Observed interaction frequencies support the Interaction Matrix cell weightings, with the most interactions in the highest-weighted cells¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1974 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 1977: tool and model accuracy changes quickly

Subclaims¶

q2 i? The greatest proportion of client-therapist interactions (55%) fell in cells weighted 3, 29% in cells weighted 2, and 16% in cells weighted 1, supporting the weightings and the complementarity principle. → Dietzel 1974

Evidence¶

Dietzel 1974¶

Dietzel, C. S.; Abeles, Norman. (1974). Client-Therapist Complementarity and Therapeutic Outcome. https://eric.ed.gov/?id=ED091646 doi:10.1037/h0076731

q2 · i? · associational · r1

Discussion-section analysis of the distribution of all rated client-therapist interactions across the 16 matrix cells, treating relative frequency as reward value. The authors report "55%" of interactions in weight-3 cells, "29%" in weight-2 cells, and "16%" in weight-1 cells, taken as support for the weighting scheme.

"the greatest proportion of client-therapist interactions (55%) occurred in the cells weighted by "3"; 29% of the interactions occurred in the cells weighted by "2"; and 16% occurred in the cells weighted by "1.""

Discussion¶

Related Claims¶

• During the early stage of therapy, more severely maladjusted clients elicit higher levels of therapist complementarity — related
• Overall therapist complementarity across the full therapeutic relationship does not differ significantly between successful and unsuccessful outcome groups — related
• Early-stage therapist complementarity does not differ by outcome group, and the predicted later-stage advantage for successful dyads was not supported — related
• During the middle stage of therapy, successful therapists respond at a significantly lower level of complementarity than unsuccessful therapists — related
• The teacher with the more desirable interpersonal style showed overall coordination consistent with the complementarity principle, while the less desirable teacher's coordination did not — related