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ACKNOWLEDGMENTS
I wish to express my most sincere
appreciation to Dr. Floyd F. Robison
for my initiation into and intensive
experiences
with
human
subjects
research.
Also, I
would
like
to
thank
Dr.
Roger
L.
Hutchinson
for
his
acceptance
and
ready
cooperation,
along with Dr. Ann Louise
Barrick
for
making
my
early
assignments
seem important and my
later
tasks
seem feasible.
Finally, I extend my gratitude
to Dr. Warren Vander Hill and the
Honors College for supporting funds
via
the
Undergraduate
Fellowship
program.
-
***************************************
**
*
1*
**
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Dedicated:
To my parents,
who lovingly taught me
discipline and perseverance;
To Jeff, Greg, Monica, and Jerry,
who taught me
competition and cooperation;
To my dearest friend,
who has unconditionally
encouraged, enlightened,
and uplifted me
throughout this
three-year project;
!1
**
1
**
*
*1*
*
1*
1
1
t
1
**
**
1
To God, Who is the
1
*
Almighty Teacher
*
*
*
and
1*
Grand Counselor.
1*
**
***
**
**
**
***
**************-I(****************-k-"************
CONTENTS
Chapter One:
Separation Anxiety: The
history and a review of
related literature ....•.••.•.•••• 7
Chapter Two:
Client reassignment
practices among counseling
centers utilizing
counselor trainees •.........•.•• 15
Chapter Three:
Effects of "in house"
client-counselor reassignments
on client anxiety in a
university training clinic •••••• 21
Chapter Four:
Effects of different
reassignment procedures on
client anxiety in a
counselor training clinic •..•... 33
Appendices ...................................................... 49
References ..................................................... 63
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The purpose of this
paper
is
describe
a
series
of
studies
to
in which client reassignment process
and related separation anxiety were
examined.
Most graduate counseling
and
clinical
psychology
programs
an
experiential
component
include
clients
in
which
students
counsel
under supervised conditions.
Often
the student
completes
his
or
her
practicum training before the counseling needs of the client
are
met.
The client
is
then
reassigned
to
a new counselor.
authors
have
Many
suggested
that
reassignment
elicits
several
affectual
responses,
one
of
the
most common being separation anxiety.
As
early
as
1910,
Sigmund
Freud
recorded perhaps the first longitudinal
study (infancy to old age) of the
effects of reassignment on a patient
(Wolf Man)
from
one
therapist
to
9
another (Gardiner,
1971).
Wolf Man case
referred
by
a
in
turn,
was
fellow
The
famous
to
Freud
psychiatrist;
referred
Wolf
Freud,
Man
to
a
junior colleague.
Upon
ment,
demonstrated raging
the
patient
each reassign-
anger and frustration.
According
to
separation
anxiety
signal
danger
of
distress
upon
from a needed
refers
and
isolation
person.
a
to
or
that
of
of
separation
Burnham
form
the
reaction
and Scher (1970) reported
experience
(1965),
Burnham
(1965)
clients
separation
anxiety in anticipation of reassignment
to
other
stems
therapists.
from
of being
the
client's
separated
from
who has provided relief
pain
and
charged
-
with
whom
relationship
(Keith,1966).
This
an
anxiety
perception
individual
from emotional
an
has
emotionally
developed
10
Keith
(1966)
notes
reassignment
some
consideration
procedures
and
which are
dictated
Sederer
(1975)
in
from
patient
with the
and
to
is anxiety.
against
Schiff
to
is
separation
client
warns
to
"sink
terminated
concerned
feelings
rejection
Glenn
affectual
(1961)
being
and
dealing
completion
common
impending
client I s
including
of
and
between
in
According
when
reassigned
the
task
a
swim"
reassignments
therapist
allowing
as
"market-place"
therapist
most
needs.
terms
cooperation
difficult
response
or
and
the
such
to
separation.
(1971),
client
patient
mutual
the
administrative
and
therapist
encourages
the
to
to
reassignments
than
Rose"
referring
of
uses
given
minimize
by
rather
"secondhand
be
impact
since
necessary,
can
frequency
necessities
is
should
which
that,
and
of
or
with
anxiety,
abandonment.
11
Pumpian-Mindlin
the
in
effects
a
primarily
at
the
six
or
clinical
in
this
anxiety
of
client
Veterans
hygeine
resident
of
reassignment
which
an
average
for
seven
most
reduced
reassignment
to
at
a
of
four
remained
and
students
It
that
staffed
months,
graduate
setting
was
who
six
psychology.
mental
was
psychiatrists,
clinic
studied
Association
clinic,
by
(1957)
new
was
in
found
patients
the
I
time
therapist
1)
patients were given a
specific appointment time with their
new
therapist
with
only
a
short
wai ting period,
and
2)
patients
had a
joint meeting with both the
current and the new therapist present.
