Treatment dropout is a pervasive phenomenon that can preclude clients from benefiting fully from psychotherapy. Research efforts to understand the phenomenon in the preceding decades yielded few consistent results. The investigation of intrinsic client and therapist factors gave way to the more recent exploration of dynamic therapeutic process factors potentially influencing the dropout process. The availability of periodic treatment outcome measurement instruments has helped client-focused research explore the effects of treatment response as a process factor on aspects of psychotherapy. As an added benefit, real-time treatment response measures, such as the Outcome Questionnaire, offer the possibility of timely adjustment in clinical intervention to meet evolving client needs and enhance therapeutic treatment. This present study primarily sought to explore the relationship between psychotherapy dropout and treatment response patterns in terms of clients' psychosocial well-being as measured by the Outcome Questionnaire. The results suggest that treatment response patterns alone may not effectively predict dropout probabilities. Even so, the measure's sub-component assessing the client's subjective experience of symptom distress is shown to be more accurate in predicting dropout than the composite Outcome Questionnaire measure or any other component scale. This finding conceivably highlights the relative importance of symptom distress in the dropout process for the sampled clients. Those clients reporting higher levels of symptom distress appeared to be associated with greater probabilities of dropout termination. Additionally, prior research has recognized a likely mediated relationship between higher client educational attainment and lower dropout probabilities - a trend also observed in this study's sampled population. As one of its expressed intents, this study examined educational attainment's moderating effect on the relationship between aspects of client treatment response and dropout probabilities. While showing educational attainment to be a relevant factor in assessing dropout risks, the analysis results indicate that this client characteristic variable's interactional effect on the evaluated treatment response pattern feature is weak and statistically nonsignificant. The present study contributes to the research literature through providing some clarification to the importance of treatment response in the prediction of psychotherapy client dropout.

No description available.

A partir da experiência com supervisão de alunos de psicologia que atendiam em psicoterapia breve de orientação psicanalítica em uma universidade no interior de São Paulo, observou-se que a escuta clínica e compreensão das expectativas dos pacientes acerca do atendimento psicológico favorecia o engajamento destes ao processo de psicoterapia. Essa experiência consistiu em orientar os estagiários do quinto ano a perguntarem aos seus pacientes, no primeiro atendimento, o que eles esperavam da psicoterapia. Levantar e analisar esse material junto aos estagiários favoreceu uma redução significativa do índice de desistência. A hipótese desta pesquisa é que a escuta e análise das expectativas podem aproximar a técnica da psicoterapia às necessidades dos pacientes, favorecendo adesão ao tratamento psicológico. Objetivou verificar o índice de desistência, identificar as expectativas dos pacientes que procuram um serviço-escola para atendimento psicológico durante o processo de triagem, analisar possível relação entre a intervenção da escuta clínica dessas expectativas na triagem e adesão ao tratamento psicológico. O delineamento da pesquisa é predominantemente clínico-qualitativo. Foi feita pesquisa documental, por meio de consulta ao sistema informatizado da clínica, comparando os anos de 2009 e 2010 quanto ao índice de desistências. Foram realizadas entrevistas semidirigidas em um, dois ou três encontros, de acordo com a necessidade, com 10 participantes que aguardavam na lista de espera para atendimento psicológico, interlocução com os estagiários designados a atenderem os participantes em psicoterapia breve e análise documental dos prontuários dos participantes um ano após a triagem. Os resultados foram tratados segundo a análise de conteúdo considerando-se as categorias queixa manifesta, queixa latente, expectativas e comportamento não-verbal. Verificou-se uma adesão positiva ao encaminhamento proposto indicando que a escuta e compreensão das expectativas dos usuários do serviço-escola de psicologia podem enriquecer o sentido da busca por atendimento psicológico. A compreensão mais próxima dos desejos e necessidades dos participantes pareceu ter possibilitado uma redução do hiato produzido entre o que o paciente expressava necessitar e o que o estagiário ansiava em oferecer, favorecendo assim uma redução no índice de abandono. As implicações que poderão advir desta pesquisa dizem respeito ao estabelecimento de uma escuta mais acurada das necessidades e expectativas dos pacientes na triagem e um maior cuidado por parte dos supervisores e estagiários em relação à essa escuta não só na triagem, mas também no início da psicoterapia, dado que é frequente existir um intervalo muitas vezes maior do que o esperado entre inscrição, triagem e a psicoterapia / From the experience supervising Psychology students who provided psychoanalytical short-term psychotherapy at a university in the countryside of São Paulo, we could notice that clinical listening and the thorough understanding of patients expectations regarding psychological care favored their engagement in the psychotherapeutic process. The experience consisted in orienting fifth-year interns to ask their patients, in the first session, what they expected from the psychotherapeutic treatment. Collecting data and analyzing them with the interns has favored a significant reduction in dropout rates. The hypothesis this research works with is that listening to and analyzing patients expectations may adjust the psychotherapeutic techniques to patients needs, favoring engagement in the psychological treatment. This research aimed to check dropout rates, identify the expectations of patients who seek for a school service for psychological care during the screening process, and to analyze the possible relationship between intervention in the clinical listening in the screening process and commitment to the treatment. Our approach is mainly clinical-qualitative and it was based on documents retrieved from the clinic software comparing dropout rates in 2009 and 2010. We have carried out semi-structured interviews in one, two or three meetings, according to necessity, with ten subjects on the waiting list for psychological treatment as well as talks with the interns designated to provide short-term care to these patients. We have also carried out a documental analysis of the subjects records one year after screening. The results have been dealt with according to content analysis taking into account manifest and latent complaints, expectations and non-verbal behavior. We have observed a positive engagement in the proposed measures, which shows that the listening and understanding of the expectations of the Psychology School services users may enrich the meaning of the search for psychological treatment. A closer understanding of the subjects wishes and needs seemed to have reduced the gap between what patients claimed they needed and what interns aimed at offering, thus favoring a reduction in dropout rates. The implications that may arise from this research regard listening more accurately to patients needs and expectations in the screening process as well as more attention from supervisors and interns regarding listening not only during the screening, but also in the beginning of the therapeutic process, since, many times, there is a considerable gap among the processes of enrolling, getting screened and actually starting psychotherapy

