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Intervention Format and Therapist-Child Agreement Associated with Therapeutic Alliance and Outcomes

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Title: Intervention Format and Therapist-Child Agreement Associated with Therapeutic Alliance and Outcomes
Language: English
Authors: John E. Lochman, Robert D. Laird, Heather L. McDaniel, Caroline L. Boxmeyer, Summer S. Braun, Nicole P. Powell, Lixin Qu
Source: Grantee Submission. 2024.
Peer Reviewed: Y
Page Count: 59
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
National Institute on Drug Abuse (NIDA) (DHHS/PHS)
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
National Institute of Mental Health (NIMH) (DHHS/NIH)
Contract Number: R305A220244
R01DA023156
R01HD079273
R01MH124438
Document Type: Reports - Research
Descriptors: Intervention, Therapy, Counselor Client Relationship, Children, Outcomes of Treatment, Child Behavior, Behavior Problems, Cognitive Restructuring, Behavior Modification, Rating Scales, Aggression
Assessment and Survey Identifiers: Behavior Assessment System for Children
DOI: 10.1037/ccp0000841
Abstract: Objective: The study examined the effects of therapeutic alliance (TA; relational bond, task collaboration) on externalizing behavior outcomes, how TA can operate differently when children are seen in individual versus group sessions, and how therapist-child disagreement in perceptions of TA affects outcomes. Method: 360 children (ages 9.2 to 11.8; 65% male; 78.1% Black) identified as having high rates of aggressive behavior by 4th grade teachers, and their 20 elementary schools were randomized to group versus individual delivery of the cognitive-behavioral intervention, Coping Power. TA ratings were collected from children and therapists at mid and end of intervention using the Therapeutic Alliance Scale for Children. Teacher ratings of children's externalizing and internalizing behavior problems were collected prior to intervention and at one-year follow-up after intervention using the Behavior Assessment System for Children. Results: Children receiving the intervention individually reported significantly higher trait-like levels of task-collaboration than did children seen in groups. Independent of intervention format, higher trait-like levels of therapist-rated bond and task-collaboration predicted reduced levels of externalizing problems, and higher trait-like levels of child- and therapist-rated task-collaboration and therapist-rated bond predicted reduced levels of internalizing problems. Differences between therapist and child reports of bond predicted weaker reductions in internalizing behavior for children seen in groups. Conclusions: It is essential to train therapists to develop and assess for TA by mid-intervention with children with aggressive behavior problems, especially if they are seen in small groups, and to determine if therapists may misperceive the strength of TA. [This paper was published in "Journal of Consulting and Clinical Psychology" v92 n1 p26-43 2024.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Accession Number: ED646812
Database: ERIC
FullText Text:
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PubType: Report
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  Data: Intervention Format and Therapist-Child Agreement Associated with Therapeutic Alliance and Outcomes
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  Data: <searchLink fieldCode="AR" term="%22John+E%2E+Lochman%22">John E. Lochman</searchLink><br /><searchLink fieldCode="AR" term="%22Robert+D%2E+Laird%22">Robert D. Laird</searchLink><br /><searchLink fieldCode="AR" term="%22Heather+L%2E+McDaniel%22">Heather L. McDaniel</searchLink><br /><searchLink fieldCode="AR" term="%22Caroline+L%2E+Boxmeyer%22">Caroline L. Boxmeyer</searchLink><br /><searchLink fieldCode="AR" term="%22Summer+S%2E+Braun%22">Summer S. Braun</searchLink><br /><searchLink fieldCode="AR" term="%22Nicole+P%2E+Powell%22">Nicole P. Powell</searchLink><br /><searchLink fieldCode="AR" term="%22Lixin+Qu%22">Lixin Qu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2024.
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  Data: 59
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  Data: 2024
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  Data: Institute of Education Sciences (ED)<br />National Institute on Drug Abuse (NIDA) (DHHS/PHS)<br />Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)<br />National Institute of Mental Health (NIMH) (DHHS/NIH)
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  Data: <searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Therapy%22">Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Counselor+Client+Relationship%22">Counselor Client Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Treatment%22">Outcomes of Treatment</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Behavior%22">Child Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Restructuring%22">Cognitive Restructuring</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Modification%22">Behavior Modification</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Aggression%22">Aggression</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Behavior+Assessment+System+for+Children%22">Behavior Assessment System for Children</searchLink>
– Name: DOI
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  Data: 10.1037/ccp0000841
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Objective: The study examined the effects of therapeutic alliance (TA; relational bond, task collaboration) on externalizing behavior outcomes, how TA can operate differently when children are seen in individual versus group sessions, and how therapist-child disagreement in perceptions of TA affects outcomes. Method: 360 children (ages 9.2 to 11.8; 65% male; 78.1% Black) identified as having high rates of aggressive behavior by 4th grade teachers, and their 20 elementary schools were randomized to group versus individual delivery of the cognitive-behavioral intervention, Coping Power. TA ratings were collected from children and therapists at mid and end of intervention using the Therapeutic Alliance Scale for Children. Teacher ratings of children's externalizing and internalizing behavior problems were collected prior to intervention and at one-year follow-up after intervention using the Behavior Assessment System for Children. Results: Children receiving the intervention individually reported significantly higher trait-like levels of task-collaboration than did children seen in groups. Independent of intervention format, higher trait-like levels of therapist-rated bond and task-collaboration predicted reduced levels of externalizing problems, and higher trait-like levels of child- and therapist-rated task-collaboration and therapist-rated bond predicted reduced levels of internalizing problems. Differences between therapist and child reports of bond predicted weaker reductions in internalizing behavior for children seen in groups. Conclusions: It is essential to train therapists to develop and assess for TA by mid-intervention with children with aggressive behavior problems, especially if they are seen in small groups, and to determine if therapists may misperceive the strength of TA. [This paper was published in "Journal of Consulting and Clinical Psychology" v92 n1 p26-43 2024.]
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  Data: 2024
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  Label: Accession Number
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  Data: ED646812
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED646812
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1037/ccp0000841
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 59
    Subjects:
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Therapy
        Type: general
      – SubjectFull: Counselor Client Relationship
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Outcomes of Treatment
        Type: general
      – SubjectFull: Child Behavior
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Cognitive Restructuring
        Type: general
      – SubjectFull: Behavior Modification
        Type: general
      – SubjectFull: Rating Scales
        Type: general
      – SubjectFull: Aggression
        Type: general
      – SubjectFull: Behavior Assessment System for Children
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    Titles:
      – TitleFull: Intervention Format and Therapist-Child Agreement Associated with Therapeutic Alliance and Outcomes
        Type: main
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            NameFull: John E. Lochman
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            NameFull: Robert D. Laird
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            NameFull: Heather L. McDaniel
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            NameFull: Caroline L. Boxmeyer
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            NameFull: Summer S. Braun
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            NameFull: Nicole P. Powell
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            NameFull: Lixin Qu
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              M: 01
              Type: published
              Y: 2024
          Titles:
            – TitleFull: Grantee Submission
              Type: main
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