Psychotherapist experiences with telepsychotherapy: Pre COVID-19 lessons for a post COVID-19 world.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Psychotherapists accelerated their adoption of telepsychotherapy during the COVID-19 outbreak to accommodate preventative isolation and social distancing. Lessons from psychotherapist experiences with technology prior to the outbreak can offer recommendations for practitioners and professional regulators. In this study, psychotherapists were interviewed about their use of technology in practice and interviews were analyzed for consistency with current literature on usual practice and professional regulations. The researchers used actor-network theory to map and explore the links and themes that emerged from the research. We found that technology use was more integrated with psychotherapy practice and psychotherapists were more confident and comfortable with telepsychotherapy than the literature predicted. Key themes arising from the interviews were psychotherapist responsibility and trust that included expanded psychotherapist responsibility, client trust, psychotherapists' self-trust, and trust of information sources. Telepsychotherapy can be enhanced by reflective, intentional practice, making space to examine routine behaviors, and developing strategies to counteract the unreliability of technology. Further, professional and regulatory bodies can support effective practice by developing clear and achievable technological competence responsibilities and by integrating technology training with mandatory psychotherapy education.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it