PSYCHOTHERAPY ENGAGERS VERSUS NON-ENGAGERS

More documents

Recommendations

Info

Furthermore, the results of Elliot et al. (1987) indicated that these six modes did discriminate among the seven diverse therapeutic approaches – each of the seven therapists showed a unique pattern of response modes that differed significantly from the other therapists. Brady (a behavior therapist) used more information and advisement but less reflection, interpretation, and confrontation compared to the other therapists. Progroff also used more information but less advisement and confrontation compared to the other therapists. Tanney (gestalt/dynamic therapist) used more information, self- disclosure, and questions, and avoided using reflections and interpretations, compared to the other therapists. Rogers used more reflection than any other therapist. Hill had relatively high use of interpretation and reflection which is consistent with her bridging of the relationship and dynamic therapy traditions. Ellis had a uniquely high use of reassurance and confrontation but gave less information and self-disclosures. Hobson did not use any particular response mode more often, but did use less information compared to the other therapists. Limitations of the Elliott et al. (1987) study includes its limited sample size of seven therapy sessions, and non-standardized use of coauthors as raters (the latter three systems used a coauthor as a rater but the first three systems used mainly undergraduate student raters, which may affect how accurately the raters used the system). In addition, only one client per therapist was used, and the clients were not comparable in age, gender, and presenting problem(s). Hill et al. (1988) studied the effects of counselor response modes in brief psychotherapy. 8 therapists (4 male, 4 female) served as counselors for this study; their ages ranged from 34 to 78 years, and they had 5 to 42 years of experience. Clients were 39
8 women who were interviewed to determine whether they were appropriate and motivated for brief therapy; all 8 women had valid profiles on the MMPI and elevated scores on the scales of Depression and Psychasthenia. The primary diagnoses as judged by the researchers based on the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 1981; DSM-III) were dysthymic (n = 5), generalized- anxiety (n = 2), and cyclothymic (n = 1) disorders. Judges for the therapist response modes were 9 undergraduates (6 women, 3 men). Counselors conducted 12 to 20 counseling sessions (about 50 minutes per session) with their assigned clients. All sessions were videotaped. After each session, clients and counselors watched the videotape of the session. Both clients and counselors rated the helpfulness of each therapist speaking turn on a 9-point scale (Helpfulness scale; Elliott, 1985; Elliott, Barker, Caskey, & Pistrang, 1982). Clients also rated their reactions from the Client Reactions System (Hill et al., 1988), whereas counselors indicated up to five intentions for each speaking turn (Therapist Intentions List; Hill & O’Grady, 1985), and observers rated the peak client experiencing level on a 7-point scale (Client Experiencing scale; Klein, Mathieu, Gendlin, & Kiesler, 1970; Klein, Mathieu-Coughlan, & Kiesler, 1986). Results indicated that response modes were significantly related [Pillai’s F(24, 48780) = 23.46, p < .001] to the three immediate outcome measures. Self-disclosure, interpretation, approval, and paraphrase were the most helpful response modes. The amount of unique variance accounted for by response modes was about 1%, which is substantial considering that frequently more than one type of response mode was used per counselor speaking turn, that other process variables that interact with response modes (such as counselor intentions, counselor nonverbal behaviors, etc.) were not considered, 40
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 and 44: theoretical orientation. Furthermor
Page 45 and 46: occur after closed questions, and I
Page 47: Elliott’s (1985) system used in t
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
show all

PSYCHOTHERAPY ENGAGERS VERSUS NON-ENGAGERS

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?