PSYCHOLOGICAL FACTORS OF TRUST IN SELF-HELP PROGRAMS IN THE CONTEXT OF THE DIGITALIZATION OF PSYCHOLOGICAL ASSISTANCE

Abstract

The article presents a theoretical analysis of the psychological factors influencing trust in self-help programs in the context of the digitalization of psychological assistance. The relevance of the study is determined by the rapid spread of digital technologies in the field of mental health, the growing popularity of online self-help programs, mobile applications, psychological platforms, personal development courses, and other digital tools aimed at supporting psychological well-being. As the demand for accessible psychological assistance continues to increase, self-help programs are increasingly viewed as an alternative or supplement to traditional forms of psychological counseling and psychotherapy. At the same time, the effectiveness of such programs largely depends on users’ trust in the proposed methods, content, information sources, and digital platforms, which highlights the need to investigate the psychological mechanisms underlying the formation of this trust. The paper analyzes contemporary approaches to understanding the phenomenon of self-help and the specific features of its development in a digital society. The psychological essence of trust is examined as an important factor in decision-making regarding the use of self-help tools. Particular attention is paid to personal characteristics that may influence trust in self-help programs, including self-efficacy, the need for autonomy, locus of control, readiness for independent problem-solving, and specific patterns of users’ digital behavior. The study demonstrates that trust in self-help programs is formed under the influence of a complex set of interrelated psychological, cognitive, and social factors. Among the most significant are the perceived competence of the program author or developer, the clarity and accessibility of information, previous experience of receiving psychological assistance, the level of digital literacy, social approval, and recommendations from other users. It is shown that in the digital environment trust is largely shaped through mechanisms of social validation, the authority effect, content personalization, and emotional identification with the author or user community. It is substantiated that a high level of trust in self-help programs can contribute to greater user engagement, more consistent use of psychological self-help tools, and the development of self-regulation skills. At the same time, uncritical acceptance of digital psychological content may create risks associated with the dissemination of pseudopsychological practices, oversimplified solutions to complex psychological problems, and the replacement of professional psychological assistance with insufficiently evidence-based forms of self-help. The article emphasizes the importance of developing users’ psychological and digital literacy as a prerequisite for the informed selection of self-help programs and for enhancing the effectiveness of digital psychological support tools. The theoretical conclusions presented in the article may be applied in further research on the psychological mechanisms of trust in digital forms of psychological assistance, in the development of effective self-help programs, as well as in psychological counseling practice, psychoeducational activities, and the promotion of responsible use of digital resources in the field of mental health.