Scher (1960) also found that clients
may experience considerable separation
anxiety unless the departing therapist
"smooths"
the
transition
by
1)
careful
advanced
preparation
of
when:
-
12
the client,
2)
adequate communication
of information with the
and
preparation of
3)
family as well
The
sively
in
not
the
observed
signment,
rence
as
(1971) noted that
and
after
in
pos t
emotional
are
have
bonds
likely
sufficient
to
enough
relationship
Glenn
of
to
loss
reassignment.
the
are
literature
reassigned
their
strong
therapists
experience
to
therapy
order
developed
with
their
problems.
feelings
who
recur-
to
considerable
abandonment
reas-
a
related
clients'
they
to
exhi bi ted
necessary
clients
extenSchiff
prior
It is suggested in
that
separation
reported
that,
presenting
alleviate
of
staff.
literature.
symptoms
was
patient's
hospital
been
clients
of
original
often
the
therapist,
the
manifestations
anxiety have
(1962)
new
impede
development
anxiety
effective
with
quent therapists and negate
subse-
previously
13
achieved
therapeutic
gains.
anxiety-producing effects
ments
are
most
likely
reassignment
1)
little
of reassign-
to
occur
when
procedures
provide:
information
concerning
the reassignment process
or
istics of new therapists,
opportunity
These
for
character2)
clients
little
to
obtain
emotional closure on their relationship
witn
departing
therapists,
3)
little
emotional,
or
behavioral
preparation
lishing
positive
and
cognitive,
for
estab-
relationships
with
new therapists.
Clients
in
short-term
counseling
settings often develop strong emotional
ties
to
their
period of
of
lead
an
the
to
that
time.
type
If
and
anxiety
examination
described
counselors
these
a
ties
intensity
upon
of
short
are
which
reassignment,
the
propositions
reassignment
in
previously-
would
procedures
indicate
which
14
provide
decrease
extensive
preparation
may
these
clients I
anxiety
and, in turn, improve
the
quality
of their therapeutic work with subsequent counselors.
Prior to the heretofore reported
research, no evidence has been presented
regarding
client
reaction
to
reassignment
in
which
college
and
university
student
counselors
are
utilized (ie., practicum and internship
trainees).
In
addition,
little
has
been
written
which
describes
the actual client reassignment process.
-
***************************************
**
**
***
***
*~
Chapter Two:
*
*
~
~
***
*
***~
*~
*~
*
**~
**
*
***
**
**
***
**
**
*
***
**
*
***
***
***
*~
*~
***
Client Reassignment
Practices among
Counseling Centers
Utilizing
Counselor Trainees.
**~
*~
*~
*
**~
t
**
***
**
*
***
*
*
***
t
**~
t
**
*
***************************************
16
Existing
were
reassignment
examined
Only
those
in
the
college
centers
counselors
(practicum
were
and-pencil
client
used
by
seling
was
two
questions
One
pr.:>portion
of
within
center
1983
of
20
list
of
which
might
centers.
client
clients
trainees,
during
the
The
survey
used
Respondents
and
reassigned
reassignment
be
into
contained
of
year.
the
nation.
annual
clients
academic
section
section
counselor
coun-
grouped
proportion
the
processes
the
were
concerning
by
to
information regard-
items
population,
seen
devised
across
sections.
paper-
and university
centers
Survey
and/or
A
reassignment
college
student
trainees
included.
survey
study.
university
utilizing
gather descriptive
ing
first
and
counseling
interns)
practices
1982second
included
a
practices
in
counseling
were
instructed
17
to
indicate
used
to
each
conduct
practice
client
typically
reassignments
within the counseling center.
dents
to
were
provide
given
Respon-
the
opportunity
supplemental
information
regarding their center and
its
admini-
stration.
The
survey
was
mailed
directors of 50 college
counseling
randomly
of
selected
counseling
from
a
the
university
Sites
centers.
were
population
centers
identified
through three sources:
1)
counseling
centers
training
approved
by the American
tion,
with
3)
the
as
Psychological
sites
Associa-
2) counseling centers affiliated
the
Counseling
American
Association
Center
counseling
availability
internship
Directors,
centers
of
training
and other publications.
-
and
to
indicating
practicum
via
of
and
and
brochures
18
sites
returned
Forty-eight
surveys.
Three
sites
completed
indicated
no
that
trainees
were
currently seeing clients and therefore
The
were deleted from the sample.
sites
served
annual
remaining
45
client populations of over 350 persons;
21 sites reported client
exceeding 750 persons.
were
located
while
in
sites
35
private
were
populations
Ten
sites
institutions
affiliated
with
state supported colleges and universities.
