Therapist effects on dropout in couple therapy

Marriage and family therapy scholars have argued that therapists play a crucial role in successful couple therapy, yet little research has empirically documented that the therapist in couple therapy has a significant impact on outcomes. Known as the study of therapist effects, this study sought to assess the amount of variance attributed to the therapist in couple therapy outcomes. Using dropout as the outcome variable, this study analyzed data from 1,192 couples treated by 90 masters and doctoral student therapists at a university‐based training clinic. Results from multilevel analysis indicated that therapists in the sample accounted for 9.4% of the variance in couple dropout while controlling for initial couple impairment. Therapist gender and therapist experience did not significantly predict variability in therapist effects. These findings give promise to future research on therapist effects in couple therapy and encourage exploration into which therapist characteristics and behaviors contribute to successful clinical outcome.     

The Role of the Group in Peer Group Entry

This study explored psychological conditions affecting children's receptiveness to a newcomer (the guest) in a peer group entry task. Subjects were 93 host dyads (48 male) of 7- to 9-year-old children. Hosts played a word-naming game for 5 min before being joined by a male or female guest. The hosts' pre-entry interaction was coded to reflect an orientation toward the game (agentic) or toward each other and toward experimental setting demands (communal). Hosts' psychological orientation predicted entry outcomes. Specifically, hosts of excluded children verbally competed with each other (an aspect of agency) more than hosts of children who entered. Male hosts competed more than female hosts and female hosts helped and encouraged each other (aspects of the communal orientation) more than male hosts. These findings suggest that the strategies and effort required by children to achieve group entry may depend on prior psychological conditions attending the interaction of the peer group.     

Teenage childbearing and cognitive development

In this paper we examine how having a child as a teen affects the cognitive development of young women as measured on standardized tests. The research in this paper makes use of the National Education Longitudinal Study of 1988, a biennial survey that contains information on a cohort of young women from the time they were in the 8th grade in 1988 until, the latest wave, 1994. By observing two test scores before a woman has a child and one test score after, we can control for both the level and growth in test scores experienced prior to childbirth. The results indicate that although teenage mothers have lower cognitive test scores than their counterparts without children, the effects of childbearing itself are negligible. Received: 23 August 2000/Accepted: 02 January 2001     

Testing the Clinical Implications of Planned Missing Data Designs

Assessment is a core element of evidence‐based practice, but thorough formal assessment can place a significant burden on clients. We evaluated the clinical viability of using planned missing data designs to reduce client burden. Data come from an archival dataset with 1342 participants. Although significant differences were found in scores with planned missing data versus real scores, the effect sizes for the differences were generally small. Scores with missing data had sensitivity and specificity scores generally above .90 when predicting real scores over clinical cutoffs and improvement in real scores. These findings offer useful information to agencies and researchers looking for ways to collect more data without losing its immediate clinical utility.     

The development of a reliable change index and cutoff score for the SCORE-15

The Systemic Clinical Outcome and Routine Evaluation version 15 (SCORE-15) is a measure used to assess family-level change in family therapy. The SCORE-15 has been demonstrated to be a reliable and valid measure, with high clinical utility; however, the SCORE-15 lacks the ability to determine whether the change in family functioning during the course of therapy is clinically significant. This study aimed to establish a reliable change index (RCI) and clinical cutoff score so that researchers and clinicians can determine clinically significant change in family therapy. US samples of 71 clinical participants and 244 community participants completed the SCORE-15. Results indicated a cutoff score of 40.37 and an RCI of 9.52. Consequently, family members who improve their SCORE-15 score during the course of therapy by at least 9 points and who cross the threshold of 40 during the course of therapy are considered to have experienced clinically significant change.     

Dynamics of the intergenerational transmission of welfare receipt in the United States

Using data from the Panel Study of Income Dynamics, this article expands upon earlier empirical efforts to understand intergenerational welfare participation in the United States. Empirical studies have suggested that growing up in a household that receives Aid to Families with Dependent Children (AFDC) increases the probability that a child will receive AFDC, although little insight exists on the dynamics of this relationship. In particular, no one has formally examined how the time a daughter spends on AFDC varies from the time her parents receive welfare. By observing the behavior of parents and their daughters for five years, this study examines the length of participation in AFDC across generations. The results imply that growing up in a household that receives AFDC increases the amount of time that a daughter will also receive aid, although the time a daughter receives AFDC is not affected by the length of time parents receive AFDC. His research interests include welfare programs, tax policies, local public finance, and econometrics.