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Previous research has sought to understand what therapist characteristics contribute to positive outcomes for clients. It is widely accepted knowledge that the alliance between the therapist and client is a significant contributing factor to client outcomes. With that said, few studies have examined specific characteristics within the therapist themselves that may contribute to client success, regardless of the therapeutic model being used. Using data from a sample of therapist-trainees at a large, midwestern institution, this study sought to explore therapist confidence in their theory of choice and its potential impact on client outcomes. Findings suggest that those clients who have therapists with greater confidence in their theory are less likely to terminate treatment prematurely or without agreement. These findings have the potential to inform the curriculum for training programs to focus more on developing confidence in the chosen theory.

The purpose of this study was to investigate persistence to degree in a nationally representative sample of college students. The sample included first-generation and/or underrepresented minority students who had ever been enrolled in a 4-year degree program, and specifically focused on relationships with parents to examine if relationship quality had any impact on persistence to degree using the National Longitudinal Survey of Youth (NLSY) 1997 dataset. We conducted logistic regression analyses to predict persistence. Predictors included first-generation status, ethnic minority status, sex, family income, family structure, geographic location of home, and relationship with parents. Our most significant finding was that the relationship students had with their parents was more predictive of non-persistence than first-generation status. These results are discussed in terms of their implications for family-based programming for students struggling to persist in college, and the necessity to involve the family in an intentional way throughout the college experience.