All sites reported that more
than
-
ten
client
percent
of
population
their
was
annual
served
by
counselor trainees.
Two
types
of
were used in
order
types
of
analysis
used to
of styles
Since
data
to
analysis
yield
two
information.
A cluster
of
cases
procedure
was
identify and form clusters
of
reassignment
process.
responses were in dichotomous
19
format, chi-square was used as the
among
sites
measure
of
similarity
on the 20 practices.
sites
reporting
The number of
use
of
each
reassignment
process
is shown in Table 3.
Four clusters
of
practices
identified
from
were
the
analysis,
encompassing
42
of
Clusters 1, 2, 3,
the 45 sites.
and 4 contained 15, 10, 9, and 8
sites, respectively. Maximum distances
between boundary cases
ranged
from
.35
(Cluster
1)
to
.44
(Cluster
4).
Reassignment practices reported
by sites within clusters are shown
in Table 2.
Distinct differences were found
between reassignment
practices
used
by counseling centers in the sample.
Practices differed in terms of the:
1)
level of
client
participation
in reassignment,
2)
amount
and
types of pre-reassignment preparation,
-
20
and
3) amount of post-reassignment
contact with the previous counselor.
Sites in Cluster 1 and
Cluster
2
tended to promote lower client involvement
in
the
reassignment
process,
provide
less
extensive
preparation
and limit contact with the previous
counselor
following
reassignment.
Sites
in
Cluster 3
and Cluster 4
appeared to promote greater amounts
of client involvement, provide more
extensive
preparation,
and
promote
participation of the previous counselor
in the clients' transition
the
to
newly-assigned counselor.
***************************************
**
*
**
***
**~
~
t*'
**
*
Chapter Three:
t
**
**
t
**
*
***
**
*
~
•
:t
Effects of "In-House"
:Z*
Client-Counselor
***
*t
t
t*
*t
t*
*t
*t
*t
Reassignments on
t*
Client Anxiety in
*:~
a University
*t
Counselor Training Clinic.
**
*
**~~
***
***
***
*
**
*,~
**
*~"~....
**
*
*.*"
**
*,~
*
**
*
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t*
*-;r*****************-k***********-k*****-k***
-
22
Few
be
counseling
described
version
of
a
any
site
cluster
would
by
strict
accurately
single
the first study.
that
centers
It
would
with
cluster
is
more
be
some
a
in
feasible
most
like
components
on
of
a neighboring cluster.
The reassignment
process
employed
by the Ball State University Counseling
Practicum Clinic
is
3 with additional
4.
As
this
series
has
been
cited
effects
a
new
are
like
elements
studies,
no
evidence
client
reassignment
to
within
counseling
The
to
college
centers
by
the
purpose
examine
clients'
(reassign,
to
the
of
the
or
which
internship
the
second
relationship
counseling
continue,
and
completion
of student practicum and/or
between
prior
regarding
necessitated
study was
Cluster
presented
counselor
training.
Cluster
of
previously,
of
of
university
most
status
terminate)
23
and
ensuing
anxiety
of notification
seling
at
change
of a
status.
was defined as reassignment
same
or
counseling.
to
It
clients
a
new
who
either
counselor
was
who
of
with
the
of
hypothesized
were
reassigned
would
anxiety
continued
or
another
termination
counselor
higher levels
coun-
status"
to
continuation
counselor,
that
of
"Counseling
counselor,
time
the
manifest
than clients
with
the
voluntarily
same
terminated
counseling.
Subjects
female
were
age
clients
31).
for
attraction
and
effects
the
following
mented:
of
1)
or over,
2)
a
of
of
minimum
six
23
age
In
16
male
to
order
to
had
four
counseling
(median
to
control
counselor
reassignment,
constraints
subjects
32
59
the
previous
and
were
were
impleage
participated
and
a
sessions
16
in
maximum
with
24
the same counselor,
3)
had experienced no previous reassignment
and
4)
were clients in the Ball State
University
Counseling
Practicum
Clinic
during
the
winter
quarter,
1983-1984. A wide range of educational
and occupational backgrounds, socioeconomic
levels,
and
presenting
p~oblems were represented.
In
order
to
assess
clients'
attraction to their
counselor,
the
Attraction to Counseling Scale (ACS)
was
devised
(Hutchinson,
Robison,
Barrick and Uhl, 1984).
The
scale
consisted of 23 items and exhibited
an internal
consistency
reliability
of .94.
The State-Trait Anxiety Inventory
(Spielberger, Gorsuch, and Luschene,
1969) was used to measure anxiety.
