Although some state licensure boards have temporarily overruled regulations that require teletherapy training, therapists have an obligation to receive teletherapy training. The AAMFT (2015) Code of Ethics states therapists only offer teletherapy services “after appropriate education, training, or, supervised experience.” This raises questions such as: where do therapists receive this training? And what constitutes best practices for training therapists to provide teletherapy? Unfortunately, researchers have found that COAMFTE-accredited programs encounter difficulties integrating teletherapy training (Pickens, Morris, & Johnson , 2020). Further, the majority of training resources focus on individual constellations of teletherapy, limiting their applicability to relationally-focused teletherapy.
The Association of Martial and Family Therapy Regulatory Boards (AMFTRB; 2016) has identified areas of training that should be included in teletherapy education, including: appropriateness of teletherapy, teletherapy theory and practice, modes of delivery, legal/ethical issues, handling online emergencies, and best practices/informed consent. While these are critical knowledge areas, MFTs may find that after developing foundational skills in teletherapy, they desire training for advanced issues, such as de-escalating conflict over technology, intimate partner violence, and adapting models of therapy for teletherapy. Unfortunately, many of the existing resources for teletherapy training are geared toward providing individual, not relational services, and MFTs will have a challenge locating resources to support them in addressing these “advanced” issues in teletherapy practice. While it is beyond the scope of this article to cover each of the advanced issues, the following offers guidance to MFTs seeking to adapt their theory of therapy for teletherapy.
Theory of therapy
Education in couple, marriage and family therapy programs puts a great deal of importance on trainees learning theoretical models of therapy. Incorporation of systemic models of treatment into the training of MFTs can be observed in the Professional Marriage and Family Therapy Principles: the AAMFT Code of Ethics (AAMFT, 2015), the MFT Core Competencies (AAMFT, 2004), the AMFTRB Examination Domains (2017), and state licensure requirements (COAMFTE, 2017). Due to the importance placed on MFTs being competent in systemic models of therapy, many MFT graduate training programs require trainees to develop a theory of therapy (Nelson & Prior, 2003). The theory of therapy assignment asks trainees to explain what the trainee does and why, with the backing of an established systemic theoretical model. Trainees describe how problems develop, how change occurs, the role of the therapist, interventions, and self-of-therapist considerations.
Although teletherapy has been found to be as effective as in person therapy services (Hilty et al., 2013), clinicians recognize that technology changes aspects of how therapy is practiced (Springer, Farero, Bischoff, & Taylor, 2016). Springer and colleagues highlight that teletherapy presents unique challenges that require therapists to be creative in how they conduct therapy over technology. It is unlikely that MFTs were required to address delivery of their theory of therapy over technology in its first conceptualization, therefore, therapists should revisit their theory of therapy and consider how teletherapy changes aspects of how they apply their theory of therapy. Sections of the theory of therapy that should be focused on are self-of-therapist, theoretical assumptions, and theory-based interventions.
Self-of-therapist. The MFT field encourages trainees to consider the way they influence the process of therapy, commonly referred to as self-of-therapist work (Aponte & Kissil, 2014). Self-of-therapist work supports trainees in considering how their values, biases, and experiences shape the way they engage with the therapeutic process and interact with clients (Fontes, Piercy, Thomas, & Sprenkle, 1998). MFTs report hesitancy to utilize teletherapy due to a wide variety of reasons, ranging from ethical concerns (Hertlein, Blumer, & Mihaloliakos, 2014) to believing that teletherapy is not an effective form of therapy (Pickens et al., 2020). These findings raise concerns that therapists’ beliefs about teletherapy may impact their willingness to offer such services, indicating that therapists should dedicate time to teletherapy related self-of-therapist work.
As MFTs prepare to provide teletherapy services, they should explore any fears, concerns, or biases they have related to teletherapy. The transition from sitting in the same physical space with a client, to being separated by geographical distance has the potential to create distress for therapists for a number of different reasons, such as losing control over the session or being worried that they cannot connect with their clients when using technology; and these fears can create barriers to being able to competently provide teletherapy services. To address teletherapy-related self-of-therapist issues, MFTs should consider areas related to their perceived level of comfort and competency with technology, biases about the value or effectiveness of technology-assisted services, fears about learning a new therapeutic skill, and to explore their experience with technology use and how those experiences may influence their openness to teletherapy services.
