Vakgroep Psychologie, Gezondheid & Technologie

Perceived Drivers and Barriers to the Adoption of eMental Health


Type of assignment:  Bachelor

Internal or external?  Internal                                                                                               

How many students possible? 2

Own data collection or existing data?  Own data collection

Type of research (qualitative empirical, quantitative empirical, mixed-method, literature review):   Qualitative data 



In a recent study by Feijt, de Kort, Bongers, and IJsselsteijn (2018) mental health professionals were interviewed on the drivers and barriers they experienced with relation to technology in mental healthcare. On the basis of their findings the ‘Levels of Adoption of eMental Health Model’ was proposed which categorized and structured the drivers and barriers currently relevant to mental health professionals in eMental health adoption and use.


For your study you will study to what extent the proposed model of (Feijt et al., 2018) is applicable to the expectation psychology students have about drivers and barriers for eMental health use. You will examine whether the answers of the students can be comprehensively captured by the themes from the ‘Levels of Adoption of eMental Health Model’, whether (small) adjustments need to be made, and whether current education addresses the barriers that already working mental health professionals describe.


Who are we looking for?

A motivated student interested in doing a state of the art, concise qualitative study on the intersection between technology and mental health.


What do we offer?

Enthusiastic supervision and possible connection to the authors who worked on the study with the mental health professionals.



Dr. Matthijs Noordzij



Feijt, M. A., de Kort, Y. A., Bongers, I. M., & IJsselsteijn, W. A. (2018). Perceived Drivers and Barriers to the Adoption of eMental Health by Psychologists: The Construction of the Levels of Adoption of eMental Health Model. Journal of Medical Internet Research, 20(4), e153.