Table 3.

Summary table of studies investigating experiences.

Author, year of publication,a country	Method and sample size (% women)	Intervention, indication	Outcomes		Mean CASP scoreb (category)
			Positive experiences	Negative experiences
Beattie et al.,33 2009, the United Kingdom	Interviews before and after treatment n = 24 (71)	Online counseling, depression	The ability to develop an online relationship, experienced transformation to “face-to-face” therapy over time	Communication experienced as “disrupting.” Response delay led to skeptical thoughts and doubting of therapist’s commitment	16/20 (moderate)
Cook and Doyle,34 2002, the United States	Working Alliance Inventory + typed comments n = 15 (93)	Online counseling in general trough e-mail or chat	To be able to express themselves online without embarrassment or judgment, perceived disinhibition. Easier to express thoughts and feelings trough writing. Affordability, convenience and flexibility, lack of travel time and parking	–	16/20 (strong)
Bendelin et al.,35 2011, Sweden	Interviews n = 12 (50)	Internet-based self-help with minimal therapist contact, depression	Appreciation of the ability to work on their own, improvement of self-esteem. Not having to talk to someone face-to-face. Feeling able to consult someone if needed	The wish for more contact in form of conversation to help them overcome barriers in treatment	19.5/20 (strong)
Sanchez-Ortiz et al.,36 2011, the United Kingdom	Interviews n = 9 (100)	Online cognitive behavioral therapy (CBT) “Overcoming bulimia” + workbooks, bulimia nervosa	Accessibility, flexibility. Perceived privacy and anonymity. Feeling less judged, stigmatized. Experiencing the program as more real because of therapist support	Requirement of self-discipline and motivation. Concerns regarding accessing online program in public space. Need for more e-mail support and follow-up. Wish for other methods of support such as face-to-face contact or telephone calls to improve motivation and make treatment more personal	17.5/20 (strong)
Poole et al.,37 2012, the United Kingdom	Interviews n = 20 (?)	Internet-based self-help programme “Beating Bipolar” with initial face-to-face sessions, bipolar disorder	The ability to access the program in their own time, at their own place. Perceived anonymity. The option to revisit modules or take a break. Feeling able to engage with the computer	Lack of sociability compared to group-based learning. No ability to learn from others, lack of people you can openly talk to. Lack of activities on the forum. Resistance to using a computer	18/20 (strong)
Lillevoll et al.,38 2013, Norway	Interviews n = 14 (64)	Online CBT “MoodGYM” with brief consultations with therapist, depression	Involvement of therapist as vital part of treatment to enhance women’s understanding about program content. Feeling supported when able to recognize something in the program content. Reduced costs	Frustration when program does not meet specific needs. Importance of a dialogue to be able to ask questions, discuss issues and receive feedback	17.5/20 (strong)
Rodda et al.,39 2013, Australia	Short survey with open-ended questions n = 222 (unknown) n = 311 (unknown)	Online counseling trough chat + e-mail “Gambling Help Online,” problem gambling	Easier to talk about feelings because of anonymity, less judged. Lower barriers for consulting a counselor. Immediate availability, 24 hours a day. Perceived easiness of chatting online. Feeling of increased control over sessions. More relaxed	–	17/20 (strong)
Wilhelmsen et al.,40 2013, Norway	Interviews n = 14 (64)	Online CBT “MoodGYM” supported by short face-to-face sessions, depression	Ability to take control over own treatment and do it in your own pace. More relaxed. Face-to-face consultations as absolutely necessary to participate in online CBT: facilitating women’s ability to apply program to their personal situation, having expert feedback from someone they can trust	Feeling that thoughts fell into place while meeting others. Struggling to find time to finish the modules. Feeling that program does not apply to their situation as a reason not to complete the program. Need for more time and for a more in-depth dialogue about their problems	16.5/20 (moderate)
Björk et al.,41 2014, Sweden	Interviews by telephone n = 21 (100)	Internet-based self-help program with e-mail support from therapist, stress urinary incontinence	Feeling less embarrassed for seeking medical help. Feeling supported and acknowledged without being exposed Development of patient–provider relationship online	Experience of a less close patient–provider relationship in absence of face-to-face contact, thereby lowering motivation. More difficult to explain themselves in written text. Wish for physical examination at start of treatment	19/20 (strong)
Martorella et al.,42 2014, Canada	Mixed-methods n = 20 (50)	Web-based self-management program “SOULAGE-TAVIE,” postoperative pain after cardiac surgery	The ability to use it at your convenience. Improved access to information, ability to go back anytime. More personal because of “virtual nurse”	–	17/20 (strong)
Moin et al.,43 2015, the United States	Interviews n = 17 (100)	Web-based program “Prevent,” women veterans with pre-diabetes	No need to leave the house, ability to do things in your own pace, not being tied to a schedule. Feeling accountable toward online group, monitoring own progress compared to others	Less interactive, less intimate. Being more open when sitting before people. Absence of body language. Need for computer literacy	17.5/20 (strong)
Pugh et al.,44 2015, Canada	Online survey with open-ended questions n = 24 (100)	Therapist-assisted online CBT “TAICBT,” postpartum depression	Convenience of working at home, around family obligations. Perceived privacy and anonymity, feeling less judged. Integral role of the therapist: providing support, being available outside of working hours, making program more personal	Lack of time and demanding childcare schedule. Lack of motivation due to flexibility of program. Missing face-to-face contact with a therapist	19/20 (strong)

CASP: Critical Appraisal Skills Programme.

^aChronological order of year of publication.

^bMean score of scores as awarded by both researchers.