Existing resources can be utilized to support teletherapy specific self-of-therapist work. For example, several self-assessments exist online that allow individuals to assess their technology skills, as well as their understanding of HIPAA/HITECH regulations. Therapists who wish to explore their experiences with technology use can develop a technology-focused genogram that asks MFTs to consider ecological, structural and process elements related to technology use (Hertlein & Blumer, 2014). If an MFT realizes that they hold biases about the effectiveness of teletherapy services, they should read peer-reviewed research on the effectiveness of teletherapy (Caldwell, Bischoff, Derrig-Palumbo, & Liebert, 2017). Further, therapists can work through identified fears by seeking education and training. Therapists commonly cite concerns about managing risk issues with teletherapy (Luxton, Nelson, & Maheu, 2016) or how to develop therapeutic relationships through technology (Walther, 1996). Finally, therapists who feel overwhelmed about learning a new skill may benefit from reviewing the telebehavioral health competency framework (Maheu et al., 2018), which identifies areas of knowledge, skills, and attitudes at different levels of expertise (i.e., novice, proficient, authority). The framework may offer novice therapists benchmarks for how to build their expertise as teletherapists.
As MFTs prepare to provide teletherapy services, they should explore any fears, concerns, or biases they have related to teletherapy.
Assumptions of the model. Another area that should be revisited is the theoretical assumptions of the model. MFTs should consider the assumptions about how their theory works to create change with clients and the elements that are required to allow this change to occur. The theoretical assumptions inform therapists about their role in the therapy process (i.e., power, integration into the client system, developing a therapeutic alliance). Therapists should consider how access to and competency with technology influences power dynamics, within both the therapeutic relationship and the family system. Theoretical models that emphasize collaborative therapeutic relationships will require therapists to overtly discuss power differentials related to access to stable internet connections or higher quality hardware. A structural therapist should consider how parents who lack technological competencies may rely on their children to manage technology requirements for therapy, which could reinforce the children holding greater power in the family system.
Theoretical assumptions also instruct therapists in what information they should attend to during session. If an experiential therapist requires access to nonverbal information to detect emergent emotions in session (i.e., anxiously tapping a leg, fidgeting with their hands), how will the clients’ proximity to the camera impact critical information being observed? Finally, theoretical assumptions identify what produces changes; therefore, in what ways, if any, does the use of technology to deliver therapy impact a therapist’s ability to create change? A Bowenian therapist may realize that teletherapy creates unique opportunities for family of origin work, in which three (or more) generations may be able to attend a teletherapy session, when a number of barriers prevented this from occurring with same room services.
Interventions. The final area for consideration is key techniques and interventions. As teletherapy limits some of the ways in which therapy is practiced, therapists need to consider the step-by-step process of using specific interventions. MFTs can use the following questions to revisit model specific interventions that are used to facilitate change: What is the objective of the intervention? When in therapy should the intervention be used? What is the therapist’s role in the intervention? How do you explain the intervention to the clients? What, if any, materials will clients need to participate in the intervention? What is the therapist observing during the intervention (i.e., what information is important)? How do you process the intervention with your clients?
The answers to each of these questions will provide the therapist with a deeper understanding of the intervention, which will then be used to consider how the intervention translates to online delivery. For example, if a structural therapist wishes to manipulate family structure in session by moving clients and furniture, how do aspects of teletherapy impact a therapist using this intervention? Or, how do space limitations in the clients’ therapy location or clients being in multiple locations during session (e.g., a deployed parent) impact a symbolic experiential therapist’s ability to utilize sculpting during a teletherapy session? The therapist will be challenged to creatively adapt the sculpting intervention, such as relying on items at each clients’ location that can be used to depict the family’s emotional system such as clay models, drawing family members, or positioning toys in front of the camera. Sculpting can also be adapted as a homework assignment in which the family is able to film or take pictures of the sculpting in a more spacious location than where they log on for the telesession. Finally, several MFT models utilize silence as an intervention, however silence over technology (i.e., did we lose internet connection) may raise a different type of anxiety than silence in a same room session. These examples are presented to highlight the importance of considering the purpose and process of commonly used interventions and how these interventions will be delivered during a teletherapy session.
Conclusion
With the global pandemic placing MFTs in the position of transitioning to teletherapy, there is an increasing need for training on how to ethically and competently provide these services. Although a number of resources exist that can guide therapists in considering ethical and practical steps to starting a telepractice, many therapists request trainings that address advanced issues. Moving traditional services online challenges therapists to consider how the unique characteristics of teletherapy requires creative adaptations to their theory of therapy. MFTs should revisit their theory of therapy, considering self-of-therapist issues, their model’s assumptions about problem development and change, and the implementation of interventions. Therapists can also consider how they build and maintain a therapeutic alliance through technology, and specific ethical and legal issues relevant to teletherapy. Taking these steps are one way in which MFTs can develop the skills to competently offer teletherapy services.

Jaclyn Cravens Pickens, PhD, LMFT-Associate, AAMFT Approved Supervisor is an assistant professor in the Couple, Marriage, and Family Therapy program at Texas Tech University. Her research and clinical interests focus on the integration of technology into the lives of clients and the CFT profession, including technology-related clinical issues and the practice of teletherapy. She is a Clinical Fellow of AAMFT, maintains a private practice in Lubbock, TX, and offers teletherapy training and consultation through Connect LLC. www.connecttmh.com
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