The
State Anxiety
Inventory
(SAl)
yields a measure of anxiety resulting
from a specific situation; in this
25
anticipated
separation
from
case,
the
counselor
was
the
"state."
The
Trait
Anxiety
Inventory
(TAl)
yields a measure of general anxiety;
this
being
the
anxiety
which
is
characteristic
of
the
individual.
Thus, using the TAl as a covariate
in the data analysis offered a measure
of anxiety which
was
due
to
the
specific situation with
the
effect
of general anxiety deleted.
Clients
whose
counselors
were
to be leaving
the
clinic
due
to
the completion of
practicum
and/or
internship training, were identified
and administered the ACS
and
TAl.
These
two
measures
were
completed
prior
to
the
counseling
session
of the sixth week of the quarter.
During
the
counseling
session
of
the
eighth week
of
the
quarter,
these clients were given the options
of
1)
in-house
reassignment,
26
2)
external
3)
termination.
Clients
remaining
two
reassignment,
or,
counselors
were
whose
at
the
choices:
clinic
and
both
made
regarding
parties
contract
a
status
(reassign,
continue,
mutual
reassignment
the
counseling
a
reassignment;
signed
stating
with
termination.
2)
counselors
decision
given
continuation
1)
the same counselor, or
Clients
were
agreed
upon
the
of
or
client
terminate).
Immediately after signing the contract,
clients
completed
counselors
the
were
the
SAL
trained
to
reassignment
process
All
conduct
in
the
same manner.
In order to control
level
only
of
attraction
subjects
whose
in the top
one-third
tion were
selected
ysis.
These
for
to
ACS
counseling,
scores
of
for
subjects'
the
distribu-
further
subjects
were
were
analthen
27
categorized according to their counseling
-
status:
reassign,
or terminate.
mean
The
SAl
by subjects
the
in
continue,
scores
obtained
three counseling
were
analyzed
categories
status
using a one-way analysis of covariance,
with TAl scores treated as a covariate.
Adjusted means and
on
the
SAl
standard deviations
by
counseling
are presented in Table 4.
sums
A
sequential
procedure
covariate
was
used
effect,
to
ate.
The
Covariate
X
squares
compute
by
the
factor
tion was non-significant
df
of
followed
factor effect adjusted for
status
(F
the
the
covariinterac=
1.34,
.27), supporting the
2, p
assumption
of
homogeneous
slopes
status
across the three
counseling
categories.
The covariate effect
of
Trait
Anxiety (presented in Table 5) was
28
(F
df
1,
7.41,
=
p = .009). Examination of the regression coefficient revealed a positive
and
SAl
relationship
between
TAl
for
the
scores.
After
adjusting
effect
covariate
effect,
the
main
significant
-
-
of
disposition
was
non-significant
.54) •
Thus,
(F = • 63 , df = 2 , P
the hypothesis that clients anticipating reassignment to a
would report
higher
than continuing or
new
levels
counselor
of
anxiety
terminating
clients
was not supported.
In
-
tions,
contrast
it
appears
that clients who
ment
did
to
not
earlier
in
this
anticipated
report
predicstudy
reassign-
greater
levels
of anxiety than clients who anticipated
continued
contact
with
their
current
counselor or termination of counseling.
Further,
mean
obtained
by
state
anxiety
subjects
counseling status groups
....
-
in
scores
the
were
three
slightly
-
-
29
than normative
mean
scores
lower
of
psychiatric
patients
diagnosed
as having anxiety disorders (Spielberger, Gorsuch, and
Luschene,
1969),
suggesting
that
the
anticipated
counseling statuses were not associated
with substantial levels of anxiety.
reasons
account
Several
may
for the absence of significant anxiety
levels in response to reassignment.
the
case
with
most
First, as is
clinics utilizing counselor trainees,
aware
trainees'
clients
were
of
-
-
-
transient status upon entry to counseling and may have prepared emotionally
for
possible
reassignment
at
the end of the term.
Also,
the
duration
of
counseling
received
by
clients
prior
to
reassignment
was brief in relation to the duration
of
contacts
in
many
non-training
facilities.
While subjects in this
an
attraction
study
reported
to
30
-
their
in
investment
relationships,
-
and
counselors
may not
have
emotional
their
the
allowed
for
therapeutic
brevi ty
of
contact
these
relation-
emotional
intensity
separation
anxiety
ships to reach the
necessary
an
to be experienced.
procedures
The
are
clients
their
reassigned
emotional
procedures used
clients
provided a
-
next
noted
clients
their
for
that
-
...
