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Online Counseling: Perceptions of Counselors, Counselor Educators and

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DOI: 10.18401/2022.12.1.3

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Regular Article

Online Counseling: Perceptions of Counselors, Journal of Asia Pacific Counseling

ⓒ 2022 The Korean Counseling Association
Counselor Educators and Trainees www.japconline.org
2022, Vol.12, No.1, 37-59
Doi : 10.18401/2022.12.1.3

Patricia Mawusi Amos1 3)

John Rye Djabah Adade2

Anastasia Achiaa Duodu3

Abstract
Online counseling is gradually finding its way into therapy in universities in Ghana. The recent outbreak of COVID-19
accompanied by uncertainties and the fears of physical contact signaled a consideration of complete acceptability of
online counseling, in addition to face-to-face counseling. Nonetheless, the level of counselors, counselor educators and
counselor trainees’ knowledge, attitude, and usage of online counseling in Ghanaian universities is unclear. Thus, this
study used an explanatory sequential mixed-method design to assess the perception of sampled respondents’ and
participants’ viewpoints on online counseling available at a public university. Amid findings that counselors, counselor
educators and counselor trainees have little awareness of online counseling and share a generally negative attitude
towards it, the study concluded that online counseling is a highly unexplored option available on the university campus.
Suggestions for augmented online counseling opportunities to assist students to resolve their difficulties on the
university campus were also made.

Keywords: online counseling, counselors, counselor educators, counselor trainees

Currently, dependency on technology is remodeling communication and usage of technological resources on

a global basis. Internet studies have preceded face-to-face learning. Technology can elicit a transfer of knowledge
between online and face-to-face psychotherapy practice (Andersson, 2018). Indeed, software applications now
can provide an enabling environment to interact without face-to-face meetings (Warwick, 2017).
Online counseling reaches out to counselors as well, in offering the ability to provide various online
support systems for therapy. The use of online counseling has increased over the past ten years
(Francis-smith, 2014; Tristram Hooley et al., 2016). It is a purposive therapeutic online interpersonal

1
Department of Counselling Psychology, University of Education, Winneba.
2
Department of Counselling Psychology, University of Education, Winneba.
3
Department of Counselling Psychology, University of Education, Winneba.

Corresponding Author
Patricia Mawusi Amos, Department of Counselling Psychology. P. O. Box 25, Winneba; Ghana
Email: pmamos@uew.edu.gh
We would like to acknowledge the immense help given to us by our Counsellors, student counsellors and counsellor
educators.
38 PATRICIA MAWUSI AMOS, JOHN RYE DJABAH ADADE, ANASTASIA ACHIAA DUODU

communication between a counselor and a client. It is a feasible magnifier for face-to-face counseling. Also,
it can be used as a tool for building and sustaining a sufficient facilitative psychological change alliance.
Online counseling may gradually become a known accessible tool for people seeking therapeutic help
(Hanley, 2011; Harpe et al., 2019a). Anthony (2015) predicts that online counseling will soon enter
counseling. The researcher insisted that the term online counseling will gradually vanish when it has firmly
rooted itself in counseling. This posit stems from an analogy that a subset is part of a whole. Therefore,
overlooking its integration in counseling might be deleterious to the helping industry (Warwick, 2017).
There is a need for a conscious effort on the part of counselors to identify how cyber-culture impacts the
mental health needs of people (Anthony, 2015). Young people consume a deal of Internet content and prefer
to chat online than face-to-face (Harpe et al., 2019b; King et al., 2006; Navarro et al., 2019; Richards, 2009).
Young people initially google a solution to their mental health needs before consulting a counselor (Anthony,
2015). Counselor educators must therefore envision imbuing online counseling education with a global
perspective, to elicit ethical and legal standards (Anthony, 2015; Harpe et al., 2019b).
Broadly speaking, counselors relate to counseling practitioners, psychotherapists and their clinical
supervisors who ethically establish professional helping relationships with individuals who seek assistance in
resolving large or small psychological or relational problems (Chao, 2015; Corey, 2013; Wright, 2002). At
the University of Education, Winneba, Ghana, counselors are licensed professionals who double as counselor
educators. Counselors blend human qualities and acquired experiences with knowledge about theories of
personality and psychotherapy, assessment and intervention techniques, and dynamics of human behavior, to
establish and maintain effective therapeutic relationships (Corey, 2013).
Findings of numerous studies showed that although counselors viewed online counseling in a positive
manner, they need more information about it, as they still prefer face-to-face counseling to deliver services
to their clients (Ahmad et al., 2010; Bastemur & Bastemur, 2015; Kevin et al., 2013; Kupczynski et al.,
2017). In addition, counselor trainees’ attitudes towards online counseling has been positive though they too
still consider face-to-face counseling more effective than online counseling (Anthony, 2015; Bac & Kocab,
2019; Tanrikulu, 2009; Teh et al., 2014). On the other hand, researchers suggested that the more counselor
educators valued online counseling, the less discomfort they experienced about its infusion (Flores, 2012;
Snow et al., 2018).

