PSYCHOTHERAPY ENGAGERS VERSUS NON-ENGAGERS

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feelings (31% of the cases, with no cases showing the opposite pattern) or open questions about feelings (15% of the cases, with no cases showing the opposite pattern). No overall association was found between client narrative processing modes and subsequent therapist verbal response modes. No differences in client and therapist helpfulness rating for the therapist response modes or the client narrative process modes were found. Limitations include that the significant findings only were driven by the data for less than one-third of the cases. Also, since the sample was limited to female clients and female therapists, the results may not be applicable with male clients and/or male therapists. Summary. In summary, studies using the HCVRCS/HSS have examined the effects of helping skills on a number of variables. Helping skills have been shown to have a significant relationship with immediate outcome (Hill et al., 1988). Certain types of helping skills have been shown to increase or decrease over the course of therapy (Hill et al., 1983), and are related to client response modes (Hill et al., 1983; Goates-Jones & Hill, 2009). In addition, the HCVRCS/HSS has demonstrated good psychometric properties. Evidence that the HCVRCS/HSS is able to distinguish behavioral differences in theoretical orientations between therapists is supported by the Hill et al. (1979) finding that the HCVRCS was able to distinguish different response mode styles between Rogers, Perls, and Ellis (each therapist used response modes that were generally consistent with their theoretical orientations), and by the Elliot et al. (1987) finding that the HCVRCS was able to distinguish unique patterns of response modes for seven therapists of differing theoretical orientations. Convergence validity was demonstrated in the Elliot et al. (1987) study, which found that six of the response mode categories from the HCVRCS 43
corresponded to similar categories in five other response modes systems. High inter-rater reliability has been found with using the HSS – average kappas between pairs of judges was .91 in one study (Hess et al., 2006) and .98 in another study (when using predominant units; Goates-Jones & Hill, 2009). Another finding is that some training methods may be more effective than others. Supervisory training, rather than self-training or biblio-training, was more effective at training counselors to use reflections and immediacy (Hess et al., 2006). However, a limitation is that many of the studies have small sample sizes, in part due to the amount of time it takes to do studies using the HCVRCS/HSS. In addition, few studies have investigated helping skills in relation to dropout, or in relation to early dropout. Intake Sessions Conceptually-derived helping skills patterns expected in intakes. In this subsection, I summarize what several authors have written about the process of intake sessions and synthesize their perspectives with the helping skills system by indicating what helping skills I would theoretically expect in intake sessions based on their perspectives. Concluding this subsection is a paragraph synthesizing the various predictions based on what the various authors have written about the process of intakes. According to Willer (2009), the four most important goals for seeing a client for the first time are to: establish rapport, obtain informed consent including providing information on confidentiality, determine the presenting problem, and evaluate the client for suicidality and other crises. Also, three additional goals should be accomplished in most initial sessions: diagnose any mental illnesses, give feedback to the client about 44
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 and 48: Elliott’s (1985) system used in t
Page 49 and 50: 8 women who were interviewed to det
Page 51: lasted 20 minutes for each type, tr
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:
Estimated Likelihood (%) 60 50 40 3
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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