-
themselves
in
the
or
The
study allowed
status
counselors
amount
of
Schiff
agencies
no
decisions
preparation
transition.
affect
for
and
advance
reassignment
many
little
may
counseling
counselor.
in reassignment
little
this
moderate
preparation
the
in
with
which
responses.
to discuss
options
through
to
(1962)
accord
involvement
and
provide
the
actual
Thus, clients may perceive
as
being
reassignment
passive
vendibles
process,
which
31
-
-
-
in turn increases separation anxiety.
in
Chapter
In the study described
(Robison,
Hutchinson,
Barrick
Two
and Uhl, 1984), it was found that
procedures used by training clinics
varied
according
to
the
degrees
of client input into new counselor
selection and amount of preparation
for working with the new counselor.
According to
the
results
of
this
productive
to
study, it
would
be
of
different
explore
the
effects
reassignment procedures
on
clients'
subsequent emotional
and
behavioral
adjustment.
Examination of
the
significant
covariate
effect
indicated
that
clients'
tendencies
toward
anxiety
may affect their reaction to separation
from a counselor.
It is indicated
herein that there exists a positive
relationship
between
state
anxiety
and trait
anxiety
scores.
These
32
measures would be expected to correlate
substantially due to their conceptual
relationship.
However,
it
seems
likely that clients who are generally
disposed to
anxiety,
or
for
whom
anxiety
is
a
component
of
their
presenting problems, would experience
higher
anxiety
levels
when
their
counselor departs.
The manifestation of separation
anxiety in anticipation of reassignment
is of clinical significance because
it has been associated with client
behaviors
subsequently
impeding
therapeutic progress.
The
primary
conclusion of
this
study
is
that
clients
who
receive
counseling
in
training
clinics
appear
to
cope
effectively with impending counselor
changes
when
they
receive
advance
preparation for reassignment.
***************************************
*
***
t
**
*
**t
***~
***
*
**t
*t
t*
*
**
**~
*
***
***
**
***
**
**
**
**
*
***
**
Chapter Four:
Effects of Different
Reassignment Procedures
on Client Anxiety in a
Counselor Training Clinic.
***
~
*
**
t
**
**
*
*
***
**t
t*
*t
*
**
**
t
**
*
***
**
***
**
**
*
***
*
***
**
*
''I(*****************************-1.*******-k
34
In the absence of extreme
reactions
second
to
reassignment
study,
it
was
short-term
in
centers,
significant
effects
with
in
the
proposed
that
counselor
reassignment
clients
subsequent
factors
begin
to
and
to
influence
reassignment
such
tendencies
third
as
types
used
toward
and
were
unable
peutic
using
agency
to
complete
contracts,
one
of
two
study
community
counselors
their
were
thera-
reassigned
procedures.
procedures
had
the
described
study
and
final
whose
been
These
identified
in
of
anxiety.
of this series, clients in a
counseling
other
responses
procedures
the
conduct
clients'
behavioral
reassignment,
In
trainees.
investigate
which may
clients'
contact
counselor
study
emotional
to
produce
counter-therapeutic
when
third
training
may not
Thus, it appeared necessary
a
anxiety
Chapter
in
Two
35
as being representative of procedures
commonly used in college and university
counseling
centers
throughout
the
nation.
One
procedure
provided
clients
with
minimal
information
and
preparation
for
reassignment,
while the second procedure provided
substantial
amounts
of
information
and
cognitive
preparation.
Based
on previous writings, clients' attraction to their counselors and counseling
activities, and the number of sessions
that
clients
had
had
with
their
counselors prior to
being
informed
of
their
impending
reassignment
were also examined.
Two
hypotheses
were
tested
in this study.
Stated
in
their
null form, they were:
1)
No differences in anxiety
levels
associated
with reassignment would be observed
between clients receiving high amounts
of
reassignment
preparation
and
-
36
clients receiving minimal preparation,
as a function of number of sessions
with counselors prior to being informed
of
their
reassignments, and 2)
no
differences in anxiety levels associated
with
reassignments
would
be
observed
between
clients
receiving
high amounts of reassignment preparation and clients receiving minimal
preparation, as a function of level s
of
emotional
attachment
to
their
counselors.
Subjects were 57 male and female
clients who were to
reassigned
be
to new counselors at the Ball State
University
Counseling
Practicum
Clinic during the autumn and winter
quarters, 1984-1985.
order
to
In
control
for
the
possible
effects
of reassignment prior to the experimental treatment, only those clients
who had not been reassigned previously
within
the
clinic
were
included
-
37
in
this
study.
in age
from
age
41)
range
of
Subjects
16
to
and
69
personal
and
Most
counseling to
(median
years
represented
educational
backgrounds.
ranged
a
occupational
clients
obtain help
relationship
wide
entered
with
inter-
and
personal
16
Masters
adjustment difficulties.
