Between Therapist and Client

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It has also been suggested that client–therapist similarity aids in the genesis and maintenance of rapport.

Descriptively, therapist–client similarity scores (SPI D-scores corrected for elevation and scatter) were found to range from 1. Because only 19 outcome packets were collected, it was determined that there were insufficient data for these nine separate analyses. To demonstrate that this was a valid study of therapy and that the BSI was an appropriate instrument for examining outcome, t-tests for paired samples were computed on the GSI scores, comparing pretreatment to posttreatment. Using the D″ 2 statistic, the larger the obtained value, the greater the degree of dissimilarity (and thus the lesser the degree of similarity). Although there were no enforcement mechanisms to ensure that therapists would participate with their next new random client, many of the participants were recruited through training clinics where clinicians saw only one or two clients per year.That these dropout rates could not be so predicted was a surprising finding and is not easily explainable. found that when therapists and clients agreed in their recollections of which session events were important, psychotherapy sessions were generally rated as more effective by both clients and therapists. The results of this study suggest that despite the therapist's theoretical orientation, and regardless of the specific techniques employed in psychotherapy, the match between the therapist's and client's modality orientation will have significant implications for psychotherapy outcome. Highly recommended for all trainees and those with an interest in choosing the right kind of therapy for themselves.

It distilled a great deal of complicated theory and makes it accessible for those of us trying to bring about a therapeutic result in the relationships engendered with those we encounter in clergy life. Kahn describes the various approaches to the therapeutic relationship delineated by Freud, Rogers, Gill, and Kohut, and then does a great job integrating all of the disparate threads into a cohesive set of guidelines for therapists. The intake consent form, requesting only the therapist's name, the name of the clinic, and the therapist's signature to affirm that the client had signed his or her consent form, was included to ensure the client's anonymity. Completely updated with greater discussion of ethics and countertransference, the new edition of Between Therapist and Client is essential reading for those in psychotherapy both therapist and client.Clients were also informed that participation in this study would not alter the course or form of treatment that they would receive. The implications of this finding for marital and other interpersonal relationships are that when individuals share dominant modalities, their communication will most likely be clearer and a more productive interpersonal relationship will result. If you read it as a client, it will give you great insight to how you can improve your relationship with your therapist and get the most out of your sessions.

Interested clients were then asked to read and sign both copies of the Client Consent Form, which described the study in detail. We would not expect this finding actually to be validated, since it is more likely that clients would probably terminate therapy (or be hospitalized) before worsening to the extent suggested by the regression line. The author has such a wonderful way of explaining things in an accessible, interesting and thought-provoking way. It was hypothesized that therapist–client similarity on the Multimodal Structural Profile Inventory would result in more successful psychotherapy outcomes than would therapist–client dissimilarity. This is consistent with findings that SPI scores corrected for elevation and scatter are not predictive of psychopathology.

Carl Rogers describes that it makes an effective therapist if he is genuine, empathic and in unconditional positive regard towards the client (other schools than the psychoanalyst, rather use the word client instead of patient). When therapists met with their next new client for the first time, they were instructed to explain the study and seek the client's consent for participation. For education to be effective, the “student” must be presented with some information that is new or that is presented in a different way. ie: the very relationship between the client and therapist is the most ripe place for curiosity and analysis. These four primary classes are Patient Predisposing Variables (diagnosis, personal characteristics, environments/circumstances), Treatment Context (setting, mode or format, frequency and duration), Relationship Variables (personal compatibility matching, enhancing of the therapeutic alliance), and Strategies and Techniques (focal targets of change, level at which goals of treatment are mediated, way of conducting the actual therapeutic work).

When analyses of variance were computed exploring the relationships with the length of treatment (the number of sessions attended by the client), there was a surprising finding that the age of the therapist ( F = 6. Perhaps the most important aspect of the therapeutic process is the relationship between therapist and client. The author deeply appreciates the contributions of the following to the preparation of this study: John A. This is an excellent read for students and early professionals, or for those looking to incorporate experiential and analytic processes in their therapeutic work. Although disparate views have been published, the theory underlying multimodal therapy suggests that therapist–client similarity would be most advantageous for treatment outcome and client satisfaction.It has already been demonstrated that there is a relationship between a therapist's modality structure and his or her adherence to a particular camp of psychotherapeutic thought.