Technology has proven itself to be invaluable across many disciplines, including psychology. With the rise in technological advancements, services are now can be provided through technological media. This chapter describes tele-mental health (TMH) services, which refer to the supports (e.g., therapy, consultation, intervention, coaching) that are provided in ‘real time’ by practitioners to clients through telephones, cellphones, computers, tablets and any other device that can facilitate communication with the aid of technology. This chapter in particular focuses on TMH services that are facilitated through video-chat interfaces. The origins and evidence base for TMH are included, along with recommendations for ethical and legal considerations, as well as rapport building. Though practitioners may be hesitant to deliver TMH services, the purpose of this chapter is to provide readers with enough information to help prepare them for the field and ease any reservations they may harbor

Media is so embedded in the lives of infants and toddlers that it should no longer be considered a nuisance variable that could affect development but rather a fundamental part of the context in which development occurs. Parents, educators, and policy makers often remain polarized in the adoption of digital devices, either acting with extreme concern or overly optimistic enthusiasm (Lauricella, Blackwell, & Wartella, 2017). Researchers have recognized that it is not only the amount of time with which children were interacting with these technologies but also how and what they were engaging with that predicted learning and other outcomes (Lauricella et al., 2017). However, accurately assessing the content and context of media use during early childhood has been problematic, with some methods leading to overestimation and others to underreporting of media exposure (Vandewater & Lee, 2009).