PSYCHOTHERAPY ENGAGERS VERSUS NON-ENGAGERS

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compared to non-engagers regarding the timing of therapist verbal interventions. For engagers, the number of closed questions decreased as the intake session progressed, while the number of information-giving statements increased as the session progressed. For non-engagers, the amount of closed questions increased and then decreased; information-giving showed the inverse pattern (initial decrease then later increase). Tryon proposed that clients returned for therapy when their problems had been sufficiently clarified to begin working on the problems (through the therapist’s providing information in the latter part of the session). However, Tryon (2003) is the only study thus far that has been conducted on therapist helping skills associated with engagement, and her findings about the amounts and timing of helping skills associated with engagement may not apply to therapists or clients other than the one therapist and eleven clients investigated in her study. In addition, the investigation of the timing of helping skills in Tryon (2003) failed to control for therapist verbal activity level. The value of controlling for therapist verbal activity level is illustrated in the following example: if a therapist uses 5 closed questions with a non-engager but uses 10 with an engager, it may appear that s/he used more closed questions with the engager, but if the therapist spoke twice as much with the engager than with the non-engager, the therapist verbal activity level may have accounted for the differences rather than the raw number of times a skill was used. Additional non-laboratory studies that look at helping skills in the initial intake sessions of therapy in real life settings and account for therapist verbal activity level are needed to advance knowledge in understanding psychotherapy engagement. Therefore, the purpose of the present study is to examine whether the timing (first, second, or last 3
third of the intake) and types of therapist helping skills differ between engagers (clients who attended at least 8 sessions) versus non-engagers (clients who did not return for therapy after the initial intake session), when controlling for therapist verbal activity level. 4
Page 1 and 2: ABSTRACT Title of Document: PSYCHOT
Page 3 and 4: PSYCHOTHERAPY ENGAGERS VERSUS NON-E
Page 5 and 6: Table of Contents List of Tables ..
Page 7 and 8: Last Third of the Intake: Helping S
Page 9 and 10: List of Figures Figure 1: Approval-
Page 11: therapists (Hill & Lent, 2006), tha
Page 15 and 16: “completed treatment” - from a
Page 17 and 18: ange on the OQ-45.2 when beginning
Page 19 and 20: Wierzbicki and Pekarik (1993) condu
Page 21 and 22: Enabling factors or barriers refer
Page 23 and 24: MI evaluation were statistically si
Page 25 and 26: later dropout (Barrett et al., 2008
Page 27 and 28: male) at a university counseling ce
Page 29 and 30: = 12.3, p < .001, and lower rates o
Page 31 and 32: F(1, 261) = 40.64, p < .001. Limita
Page 33 and 34: clinic in a medium-sized Midwestern
Page 35 and 36: Summary. In summary, there are seve
Page 37 and 38: quality of the technique (e.g., app
Page 39 and 40: therapist behaviors which may be be
Page 41 and 42: of the three judges. Based on an ex
Page 43 and 44: theoretical orientation. Furthermor
Page 45 and 46: occur after closed questions, and I
Page 47 and 48: Elliott’s (1985) system used in t
Page 49 and 50: 8 women who were interviewed to det
Page 51 and 52: 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
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composed of volunteer undergraduate
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Table 3 Tryon (2003) Mean Number an
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therapy service at the university (
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treatment outcome (which means the
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Chapter 3: Statement of the Problem
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engagement, and f) a definition of
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the intake session, and about 4% wi
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Research Question 9: Do proportions
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Chapter 4: Method The present study
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Indian and Portuguese; aged 20-28,
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or abandoned by romantic partners.
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Intake sessions. When clients arriv
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unitizer had a unit in a meaningful
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Table 4 Proportions of Helping Skil
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Table 6 Proportions of Helping Skil
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to the last third of the session, a
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second to last third, F(1, 3858) =
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Estimated Likelihood (%) 12 10 8 6
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significant, F(1, 3856) = 3.95, p =
Page 103 and 104:
Research Question 7: Do proportions
Page 105 and 106:
Page 107 and 108:
Research Question 10: Do proportion
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Client Avoidant Attachment Scale Av
Page 115 and 116:
Client Outcome Expectations How con
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minimal encouragers since the 2009
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In contrast, information about the
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duration. This null finding diverge
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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).
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Ligiero, D. P., & Gelso, C. J. (200
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Pekarik, G. (1983). Follow-up adjus
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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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