Page 67 - FSJ June 2012

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J U N E 2 0 1 2 / F O R E I G N S E R V I C E J O U R N A L
67
S
CHOOLS
S
UPPLEMENT
serious thought. Then it dawned on
me: it would make sense to continue
seeing my clients online. I saw no rea-
son why it would not work with clients
with whom I had already established
rapport.
At 4:50 a.m. on July 6, 2011, I
turned on my computer, logged onto
my newly built therapy Web site,
ready for my first telepractice session
— and hoped! All I could think to
myself was: What will I do with a
whole 30 minutes if I can’t see or hear
my client properly? What if she can’t
understand me?
Then I saw her name come onto
the screen; she had signed on. Okay,
I thought: that worked. Then up
popped her cute little face. Oh, it’s
great to see her again, I thought. But
my heart was still racing.
I began to speak, and she smiled. I
finally exhaled; if all else failed, she
would at least be able to see and hear
me.
And she did — she never missed a
beat during our session. We under-
stood each other, and together we
accomplished the same tasks that we
had so many times before, sitting in
her family’s front room in Brazil.
Was it the same? Not quite. I
couldn’t give her a sticker for her good
Just like the special
education teacher in a
school, online providers
target specific deficits
that impair an
individual’s ability to
succeed in social or
academic situations.
Continued on page 72