Counselors
were
degree candidates enrolled in beginning
and
advanced
All
counselors
training
at
the
during
the
to
would
experiences
end
of
which
study;
which
practicum
of
be
the
their
in
had
the
also
clients
Those
their
clinic
quarter
participated
reassigned
of services.
complete
academic
they
they
courses.
for
in
indicated
would
need
completion
identified
clients
served as subjects in the study.
Subjects'
to
their
activities
level
counselors
was
of
attraction
and
counseling
measured
using
the
-
38
Attraction to
developed
Counseling
for
the
study
in Chapter Three.
clients'
attachment
and
valuing
contacts
in
a subscale
of
Inventory
measures
counselors
their
counseling
to
other
current
daily
lives.
Inventory
(SAl) ,
State-Trai t
Anxiety
(Spielberger,
Luschene,
measure
ACS
their
their
the
described
attraction
Anxiety
State
and
of
1969)
anxiety
clients'
(ACS)
of
to
relative
activities
The
The
feelings
and
Scale
Gorsuch,
was
used
associated
impending
to
with
reassignment.
Clients to be reassigned completed
the
ACS
during
the
the ii-week quarter.
of
these
and
used
into
two
ACS
fifth
The
scores
to
the
categorized
was
computed
categorize
subjects
levels
of
attraction
a
to
Subjects
distribution
into
of
distribution
counselor/counseling.
below
week
"Low
median
were
Attraction"
39
(mean
level
score
75.1)
=
above
the
subjects
median were classified
Attraction"
level
were
There
distribution
into
(mean
two
a
score
One
level
subjects
who
had
two
sessions
prior
(mean
3.2
=
level
to
seen
their
eight
=
the
of
four
ninth
week
to
follow
reassignment.
and
to
ninth
counselors
two
The
seventh
procedures
their
impend-
clients
randomly
between
the
Procedure One
two
procedures.
(low preparation
tion),
the
beginning
the
quarter,
of
had
six
the
quarter,
each counselor were
week
second
who
to
for informing clients of
at
a
to
for
sixth
the
were trained
ing
of
included
subjects
prior
102).
7 sessions).
During
weeks
=
The
counselors
sessions
week (mean
the
sessions).
included
"High
levels
"sessions" factor.
had
while
of
divided
the
the
of
In
condininth
client
40
was informed that he would be reassigned to another counselor in the
clinic for continued service.
The
counselor
answered
any
questions
raised
by
the
client
concerning
the intended reassignment, but initiated no detailed
information
about
the new counselor, the process through
which the
new
counselor
had
been
selected, or actions which the client
might take to begin effective therapy
with the new counselor.
Also, the
counselor did not initiate a discussion
of his/her
therapeutic
relationship
with the
client,
did
discuss
but
their
relationship
if
the
client
initiated the discussion.
The client
was given the SAl upon being informed
of the
reassignment
prior
to
any
discussion.
In Procedure Two (high preparation
condition),
at
the
beginning
of
the ninth week of the quarter, the
41
client was informed that
he
would
be reassigned to
another
counselor
in the clinic for continued service.
The counselor described the process
which
through
the
new
counselor
had been selected and provided information regarding the
new
counselor I s
experience,
theoretical
orientation,
and
personal
style
of
counseling.
Also,
the
counselor
initiated
a
discussion of common concerns associated with seeing a
new
counselor,
along
with
the
potential
benefits
of working with more than one counselor
in the clinic.
The client was asked
to
discuss
his /her
evaluation
of
his/her relationship with the counselor
and consider how
therapeutic
goals
might be modified to reflect their
work together.
The SAl was administered after this discussion.
Mean SAl scores
were
analyzed
using a 2 x 2 x 2 factorial analysis of
42
variance.
The independent variables
were:
1)
type
of
reassignment
2)
procedure,
level of attraction
to counselor/counseling,
and
3)
number of counseling sessions.
A
significant
Reassignment
Procedure X Number of Sessions interaction
effect
was
observed.
To
identify the source of the interaction,
Tukey IS HSD test was used to compare
cell means by Reassignment Procedure
and Number of Sessions.
These comparisons revealed
that
the
mean
SAI
score
for
subjects
reassigned
in
the high preparation condition (Procedure Two) after six to eight sessions
significantly
was
lower
than
the
mean score for
subjects
reassigned
in
the
low
preparation
condition
(Procedure One) after six to eight
sessions and after two to four sessions.
Also, the mean anxiety score
for subjects reassigned in the high
-
43
preparation
to
four
lower
for
sessions
than
subjects
preparation
to
eight
One,
the
mean
anxiety
reassigned
in
condition
score
the
after
Thus,
asserted
two
significantly
was
sessions.
which
after
condition
low
six
Hypothesis
no
differences
in anxiety levels of clients reassigned
under
conditions
preparation,
of
sessions
as
of
a
high
or
function of
with
low
number
counselors,
was
rejected.
