Online psychotherapy Online psychotherapy training in Europe - PowerPoint PPT Presentation

Online psychotherapy Online psychotherapy training in Europe training in Europe Professor Digby Tantam Tantam Professor Digby Emmy van van Deurzen Deurzen Emmy Chris Blackmore Blackmore Chris

Introduction to SEPTIMUS Introduction to SEPTIMUS “Strengthening European Psychotherapy through Strengthening European Psychotherapy through “ n n Innovative Methods and Unification of Standards” ” Innovative Methods and Unification of Standards A Leonardo- -funded three year project funded three year project A Leonardo n n Co- -ordinated from the UK at the Centre for Study ordinated from the UK at the Centre for Study Co n n of Conflict and Reconciliation by Prof Digby of Conflict and Reconciliation by Prof Digby Tantam and Prof Emmy van Deurzen Tantam and Prof Emmy van Deurzen Designed to widen accessibility to psychotherapy Designed to widen accessibility to psychotherapy n n training by offering places to those normally training by offering places to those normally excluded on the basis of: excluded on the basis of: Geographical isolation from training centres Geographical isolation from training centres 1. 1. Disability/mobility issues Disability/mobility issues 2. 2. Work/family commitments Work/family commitments 3. 3.

Introduction (contd.) Introduction (contd.) 8 countries involved in SEPTIMUS- - Austria, Austria, 8 countries involved in SEPTIMUS n n Czech Republic, Ireland, Italy, Poland, Czech Republic, Ireland, Italy, Poland, Portugal, Romania, UK Portugal, Romania, UK UK (Sheffield University) set up the Virtual UK (Sheffield University) set up the Virtual n n Learning Environment (VLE) and gave access Learning Environment (VLE) and gave access to other institutes to other institutes VLE consisted of: VLE consisted of: n n Webpages (for the course material) (for the course material) Webpages A. A. Discussion forums (for student interaction and Discussion forums (for student interaction and B. B. learning) learning) Chatroom (for student interaction and Chatroom (for student interaction and C. C. learning) learning)

A. SEPTIMUS Webpages Webpages A. SEPTIMUS 6 Units of course material- - 6 Units of course material health and well- -being being health and well 1. 1. existential and human issues existential and human issues 2. 2. conflict and reconciliation conflict and reconciliation 3. 3. Overview of different methods of psychotherapy Overview of different methods of psychotherapy 4. 4. and personal change and personal change Ethics and culture in psychotherapy and Ethics and culture in psychotherapy and 5. 5. counselling counselling Development through the life- Development through the life -cycle: normal, cycle: normal, 6. 6. distressing, and disabling distressing, and disabling Entrance to course is via www.septimus.info www.septimus.info Entrance to course is via n n

B. Discussion Forums B. Discussion Forums n For asynchronous discussion about the course For asynchronous discussion about the course n material material n Standard model with any number of forums for Standard model with any number of forums for n each country plus some general ones each country plus some general ones n Clear structure with easy to follow threads Clear structure with easy to follow threads n n Software supports foreign language characters Software supports foreign language characters n n An International Discussion Forum set up to An International Discussion Forum set up to n capitalise on the transnational transnational aspect of the course aspect of the course capitalise on the

C. Chatrooms Chatrooms C. n Chatrooms created using phpBB2 Chatrooms created using phpBB2 n n One archived chatroom so that students can One archived chatroom so that students can n review what has been said during a chatroom review what has been said during a chatroom tutorial tutorial n One One unarchived unarchived chatroom is available so that chatroom is available so that n students can discuss confidential or sensitive students can discuss confidential or sensitive material online material online

Questions Questions Do students enjoy this kind of study? Do students enjoy this kind of study? Do they prefer it to traditional “ “face face- -to to- -face face” ” teaching teaching Do they prefer it to traditional methods? methods? Are tutors satisfied with their learning? Are tutors satisfied with their learning? Has the programme widened accessibility to training? Has the programme widened accessibility to training? To answer these questions, data was collected from To answer these questions, data was collected from each student: each student: n application data application data n n feedback from student on each unit (32 item feedback from student on each unit (32 item n questionnaire) questionnaire) n feedback on student feedback on student’ ’s progress from tutor s progress from tutor n n data on their use of VLE data on their use of VLE n

