Professional Documents
Culture Documents
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a diary or journal may help them draw parallels between these practices and online counseling. Furthermore, when discussing online
practice with students, it may be helpful to illustrate all the ways
that online counseling could be used. For example, chat or e-mail
sessions could be used as adjuncts when clients are unavailable to
attend face-to-face sessions because of illness, family obligations, or
travel. Therefore, before beginning actual online counseling sessions,
students should review the current literature and practice guidelines
related to online counseling (CCE, 2006; NBCC, 1998). Finally, to
prepare students for online interaction, we suggest that instructors
host an online dialogue about research and practice of online counseling with students, using courseware (e.g., WebCt, Blackboard) chat
rooms or message boards.
Ethical and Procedural Considerations for Online Counseling
In its newest published ethical guidelines, ACA (2005) addresses the
use of technology in counseling. A full review of these guidelines is
beyond the scope of this article, but it is essential that counselors
(a) ascertain the legal and ethical requirements of their jurisdiction
and that of the client; (b) assess clients knowledge and ability related to technology; (c) determine clients access to private locations;
(d) discuss confidentiality, security, and encryption; and (e) provide
clients alternate methods of communication in case of technology
failure. ACA requires that all confidential communication occur via
encrypted channels. Basically, encryption is a mathematical process that converts text, video, or audio streams into a scrambled,
unreadable format when transmitted over the Internet. Counselor
educators may find the information at http://www.verisign.com and
http://www.rsasecurity.com helpful in explaining the concepts of
encrypted communication. Finally, as a course assignment, we recommend that students create an informed consent document that
is based on the ACA ethical codes related to informed consent and
online counseling and upload them to the class Web site for perusal
(see Appendix for a sample informed consent document).
Online and Face-to-Face Counseling: Intersections and Divergence
As with any form of counseling, establishing an online therapeutic
relationship involves negotiating professional boundaries (Hermansson,
1997). Typically, counseling students are trained to facilitate face-toface therapeutic interactions. In contrast, cyber counseling sessions
may differ considerably because (a) significant time may elapse between
responses and (b) the sessions may occur via synchronous or asynchronous channels. Synchronous communication is a distance-based
conversation that occurs in real time and may be facilitated via chat
rooms, real-time video, or telephone. Asynchronous conversations
are accomplished through e-mails, message board postings, or video
e-mails, where there may be a significant amount of time between
responses. It has been noted that synchronous communications may
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I am so glad you are a night owl and willing to meet online this evening.
Client: It is nice being able to have access to a service like this.
Student counselor: Jessie (pseudonym), can you tell me something about your
experience and comfort level with our online services?
Client: Well, I have no prior experience. This is actually my first time using
this service. I am pretty comfortable using this site because I feel that it
must be a secure site since it is part of the university system.
Student counselor: I am glad to know that you feel comfortable and are willing
to try something a little different. Do you have anything in particular pressing on your mind or that you would like to discuss this evening?
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ing affect and reactions, using emoticons, and asking the client for
clarification) until they have developed a repertoire of responses. It
has been suggested that, in addition to an emphasis on conveying
nonverbal behavior, students should receive additional training on
empathic online communication and the use of emoticons to share
feelings and thoughts, which can help counselors in the online environment (Mallen et al., 2005). Finally, it is important for students to
become aware of the unique forms of language that have evolved in
tandem with the World Wide Web.
The Language of Online Communication
Language takes on a unique form in many cultures, and cyberspace is no
exception. One need look only as far as the nearest high school students
cell phone to attempt to decipher a range of text message language that
has become commonplace. Ever evolving online language has become
commonplace for individuals as they communicate via text messaging,
e-mail, and chat rooms. Counselor educators and students need to
familiarize themselves with common and popular online abbreviations
such as LOL (laugh out loud), ROTFL (rolling on the floor laughing), AFK
(away from keyboard), as well as the use of emoticons or characters to
convey emotions (i.e., :-( = sad or annoyed; :) = happy; (::[ ]::) = a bandaid used to represent help). Furthermore, these abbreviations and online
expressions may vary with age and experience. For example, more recent
idioms include abbreviations such as POS (parent over shoulder), WU
(whats up?), 411 (information), and references to current video games
and songs. Sites such as http://www.netlingo.com/emailsh.cfm and
http://www.microsoft.com/windowsxp/using/windowsmessenger/
emoticons.mspx provide an overview of common terms used online, and
students should be encouraged to review them periodically.
Clients who are attracted to online counseling may be familiar with
online forums such as chat rooms, online groups, and message boards
and may communicate in this manner with ease and fluidity. Just as they
would with any client who uses an expression that is not understood,
students should ask the client about the meaning of such expressions.
Online terms come in and out of vogue and, depending on factors such
as age and familiarity with format, may vary immensely. The following
dialogue is an illustration of the use of online language:
Student counselor: How are you doing today?
Client: m doing fine how bout u???
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Given that the client and student were interacting miles apart, with
no body language to guide the session, the student was still able to
convey a range of emotions, from sadness to anger, and was able to
be in the moment with her clients anger.
For students who are first learning online counseling skills, we recommend that they use very few open-ended questions and rely more
on reflective responses. This is due in part to the limited amount of
content that can be covered in session as well as the potential for a
session to become a disjointed question-and-answer exchange.
