UMD Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/3

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.

More information is available at Theses and Dissertations at University of Maryland Libraries.

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2009 - 200912010 - 20111

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    PSYCHOTHERAPY ENGAGERS VERSUS NON-ENGAGERS: ATTACHMENT STYLE, OUTCOME EXPECTATIONS, NEED FOR THERAPY, SESSION DURATION, AND THERAPIST HELPING SKILLS IN INTAKE SESSIONS
    (2011) Huang, Teresa Chen-Chieh; Hill, Clara E; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The present study investigated client attachment style, outcome expectations, need for therapy, intake duration and therapist helping skills associated with psychotherapy engagement. Intake sessions of 16 adults (8 non-engagers, i.e., post-intake dropouts; 8 engagers, i.e., clients who attended at least 8 sessions) in individual long-term therapy were divided into thirds (beginning, middle, and end of session). Statistical controls for therapist verbal activity level and clients nested within therapists were employed for helping skills analyses. With non-engagers, compared to engagers, therapists used more approval-reassurance in the beginning third of intake sessions, but marginally more reflections of feeling and marginally less information about the helping process in the last third of intakes. Non-engagers had higher pre-therapy anxious attachment and pre-therapy self-rated need for therapy than engagers. In sum, non-engagers versus engagers differed with therapist helping skills, client attachment style, and client need for therapy, but not intake duration or client outcome expectations.
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    Bridging the Attachment Transmission Gap with Maternal Mind-mindedness and Infant Temperament
    (2009) Sherman, Laura Jernigan; Cassidy, Jude; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The goal of this study was to test (a) whether maternal mind-mindedness (MM) mediates the link between maternal attachment (from the Adult Attachment Interview) and infant attachment (in the Strange Situation), and (b) whether infant temperament moderates this model of attachment transmission. Eighty-four racially diverse, economically stressed mothers and their infants were assessed three times: newborn, 5, and 12 months. Despite robust meta-analytic findings supporting attachment concordance for mothers and infants in community samples, this sample was characterized by low attachment concordance. Maternal attachment was unrelated to maternal MM; and, maternal MM was related to infant attachment differences for ambivalent infants only. Infant irritability did not moderate the model. Possible reasons for the discordant attachment patterns and the remaining findings are discussed in relation to theory and previous research.