Written Versus Videotaped Precounseling Training of Clients for Counseling

Stewart, R. M.; Jessell, John C.

doi:10.1002/j.1556-6978.1986.tb00668.x

Cited by 2 publications

(2 citation statements)

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“…In a study comparing methods of providing counseling information to clients, Stewart and Jessell (1986) randomly assigned clients to either a written or videotaped role induction to counseling. The sample was comprised of 60 college undergraduates who presented to counseling for the first time.…”

Section: Role Inductionmentioning

confidence: 99%

“…The literature reviewed above illustrates the potential importance of a role induction process as an effective means to impact rates of premature termination (Reis & Brown, 2006), increase client's knowledge about therapy (Davidshofer & Richardson, 1981), dispel misconceptions about therapy (Walitzer, Dermen, & Connors, 1999) alter client's behavior in session (Stewart & Jessell, 1986) and impact the outcome of therapy (Zwick & Attkisson, 1985). Although this has provided evidence for the importance of completing a role induction, and highlighted the potential benefit of utilizing video in this process, extant studies have been somewhat limited in the breadth of information included in the role induction protocols.…”

Section: Role Inductionmentioning

confidence: 99%

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Impact of a role induction to counseling on premature termination and readiness for change

Hendrickson¹,

Rogers²,

Rojas³

2012

PsycEXTRA Dataset

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Research has consistently shown that therapy is effective and that clients experience positive outcomes from engaging in therapy (Orlinsky et al., 2004). However, past research has shown that many clients prematurely terminate therapy often with negative outcomes (Archer, Forbes, Metcalfe, & Winter, 2000; Carpenter, Morrow, del Gaudio, & Ritzler, 1981; Pekarick, 1985). The purpose of this study was to explore an intervention designed to reduce premature termination rates using a comprehensive, standardized role induction procedure and a more sensitive definition of premature termination. Further, the impact of the role induction as it relates to readiness for change was explored. This study also examined the impact the role induction would have on clients' commitment to therapy. A total of 106 adult clients seeking services at a community mental health center participated in the study. Participants were randomly assigned to either the experimental or control group. Prior to the intake session, each participant viewed a video. The experimental group viewed the comprehensive role induction video and the control group viewed a video explaining the services at the counseling center. Next, all participants completed the self-report measures of commitment to therapy (i.e. EAC-B; Tinsley et al., 1980) and readiness for change (i.e. SOC; McConnaughy, Prochaska, & Velicer, 1983). The present data failed to show that a role induction to counseling significantly impacts premature termination, commitment to counseling or readiness for change among clients seeking counseling at a rural community mental health center. Overall, the data failed to support previous research CHAPTER I Counselor: Hello Sue, my name is Kim, welcome. What I want to do first is talk to you about counseling, my approach to counseling, and the process of counseling. Do you have any questions before we get started? Client: Not right now. Counselor: Ok, please feel free to stop me and ask as we go if you think of any. Client: Ok Counselor: First, I want to talk about therapy in general. Therapy works best when we work collaboratively. By that I mean we work together to help you meet your goals. You and I will talk about what it is you are having trouble with and we will figure out what your goals are for therapy. I am not here to tell you what to do nor do I have all the answers, we will work together to figure that out. Client: So, we work together to figure things out? Counselor: That's right, you know yourself better than I do, so we will work together to help you meet your goals. It will be very important for you to be open and honest with me and talk to me about how you are feeling, what you are thinking, etc. because that is the only way I will be able to learn how it is for you. I will do the same for you. I will be as open and honest as I can. Do you think you can do that? Client: It may be hard but I will try. Counselor: We also offer couples counseling at the center. Let's say you and your partner are having trouble getting along, you can come i...

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Section: Role Inductionmentioning

confidence: 99%

Section: Role Inductionmentioning

confidence: 99%

Impact of a role induction to counseling on premature termination and readiness for change

Hendrickson¹,

Rogers²,

Rojas³

2012

PsycEXTRA Dataset

View full text Add to dashboard Cite

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The Effects of a Pre-Therapy Information Audiotape on Client Satisfaction, Anxiety Level, Expectations, and Symptom Reduction

Davison

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Problem. The effectiveness of pre-therapy information techniques on clients' satisfaction at termination of therapy, increased accuracy of clients' knowledge and expectations, reduction of anxiety, and total symptom reduction remains unclear. No single pre-therapy information preparatory technique has demonstrated positive universal effects. This research was an attempt to determine the effectiveness of a pre-therapy information audiotape on client satisfaction, accurate knowledge/expectations, reduction of anxiety, and symptom reduction. Method. The population included 52 voluntary clients who were utilizing the Andrews University Counseling and Testing Center. The clients in the experimental group listened to the pre-therapy information audiotape and were then asked to complete the Psychotherapy Questionnaire, State-Trait Anxiety Inventory (STAI), and the Client Checklist (CC-Pre). The clients in the control group were asked to complete the same measures as the experimental group, but did not listen to the pre-therapy information audiotape. At the termination of therapy, both client groups were asked to complete the Client Self-Rating Scale, Client Satisfaction Questionnaire (CS), and the Psychotherapy Questionnaire. The therapists rated the clients in both groups using the Revised Therapist Outcome Questionnaire, Therapist Global Rating Scale, and the Outpatient Rating Scale. The basic research design was an experimental pretest-posttest design. The t-Test for Independent Samples and Pearson's r statistical procedures were used to analyze the data. Results. The pre-therapy information audiotape did not demonstrate a significant effect on client satisfaction as measured by the Client Satisfaction Questionnaire or on client anxiety levels as measured by the State-TraitAnxiety Inventory. The pre-therapy information audiotape did demonstrate a significant effect on clients' accurate knowledge and expectations on the initial administration of the Psychotherapy Questionnaire (PQ-Pre) and on client symptom reduction levels as measured by the Client Checklist (CC-Pre and CC-Post). Conclusions. It was concluded that the administration of a pre-therapy information audiotape would be a successful tool in helping to increase the client's accurate knowledge and expectations regarding thetherapeutic process and in helping clients to achieve overall symptom reduction. The administration of the pre-therapy information audiotape was not found to affect clients' satisfaction with services or reduction of anxiety.

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Written Versus Videotaped Precounseling Training of Clients for Counseling

Cited by 2 publications

References 20 publications

Impact of a role induction to counseling on premature termination and readiness for change

Impact of a role induction to counseling on premature termination and readiness for change

The Effects of a Pre-Therapy Information Audiotape on Client Satisfaction, Anxiety Level, Expectations, and Symptom Reduction

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