Do students enjoy this kind of study? Do students enjoy this kind of study? n At the end of each Unit, students were At the end of each Unit, students were n given a 32- -item feedback questionnaire on item feedback questionnaire on given a 32 all aspects of the course all aspects of the course n Data from 156 students show variation Data from 156 students show variation n between countries: between countries:

SEPTIMUS student feedback Oct 2002 - June 2004 1- Not at all; 2- A little; 3- Medium; 4- Quite a lot; 5- Very much Satisfaction 5 w ith course Average rating (Likert scale) materials 4 Understanding of topic 3 Average satisfaction w ith course 2 materials Average understanding 1 of topic Italy Portugal CzechRep UK Austria Poland Ireland Romania Country

Do students enjoy this kind of study? Do students enjoy this kind of study? Data suggests that students are fitting in SEPTIMUS Data suggests that students are fitting in SEPTIMUS around their normal work patterns: around their normal work patterns: n Peaks in activity before and after work, and at lunchtime Peaks in activity before and after work, and at lunchtime n n More study done during the week (and the most on More study done during the week (and the most on n Mondays) Mondays)

Hourly Total of website hits October 2002-June 2004 2500 2000 N o . o f h its 1500 Hourly Total 1000 500 0 0 0 :0 0 0 2 :0 0 0 4 :0 0 0 6 :0 0 0 8 :0 0 1 0 :0 0 1 2 :0 0 1 4 :0 0 1 6 :0 0 1 8 :0 0 2 0 :0 0 2 2 :0 0 Time

SEPTIMUS online mcq submission, Oct 03- June 04 300 Frequency of mcqs 250 200 submitted 150 mcq submissions 100 50 0 1am 3am 5am 7am 9am 11am 1pm 3pm 5pm 7pm 9pm 11pm Time

Daily Total of sessions October 2002-June 2004 140 120 no. of sessions 100 80 Daily Total 60 40 20 0 Mon Tue Wed Thu Fri Sat Sun day of week

Distribution of page hits (without chatroom) for SEPTIMUS January- May 2004 Other 1% Course Atlas Community pages 15% 2% Course Atlas Course pages 14% Discussion Forum Course pages Community pages Other Discussion Forum 68%

Do students prefer eLearning to Do students prefer eLearning to traditional methods? traditional methods? n We also did a study to compare student We also did a study to compare student n satisfaction and performance with online vs. satisfaction and performance with online vs. traditional psychotherapy training courses traditional psychotherapy training courses n In Romania, Ireland and the UK, students who In Romania, Ireland and the UK, students who n had completed a psychotherapy training course had completed a psychotherapy training course by traditional classroom teaching were recruited by traditional classroom teaching were recruited n 59 students were given a 32 59 students were given a 32- -item questionnaire item questionnaire n to complete asking for feedback on traditional to complete asking for feedback on traditional teaching methods for psychotherapy teaching methods for psychotherapy n This was compared with existing data from This was compared with existing data from n SEPTIMUS students SEPTIMUS students

Do students prefer eLearning to Do students prefer eLearning to traditional methods? traditional methods? n When comparing the e When comparing the e- -learners (n= approx learners (n= approx n 111) with traditional learners (n= 61), the results 111) with traditional learners (n= 61), the results seem consistently more favourable for the e- - seem consistently more favourable for the e learning method learning method n Students appear to spend much longer engaged Students appear to spend much longer engaged n in learning with e- -learning courses learning courses in learning with e n Presumably this learning is of a different Presumably this learning is of a different n sort/intensity sort/intensity n NB NB- - there is no guarantee of the equivalence of there is no guarantee of the equivalence of n the two types of courses the two types of courses