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The use of technology in psychotherapy training: some research-informed reflections part 8

The use of technology in psychotherapy training: some research-informed reflections part 8


To start, here are a couple of quotes which sum up the issue quite nicely:

“A common criticism of Web-enhanced course design is that online components are bells and whistles tacked onto traditional courses, which are costly to add and only minimally enhance the course content. This criticism may well have merit when online delivery focuses solely on providing course content, but fails to create a learning environment that supports the growth of a community of learners and shared knowledge. If courses are nothing more than content, then all students would need is their textbook. Faculty members, however, view the learning community as essential for cognitive growth and the development of critical thinking skills. Similarly, online educators recognize the importance of creating a learning environment that fosters interaction, dialogue, and mentoring in an effort to produce similar learning outcomes as traditional face-to-face courses.” (Stewart, C. et al, 2009)

“Electronic elements of training are a good complement to face-to-face training and will achieve some aspects of learning that face-to-face training alone would not achieve. This leads to the conclusion that blended learning in psychotherapy could be most effective and appropriate.” (Van Deurzen et al., 2006)

Although the field is at an early stage in adopting online training and digital technology, we have enough research now to begin to inform the ways in which we integrate this effectively and  productively into psychotherapy training.


Blackmore, C., Tantam, D. & Van Deurzen, E. (2006) The role of the eTutor – Evaluating tutor input in a virtual learning community for psychotherapists and psychologists across Europe. International Journal of Psychotherapy. Vol 10(2), pp. 35-46Blackiston, R. (2010) Scenario-Based E-Learning: Putting the Student in the Driver’s Seat. Conference Proceedings for the 26th Annual Conference on Distance Teaching & Learning, in Madison, Wisconsin.

Levinson, R. and Neumann, T. (2008) Designing a mixed mode Masters module in Science Education to support shared construction of knowledge and critical reflection. Reflecting Education, 4 (1). pp. 92-102

Blackmore, C., Tantam, D. & Van Deurzen, E. (2008) Evaluation of e-earning Outcomes: Experience from an Online Psychotherapy Education Programme Open Learning; v23 n3 p185-201

Bouchard, P. (2009) Some Factors to Consider When Designing Semi-Autonomous Learning Environments. European Journal of E-Learning Vol 7 i2

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Daniel, J., and Marquis, C. (1979). Interaction and Independence: Getting the mixture right. Teaching at a Distance, 15, 25 – 44.

De Gagne, J. & Walters, K. (2009) Online Teaching Experience: A Qualitative Metasynthesis (QMS) Journal of Online Learning and Teaching Vol. 5, No. 4

Dimeff, L., Harned, M., Woodcock, E., Skutch, J., Koerner, K. & Linehan, M. (2015) Investigating Bang for Your Training Buck: A Randomized Controlled Trial Comparing Three Methods of Training Clinicians in Two Core Strategies of Dialectical Behavior Therapy. Behaviour Therapy Vol 46, Issue 3, p 283-295

Francescato, D., Mebane, M, Porcellia,R., Attanasioa, C. & Pulinoa, M. (2007) Developing professional skills and social capital through computer supported collaborative learning in university contexts. International Journal of Human-Computer Studies 65,2

Hoskins, S. & van Hooff, J. (2005) Motivation and ability: which students use online learning and what influence does it have on their achievement? British Journal of Educational Technology, 36 (2). pp. 177-192.

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Joinson, A. (2001) Self-disclosure in computer-mediated communication: The role of self-awareness and visual anonymity, European Journal of Social Psychology, 31. pp. 177-192.

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Mebane, M., Porcelli, R.,  Iannon, A., Attanasio, C. & Francescato, D. (2008) Evaluation of the Efficacy of Affective Education Online Training in Promoting Academic and Professional Learning and Social Capital. International Journal of Human-Computer Interaction, 24, 1, pp 68 – 86

Morgan, J., Rawlinson, M. & Weaver, M. (2006) Facilitating online reflective learning for health and social care professionals, Open Learning, 21(2), pp. 167–176.

Morris, K. (2003) The phenomenology of body dysmorphic disorder: a Sartrean analysis, in: B.Fulford, K. Morris, J. Sadler, & G. Stanghellini (Eds.), Nature and narrative. Oxford: Oxford University Press

Muilenburg, L. & Berge, Z.(2005) Student Barriers to Online Learning: A factor analytic study. Distance Education Vol. 26, No. 1, pp. 29–48

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Rakovshika, S., McManusa, F., Westbrook, D., Kholmogorovac, A., Garanianc, N., Zverevac, N., & Ougrine, D. (2013) Randomized trial comparing Internet-based training in cognitive behavioural therapy theory, assessment and formulation to delayed-training control. Behaviour Research and Therapy Vol 51, Issue 6 p231-239

Salmon, G. (2003). E-Moderating: The Key to Teaching and Learning Online (3 ed.): Routledge Falmer.

Sendall, P., Shaw, R., Round, K. & Larkin, J. (2009) Fear Factors: Hidden challenges to online learning for adults. In Online Education and Adult Learning, Kidd, T. Hershey, Pennsylvania: IGI Global

Stewart, C. et al (2009) Replacing Professor Monologues with Online Dialogues: A Constructivist Approach to Online Course Template Design Journal of Online Learning and Teaching Vol. 5, No. 3

Van Deurzen, E.,  Blackmore, C., & Tantam, D. (2006) Distance and Intimacy in Internet Psychotherapy Training. International Journal of Psychotherapy. Vol 10(2), pp. 15-34

Volery, T. (2001) Online Education: An Exploratory Study into Success Factors. Journal of Educational Computing Research, 24, 1, pp77-92

Wiecha, J. & Barrie, N. (2002) Collaborative Online Learning: A New Approach to Distance CME. Acad Med Sep;77(9):928-9.

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