Closing the Session
Effectively and smoothly closing an online session requires students
to be aware of time constraints and to allow for ample opportunity
processing at the end of the session. We recommend that students
begin closing 10 to 15 minutes before the session is scheduled to
end. This allows time for reflection and keeps the session from ending
abruptly. In the following examples, the students briefly summarize
the session, express enthusiasm about continuing the process, and
schedule the next counseling session:
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Student counselor: Sam [pseudonym]: It was nice working with you this evening,
and I look forward to our next session on Saturday and hearing about any
progress or further exploring this or other concerns with you.
Client: All right.
Student counselor: *End of session*
Discussion
The focus of this article has been on teaching counselor trainees basic
skills for establishing and maintaining a counseling relationship in an
online environment. Future research could best focus on how these
and other basic skills can be delivered more effectively in an online
environment. The counseling skills needed for relationships that exist in real time may differ markedly from those needed in the online
environment. Research is needed to evaluate relationship building
skills in cyberspace, such as how the counselors use of language online affects sessions. In addition, research is also needed to evaluate
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Appendix
Sample Informed Consent
This document overviews informed consent procedures for conducting online counseling
relationships as recommended in the ACA Code of Ethics (American Counseling Association, 2005). We suggest that the following statements are included in addition to the standard
informed consent documentation when providing online services. Following each statement
we note the section of the ACA Code of Ethics that we addressed.
For online counseling to be effective, the following elements need to be in place to help ensure
a productive working online counseling relationship:
Prior to beginning services, I will need to establish that online counseling is permitted
by relevant statutes and codes of practice in our respective locations (Section A.12.e.). I
may need to consult with relevant state and legal authorities to determine the feasibility
of offering online counseling to you (Section A.12.f.). This may delay the beginning of our
work together. I will inform you of the rights and limitations that I discover (Section A.12.
g.4.). If online counseling is not viable, I will work with you to find local resources and
information (Section A.12.c.).
On my Web site, I mention the intention to accommodate individuals with disabilities.
Please let me know how I can better accommodate you (Section A.12.h.6.).
I have provided links to my licensing and certification boards (Section A.12.h.3.) and
links to national crisis hotlines (Section A.12.g.9.). I also regularly check the site to verify
that the links are working. Please let me know if you find a nonworking link so that I can
change it (Section A.12.h.1.).
In the initial screening and assessment process, we will overview your presenting concern
and physical, intellectual, and emotional capabilities to determine if online counseling is the
best counseling approach for you. Online counseling has many benefits that may include
increased convenience, a sense of confidentiality, the ability to reach people in remote
locations, and evidence supporting its usefulness for a variety of concerns. However,
there are limitations that include technology failures, lack of nonverbal communication
dynamics, potential for not receiving immediate feedback for a referral and assistance
(Section A.12.a.), and the very remote chance that information may be intercepted by a
third party (Section A.12.g.1.).
It is imperative that you are capable to use online services. This would include having a
working knowledge of computers, e-mail, and chat software programs (Section A.12.b.).
In addition, it is essential that you understand that our nonverbal communication may be
limited, text sessions may occur at a slower pace than face-to-face conversations, and
there may be some delays in our conversations (Section A.12.a.). Thus, online counseling practice may be most beneficial for clients not experiencing severe emotional crisis
(Section A.12.b.).
Related to access to our sessions, our services are hosted on an encrypted server.
However, certain individuals may have authorized access to our records as part of their
regular duties. As of November 2006, these individuals are [List of employees with access]
(Section A.12.g.2.). I make every attempt to keep our conversations strictly confidential.
Likewise, I ask that you determine who has access to your computer and electronic information from your location. This would include family members, coworkers, supervisors,
and friends. I would encourage you to communicate only through a computer that you
know is safe, i.e., wherein confidentiality can be ensured. Please make sure to fully exit
all online counseling sessions and e-mails (Section A.12.g.3.).
All of our chat and e-mail communication is encrypted with 128 bit encryption. This means
that our messages are scrambled so that it is nearly impossible to decode them if they
are intercepted by an unauthorized third party (Section A.12.g.5.). Furthermore, I only
communicate via encrypted channels with clients. The use of my regular e-mail is for
general questions (e.g., appointment times) only, and I will not respond to personal and
clinical concerns via regular e-mail (Section A.12.g.6.).
Our counseling sessions will be stored on the server for [indicate length of time], after
which point they will be permanently destroyed (Section A.12.g.7.).
(Continued on next page)
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Appendix (Continued)
Sample Informed Consent
If we experience a technical failure or difficulty, you may contact me at [office number]
or by pager at [pager number] so that we can communicate by telephone (Sections
A.12.g.8.; A.12.h.2.).
Furthermore, if I am not available and you are in an emergency situation, please call 911
or contact the crisis hotlines listed on my Web site (Section A.12.g.9.).
Because we may be separated by distance, culture, language, and time zones,
please be aware that our communication may be hindered by these differences. It is
important that we dialogue about these issues at the beginning of our time together
(Section A.12.g.10.).
Online counseling may not be covered by your insurance carrier. Please check with
your insurance carrier to determine insurability for this type of counseling (Section
A.12.g.11.).
If you are a minor, I will need to obtain written signed consent from your legal guardian
(Section A.12.h.5.).
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