Knowledge and Attitudes Towards Online Counseling

Recent studies among university students suggested that they have an appreciable opinion about online
counseling. They have also expressed that social media may effectively aid in accessing psychosocial help
online (Awabil & Akosah, 2018; Bac & Kocab, 2019; Tannous, 2017). Indeed, a significant number of these
students would like to utilize online counseling for their mental health needs (Wong et al., 2018).
Nonetheless, there is low patronage of online counseling on Ghanaian university campuses, since authorities
there have not officially accepted it as a mode of counseling (Amos et al., 2020). The Ghana Psychological
Council has a mandate of the Health Professions Regulatory Bodies Act, 2013 (Act 857) to regulate
counseling activities in Ghana. However, it has yet to establish laws, codes and regulations to guide the
 Online Counseling: Perceptions of Counselors, Counselor Educators and Trainees 39

practice of online counseling. Haberstroh et al. (2008) had insisted that licensure laws and professional codes
of ethics delimit and promote online counseling.
Generally, counselors prefer and are comfortable with traditional face-to-face counseling (Chester & Glass,
2006; Kupczynski et al., 2017; Mallen et al., 2005; Wong et al., 2018). Reports have cited the low regard
counselors have towards online counseling (Glasheen et al., 2015; Inglis & Cathcart, 2018; Kevin et al.,
2013; Meisel et al., 2018). Notably, only two percent of therapeutic professionals responded positively to
internet use for counseling (Wells et al., 2007). These counselors view online counseling as unethical,
ineffective and a violation of one’s confidentiality and privacy (Finn & Bruce, 2008; Wells et al., 2007).
Similarly, some school counselors have raised the point that power outages and network failures may act as
barriers to online therapeutic relationships. Inadvertently, online counseling poses a physical presence
challenge to therapeutic relationships, a challenge which does not often motivate clients to access it (Amos
et al., 2020; Dowling, 2015).
In contrast, Bastemur and Bastemur (2015) identified counselors’ positive attitudes towards online counseling.
Kupczynski et al. (2017) categorized counselors into six groups, which include masters-level counseling
trainees, doctoral-level counseling trainees, elementary school counselors and high school counselors. The
remaining groups are comprised of post-secondary institution counselors and counselors who practice outside
educational institutions. Counselors use terms like e-counseling, cyber-psychology, cyber-therapy and
e-therapy to describe online counseling (Foon et al., 2020; Kotsopoulou et al., 2015; Kupczynski et al., 2017;
Uzoekwe et al., 2012).
Counselors view traditional demographic factors such as age and gender as factors that do not affect their
perception of online counseling (Foon et al., 2020; Kupczynski et al., 2017). They also believe that the level
of their expertise using technology may make them shy away from online counseling. However, counselors
reported that when counselor educators give them adequate training in online counseling, the format may be
viewed as valuable in the end. It may also contribute to an acceptance of online counseling among counselors
and clients (Foon et al., 2020; Glasheen et al., 2015; Meisel et al., 2018; Wangberg et al., 2007).
Nevertheless, counselors have undoubtedly also expressed adverse perspectives towards online counseling,
with content analysis being the paramount issue (Cipolletta & Mocellin, 2018; Day & Schneider, 2002; Kevin
et al., 2013; Kupczynski et al., 2017). On the other hand, significant stakeholders have testified to how online
counseling has been an option to instant counseling (Bailey et al., 2002; Cipolletta et al., 2018; Cipolletta &
Mocellin, 2018; Dowling & Rickwood, 2013) and its effectiveness in downscaling problems (Day &
Schneider, 2002). Nonetheless, online counseling encourages clients in their ego observation, self-reflection,
and insight, to work through constructed therapeutic issues (Suler, 2004; Tannous, 2017).

Role and Application of Online Counseling

Access to an electronic gadget contributes to a positive attitude towards online counseling. It reflects the
current phenomenon where young people are relatively technologically inclined, quite familiar with the
Internet and social media sites, and communicate better online than their school counselors (Awabil &
Akosah, 2018; Wright, 2002). Since online services are accessible everywhere, young people can use them to
40 PATRICIA MAWUSI AMOS, JOHN RYE DJABAH ADADE, ANASTASIA ACHIAA DUODU

address their therapeutic goals (Hanley, 2011; Hanley et al., 2017). Often, many older therapeutic clients
value online counseling but do not consent to using it, due to its association with the usage of technology
(Leibert & Archer Jr., 2006). Indeed, this non-consented act has hindered counselors’ usage of online
counseling (Amos et al., 2020). Private practitioner websites, information and referral websites, university or
hospital-based clinics services, non-profit crisis lines and hosting services are the various models on the
Internet through which online counseling operates (Finn & Bruce, 2008). Social media, videoconferencing,
Internet-based chats, emails and instant interactive communication, such as chat rooms have been efficacious
and prominent in delivering online counseling services (Andersson, 2018; Cipolletta & Mocellin, 2018;
Tannous, 2017).
According to Bacıoğlu and Kocabıyık (2019) and Tanrikulu (2009), counselling trainees indicated that they
had had education about the uses of online counseling. They were also adequately informed of the service,
and as such, they found it attractive to use (Bac & Kocab, 2019; Jaafar, 2011; Kotsopoulou et al., 2015;
Tanrikulu, 2009). Counselor trainees viewed online counseling as quick to access, comfortable, time-saving
and highly technological. They also reported that it is helpful, quite prevalent, economical, and undoubtedly
modern (Andersson, 2009; Bac & Kocab, 2019; Cipolletta & Mocellin, 2018; Tanrikulu, 2009).
However, they were adversely concerned regarding some of its characteristics. The concerns focused on its
application (Haberstroh et al., 2008; Kotsopoulou et al., 2015; Tanrikulu, 2009). They reported that the
counselor-client relationship is not an in-person one. In addition, the technology used can be problematic for
some individuals. The trainees further indicated that online counseling can actually be time-consuming,
especially in a synchronous session (Dowling & Rickwood, 2014; Dowling & Rickwood, 2013; Haberstroh
et al., 2008; Kotsopoulou et al., 2015). They also reported that online counseling may contribute to Internet
and social media addiction. In some cases, online counseling platforms do not offer an appropriate
environment for counseling. They, therefore, concluded that to some extent, online counseling is not safe
(Bac & Kocab, 2019; Haberstroh et al., 2008; Kotsopoulou et al., 2015; Tanrikulu, 2009).
Contrary to the views that counseling trainees put forth, counselors viewed online counseling platforms as
safe environments for counseling (D’Arcy J. Reynolds et al., 2016; Foon et al., 2020; Hanley et al., 2017).
They further reported that online counseling offers them the opportunity to reach more students (Barak &
Grohol, 2011; D’Arcy J. Reynolds et al., 2016; Haberstroh et al., 2008; Richards, 2009). They viewed online
counseling as a service that enables anonymity, which can remedy stigma issues (Foon et al., 2020; Kevin
et al., 2013; Kupczynski et al., 2017; Smith & Gillon, 2021).
Though counselors viewed online counseling in a positive way, they still felt that the service was
unacceptable (Foon et al., 2020; Glasheen et al., 2015; Wangberg et al., 2007). Invariably, they lack adequate
technical competency to practice the service. They also reported that the technological resources available to
practice online counseling are inadequate. Counselors viewed the trend of online language and the use of
emojis as unfamiliar. They, therefore, fear miscommunication in the online counseling setting (Foon et al.,
2020; Glasheen et al., 2015; Kevin et al., 2013; Smith & Gillon, 2021).
 Online Counseling: Perceptions of Counselors, Counselor Educators and Trainees 41

