PSYCHOTHERAPY ENGAGERS VERSUS NON-ENGAGERS

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the scores between the three groups differed on the BSI (which is something that a few t- tests would have done). Tryon (1992) examined the relationship between engagement and client attractiveness, and also investigated the relationship between therapist EQ, client attractiveness, and client return status. The study was conducted in a university counseling center with 9 female therapists (5 practicum trainees; 4 doctoral-level counseling and clinical psychologists), 1 male therapist (doctoral-level psychologist), and 110 female and 53 male college student clients. Client attractiveness was measured using 7 items from a 15-item modification of the Therapist Personal Reaction Questionnaire (TPRQ) by Davis, Cook, Jennings, and Heck (1977). Clients rated as more attractive were more likely to return after intake, F(1, 141) = 5.31, p < .03. The investigation of the interaction between therapist EQ, client attractiveness, and client return status showed that therapists with a higher EQ had a greater number of less-attractive clients return for another session than would be expected by chance, while lower-engaging therapists had fewer less-attractive clients return than expected, χ 2 (n = 159) = 8.88, p < .04. Thus, the less-attractive clients were more likely to return for therapy after seeing therapists who are more skilled at engaging clients than after seeing less-engaging therapists. Limitations include that the measurement of attractiveness may not be entirely accurate; no psychometric properties were given beyond the alpha coefficient of .89, which indicates that the seven items generally measure the same construct. Additionally, the client sample was again limited to college students, so the results may not be applicable to non-college-student clients. 25
Summary. In summary, there are several things we can learn from the literature on early dropout. First, when dropout occurs, the timing of the dropout makes a difference. Clients who drop out earlier in therapy have worse post-therapy adjustment than clients who drop out later in therapy (Pekarik, 1983, 1992). Second, an overarching theme in the literature supports the idea that some counselors may be better than others at engaging clients. Counselors who had a higher percentage of clients returning for counseling after the intake session also had more clients who continued for more than ten sessions (Tryon & Tryon, 1986). Furthermore, one study found that higher-engaging counselors had a greater number of less-attractive clients return for another session than would be expected by chance, while lower- engaging counselors had fewer less-attractive clients return than expected (Tryon, 1992). Third, other counselor variables also influence whether early dropout occurs. Counselors who did better on standardized tests (Tryon & Tryon, 1986), who had higher grades in clinical diagnosis courses compared to their counterparts (Tryon & Tryon, 1986), who were more able to identify additional concerns for which the client had not originally sought therapy (Tryon, 1986), who were more interested in seeing the client (Tryon, 1986), who were more understanding of their client (Tryon, 1989a), and who taught and instructed their clients more during the intake session (Tryon, 1989b), had lower rates of dropout. Fourth, factors such as client, session, and therapeutic relationship factors also affect early dropout. Clients who had greater severity of client concerns (as rated by counselors; Tryon, 1986, 1990) and greater motivation (as rated by counselors; Tryon, 1990) were more likely to return for therapy after attending an initial intake session. 26
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 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: clinic in a medium-sized Midwestern
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.
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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
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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
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
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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).
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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