PSYCHOTHERAPY ENGAGERS VERSUS NON-ENGAGERS

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10.02). There was a statistically significant difference in counselor activity across thirds of the sessions, F(2, 22) = 28.82, p < .001. A post hoc Scheffe test found that counselor activity differed between the final third and an average of the first two thirds, F(2, 22) = 7.61, p < .001, such that counselor verbal activity increased in the final third. The changes in counselor usage of response categories were analyzed using 17 one-way repeated measures analyses of variance; 9 of the 17 categories had statistically significant results for these analyses. Table 1 reports the mean percentages for each response category for each third of the session, mean percentages of each response category in the session overall, F ratios for changes across thirds of the session, and F ratios comparing the first two thirds to the last third. Post-hoc Scheffe' tests suggested that the changes occurred during the final third, as seen in the F ratios comparing the first two thirds to the last third. Decreases occurred during the final third for minimal encourager, closed question, open question, and restatement. Increases occurred for structuring, information, direct guidance, interpretation, and friendly discussion. Thus, counselors became more active during the final third of the session – they engaged relatively more in giving information, direct guidance, interpretations, and friendly discussion, and engaged relatively less in asking closed and open questions, giving minimal encouragement, and making restatements. During the first two thirds of intake sessions, counselors on average used mostly minimal encouragers (43% in the first third compared to the other categories, 40% in the second third), closed questions (15% in first third, 14% in the second third), and restatements (8% in first third, 9% in second third); the client talked the majority of the time, on average (73% of the time in first third, 60% of the time in second third). A plausible explanation of the results is that there is a shift in the 53
counselor’s emphasis from gathering information about the client’s problems to beginning work toward resolving the problems. Table 1 Hill (1978) Mean Proportions and Standard Deviations of Helping Skills Part of Intake Session F ratios Whole Changes 1 st 2 1 st third 2 nd third 3 rd third Session between 3rds vs. Helping Skill M (SD) M (SD) M (SD) M (SD) thirds last 3rd Approval-reas. .06 (.05) .05 (.04) .06 (.05) .06 (.05) – – Closed Questn .15 (.08) .14 (.05) .09 (.05) .13 (.07) 6.94** 3.86** Open Question .07 (.04) .05 (.03) .02 (.02) .05 (.04) 13.71*** 5.50*** Restatement .08 (.06) .09 (.05) .04 (.03) .07 (.05) 12.50*** 5.10*** Reflection .02 (.02) .02 (.02) .01 (.01) .02 (.02) – – Challenge .01 (.01) .02 (.02) .01 (.02) .01 (.02) – – Interpretation .04 (.03) .06 (.05) .08 (.05) .06 (.05) 5.31* 3.00* Self-disclosure .00 (.01) .01 (.02) .01 (.03) .01 (.02) – – Immediacy not used in Hill (1978) Information a .09 (.03) .10 (.04) .36 (.06) .18 (.06) Information 14.46*** 5.70*** Structuring 8.04** 3.86** Nonverb ref. – – Direct Guid. .03 (.07) .03 (.04) .09 (.08) .04 (.06) 23.53*** 6.57*** Other a .03 (.03) .03 (.02) .04 (.01) .03 (.01) Friendly disc. 11.54*** 4.25** Silence – – Criticism – – Unclassifiable – – Minimal Enc. .43 (.19) .40 (.19) .20 (.08) .35 (.19) 29.33*** 7.75*** Note. – = not reported in Hill (1978). The category of Information is combined with Structuring and Nonverbal Referent. The category of Other is combined with Friendly Discussion, Silence, Criticism, and Unclassifiable. a Percentages and standard deviations calculated based on information provided in Hill (1978). *p < .05. **p < .01. ***p < .001. Limitations of Hill (1978) include that the intake sessions varied so greatly in length; this variable was not analyzed for whether intake session duration affected therapist verbal activity or helpings skills used in the thirds of the sessions. Other limitations include the small sample size of 12 sessions, and that the client sample was limited to university students who were willing to have their session taped, as well as the limited number and types of therapists and clients represented. 54
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 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: (1991); and Tryon (2003). At the en
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 107 and 108: Research Question 10: Do proportion
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
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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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