Factors to Enhance Online Counseling

Informing clients of the limits of the core ethical requirement of confidentiality, potential benefits and
limitations of a therapeutic conversation, counselors are making recommendations to heighten interest in and
use of online counseling in educational institutions (Ardi et al., 2017; Dowling, 2015). However, absolute
security in the digital world does not exist. Thus, counselors must take steps to secure data and information
they receive from clients. Stakeholders in the helping industry must appreciate the professionally unique
ethical and legal implications of online counseling. Therefore, online counseling should be part of the
curriculum in counseling training. Aside from this addition, some counselors also feel that in-service training
would be an appropriate option (Bac & Kocab, 2019; Silvennoinen, 2020).
Counselor trainees confirmed Bacıoğlu and Kocabıyık’s (2019) and Silvennoinen’s (2020) assertion when
they recommended that counselor educators formalize online counseling into counselor education (Tanrikulu,
2009). Counselor trainees reported that technical problems in facilitating online counseling can frustrate the
counselor. Such technical problems may create a barrier for a counselor when responding to a client’s urgent
needs. Consequently, an online counseling platform without technical challenges may aid in the ease of using
online therapy.
Counselor trainees believe that, in online counseling, counselors might attend to different clients at a time.
The divided attention may slow the pace of online sessions and unduly increase a client’s bill (Haberstroh et
al., 2008). Counselor trainees agreed that counselors who practice online counseling from home must establish
professional boundaries. They must keep sessions’ information private, secure, and confidential (Haberstroh et
al., 2008; Kupczynski et al., 2017). They also believe that despite the anonymity that online counseling
offers, counselors must screen clients thoroughly before therapeutic sessions begin. For example, as part of
the intake procedure, counselors should encourage clients to provide recent photos to aid visualization and
identification during counseling sessions (Haberstroh et al., 2008).
Whiles considering the needs of young online clients, counselors must also consider their training for the
emerging online counseling services. Online counseling must rely on evaluated apps and programs with
support systems and be made convenient, affordable, flexible and easily accessible without challenges, such
as counselors’ emotional burden, delays in communication, distress and technological constraints (Kupczynski
et al., 2017; Nor Zainudin & Mohamad Yusop, 2018; Reynolds et al., 2015; Sosialita, 2019; Wong et al.,
2018). Counselors should consequently endeavour to complement traditional face-to-face counseling with
online counselling, and educate students about its benefits (Amos et al., 2020; Awabil & Akosah, 2018;
Tannous, 2017).

Rationale

Our cognitive abilities continuously enrich themselves when we constantly use technology in therapy. As
therapeutic clients’ psychosocial needs evolve, there is the need to address them with online counseling
services. Online counseling can efficaciously attend to presenting problems, a gateway to psychological help
and a complement to face-to-face interactions (Day & Schneider, 2002; Francis-smith, 2014). However, the
42 PATRICIA MAWUSI AMOS, JOHN RYE DJABAH ADADE, ANASTASIA ACHIAA DUODU

level which counselors, counselor educators and counselor trainees’ knowledge, attitude and usage of online
counseling is at, is unclear.
This study, therefore, sought to understand how counselors, counselor-educators and student counselors in
a Ghanaian university perceive online counseling. This study will stock the Ghanaian context of online
counseling, both theoretically and empirically, with the knowledge and information necessary regarding
effective delivery, skill training and counseling curriculum development. The following questions thus guided
the research: (a) What knowledge do counselors, counselor educators and counselor trainees have regarding
online counseling? (b) What is the attitude of counselors, counselor educators and counselor trainees towards
online counseling? (c) To what extent do counselors, counselor educators and counselor trainees use online
counseling services in their practice? (d) What measures can be put in place to promote online counseling at
a university?

Methods

Research Design

The present study employed an explanatory sequential mixed-method design. The design gathers
qualitatively to explain quantitative findings (Cohen et al., 2018; Creswell & Creswell, 2018; Leavy, 2017;
Sekaran, 2003). In the design, qualitative data explains the what, why and how of quantitative data gathered.
We, therefore, interviewed a small sample of individuals from a surveyed sample, to vividly clarify the
responses to the survey.

