| Investing effort and time |
Effort and time the therapist is able and/or willing to invest in getting acquainted with and structurally using the technology |
You have to know what happens in the module, what it contains. And then you have to check which assignments have been completed, and then give feedback on it. That costs extra time. Perhaps that’s why people are hesitant. (pp. 13)
It can’t be like you saying: “Hey, just fill it in, but I’ll never look at it again.” You have to make time to thoroughly look into it and to familiarize yourself with it. (pp. 4)
|
18 |
48 |
| Supporting patients |
Extent to which a therapist actively introduces the technology to patients and/or tries to motivate and support patients to keep using it |
Sometimes I know in advance: “This one will not use it,” and maybe that’s a self-fulfilling prophecy, that might be. But still, I’m not really inclined to start then. (pp. 7)
Because I’ve tried a lot of times to start with a certain module with patients who are not passionate about it. [...] But I notice it with myself: because the passion is there I can often make it work. So that’s very necessary. (pp. 12)
|
17 |
37 |
| Integration of technology in routines |
Extent to which the technology is integrated in the therapist’s routine and/or whether they automatically think of using the technology |
Yeah, I don’t know what’s the reason, I cannot really explain it, but despite that I like the modules, it’s not on the top of my mind. So there is something that’s stopping me from diving into my computer to find out which module fits with a patient. And I don’t really know why it doesn’t come up. (pp. 15)
Well, I agreed with a patient that they would hand it in next week Tuesday. Well ok, but then I didn’t receive it and I forgot about it myself. The patient stopped doing it and well, it kind of disappears into the background. I now resolved it by planning appointments in my calendar, so that I’ll be reminded to send reminders to patients. (pp. 6)
|
16 |
36 |
| Knowledge and skills |
Therapist’s level of knowledge about the technology and skills to appropriately use it in treatment |
I also find it difficult to figure out which module fits which patient. [...] And I think that in my case, I’d just have to know which modules exist. And then I can just say “This fits you nicely, I’d like to recommend this, see if it’s possible” and then get to work. (pp. 7)
|
13 |
34 |
| Attitude toward the technology |
Therapist’s opinion on and feelings toward using technology in treatment |
I think it depends on in which generation you’ve grown up, I think younger colleagues have more feeling with it. [...] and that asks for a considerable adjustment, transformation, also for a number of older colleagues. (pp. 1)
And working with people, I still like doing that. Except for all that technical fuss, computers mean nothing to me, and also smartphones... I don’t have any feeling with that and experience it as a burden. (pp. 2)
|
12 |
28 |
| Discussing technology with colleagues |
Technology as a topic of conversation among therapists inside and outside of official meetings |
Then I’ll say in our team: “I’m hearing this and this and this,” and sometimes someone in the team says: “Hey, eMental Health is something.” I think that if people in our team say “Maybe eMental health is an option” more often... And if that rhythm isn’t there, that’s the reason why there is very little eMental health. Or at least within our team. (pp. 12)
|
10 |
21 |
| Experienced benefits |
Extent to which a therapist perceives that the technology has positive effects on the patient’s treatment outcomes |
|
2 |
4 |
