PSYCHOTHERAPY ENGAGERS VERSUS NON-ENGAGERS

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Diagnosis (rpbi = .39, p < .05), also had higher EQs. Thus, trainees with higher standardized test scores and higher course grades may have better ability to engage clients in counseling. Limitations of the study include that the clients were all university students, all therapists were trainees, and most clients had a 13-session maximum, so the results may not generalize to other types of clients (e.g., non-university student clients), or other types of therapists (e.g., non-trainee therapists), or to other types of therapy settings, such as longer-term therapy settings. In addition, no effect-size information was reported. Tryon (1989a) investigated client engagement, post-engagement premature termination, and mutual termination in relation to counselor understanding of, preparation for, and teaching of the client, as well as counselor attractiveness, expertness, and trustworthiness, and duration of the intake interview. Counselors were 5 practicum trainees (4 female, 1 male) and 4 PhD psychologists (3 female, one male). Clients were 308 college students (203 female, 105 male). After the intake session, counselors completed the Counseling Service Questionnaire – Counselor Version (CSQ-CO; Tryon, 1989b), which measures: (a) counselor understanding of client experiences and feelings, (b) how prepared the counselor is for providing service to the particular client, and (c) how much the counselor educated the client or identified additional concerns for which clients had not originally sought counseling. Clients also completed a form after the intake session assessing counselor attractiveness, expertness, and trustworthiness (Counselor Rating Form-short version; CRF-S; Corrigan & Schmidt, 1983). In addition, the duration of the initial interview was recorded. Results indicated that the professionals, compared to the trainees, had higher rates of engagement, χ 2 (1 df, N = 308) 19
= 12.3, p < .001, and lower rates of premature termination, χ 2 (1 df, n = 150) = 4.94, p < .03. Practicum students were more likely to engage clients who had previously sought help at the counseling center, χ 2 (1 df, n = 212) = 5.02, p < .03. Professionals were just as likely to engage new clients as those who had been counseled previously, χ 2 (1 df, n = 96) = 0.74, ns. Significantly more clients returned for counseling after the intake session when counselors rated themselves as having understood the client more, F(1, 287) = 13.99, p < .001, taught the client more, F(1, 287) = 22.91, p < .001, and when the intake interviews were longer, F(1, 282) = 27.74, p < .001. Premature termination was negatively associated with counselor attractiveness, expertness, and trustworthiness for the trainee counselors. However, for the professional counselors, premature termination was positively related to counselor attractiveness, expertness, and trustworthiness. This surprising finding may have occurred because the professionals failed to live up to their initially high ratings (premature terminators may have been disappointed in the subsequent sessions after the intake session), or because the clients who terminated prematurely were adequately helped (2 of the 21 premature terminators for professionals wrote thank-you notes indicating they had been helped considerably). Limitations of the study include the small therapist sample; also, the client sample was limited to university students, so the results may not generalize to other non-university-student clients. In addition, no effect-size information was reported. Furthermore, the psychometric properties of the measures (both counselor and client measures) had not been well- established. The measurement of counselor understanding, preparing, and teaching was only rated from the counselor perspective, and does not provide the client perspective on those variables. 20
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 and 12: therapists (Hill & Lent, 2006), tha
Page 13 and 14: third of the intake) and types of t
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: male) at a university counseling ce
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
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 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
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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