Population and Sample

The population for the study comprised of seven counselors (four males and three females), 11 counselor
educators (seven males and four females) and 134 final year undergraduate regular and sandwich counselor
trainees (78 males and 56 females) from the counseling department. We used the Simplified Formula
(Yamane, 1967) to ascertain the needed sample size. The formula satisfies notable criteria for a good sample
size (Gupta & Kapoor, 2002; Taherdoost, 2016a; Yamane, 1967). The total population of the final year
regular and sandwich undergraduate counselor trainees propelled a fishbowl sampling technique to select 90
(52 males and 38 females) of them.
Fishbowl draw is a random sampling technique that uses a lottery method to draw a sample from a
population. In this technique, a researcher rolls up and shuffle slips of paper in a bowl and draws out a
random sample (Ranjit Kumar, 2011). The procedure was easy because the total population for the study was
small. It eliminated sampling bias with a fair and equal chance to every sampling unit in the population.
We purposively sampled three counselors (two males and a female) and seven counselor educators (five
males and two females) to provide the needed information for the study. Purposive sampling is a conscious
selection of participants to include in a study (Gray et al., 2017; Leavy, 2017; Ranjit Kumar, 2011). We
 Online Counseling: Perceptions of Counselors, Counselor Educators and Trainees 43

selected counselors and counselor educators with adequate knowledge and experience in counseling service at
the university, and who are willing to provide information for the study.
Based on accessibility and their willingness to participate in an in-depth discussion of the quantitative data,
a total of 8 respondents (two counselors, two counselor educators and four counselor trainees) initially
sampled for the quantitative phase were conveniently selected to be participants for the qualitative phase. We
identified participants that were accessible. We used this approach because we initially sampled the
participants for quantitative data. In addition, the participants were also at the same institution (Gray et al.,
2017; Jackson, 2009; Leavy, 2017). The total number of respondents and participants for the study was 100.

Instrumentation

We developed and used structured questionnaires to collect data from respondents. The first section of the
questionnaire collected demographics. The second section, comprising of close-ended items with a 4-point
Likert-type scale (1 = strongly disagree to 4 = strongly agree), answered the research questions (Joshi et al.,
2015). The cut-off point to determine a negative perception towards an item was a mean score below 2.5.
Scores of 2.5 and above on value indicated a positive perception towards online counseling.
We ensured that every item contributed to testing a research question. The content was devoid of sensitive
and hypothetical questions. We checked the validity of the questionnaire with the translational validity
technique (Bolarinwa, 2015; Taherdoost, 2016b). Three carefully selected experts in Counseling Psychology at
the Counseling Centre of the University of Education, Winneba, explored the theoretical construct represented
in the questionnaire.
Outside experts reviewed the questionnaire items for readability, clarity and comprehensiveness. They rated
the questionnaire favorable for the research. We piloted the questionnaire on a randomly selected group of 30
people (15 men and 15 women) at the University of Cape Coast (Guerra et al., 2016; Perneger et al., 2015).
The respondents possess similar characteristics to the sampled respondents for the study. The piloting of the
questionnaire was to identify and resolve any confusing points in the questionnaire. The Cronbach’s alpha
obtained was 0.84, beyond a threshold of 0.70 as recommended (Sekaran, 2003; Tavakol & Dennick, 2011).
We subsequently used an unstructured interview to elicit in-depth information from participants (Creswell &
Creswell, 2018; Gray et al., 2017). We developed an aide-memoire to explore the research questions
systematically. Counseling psychologists at the University of Cape Coast validated the aide-memoire. We
interviewed three counselors, three counselor educators and three counselor trainees who possess similar
characteristics with the sampled respondents from the University of Education, Winneba to shape the
interviewing style and approach.

Data Collection and Analysis

We contacted, established rapport, and served respondents with informed consent forms. We administered
the questionnaire a week later. A 10-minute talk session with respondents preceded the administering of the
questionnaire. The talk session, held in a lecture hall at the Faculty of Educational Studies at the University
44 PATRICIA MAWUSI AMOS, JOHN RYE DJABAH ADADE, ANASTASIA ACHIAA DUODU

of Education, Winneba, re-echoed the purpose of the study and the need for data collection. We provided an
email address in case there would be a need for further clarifications. All questionnaires were retrieved.
We interviewed participants after processing the questionnaire responses. We assured them of confidentiality
and established anonymity by coding their identities. The recorded interview session for each respondent
lasted 20 minutes. The audios were passcode-protected. Participants validated the transcribed recordings.
We used descriptive statistics to process the quantitative data. Specifically, we employed mean scores and
standard deviations. We edited the data derived, categorized and entered them into SPSS statistical software
(Statistical Package for Social Scientists) to generate summary frequency tables. We also subjected the
qualitative data to thematic content analysis. We used a hybrid approach of inductive and deductive coding
and theme development to analyse the interview data (Fereday & Muir-Cochrane, 2006; Swain, 2018). A set
of priori codes created from the quantitative data analysis guided the addition of new codes. We subsequently
followed the stages of data coding that Fereday and Muir-Cochrane (2006) developed, to identify the themes.
We used the qualitative responses to support the quantitative data for an in-depth understanding of the study.

Results

The aim of the study leveraged the analysis of the data ascertained. The following results constitute the
questionnaire analysis of participants and the identified themes from the interviews that followed the
quantitative data collection.

