Perceived Usefulness of Digital Assistance Systems Among Psychology Students and Psychotherapists: Predictors, Barriers and the Impact of a Brief Video Demonstration

Digital assistance systems based on artificial intelligence are increasingly discussed as tools to address growing demands in mental health care. However, their acceptance among future and practising psychotherapists remains insufficiently understood. In a pre-post online survey, N = 317 participants (predominantly psychology students, with smaller groups of trainee psychotherapists and licensed psychotherapists) completed questionnaires assessing perceived usefulness (PU), work-related stress, technological affinity, professional self-efficacy, data protection concerns and prior knowledge. Between assessments, participants watched a video demonstrating a digital assistance system. An open-ended item captured perceived barriers. PU increased significantly after the video (p < 0.001, d = 0.29), with subgroup differences across professional groups. Effects were largest among trainee psychotherapists (d = 0.59) and negligible among licensed psychotherapists (d = 0.06). Work-related stress was positively associated with PU, whereas age was negatively associated. Technological affinity, prior knowledge, professional self-efficacy and data protection concerns showed no significant associations with PU. Open-ended responses highlighted concerns regarding data protection, usability, time demands and professional autonomy. Brief, targeted demonstrations may increase PU of digital assistance systems among psychology students, although effects appear minimal in licensed psychotherapists. The mechanisms underlying the video effect and the positive association between stress and PU warrant further investigation.