PSYCHOTHERAPY ENGAGERS VERSUS NON-ENGAGERS

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Highlen, P. S., & Hill, C. E. (1984). Factors affecting client change in counseling. In S. D. Brown & R. W. Lent (Eds.), Handbook of Counseling Psychology (pp. 334- 396). New York: Wiley. Highlen, P. S., Lonborg, S. D., Hampl, S. P., & Lassiter, W. L. (1982). Classification system for counseling responses (CSCR) manual. Unpublished manuscript, Ohio State University, Columbus. Hill, C. E. (1978). Development of a counselor verbal response category system. Journal of Counseling Psychology, 25, 461-468. Hill, C. E. (1982). Counseling process research: philosophical and methodological implications. Counseling Psychologist, 10, 7-19. Hill, C. E. (1985). Manual for Counselor Verbal Response Modes Category System (rev. version). Unpublished manuscript, University of Maryland, College Park. Hill, C. E. (1986). An overview of the Hill Counselor and Client Verbal Response Modes Category Systems. In L.S. Greenberg & W.M. Pinsof (Eds.), The psychotherapeutic process: A research handbook (pp. 131-160). New York: Guilford Press. Hill, C. E. (1993). Manual for Hill Counselor Verbal Response Category System (rev. version). Unpublished manuscript, University of Maryland, College Park. Hill, C. E. (2004). Helping skills: Facilitating exploration, insight, and action (2 nd ed.). Washington, DC: American Psychological Association. Hill, C. E. (2005). Therapist techniques, client involvement, and the therapeutic relationship: Inextricably intertwined in the therapy process. Psychotherapy: Theory, Research, Practice, Training, 42, 431-442. 125
Hill, C. E. (2009). Helping skills: Facilitating exploration, insight, and action (3 rd ed.). Washington, DC: American Psychological Association. Hill, C. E., Carter, J. A., & O'Farrell, M. K. (1983). A case study of the process and outcome of time-limited counseling. Journal of Counseling Psychology, 30, 3-18. Hill, C. E., Greenwald C., Reed, K. G., Charles, D., O'Farrell M., & Carter J. (1981). Manual for Hill Counselor and Client Verbal Response Modes Category Systems. Unpublished manuscript, University of Maryland, College Park. Hill, C. E., Helms, J. E., Tichenor, V., Spiegel, S. B., O'Grady, K. E., & Perry, E. S. (1988). Effects of therapist response modes in brief psychotherapy. Journal of Counseling Psychology, 35, 222- 233. Hill, C.E., & Knox, S. (2009). Processing the therapeutic relationship. Psychotherapy Research, 19, 13-29. Hill, C. E., & Lent, R. W. (2006). A narrative and meta-analytic review of helping skills training: Time to revive a dormant area of inquiry. Psychotherapy: Theory, Research, Practice, Training, 43(2), 154-172. Hill, C. E., Nutt, E. A., & Jackson, S. (1994). Trends in psychotherapy process research: Samples, measures, researchers, and classic publications. Journal of Counseling Psychology, 41, 364-377. Hill, C. E., O’Brien, K. M. (1999). Helping skills: Facilitating exploration, insight, and action (1 st ed.). Washington, DC: American Psychological Association. Hill, C. E., & O'Grady, K. E. (1985). A list of therapist intentions: Illustrated in a single case and with therapists of varying theoretical orientations. Journal of Counseling Psychology, 32, 3-22. 126
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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
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corresponded to similar categories
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does not provide restatements, refl
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presenting concerns, psychosocial h
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counselors was reported. Minimal fa
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(1991); and Tryon (2003). At the en
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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
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 and 104: 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: Hampton-Robb, S., Qualls, R. C., &
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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