Questionnaire

The items in the questionnaire solicited responses to the four main research questions of the study.
Responses revealed that though online counseling resolves various psychosocial issues among students, its
format is relatively less popular with low patronage and is more negated at the university. Respondents
agreed that an uplift in infrastructure and facility could make it attractive to counselors and clients.
The first research question sought information about the knowledge that participants had about online
counseling. The results indicated that online counseling does not meet a popularity benchmark at the
university. The results are presented in Table 1. The results in Table 1 reveal that the total score of
respondents on knowledge regarding online counseling services did not meet the criterion mean score of 2.5
[counselors (M = 2.20; SD = .96), counselor educators (M = 2.43; SD = .99) and counselor trainees (M =
2.61; SD = .76)] with exception to a few positive scores on specific items from a specific category of
respondents. This is an indication that respondents generally have little knowledge regarding online counseling
services. Nonetheless, in terms of specifics, counselor trainees are aware that online counselors use
technologies in the therapeutic process (M = 3.59; SD = .49). Counselor educators (M = 2.86; SD = 1.07)
and counselors (M = 2.67; SD = .58) expressed similar sentiments.
Research question two identified participants’ attitudes towards online counseling. The results indicated the
level to which participants held a negative view towards online counseling. The results are presented in Table 1.
 Online Counseling: Perceptions of Counselors, Counselor Educators and Trainees 45

The results in Table 1 show that the respondents have a generally negative attitude towards online counseling.
The general attitude score for counselors (M = 2.07; SD = .69), counselor educators (M = 2.45; SD = .91),
and counselor trainees (M = 2.22; SD = .91) fall within the disagree range. Counselor educators’ scores on
specific items (M = 2.86; SD = .38, M = 2.86; SD = 1.07, M = 2.86; SD = 1.07) are higher than the cut-off
point of 2.5, which indicated that they have a positive attitude towards those particular items. Counselor
trainees also exhibited a positive attitude towards using online counseling as a supplement to face-to-face
counseling (M = 2.81; SD = .92) and accepted online counseling for its ease in termination of therapy (M
= 2.60; SD = .96).
Research question three examined the extent to which counselors, counselor educators and counselor
trainees utilise online counseling in their services. The results indicated that counselors use online counseling
services to solve a wide range of students’ psychosocial problems. The results are presented in Table 1. The
results in Table 1 reveal that counselors provide online counseling to help clients resolve relationship
problems (M = 2.67, SD = .58). Counselor educators also use online counseling to deal with relationship
problems (M = 2.64, SD = 1.15), clients’ traumatic experiences (M = 2.71, SD = 1.11), reproductive health
issues (M = 2.71, SD = 1.25) and socio-phobic conditions (M = 2.71, SD = .69). Counselor trainees also use
online counseling, primarily to find educational and career information (M = 2.98, SD = .97), solve
relationship problems (M = 2.84, SD = 1.03) and those related to social-phobic concerns. However, individual
mean scores suggest that the counselors (M = 2.17, SD = .92) do not use online counseling for those
purposes. However, counselor educators (M = 2.52, SD = .91) and counselor trainees (M = 2.57, SD = .94)
use online counseling for the purposes stated in Table 1.
Research question four sought measures that can be put in place to promote online counseling at a
university. The results suggested rapid online counseling infrastructural and technical development to aid easy
accessibility. The results are presented in Table 1. The results in Table 1 indicate that there is general
agreement among counselors (M = 3.06, SD = .1.39), counselor educators (M = 3.07, SD = .59) and
counselor trainees (M = 3.10, SD = .93). The scores for responsive measures in enhancing online counseling
accessibility in the counseling practice are above the cut-off point below 2.5 for a negative attitude. In other
words, the respondents agreed that some infrastructure, facilities, and conditions are necessary for accessing
online counseling at a university.

Table 1
Results From Questionnaire

Research question 1: Respondents’ knowledge on online counseling

Counselor Counselor
Counselors
Item educators trainees
M SD M SD M SD
Online counseling is easy to access. 1.67 .58 2.86 .90 2.60 .80
Online counseling has privacy. 1.67 .58 2.43 .79 2.57 .81
It enhances psychological safety of clients. 2.67 .58 2.00 .82 2.53 .89
46 PATRICIA MAWUSI AMOS, JOHN RYE DJABAH ADADE, ANASTASIA ACHIAA DUODU