A partir da experiência com supervisão de alunos de psicologia que atendiam em psicoterapia breve de orientação psicanalítica em uma universidade no interior de São Paulo, observou-se que a escuta clínica e compreensão das expectativas dos pacientes acerca do atendimento psicológico favorecia o engajamento destes ao processo de psicoterapia. Essa experiência consistiu em orientar os estagiários do quinto ano a perguntarem aos seus pacientes, no primeiro atendimento, o que eles esperavam da psicoterapia. Levantar e analisar esse material junto aos estagiários favoreceu uma redução significativa do índice de desistência. A hipótese desta pesquisa é que a escuta e análise das expectativas podem aproximar a técnica da psicoterapia às necessidades dos pacientes, favorecendo adesão ao tratamento psicológico. Objetivou verificar o índice de desistência, identificar as expectativas dos pacientes que procuram um serviço-escola para atendimento psicológico durante o processo de triagem, analisar possível relação entre a intervenção da escuta clínica dessas expectativas na triagem e adesão ao tratamento psicológico. O delineamento da pesquisa é predominantemente clínico-qualitativo. Foi feita pesquisa documental, por meio de consulta ao sistema informatizado da clínica, comparando os anos de 2009 e 2010 quanto ao índice de desistências. Foram realizadas entrevistas semidirigidas em um, dois ou três encontros, de acordo com a necessidade, com 10 participantes que aguardavam na lista de espera para atendimento psicológico, interlocução com os estagiários designados a atenderem os participantes em psicoterapia breve e análise documental dos prontuários dos participantes um ano após a triagem. Os resultados foram tratados segundo a análise de conteúdo considerando-se as categorias queixa manifesta, queixa latente, expectativas e comportamento não-verbal. Verificou-se uma adesão positiva ao encaminhamento proposto indicando que a escuta e compreensão das expectativas dos usuários do serviço-escola de psicologia podem enriquecer o sentido da busca por atendimento psicológico. A compreensão mais próxima dos desejos e necessidades dos participantes pareceu ter possibilitado uma redução do hiato produzido entre o que o paciente expressava necessitar e o que o estagiário ansiava em oferecer, favorecendo assim uma redução no índice de abandono. As implicações que poderão advir desta pesquisa dizem respeito ao estabelecimento de uma escuta mais acurada das necessidades e expectativas dos pacientes na triagem e um maior cuidado por parte dos supervisores e estagiários em relação à essa escuta não só na triagem, mas também no início da psicoterapia, dado que é frequente existir um intervalo muitas vezes maior do que o esperado entre inscrição, triagem e a psicoterapia / From the experience supervising Psychology students who provided psychoanalytical short-term psychotherapy at a university in the countryside of São Paulo, we could notice that clinical listening and the thorough understanding of patients expectations regarding psychological care favored their engagement in the psychotherapeutic process. The experience consisted in orienting fifth-year interns to ask their patients, in the first session, what they expected from the psychotherapeutic treatment. Collecting data and analyzing them with the interns has favored a significant reduction in dropout rates. The hypothesis this research works with is that listening to and analyzing patients expectations may adjust the psychotherapeutic techniques to patients needs, favoring engagement in the psychological treatment. This research aimed to check dropout rates, identify the expectations of patients who seek for a school service for psychological care during the screening process, and to analyze the possible relationship between intervention in the clinical listening in the screening process and commitment to the treatment. Our approach is mainly clinical-qualitative and it was based on documents retrieved from the clinic software comparing dropout rates in 2009 and 2010. We have carried out semi-structured interviews in one, two or three meetings, according to necessity, with ten subjects on the waiting list for psychological treatment as well as talks with the interns designated to provide short-term care to these patients. We have also carried out a documental analysis of the subjects records one year after screening. The results have been dealt with according to content analysis taking into account manifest and latent complaints, expectations and non-verbal behavior. We have observed a positive engagement in the proposed measures, which shows that the listening and understanding of the expectations of the Psychology School services users may enrich the meaning of the search for psychological treatment. A closer understanding of the subjects wishes and needs seemed to have reduced the gap between what patients claimed they needed and what interns aimed at offering, thus favoring a reduction in dropout rates. The implications that may arise from this research regard listening more accurately to patients needs and expectations in the screening process as well as more attention from supervisors and interns regarding listening not only during the screening, but also in the beginning of the therapeutic process, since, many times, there is a considerable gap among the processes of enrolling, getting screened and actually starting psychotherapy

