lack of skills in using online counselling. Although there were more female counsellors in this sample, gender did not seem to influence the decision not to proceed with online counselling. This is similar to a Turkish study where it was found there was a general reluctance to use online counselling in schools by both male and female counsellors (Dincyurek & Uygarer, Reference Dincyurek and Uygarer2012). Though pre-service counsellors were enthusiastic about the concept, they perceived themselves as unskilled to conduct online counselling (Tanrikulu, Reference Tanrikulu2009). The school counsellors in this present sample also believed that they lacked the technical skill training required for conducting online counselling effectively.
Generally, the school counsellors held a negative perception of online communication, which is possibly inhibiting them from pursuing this medium for counselling. They were not convinced that online counselling with adolescents was effective and they were not willing to adopt it into their practice before further evidence was produced.
Young people were positive about the use of online counselling as a possible avenue to professional help. They confirmed earlier findings of Cooper (Reference Cooper2006) that they liked the idea of having a choice in who they contacted for counselling and the convenience of contacting the counsellor out of school hours. Both counsellors and students have issues about the efficiency of the technology for different reasons.
The theme of trust pervaded many of the comments by both counsellors and students. Counsellors indicated that they did not have confidence in the technology to establish a working therapeutic alliance while students did not trust the people using the technology. Both groups were concerned about the potential misuse of transcripts. Counsellors were concerned students would pass the information on to those for whom it was not meant, while students were concerned the information would be passed to their parents and confidentiality would be broken.
The issue of honesty online is related to the construct of trust, which is basic to any psychotherapy. This is true for any counselling relationship, either face-to-face or online. Fletcher-Tomenius and Vossler (Reference Fletcher-Tomenius and Vossler2009) found in a qualitative study that the level of trust is as important in online counselling as in more traditional settings. It was also found that the role of anonymity determines the level of trust in the relationship. These researchers discuss the ‘leap of faith’ that counsellors take when online. Because there is a lack of visual cues, they need to ‘trust’ what is being texted. Their comments confirmed findings of earlier research into the use of online counselling. Students commented on the ease of use and the relative anonymity of communicating through a computer and the emotional safety that such communication provides (Bambling et al., Reference Bambling, King, Reid and Wegner2008; Beattie, Cunningham, Jones, & Zelenko, Reference Beattie, Cunningham, Jones and Zelenko2006).
It was interesting to note that both boys and girls showed enthusiasm for online counselling. Traditionally, females show a greater preparedness to seek counselling (Judd, Komiti, & Jackson, Reference Judd, Komiti and Jackson2008; Sheffield, Fiorenza, & Sofronoff, Reference Sheffield, Fiorenza and Sofronoff2004). The fact that these boys were generally positive about talking to the school counsellor online indicates the possibility of using the technology to assist at-risk males, and may benefit those who are usually reluctant to seek face-to-face counselling.
Some counsellors doubted that online counselling would be effective, though students disagreed with this view and tended to be supportive of the initiative as it had the potential to help some young people. Counsellors thought text would limit the discussion, while students saw text as a liberating tool that provided safeguards against emotional vulnerability. Counsellors feared the litigation implications, while students were accepting of the limitations of the technology and agree that processes would need to be implemented, such as terms and conditions that would ensure at-risk young people would need to be identified.
Implications
The findings of this study highlight a mismatch between the counsellors’ and students’ perceptions of online counselling and its usefulness in schools. These differences would be concerning if they were to continue into the future; however, as counsellors who have grown up with the technology enter the school counselling profession, these differences may be resolved. Since many school counsellors in Australia embark on their counselling studies after some years in teaching (Thielking, Reference Thiekling2006), this may not be in the near future. Consequently, it behoves universities to introduce courses that prepare school counselling practitioners in the use of online counselling.
Limitations
A limitation of this study was that participants were asked to discuss an initiative that was not familiar to them. The groups discussed if they would implement or use online counselling that could be classed as a study of intended behaviour, and this is problematic as it has been found that intention is not always highly correlated with the actual behaviour. However, in a study by Rhodes and Courneya (Reference Rhodes and Courneya2003) into the intent of participants to develop their physical fitness, it was found that subjective norms such as attitude did have a significant effect on intention if the relationship between the past behaviours and current intentions were considered as residual. An analysis of various meta-analysis studies of theory of planned behaviour (TPB) has resulted in the conclusion that the longer the time between initial measure of intention and the opportunity to realise this intention, the less reliable is the predictive power of this theory (Ajzen, Reference Ajzen2011).
However, in the absence of a mechanism to assess the realisation of the intention to use online counselling, it is the only assessment that can be made. It establishes a baseline measure of intention. Likewise, this study is beneficial in understanding the intention of school counsellors and of students by identifying the variables that may contribute to this intention to use online counselling.
The nature of focus groups is such that the collected data is limited to a small sample of participants who may be influenced by the comments of others. As these are exploratory studies, focus groups are useful in identifying key points that would need further investigation with a larger sample. Notwithstanding these limitations, these studies are the first to identify school counsellors’ perceptions of online counselling and its appropriateness for ‘in school’ use. Likewise, it is the first Australian study that specifically asks young people for their thoughts about the use of online counselling in schools.
Future Research
This current research highlights the potential for some students to seek help through online counselling with the school counsellor. Though counsellors see significant challenges, the preliminary data obtained through these focus groups indicates the potential of online counselling in schools as a means of supporting young people who experience distress. There is a need to establish if the views of these participants are held by the wider community of school counsellors and school students. The findings of these focus groups need to be tested and without the bias that can be generated in focus groups by the development and administration of a survey.
Conclusion
This study emphasised the role of the therapeutic relationship in effective counselling. The use of text-based communication may be a barrier to some practitioners; however, many young clients may find the use of text an acceptable way of building a productive relationship with a school counsellor. The importance of such an alliance has been once again shown to be a crucial factor in conducting productive counselling experiences for those who seek help.
Ethical Standards
The authors assert that all procedures contributing to this work comply with the ethical standards of the relevant national and institutional committees on human experimentation and with the Helsinki Declaration of 1975, as revised in 2008).