No need for attendees at counseling sessions. 2.67 1.15 2.71 1.11 2.34 .97
It provides permanent records for future use. 1.33 .58 1.86 1.07 2.44 .74
It is accessible for any counselor. 2.00 1.73 2.43 1.27 2.54 .89
It requires the use of technologies. 2.67 1.15 2.86 1.07 3.59 .49
It provides means to get a variety of services. 2.67 .58 2.29 .95 2.80 .84
All online counseling resources are trusted. 2.33 1.15 2.29 .95 2.19 .67
It is effective with socially marginalized clients. 2.33 1.53 2.57 .98 2.47 .50
Mean of Means (MM) 2.20 .96 2.43 .99 2.61 .76
Research question 2: Respondents’ attitude towards online counseling
I prefer online counseling to traditional face to face counseling. 1.67 1.15 2.00 1.00 1.91 .91
Online counseling should be used as a supplement to
2.67 .58 2.86 .38 2.81 .92
face-to-face counseling.
I feel more comfortable using online counseling than
1.67 .58 2.29 .76 2.19 .97
face-to-face counseling
Using online counseling would help clients discover themselves. 2.33 .58 2.14 .90 1.98 .73
For personal problems, I might recommend online counseling. 2.33 .58 2.43 .53 2.00 .99
It is unethical to use online counseling, since it violates clients’
1.67 .58 2.86 1.07 2.41 .97
confidentiality.
Proper therapeutic assessment can be done using online
2.33 1.15 2.29 1.25 1.99 .73
counseling.
There is inaccessibility to clients’ non-verbal cues when using
1.67 .58 2.43 1.27 1.99 .95
online counseling.
Online counseling encourages misinformation from clients. 2.67 .58 2.86 1.07 2.27 1.00
Termination of counseling session is easier using online
1.67 .58 2.32 .82 2.60 .96
counseling.
Mean of Means (MM) 2.07 .69 2.45 .91 2.22 .91
Research question 3: Respondents’ use of online counseling
For relationship problems. 2.67 .58 2.64 1.15 2.84 1.03
For resolving adjustment disorders. 2.33 1.15 2.22 .69 2.56 .95
To give educational and career information. 2.33 .58 2.43 .79 2.98 .97
To deal with traumatic experiences. 2.00 1.00 2.71 1.11 2.18 1.10
To resolve psychological problems. 2.33 .58 2.52 .82 2.18 1.10
For resolving reproductive health issues. 1.67 1.15 2.71 1.25 2.47 .89
For social-phobic clients. 1.67 1.15 2.71 .76 2.79 .81
To resolve problems of marginalized clients. 2.43 1.15 2.21 .69 2.53 .66
Mean of Means (MM) 2.17 .92 2.52 .91 2.57 .94
Research question 4: Respondents’ ways to promote the use of online counseling
An online counseling link should be attached to students’ portals. 3.20 1.73 3.28 .58 3.46 1.21
There should be appropriate training for counselors in online
3.13 1.53 3.14 .38 3.40 1.09
counseling.
 Online Counseling: Perceptions of Counselors, Counselor Educators and Trainees 47

Provision of technological resources for counselors to facilitate

3.25 1.00 3.37 .49 3.67 .60
their works.
Inform clients of the limits to confidentiality in online
3.00 1.00 3.14 1.07 3.40 .81
counseling.
Protection of online transcripts against unauthorized access
2.83 1.53 3.10 .49 3.40 .80
and use.
Have backup of all online counseling relationships with
2.93 1.53 2.50 .53 2.80 1.05
clients.
Mean of Means (MM) 3.06 1.39 3.07 .59 3.56 .93
Note. N=100. Scale: Mean (M); Standard Deviation (SD)

Unstructured Interview

The results from the unstructured interview gave credence to the findings in the questionnaire. Succinct
themes and subthemes that vividly explains the prior views of respondents emerged. The results are presented
in Table 2.

Table 2
Results From Unstructured Interviews

Research objectives Themes Subthemes Quotes from interviewees

Counselor educator 1: “Online
Technology: A backbone
counseling is a counseling with
of online counseling
the use of technologies”
Counselor 1: “It is a way of
Describe knowledge meeting a counselor virtually or
Role of technology in Online counseling reliance
regarding online online using either a phone, laptop
online counseling on technological gadgets
counseling or tablet to communicate with
clients for problem resolution”
Mobile phone: A major Counselor 2: “Online counseling
support gadget in online involves counseling a client on the
counseling mobile phone”
Counselor educator 2: “Some
Online counseling is
clients do not have the courage to
associated with
pour out their emotional feelings
emotional inhibition
in physical presence of a counselor”
Describe attitude Counselor educator 1: “No, I won’t
Online Counseling is Online counseling is
towards online recommend online counseling
unrecommendable associated with
counseling because not all clients are
computer literacy
computer literate”
Online counseling Counselor 2: “The use of online
violates client’s counseling violates clients’
confidentiality confidentiality”
48 PATRICIA MAWUSI AMOS, JOHN RYE DJABAH ADADE, ANASTASIA ACHIAA DUODU

Research objectives Themes Subthemes Quotes from interviewees

There are missing Counselor trainee 1: “No…because
nonverbal cues in you cannot appropriately observe the
online counseling nonverbal behaviors of the clients”
Counselor 2: I use online services
to trace how my clients are faring
in their relationships. Some out of
session therapy require close
Problems in Relationships monitoring and prompt feedback.
Through online resources I am
able to identify the progress made
and also attend to any new
Describe how Online counseling emerging needs of my clients.
online counseling mostly solve
services are used psychosocial problems Counselor 1: After a guidance
talk, I normally give out my email
address and WhatsApp number to
participants to get in touch in case
Stress in career
of any further assistance. I am
choice decisions
happy to inform that this platform
is helping my clients get further
directions with respect to their
career intentions and education
Counselor 2: “Most of the
Technical training for
counselors require technological
counselors and
training for the online counseling
counselor trainees
services”
Technological Counselor trainee 3: “unstable
infrastructure Internet connections can affect the
enhancement on quality of relationship when using
university campuses counseling online
Describe measures Accessibility through Counselor trainee 1: “The
Adequate investment
to promote the technical and universities need to equip
in online counseling
use of online infrastructural counselors with resources to
gadgets
counseling enhancement facilitate online services”
Counselor trainee 2: To make
online counseling another
alternative for addressing students’
Easy accessibility of difficulties, there is the need to
online counseling to link students’ portals to online
students counseling resources where students
could have unrestricted access to a
counselor at any time and any
place
 Online Counseling: Perceptions of Counselors, Counselor Educators and Trainees 49

