The Influence of the Education Level on the Use of Internet-Based Psychological Intervention in The Face of COVID-19 On the Wazi Web Platform
DOI:
https://doi.org/10.53819/81018102t7014Abstract
The study sought to investigate the impact of education level on the adoption of internet-based psychological interventions, with a primary focus on "Wazi" online therapies. The COVID-19 pandemic necessitated various approaches to managing psychological challenges, highlighting the influence of different factors on the adoption of internet-based therapeutic interventions. Utilizing both quantitative and qualitative research methods, data was collected from 215 respondents, including 210 clients and five therapists, through simple random and purposive sampling techniques. An online semi-structured questionnaire was employed, and the data was analyzed using SPSS version 24.0 and MS Excel for complementary analysis. The findings revealed a strong positive correlation between the client's education level, socioeconomic status, and the effectiveness of internet-based psychological interventions (r = 0.87, p = 0.04). The study concluded that education and socioeconomic factors play significant roles in encouraging participation in online psychological interventions. It recommends that the government support training on necessary skills and scrutinize existing guidelines to improve computer literacy and education levels, thereby increasing technological efficiency. The outcomes of the study will benefit counselors, psychologists, and other mental health providers by offering new treatment approaches for quality mental health services through online platforms. Additionally, it will aid the government and policymakers in aligning mental health policies with current technological realities. These results will assist parents, guardians, and youths in preparing for online psychological interventions, thereby increasing access to mental health services and contributing to a healthier population.
Key Words: Mental Health, therapy, psychological interventions, literacy
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