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Adolescent experiences of app-integrated therapy

Published online by Cambridge University Press:  26 December 2019

Simone Gindidis Open the ORCID record for Simone Gindidis [Opens in a new window] ,
Sandra E. Stewart  and
John Roodenburg
Simone Gindidis*
Affiliation:
Education Psychology Activities, Monash University, Melbourne, Australia
Sandra E. Stewart
Affiliation:
Education Psychology Activities, Monash University, Melbourne, Australia
John Roodenburg
Affiliation:
Education Psychology Activities, Monash University, Melbourne, Australia
*
Author for correspondence: Simone Gindidis, Email: simone.gindidis@monash.edu
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Abstract

Smartphone ownership estimates indicate the vast majority of young people are engaging with smartphone devices. The medium offers a promising opportunity for psychologists to connect with young people seeking help to traverse challenges with mental health, behaviour, learning and wellbeing. However, the views of young people using apps alongside face-to-face therapy remain largely unexplored. Given that clients make the single strongest contribution to therapeutic outcomes it is important to consider the perspectives of adolescents in clinical settings. Using semistructured qualitative interviews, the experiences of seven Australian secondary school-aged adolescents (12–18 years) involved in app-integrated therapy were explored. Thematic analysis resulted in the identification of eight key themes: Between-sessions, Introduction, Responsive, Age, Mindfulness-Meditation, Connection, Knowledge, and App features. Recommending apps appears to encourage young people to take ownership of their therapy, affording opportunities for self-reflection and rehearsal of valuable skills. Further research focused on understanding the views of young people utilising apps with therapy is needed to maximise potential therapeutic benefits. Preliminary practice recommendations and future research directions are proposed.

Keywords

adolescentappsmartphonetherapymHealthqualitative
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 37 , Issue 1 , July 2020 , pp. 20 - 29
Copyright
© Australian Psychological Society Ltd 2019

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