Discussion

The study ascertained that participants have relatively limited knowledge regarding online counseling
services. This finding differs from scholars (Bac & Kocab, 2019; Bastemur & Bastemur, 2015; Tannous,
2017) who asserted that university counselors and students have a positive viewpoint towards online
counseling. This dissimilarity is best attributed to the deficiency in online technology literacy among the
university community and challenges of Internet coverage on university campuses in Ghana (Amos et al.,
2020).
Furthermore, online counseling principles and practices are not included in the counseling curriculum of
counselor training in the institution in Ghana (Amos et al., 2020). Therefore, some counselors are likely to
learn about online counseling only after their training. Significantly, others are least likely to know about
online counseling when their practices are at variance with the principles of using online services for
counseling. These findings awaken the assertion of Anthony (2015), who identified a need for counselor
training in transferring face-to-face skills to an online environment. The scholar noted that leading
professional bodies deemed this training not only desirable but essential. Also, Bastemur and Bastemur (2015)
and Tanrikulu (2009) asserted that online counseling should be a core training in counselor education.
The study also established that counselor trainees are aware that online counselors use technologies in the
therapeutic process, which was similar to the sentiments counselor educators expressed. Participants are also
aware that online counseling requires technological resources (e.g., laptop, phones, etc.) that should be
accessible to both counselor and client. This establishment confirms a circular assertion that Tannous (2017)
made, which is that social media is the most effective way that helps clients to get online counseling, since
it has a tremendous effect on a client’s life both during and after therapy. Imperatively, online counselors
need a certain degree of computer literacy and appropriate hardware to use online counseling (Nor Zainudin &
Mohamad Yusop, 2018; Snow et al., 2018).
Invariably, the findings suggest that there is a generally negative attitude towards the use of online
counseling. However, this finding is not consistent with the study of scholars (Bac & Kocab, 2019; Finn &
Bruce, 2008b; Kupczynski et al., 2017) who found a generally positive attitude towards online counseling.
This research finding confirmed those of a prior study (Chan & Cheng, 2004; Chester & Glass, 2006) that
reported that stakeholders held a less favorable view towards online counseling than to traditional face-to-face
means. Inadequate technological resources and a lack of awareness and training in online counseling might
have influenced this finding. In Ghana, however, online counseling is yet to receive endorsement from
policymakers, regulators, practitioners and associations of social workers.
Several counselors who participated in this research revealed further that they would recommend the
service to their clients who tend to be emotionally uncourageous in face-to-face counseling sessions; that is,
these clients would be more open and courageous to pour out their problems in online counseling. The
position of these counselors was supported by past researchers (Chester & Glass, 2006; Cipolletta et al.,
2018; D’Arcy J. Reynolds et al., 2016; Mora et al., 2008) who noted that online counseling offers an
alternative means for addressing clients’ problems and appropriate service for clients with face-to-face therapy
difficulties.
50 PATRICIA MAWUSI AMOS, JOHN RYE DJABAH ADADE, ANASTASIA ACHIAA DUODU

The use of online counseling resources may also provide psychological space for reticent clients to pour
out their pent-up feelings for remediation. Factors such as time and cost also greatly influenced the choice
of online counseling over traditional face-to-face counseling. Though the general attitude of mental health
workers toward online counseling is not encouraging, the complexity of clients’ needs, coupled with time and
cost factors, influenced counseling professionals to consider online counseling as a viable resource (Mora et
al., 2008).
On the other hand, numerous participants would not recommend the use of online counseling to clients.
Most of the reasons cited included the violation of clients’ confidentiality and digital illiteracy among the
population. The position of the majority of participants confirmed that among stakeholders, there is a less
favorable attitude in using online counseling as indicated in past research (Bac & Kocab, 2019; Finn &
Bruce, 2008a; Kupczynski et al., 2017; Mora et al., 2008; Wells et al., 2007).
This negative attitude could be from limitations of online counseling concerning the ability to provide a
proper assessment. Lack of accessibility to a client’s nonverbal behaviors and difficulties in establishing
therapeutic alliances due to concerns about confidentiality, liability, and misinformation from clients, are also
reasons why stakeholders share a negative view towards online counseling. Assessing clients’ congruence
during therapy is difficult using online counseling. The counselor would therefore find it difficult to observe
both verbal and nonverbal cues of a client. Subsequently, the counselor might miss relevant clues in
understanding a client’s problems. Indeed, the fear of losing out on this information is perhaps pushing many
participants to prefer traditional face-to-face counseling over online counseling.
Online counseling help clients resolve relationship problems. The conclusion is that the use of online
counseling in the counseling practice is relatively minimal. Some counselors, counselor educators and student
counselors use online counseling for relationship issues and to calmly process traumatic experiences. Some
also use it to access reproductive health information. Furthermore, counselors use it to solve socio-phobic
conditions and to give educational and career information to clients. The use of online counseling for
relationship issues is supported by past research findings, which indicated that relationship issues was the
most frequent problem presented by clients in the online format (Chester & Glass, 2006; Dowling &
Rickwood, 2013). It appears that the main issues facing counselor trainees are relationship problems and
stressful academic work.
Results also concluded that some respondents indicated using online counseling for socio-phobic clients.
This raises the issue of counselors undergoing online counseling training to ascertain conditions necessary for
online work. For instance, some conditions may require that clients be seen face-to-face, to better assist with
some interventions (Amos et al., 2020; Haberstroh et al., 2014; Poh Li et al., 2013). Therefore, it behooves
the counselor to discuss such matters with clients during the contract process, to ensure that the client is in
conformity with the conditions for online counseling before beginning therapy.
Also, a filled academic calendar is making it difficult for trainees to attend group counseling sessions. As
a result, many trainees see online counseling as quick and uninterrupted access to the counselor in moments
of challenging relationships. The use of online counseling for accessing education and career information is
confirmed by Cipolletta and Mocellin (2018), since most online practitioners described their online services
as educational. This study found that counselors use online services as supplementary service for feedback.
 Online Counseling: Perceptions of Counselors, Counselor Educators and Trainees 51