The
X
Reassignment
Attraction
to
Procedure
Counselor/Counseling
interaction effect was not significant,
indicating that SAl scores
of
reassigned in the high and
low prepar-
ation
conditions
substantially
of
emotional
and
valuing
ships.
which
did
across
of
to
counseling
Therefore,
asserted
not
the
attachment
no
subjects
differ
two
levels
counselors
relation-
Hypothesis
differences
Two,
in
44
anxiety levels of clients reassigned
conditions
of
high
or
low
under
preparation, as a function of emotional
attachment to counselor and counseling
relationship,
was
supported.
The main effect
of
attraction
to counselor on SAl scores was signiclients
ficant,
indicating
that
who reported higher levels
of
attraction also reported higher levels
of anxiety upon being
informed
of
their reassignment.
It is suggested,
then, that the relationship between
emotional
attachment
to
counselors
and
reassignment
anxiety
observed
in long-term therapy patients (Burnham,
1966;
Keith,
1965;
Scher,
1960)
also
may
apply
to
reassignments
conducted during short-term counseling
contacts.
However,
in
contrast
(1971)
to
Glenn's
Sederer's
and
(1975)
predictions,
the
provision
of high levels of
preparation
for
45
-
reassignment
did
not result
anxiety
scores
for
more
clients as compared to less
-
in
lower
attracted
attracted
clients.
It was also indicated in this
study that clients in the high preparation
than
levels
category
who
sessions
five
had
had
reported
more
lower
of anxiety than clients
reas-
Given
signed with less preparation.
the absence of an effect of preparation
as a function of
-
to
counselor,
that,
in
increasing attraction
it
is
-
will
counseling,
stems, in part,
counselors
to
same
-
-
anxiety
concerns
clients'
have
form
here
short-term
reassignment
from
suggested
to
and
new
quality
their
"start
that
with
over"
perhaps not
relationships
those
as
current
they
new
be able
of
the
experienced
counselors.
with
The preparation provided in reassignment may enable clients to anticipate
-
-
-
-
-
-
46
characteristics of
their
subsequent
counselors,
and
provide
them
with
a
cognitive
strategy
for
entering
relationships with those
new
counThus, while clients still
selors.
may experience anxiety at the perceived
loss of a valued person, they may
be better able
to
cope
with
the
loss by understanding why the current
counselor must leave and by forming
a plan for discussing their concerns
with the new counselor.
The results of this study have
significant implications for reassignments conducted in short-term counseling
agencies
(such
as
mental
health centers and college and university counseling centers).
Clients
who have worked with their counselors
for several sessions may experience
less anxiety and resistance to being
reassigned
when
their
counselors
provide
substantial
preparation
47
-
-
-
-
-.
for their reassignments.
The anxietyother
specific
reducing effects of
reassignment
interventions
might
in
studies
be examined
future
in
order to develop a
strategy
which
most
effectively
smooth
promotes
transitions between counselors while
eliciting minimal client anxiety.
In
this
study,
the
possible
effects of particular client personality
characteristics
or
diagnosed
psychopathologies were
not
investigated.
It is likely that clients
differing on
particular
personality
characteristics
or
psychological
disorders
would
exhibit
varying
levels
of
anxiety
reduction
when
provided higher degrees of preparation
for reassignment.
The relationship
between selected client characteristics
and the effects of procedures which
vary in the
amount
and
types
of
preparation
provided
for
leaving
48
-
the
current
counselor
and
therapeutic work with other
might be
-
explored
in
future
entering
counselors
research.
Reassignment Practice
Client receives preparation from previous counselor
N Responses
19
Client receives preparation from other counseling
center staff
8
Client prepared for reassignment through exposure to
written or taped materials offered by the center
1
Discussion of reasons necessitating reassignment
32
Discussion of therapeutic benefits of seeing more than
one counselor
11
Discussion of client resistence to reassignment
19
Discussion of common concerns about seeing other
counselors
lO
Renegotiation of therapeutic goals
lO
Discussion of relationship with previous counselor
prior to reassignoent
10
Provision of· didac:tic instructions to client concerning ways to work effectively with new counselor
-
3
Reassignment practices reported by
counseling centers within clusters
Reassignment Practice
Cluster
GJient reassigned at staff meeting, client does not
participate in reassignment
1
Client reassigned according to counselor availability
1
Immediately following reassignment, client begins counseling
with new counselor, no further contact with previous counselor
1
Discussion of reasons necessitating reassignment
1
Client reassigned by previous counselor
2
Client preferences recarding new counselor characteristics
honored when possible
2
Client receives preparation from previous counselor
2
Discussion of resistence to reassignment
2
Immediately following reassignment, client begins counseling
with new counselor, no
furth~,r
contact with previous counselor
Client reassigned by previous counselor
3
Client participates directlY in reassignment
3
Client preferences regarding new counselor
characteristic~
honored when possible
3
Client meets new counselor before final reassignment decision
...