No description available.

Plus de la moitié des adolescents suicidaires dont une large proportion présente un trouble de personnalité limite (TPL) abandonnent leur traitement. Les conséquences de leur défection sont préoccupantes considérant la récurrence de leurs conduites suicidaires et le fait que cette pathologie augmente le risque d’une évolution défavorable à l’âge adulte. À partir d’une méthode de théorisation ancrée constructiviste, cette étude visait à comprendre les processus associés à l’instabilité du mode de consultation des adolescents avec TPL. Elle a permis de spécifier les vulnérabilités à l’abandon des adolescents avec TPL et celles de leurs parents et mis au jour que l’atténuation des problèmes d’accessibilité, la préparation au traitement, l’adaptation des soins aux particularités du TPL et finalement la prise en compte de la disposition à traiter des soignants constituent des réponses déterminantes pour leur engagement. Les processus de désengagement ont également été spécifiés. Des perceptions négatives à l’égard du traitement, du soignant ou du fait d’être en traitement génèrent une activation émotionnelle. Celle-ci induit ensuite des attitudes contre-productives qui évoluent vers des comportements francs de désengagement. Dans ce contexte, des réponses du dispositif de soins telles une régulation insuffisante de l’engagement, des impairs thérapeutiques et des demandes paradoxales précipitent l’abandon de traitement. Finalement, les processus impliqués dans l’abandon de traitement ont été formalisés dans le Modèle de l’engagement et de l’abandon de traitement des adolescents avec TPL. Celui-ci illustre que des processus distincts caractériseraient les abandons précoces et les abandons tardifs des adolescents avec TPL. L’abandon précoce résulterait de l’échec du dispositif de soins à profiter de l’impulsion de la demande d’aide pour engager l’adolescent et le parent lors de ce premier moment critique de sa trajectoire de soins. En contrepartie, les abandons tardifs traduiraient les défaillances du dispositif de soins à adopter des mesures correctives pour les maintenir en traitement lors d’un deuxième moment critique marqué par leur désengagement. Les taux d’abandon de traitement de ces jeunes pourraient être diminués par un dispositif de soins qui reconnaît les périls inhérents au traitement de cette clientèle, se montre proactif pour résoudre les problèmes de désengagement, intègre des mécanismes de soutien aux soignants et favorise une pratique réflexive. / More than half of suicidal adolescents, a large proportion of which manifest borderline personality disorder (BPD), drop out from treatment. The consequences of their premature termination are cause for concern, given the recurrence of their suicidal attempts and that they present elevated risk for major mental disorders during adulthood. The current study sought to gain a broader appreciation of processes involved in treatment dropout among adolescents with BPD through a constructivist grounded theory. Various dropout vulnerabilities specific to adolescents with BPD and their parents, including psychological characteristics, help-seeking context and perception of mental illness and mental healthcare were identified. Care-setting response including management of accessibility problems, adaptation of services to needs of adolescents with BPD, preparation for treatment, and consideration for the health professional's disposition to treat were also found to be determinant to their engagement to treatment. The processes of disengagement from treatment have also been specified. Negative perceptions regarding treatment, clinicians, and receiving treatment have been shown to generate emotional activation. The aforementioned lead to counter-productive attitudes that evolve into outright disengagement behaviours. In this context, responses from the care-setting, such as an insufficient regulation of the engagement, therapeutic faux pas and paradoxical demands, precipitate premature treatment termination. Finally, the processes involved in the abandonment of treatment were formalized in the Model of engagement and treatment dropout for Adolescent with BPD. This illustrates that distinct processes characterise the premature and late dropouts of adolescents with BPD. The early terminations result from the failure of the care-setting to take advantage of the impetus at help seeking to engage the adolescent and the parent at that first critical moment in the care trajectory. On the other hand, the late dropouts translate failures of the care-setting to adopt corrective measures to maintain the patient in treatment at a second critical moment indicated by their disengagement. The termination rate of those adolescent treatments could be diminished by a system of care-setting that recognizes the inherent difficulties related to the treatment of those specific patients, is proactive to solve problems of disengagement, integrates support systems for clinicians and promotes a reflexive practice.

No description available.