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Modeling in Therapy01:26

Modeling in Therapy

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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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Understanding Older Adults' Intention to Use Telehealth: A Qualitative Study Using the UTAUT Framework.

Journal of primary care & community health·2025
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Unlocking Insights: Exploring the Profiles of School-Based Telefacilitators.

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School-based telefacilitators are crucial for teletherapy but lack standardized training and roles. This variability impacts program sustainability and staffing, highlighting the need for clearer guidelines in physical, occupational, and speech therapy.

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Area of Science:

  • Telepractice in education
  • Allied health professional roles
  • Telehealth implementation science

Background:

  • School-based telefacilitators are vital for telepractice success but are underresearched.
  • Their diverse roles and lack of standardized profiles hinder research and sustainable program development.
  • Understanding telefacilitator characteristics is key to optimizing teletherapy service delivery.

Purpose of the Study:

  • To describe the typical profile and preparation of school-based telefacilitators in the US.
  • To identify characteristics contributing to sustainable telepractice programs.
  • To inform future research and staffing needs for teletherapy services.

Main Methods:

  • A cross-sectional survey was administered to 21 telefacilitators across the US.
  • Data collected on job titles, training, confidence, and demographics.
  • Adaptive sampling methods were used for recruitment, followed by descriptive statistical analysis.

Main Results:

  • Most telefacilitators were paraprofessionals, though titles varied widely.
  • Half received formal training; the other half were self-taught, with the latter reporting training gaps.
  • Respondents generally had high confidence but noted training impacts performance; most held bachelor's degrees or higher.

Conclusions:

  • Significant variability exists in telefacilitator profiles and preparation.
  • Inconsistent terminology and undefined responsibilities are barriers to research and staffing.
  • Further investigation is needed to establish clear roles and training standards for telepractice.