made
3
Reassigrunent Pra,otice
Discuscion of
re,~ons
Cluster
necessitating reassigrunent
3
Discussion of therapeutic benefits of seeing more than one
counselor
3
Discussion of relationship with previous counselor prior
to reascigrunent
3
Renegotiation of therapeutic goals
3
Client participates directly in reassignment
4
Client reassigned to counselor with similar theoretical
orientation,
per~lonal
style as previous counselor
Client receives preparation from previous counselor
4
4
Client receives preparation from other counseling center
staff
4
Discussion Qf reasons necessitating reassigrunent
4
Discussion of common concerns about seeing other counselorc
4
Discussion of resistence to reassigrunent
4
One transition session involving client, new counselor and
previous counsel()r
4
r
IfSffiIPTHll (f IVSSHWflrr PAACTICfS
(42 CIlJNSELING CflfIEP.))
l.USTER
N
M.I\l(lf1..t\
SITES
D1STANCEA
\
N PRACTlCES'IN CLUSTER
OlARACTERISTlCS OF REASSIGI'KNT PRACTICES D:SCRIBED BV ClUSTER))
lEvEL OF CLIENT INVOLVEMENT
IN REASSIGNMENT DECISIONS
1
15
2
3
10
9
8
4
/-MuIT OF COOTACT
AMouNT OF PREPARATION
WIlli PREVIOUS COLtlSELOR
FOR REASSIGNMENT
.35
.38
4
L
L
5
L
~,
L
,41
8
II
M
,44
8
H
H
L
II
AJ)IS'fANCE-BE1WEEN~CASES-INet.USTeR(CHI-SQUARE·AS-tEASURE._OLSIMIL'/\!U1Y) _.
=HIGH LEVEL OF CHARACTERISTIC
~, =r-bD:RATE LEVEL OF CHARACTERISTIC
.Sj.j
L = l.ru
.---.
L
L£VEL OF crtARACTERISTlC
IESCRIPTIVE STATISTICS, DISPOSITION STATUS
(Xi
STAI STATE PtlxIElY SCORES WIn!
TRAIT fro<IElY
pS
CovARIATE
DISPOSITION STATUS
IEAss IGNED TO
NEW COUNSELOR
N
- MALEs
Few..Es
x, STAr
TRAIT PM<IElY
CoNTINUING, SWE
COUNSELOR
TERMINATION
25
13
17
7
10
14
6
II
7
i.f:J.72.
38.81
34.1
39.8
41.6
37.0
6.2
6.5
x. J\o.JUSTED STAI
STATE .ANxiElY
SD,
J\o.JUSTED STAI
_ STATE Pw<IElY
6.84
Jltw.vs 15 OF VARI ANCE
FACTOR
TRAIT Jlro<IElY
BY STATE Jlro<IEl'Y
TRAIT Jlro<I ElY
(CovARIATE EFFECT)
DISPOSITION STATUS
A=P< .01
IF
F
P
2
1.34
.27
1
2
7.41
.63
.CXJ9A
.54
Desc.1:iptive statisti.cs.within cells.
N
Variable
Level
Procedure
Attraction
Le. Pre2
Low
Sessions
Sessions
Attraction
Sessions
2 - 4
6 - 8
High
Sessions
Procedure
Attraction
Sesaions
Sessions
Attraction
Sessions
Sessions
Subjects
6
6
Mean,
SAl
SD
34.7
42.0
12.0
7.3
2 - 4
6 - 8
Hiah Pre2
Low
9
8
45.2
7.9
52.3
4.2
2 - 4
6 - 8
Hi!5h
2 - 4
6 - 8
9
9
23.9
3.6
22.6
3.7
6
4
34.3
26.7
11.6
2.1
REFERENCES
Separation
Burnham, D.L.
(1965).
anxiety. Archives of General ~chiatry, 13, 346-35~
Gardiner, M.
(1971), ed.
Man by the Wolf-Man.
Basic Books.
The WolfNew York:
(1971).
Separation
Glenn,
M.L.
When
the
therapist
anxiety:
American
leaves the patient.
Psychotherapy,
42,
Journal
of
437-446.
Hutchinson,
R.L.,
Robison,
F.F.
Barrick,
A.L.,
and Uhl,
A.N.
(1983,November).
Effects
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