PSYCHOTHERAPY ENGAGERS VERSUS NON-ENGAGERS
PSYCHOTHERAPY ENGAGERS VERSUS NON-ENGAGERS
PSYCHOTHERAPY ENGAGERS VERSUS NON-ENGAGERS
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counselor’s emphasis from gathering information about the client’s problems to<br />
beginning work toward resolving the problems.<br />
Table 1<br />
Hill (1978) Mean Proportions and Standard Deviations of Helping Skills<br />
Part of Intake Session F ratios<br />
Whole Changes 1 st 2<br />
1 st third 2 nd third 3 rd third Session between 3rds vs.<br />
Helping Skill M (SD) M (SD) M (SD) M (SD) thirds last 3rd<br />
Approval-reas. .06 (.05) .05 (.04) .06 (.05) .06 (.05) – –<br />
Closed Questn .15 (.08) .14 (.05) .09 (.05) .13 (.07) 6.94** 3.86**<br />
Open Question .07 (.04) .05 (.03) .02 (.02) .05 (.04) 13.71*** 5.50***<br />
Restatement .08 (.06) .09 (.05) .04 (.03) .07 (.05) 12.50*** 5.10***<br />
Reflection .02 (.02) .02 (.02) .01 (.01) .02 (.02) – –<br />
Challenge .01 (.01) .02 (.02) .01 (.02) .01 (.02) – –<br />
Interpretation .04 (.03) .06 (.05) .08 (.05) .06 (.05) 5.31* 3.00*<br />
Self-disclosure .00 (.01) .01 (.02) .01 (.03) .01 (.02) – –<br />
Immediacy not used in Hill (1978)<br />
Information a .09 (.03) .10 (.04) .36 (.06) .18 (.06)<br />
Information 14.46*** 5.70***<br />
Structuring 8.04** 3.86**<br />
Nonverb ref. – –<br />
Direct Guid. .03 (.07) .03 (.04) .09 (.08) .04 (.06) 23.53*** 6.57***<br />
Other a .03 (.03) .03 (.02) .04 (.01) .03 (.01)<br />
Friendly disc. 11.54*** 4.25**<br />
Silence – –<br />
Criticism – –<br />
Unclassifiable – –<br />
Minimal Enc. .43 (.19) .40 (.19) .20 (.08) .35 (.19) 29.33*** 7.75***<br />
Note. – = not reported in Hill (1978). The category of Information is combined with Structuring and<br />
Nonverbal Referent. The category of Other is combined with Friendly Discussion, Silence, Criticism, and<br />
Unclassifiable.<br />
a Percentages and standard deviations calculated based on information provided in Hill (1978).<br />
*p < .05. **p < .01. ***p < .001.<br />
Limitations of Hill (1978) include that the intake sessions varied so greatly in<br />
length; this variable was not analyzed for whether intake session duration affected<br />
therapist verbal activity or helpings skills used in the thirds of the sessions. Other<br />
limitations include the small sample size of 12 sessions, and that the client sample was<br />
limited to university students who were willing to have their session taped, as well as the<br />
limited number and types of therapists and clients represented.<br />
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