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The Effects of High and Low Technologies on Emotional Support for Caregivers: An Exploratory Study

Author

Listed:
  • Robert Z. Zheng

    (University of Utah, Salt Lake City, UT, USA)

  • Candice M. Daniel

    (VA Salt Lake City Medical Center, Salt Lake City, UT, USA)

  • Robert D. Hill

    (University of Utah, Salt Lake City, UT, USA)

  • Marilyn Luptak

    (University of Utah, Salt Lake City, UT, USA)

  • Bret L. Hicken

    (University of Utah, Salt Lake City, UT, USA & VA Salt Lake City Medical Center, Salt Lake City, UT, USA)

  • Marren Grant

    (VA Salt Lake City Medical Center, Salt Lake City, UT, USA)

  • Randall Rupper

    (VA Salt Lake City Medical Center, Salt Lake City, UT & University of Utah, Geriatric Research Education and Clinical Center, Salt Lake City, UT, USA)

Abstract

Understanding the role of modern technology in providing adjunctive emotional support to caregivers has been a focus in contemporary caregiving research. However, it remains largely unknown (1) whether there are differences regarding the technologies used in caregiving support to achieve this objective and (2) which factors influence the outcome of emotional support. The current research describes a framework to address this issue and examines the role of different technologies in supporting caregiver emotional needs. Sixty older caregivers were recruited in the current study and randomly assigned to high and low technology guided caregiver support conditions. The findings revealed a significant impact in the high technology guided intervention for emotional support as measured by burden reduction. The discussion on the use of high technology guided support strategies for older caregiver training is offered with implications for future research and practice.

Suggested Citation

  • Robert Z. Zheng & Candice M. Daniel & Robert D. Hill & Marilyn Luptak & Bret L. Hicken & Marren Grant & Randall Rupper, 2013. "The Effects of High and Low Technologies on Emotional Support for Caregivers: An Exploratory Study," International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), IGI Global, vol. 3(3), pages 34-45, July.
    • Handle: RePEc:igg:jcbpl0:v:3:y:2013:i:3:p:34-45
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