PSYCHOTHERAPY ENGAGERS VERSUS NON-ENGAGERS

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encouragers decreased from the first four sessions to the last eight sessions, t(11) = 6.49, p < .01. Counselor use of silence increased from the first four to the last eight sessions, t(11) = 2.38, p < .01. Counselor use of interpretation also increased from the first four sessions compared to the last eight sessions, t(11) = 3.87, p < .01. Counselor verbal activity level (i.e., the ratio of the number of words spoken by the counselor to the total number of words spoken by both client and counselor) also increased from the first four sessions compared to the last eight sessions, t(11) = 4.80, p < .01. Predominant coding in the Hill et al. (1983) study was used for simplifying the statistical sequential analysis of the immediate effects of counselor response modes on client response modes. For predominant coding with the HCVRCS, when the counselor used more than one response unit in a speaking turn, and the units were of different categories, the last response mode of the series was used (unless it was a tacked-on question, such as, “isn’t it?”) and the more complex response (for example, interpretation rather than a closed question) was selected. For this analysis, only the first two client response units following the counselor response were analyzed. For the counselor response modes, minimal encouragers (which seem to have a different linguistic structure than other counselor response modes), nonverbal referent, self-disclosure, and other were excluded in the analysis (the latter were excluded due to their infrequent occurrence). For the client response modes, simple responses, requests, discussion of plans, discussion of client-counselor relationship, silence, and other were excluded for similar reasons. Results of the Hill et al. (1983) sequential analysis found that: Description was most likely to occur after closed questions and least likely to occur after direct guidance and interpretations, Experiencing was most likely to occur after silence and least likely to 35
occur after closed questions, and Insight occurred rarely – when it did occur, it was in the first unit after silence or the second unit after open question or confrontation. Limitations of the Hill et al. (1983) study include the sample size of just one client and one therapist in a time-limited therapy setting, so the results might not apply to long-term therapy settings, and the results may not apply to clients or therapists of: other genders (i.e., male clients or male therapists), other ages, different therapy experience backgrounds (for clients, amount of previous therapy experience; for therapists, amount of experience providing and receiving therapy), different presenting problems (for clients), and various other demographic differences. Elliott et al. (1987) examined six therapist response-mode rating systems to (a) compare their interrater reliabilities, (b) seek a common set of primary modes, and (c) assess the discriminant validity of the primary modes. Seven therapy sessions with seven different therapists were rated: (1) an initial session demonstrating deconditioning of stuttering with a young woman using a behavioral approach (Brady, 1983), (2) the 15 th session of a rational-emotive therapy with a young male homosexual (Ellis, 1983), (3) the 5 th session of a 12-session time-limited relationship-insight-oriented treatment of a female college student (Hill et al., 1983), (4) an initial session of conversational therapy (a relationship-dynamic treatment conducted by its originator; Hobson, 1982), (5) a Jungian dream analysis with a male client (Progoff, 1983), (6) the 17 th session of a client- centered treatment with a young woman (Rogers, 1983), and (7) an intake session conducted by a gestalt-dynamically oriented counseling center therapist with a male client who had procrastination problems (Hill, 1978). The six response mode systems that were used in the study included: (1) Hill’s Counselor Verbal Response Mode 36
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 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: theoretical orientation. Furthermor
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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