PSYCHOTHERAPY ENGAGERS VERSUS NON-ENGAGERS

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Research Question 8: Do proportions of therapist information about the process of helping differ across time (1 st , 2 nd , and 3 rd thirds of intake sessions) and condition (engager versus non-engager)? For information about the process of helping, the Condition X Time interaction was statistically significant, F(2, 3856) = 10.86, p < .001. Planned comparisons indicated that therapists did not significantly differ in their use of information about the process of helping with engagers versus non-engagers in the first third of the sessions, F(1, 3856) = 0.42, p = .517, second third of the sessions, F(1, 3856) = 0.71, p = .398, or last third of the sessions, and F(1, 3856) = 4.05, p = .044. Figure 8 depicts the Condition X Time interaction for the adjusted estimated mean percentages of information about the process of helping. 95
Estimated Likelihood (%) 60 50 40 30 20 10 0 Information about the Process of Helping 1st Third 2nd Third 3rd Third Thirds of Intake Session 96 Non-engager Engager Figure 8. Adjusted estimated mean percentages of information about the process of helping for engagers and non-engagers across thirds of the intake session. The Condition X Time interaction was significant, F(2, 3856) = 10.86, p < .001. Engager and non-engager groups did not significantly differ from each other (comparing vertically) within any of the thirds. Research Question 9: Do proportions of therapist information in the form of facts, data or opinions differ across time (1 st , 2 nd , and 3 rd thirds of intake sessions) and condition (engager versus non-engager)? For information in the form of facts, data or opinions, there was no statistically significant Condition X Time interaction, F(2, 3856) = 2.17, p = .115, and so we removed the interaction term from the model and tested the main effects models. Therapist use of information-facts/data/opinions did not differ between engagers and non-engagers in the intake sessions, F(1, 3861) = 1.36, p = .244. However, therapist use of information- facts/data/opinions did differ across thirds of the intake, F(2, 3858) = 25.57, p < .001.
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ABSTRACT Title of Document: PSYCHOT
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PSYCHOTHERAPY ENGAGERS VERSUS NON-E
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Table of Contents List of Tables ..
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Last Third of the Intake: Helping S
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List of Figures Figure 1: Approval-
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therapists (Hill & Lent, 2006), tha
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third of the intake) and types of t
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“completed treatment” - from a
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ange on the OQ-45.2 when beginning
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Wierzbicki and Pekarik (1993) condu
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Enabling factors or barriers refer
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MI evaluation were statistically si
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later dropout (Barrett et al., 2008
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male) at a university counseling ce
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= 12.3, p < .001, and lower rates o
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F(1, 261) = 40.64, p < .001. Limita
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clinic in a medium-sized Midwestern
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Summary. In summary, there are seve
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quality of the technique (e.g., app
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therapist behaviors which may be be
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of the three judges. Based on an ex
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theoretical orientation. Furthermor
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occur after closed questions, and I
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Elliott’s (1985) system used in t
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8 women who were interviewed to det
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lasted 20 minutes for each type, tr
Page 53 and 54: corresponded to similar categories
Page 55 and 56: does not provide restatements, refl
Page 57 and 58: presenting concerns, psychosocial h
Page 59 and 60: counselors was reported. Minimal fa
Page 61 and 62: (1991); and Tryon (2003). At the en
Page 63 and 64: counselor’s emphasis from gatheri
Page 65 and 66: composed of volunteer undergraduate
Page 67 and 68: Table 3 Tryon (2003) Mean Number an
Page 69 and 70: therapy service at the university (
Page 71 and 72: treatment outcome (which means the
Page 73 and 74: Chapter 3: Statement of the Problem
Page 75 and 76: engagement, and f) a definition of
Page 77 and 78: the intake session, and about 4% wi
Page 79 and 80: Research Question 9: Do proportions
Page 81 and 82: Chapter 4: Method The present study
Page 83 and 84: Indian and Portuguese; aged 20-28,
Page 85 and 86: or abandoned by romantic partners.
Page 87 and 88: Intake sessions. When clients arriv
Page 89 and 90: unitizer had a unit in a meaningful
Page 91 and 92: Table 4 Proportions of Helping Skil
Page 93 and 94: Table 6 Proportions of Helping Skil
Page 95 and 96: to the last third of the session, a
Page 97 and 98: second to last third, F(1, 3858) =
Page 99 and 100: Estimated Likelihood (%) 12 10 8 6
Page 101 and 102: significant, F(1, 3856) = 3.95, p =
Page 103: Research Question 7: Do proportions
Page 107 and 108: Research Question 10: Do proportion
Page 113 and 114: Client Avoidant Attachment Scale Av
Page 115 and 116: Client Outcome Expectations How con
Page 117 and 118: minimal encouragers since the 2009
Page 119 and 120: In contrast, information about the
Page 121 and 122: duration. This null finding diverge
Page 123 and 124: Limitations Although the present st
Page 125 and 126: for need for therapy and “How con
Page 127 and 128: Appendix A: Preliminary Tests of Th
Page 129 and 130: Barrett, M., Chua, W., Crits-Christ
Page 131 and 132: Dodd, J. (1970). A retrospective an
Page 133 and 134: Hampton-Robb, S., Qualls, R. C., &
Page 135 and 136: Hill, C. E. (2009). Helping skills:
Page 137 and 138: Johansson, H., & Eklund, M. (2005).
Page 139 and 140: Ligiero, D. P., & Gelso, C. J. (200
Page 141 and 142: Pekarik, G. (1983). Follow-up adjus
Page 143 and 144: Stiles, W. B. (1978). Verbal respon
Page 145: Willer, J. (2009). The beginning ps
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PSYCHOTHERAPY ENGAGERS VERSUS NON-ENGAGERS

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