The counselors perhaps use online counseling to monitor the progress made by clients and revise therapeutic
interventions as and when necessary.
Lastly, participants agreed that some infrastructure, facilities and conditions are necessary for accessing
online counseling in the university setting. The measures for which the participants positively nominated
included attaching an online counseling link with students’ portals. The starting point for integrating online
counseling at the university involves creating an online counseling handle and connecting it with students’
portals to offer easy access for students. An online counseling handle linked to students’ portals would go a
long way in gaining students’ interest in accessing online counseling services.
Another significant measure reported was the provision of technological resources for counselors to
facilitate their work. There is a need for online technology resources to enable counselors to offer online
counseling. When counselors are technologically resourceful with online counseling handles available in
students’ portals, there will be an increase in online counseling services at the university. Most counselors
require technological resources for online counseling services and stable Internet connections when counseling
online. The availability of online technology resources would be highly beneficial in assisting counselors to
offer reliable online counseling services.
The findings of this study confirm the findings of scholars that clients have the rights to the limits of
confidentiality concerning online counseling to avert any psychological harm (Ardi et al., 2017; Bastemur &
Bastemur, 2015). Scholars Ardi et al. (2017) were also concerned with privacy in terms of handling online
counseling transcripts and other resources. The scholars agreed with the finding of this study that clients’
online transcripts must be protected against unauthorized access and use.
Admittedly, participants viewed that counseling online is ineffective, without stable Internet connections
and other online resources. Counselors need a laptop, tablet or phone and stable Internet connections to
render effective online counseling to both junior and senior members at the universities. Additionally,
participants reported that an online counseling link should be attached to students’ portals. These would
enable students to see which counselor is online for counseling and receive immediate feedback on clients’
progress. Furthermore, with this portal, students can have unrestricted access to counselors at any day and
time. The students will have more information on counselors’ competence in terms of the area of
specialization.

Implications

Online counseling is under exploration at the University of Education, Winneba. It lacks formal rules,
attention and resources. Thus, there is a poor knowledge of it. Factually, counselors, counselor educators and
counselor trainees have a pictorial understanding of the use of online counseling. However, it is not
practically used often among these professionals.
Imperatively, a blend of online and traditional face-to-face counseling will build capacity among counselors
and counselor trainees. It will also exert a necessary impact on the lives of troubled individuals at the
university. Invariably, a consideration of online counseling after an initial assessment of clients’ needs using
the traditional face-to-face method may be an exciting, though unexplored, option among counselors and
52 PATRICIA MAWUSI AMOS, JOHN RYE DJABAH ADADE, ANASTASIA ACHIAA DUODU

counselor trainees.
Counselors and counselor trainees have vowed to embrace online counseling when online resources are at
the university. There is a need for online counseling in the trainees’ counseling curriculum. That will prepare
them as the future group of counselors who would offer online counseling to assist students to navigate their
difficulties at the university. Counselor and counselor educators need to sharpen their technical skills in online
counseling, while also encourage each other to welcome it. That will enhance their competency and instill
confidence in their will to practice it.
Counselors and counselor trainees should endeavor to participate in Continuing Professional Development
(CPD) programs in online counseling. That will equip them to integrate face-to-face counseling with online
counseling during the therapeutic process. Being a face-to-face counselor and technologically inclined does
not imply that one can offer online counseling, however. Online counseling has become an expert area that
requires adequate training.
Presently there are associations in the western world, such as the Association of Counseling and
Psychotherapy Online (ACTO), that confer professional recognition for counselors who have trained with their
affiliate institutions to show certification of their training as an online expert. Counselors and counselor
trainees must consider being an expert in online counseling. On the other hand, counselor trainees may
consider online counseling with their clients during counseling practicum. That will expand their capacity in
online counseling.
In the area of relationship difficulties, reproductive health education, traumatic experiences, socio-phobic
related concerns and education and career information at the university, it is recommended that counselors
and counselor trainees use online counseling to monitor clients’ progress and offer timely feedback on clients’
self-management. The University Counseling Centre must be equipped by management to have adequate
online resources to render professional assistance to clients. Finally, an online counseling handle for students
must be part of the resources on students’ portals where students can have easy access to a counselor in a
moment of need.

Limitations

Counselors and counselor educators have busy work schedules at the University of Education, Winneba.
That fact limited the study to sample only a handful of them to partake in the study. If all of them had
responded, that might have improved the findings. Participants accessed online counseling when needed but
not as an official approach to counseling. That might have influenced the research findings that showed a
negative attitude towards and low patronage of online counseling. If online counseling were an official mode
of counseling in the university as face-to-face is, that might have relatively influenced the findings.

Future research

The current study was done at a public university in Ghana. Expectations were that the findings would
motivate other researchers to replicate this study in related educational institutions. This would shape the
 Online Counseling: Perceptions of Counselors, Counselor Educators and Trainees 53

training and practice of online counseling. Also, future researchers should be interested in finding out the
techniques and ethical guidelines that counselors use in online counseling. Future researchers should also
endeavor to find out the challenges facing counselors in using online counseling services at educational
institutions.
54 PATRICIA MAWUSI AMOS, JOHN RYE DJABAH ADADE, ANASTASIA ACHIAA DUODU

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Received July 15, 2021

Revision received January 13, 2022
Accepted January 26, 2022
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