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ERIC Number: EJ1147986
Record Type: Journal
Publication Date: 2017-Aug
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0017-8969
Using Text-Based Synchronous Chat to Offer Therapeutic Support to Students: A Systematic Review of the Research Literature
Ersahin, Zehra; Hanley, Terry
Health Education Journal, v76 n5 p531-543 Aug 2017
Objective: Counselling within educational settings has now become commonplace. As with the advent of the use of new technologies in teaching, such developments are also impacting the broader support structures available to students. One development is the move of schools to offer pupils access to online counselling services. To date, such practices have received little attention, and this paper synthesises the existing empirical research literature in this area. Design: A systematic review of the literature was conducted which focused upon synchronous chat counselling for 11- to 25-year-olds. Method: Key bibliographic databases were searched for relevant papers. These were assessed for relevance and quality prior to being included into the analysis. The final selection of studies was analysed for key themes. Results: In all, 19 papers met the inclusion criteria. The thematic synthesis identified four higher order themes: (1) "developing safe and youth-friendly online services," (2) "online client characteristics," (3) "in-session online processes" and (4) "session alliance and outcome." Conclusion: These themes outline the varied challenges and opportunities present within this developing practice. Each is initially discussed alongside existing literature related to online counselling before the implications for educational providers are explicitly considered. Ultimately, it is concluded that online counselling for students has much potential, however, those commissioning such services need to be mindful of common pitfalls.
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A