PSYCHOTHERAPY ENGAGERS VERSUS NON-ENGAGERS

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Chapter 5: Results For the main analyses, we set alpha at .10 because of the exploratory nature of the study. We were more concerned about making Type II (false negative) errors than Type I (false positive) errors, given the small sample size. For the planned comparisons, we used an alpha of .033 (i.e., .10 divided by 3) given that there were three planned comparisons for each analysis. Descriptive Statistics Proportions for each helping skill across thirds and for the whole intake are reported for non-engagers in Table 4, for engagers in Table 5, and for engagers and non- engagers combined in Table 6. Proportions were determined by dividing the number of times each skill was used in each case by the total number of skills used in that particular case; then the proportions were averaged to determine average proportions for engagers, for non-engagers, and for engagers combined with non-engagers. Note that these proportions do not account for the nested structure of the data, and are thus not the same proportions estimated when conducting the statistical tests of the data. 81
Table 4 Proportions of Helping Skills Used in Intake Sessions for Non-engagers 1 st Third 2 nd Third 3 rd Third Overall Helping Skill M SD M SD M SD M SD 1. Approval-Reassurance .11 .08 .08 .05 .09 .05 .10 .05 2. Closed Question .24 .17 .28 .19 .11 .08 .19 .11 3a. Open Question-Thoughts .10 .05 .09 .03 .04 .04 .07 .04 3b. Open Question-Feelings .00 .01 .02 .02 .01 .01 .01 .01 3c. Open Question-Insight .01 .02 .00 .00 .00 .01 .00 .01 3d. Open Question-Action .00 .00 .00 .00 .00 .00 .00 .00 4. Restatement .19 .05 .24 .07 .13 .05 .19 .05 5. Reflection of Feelings .03 .02 .03 .03 .03 .03 .03 .03 6. Challenge .00 .00 .00 .01 .00 .01 .00 .00 7. Interpretation .00 .00 .00 .01 .00 .00 .00 .00 8a. Disclosure-Feelings .00 .01 .00 .01 .00 .01 .00 .01 8b. Disclosure-Insight .00 .00 .00 .00 .00 .00 .00 .00 8c. Disclosure-Action .00 .00 .00 .00 .00 .00 .00 .00 8d. Disclosure-Miscellaneous .01 .01 .02 .05 .01 .01 .01 .02 9. Immediacy .03 .06 .01 .02 .03 .03 .03 .03 10a. Information about Process of Helping .24 .20 .13 .13 .42 .18 .28 .14 10b. Information-Facts/Data/Opinions .02 .04 .10 .11 .10 .15 .07 .10 10c. Information-Feedback about the Client .00 .01 .00 .00 .00 .01 .00 .00 11a. Process Advisement .01 .01 .00 .00 .01 .02 .01 .01 11b. Directives .00 .00 .00 .00 .01 .01 .01 .01 12. Other .00 .00 .00 .00 .00 .00 .00 .00 82
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ABSTRACT Title of Document: PSYCHOT
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PSYCHOTHERAPY ENGAGERS VERSUS NON-E
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Table of Contents List of Tables ..
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Last Third of the Intake: Helping S
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List of Figures Figure 1: Approval-
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therapists (Hill & Lent, 2006), tha
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third of the intake) and types of t
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“completed treatment” - from a
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ange on the OQ-45.2 when beginning
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Wierzbicki and Pekarik (1993) condu
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Enabling factors or barriers refer
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MI evaluation were statistically si
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later dropout (Barrett et al., 2008
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male) at a university counseling ce
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= 12.3, p < .001, and lower rates o
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F(1, 261) = 40.64, p < .001. Limita
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clinic in a medium-sized Midwestern
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Summary. In summary, there are seve
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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 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: unitizer had a unit in a meaningful
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
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
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Willer, J. (2009). The beginning ps
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PSYCHOTHERAPY ENGAGERS VERSUS NON-ENGAGERS

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