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APPROACHES TO TREATMENT
During the past century there has been a tremendous amount of writing
on psychotherapy, with dependent patients. Until the 1940s, much of this
work was based on Freud's (1905/1953) classical psychoanalytic model, but
in recent years traditional Freudian writings on dependency have been over-
shadowed by contributions from object relations theory and self psychology
(e.g., Kernberg, 1975; Kohut, 1971). Behavioral intervention techniques for
treating problematic dependency began to receive increasing attention dur-
ing the 1950s, around the same time object relations models gained influ-
ence, but it took another decade before the behavioral perspective played a
significant role in this area. During the 1970s, behavioral techniques led to
the development of cognitive strategies for treating problematic dependency
(e.g., Beck, 1976; D'Zurilla &. Goldfried, 1971); once both models were es-
tablished they evolved in synchrony, with considerable mutual influence and
exchange. The 1970s also saw increased interest in humanistic and existen-
tial conceptualizations of dependency (Bugental, 1976,1978), some of which
evolved into experiential treatment models that combined an overarching
humanistic perspective with object relations principles (e.g., Bonnano &
Castonguay, 1994; Cashdan, 1988).
In this chapter, I discuss traditional approaches to treatment of the de-
pendent patient, focusing on four therapeutic modalities: psychodynamic,
131
behavioral, cognitive, and humanistic-experiential. Within each domain I
discuss underlying assumptions and therapeutic goals, then present the basic
elements of an exemplary intervention program derived from that theoreti-
cal perspective. These intervention programs can be effective in and of them-
selves, but they also represent the building blocks of the integrated psycho-
therapeutic framework discussed in chapter 9.
'Rather than becoming clingy and needy, some patients cope with dependent feelings by becoming
counterdependent, putting forth a veneer of rigid self-sufficiency (Colgan, 1987). This response—which
is more common among men than women—creates an additional layer of distortion and defense that
must be disentangled before the patient can gain insight into the impact of his dependency within and
outside therapy.
APPROACHES TO TREATMENT 13 5
Although many behaviorally oriented clinicians conceptualize depen-
dency in terms of positive reinforcement of dependent responding, studies
suggest that negative reinforcement also plays a role (see Mowrer, 1950). A
two-step process is involved:
• Step 1: Acquisition of a fear response. Many children are anxious
around unfamiliar people, but in some children this anxiety is
especially intense and persistent. Just as certain infantile tem-
perament variables (e.g., high arousal, low soothability) shape
parents' responses to the child (Bornstein, 1993), temperament
variables may help predict which children are likely to become
anxious in the presence of unfamiliar people (Kantor, 1993).
• Step 2: Avoidance and anxiety reduction. The overanxious child
will tend to avoid unfamiliar people in favor of those who are
familiar and predictable. Insofar as avoidance of these interac-
tions reduces the child's anxiety level, this behavior becomes
part of her characteristic response pattern (Alden, Laposa, Tay-
lor, & Ryder, 2002). As Ainsworth (1969, 1989) noted, later
in life these avoidant responses often persist, although in most
cases substitute protectors (e.g., supervisors, friends, romantic
partners) replace the parents (see Pincus &. Wilson, 2001;
Sperling & Herman, 1991).
13 6 CLINICAL APPLICATIONS
(Overholser, 1997). Studies also indicate that these strategies
are most effective when therapist and patient discuss the link
between contingency change and behavior change early in the
process: When the patient understands the rationale underly-
ing a behavior management program, the likelihood that con-
tingency change will lead to a reactive increase in undesired
behavior diminishes (Bellack&Hersen, 1993;Linehan, 1993).2
Replacing dependency with autonomy. At the same time depen-
dency-related responding is reduced, efforts should be made to
increase the frequency of alternative responses that are incom-
patible with the undesired behaviors. For the dependent pa-
tient, this means increasing the frequency of autonomous re-
sponding (Turkat & Carlson, 1984; Turkat & Maisto, 1985).
Just as dependent behaviors that are extinguished must be bro-
ken into discrete components, autonomous behaviors that are
rewarded must be specific, identifiable, and within the patient's
behavioral repertoire (McKeegan, Geczy, & Donat, 1993).
When novel or unfamiliar target behaviors are involved, it may
be necessary to shape these behaviors incrementally, through a
series of narrower subgoals (Deitchman, 1978). To facilitate
this process, therapist and patient first identify potentially prob-
lematic situations (e.g., being assigned an important project at
work), then delineate adaptive responses (e.g., doing background
research, seeking feedback from more experienced colleagues).
Role-play techniques can be used to increase patient confidence
and maximize the likelihood that the newly acquired responses
will produce the desired consequences in vivo.
Using desensitization to facilitate behavior change. To the degree
that a patient's dependent behavior is exacerbated by concerns
regarding embarrassment, abandonment, or rejection, system-
atic desensitization techniques should be implemented to help
manage this anxiety and facilitate behavior change. Use of de-
sensitization techniques may be particularly important for de-
pendent patients with co-occurring symptoms of avoidant PD
and/or social phobia (Alden, 1989; Alden et al., 2002). For
these patients, the high levels of autonomic arousal that ac-
company social interactions interfere with effective carryover
2
Behavioral treatment of dependency can be used in a variety of contexts, but it is particularly
effective with school-age children, hospitalized psychiatric patients, patients in rehabilitation settings,
and older adults in long-term care (see Bakes, 1996; Kilbourne & Kilbourne, 1983; McKeegan et al.,
1993). Because these individuals are in environments where contingencies are easily managed,
effecting behavior change through manipulation of reinforcers is comparatively straightforward
(Donat, McKeegan, & Neal, 1991). Dependent patients undergoing behavioral therapy in vivo must
be highly motivated for treatment to be effective, and—as discussed in chapter 10—involvement of
the patient's family can be invaluable in this regard.
APPROACHES TO TREATMENT 13 7
of desensitization gains from therapy to real-world settings
(Overholser, 1987). Detailed discussions of fear hierarchy con-
struction and deep muscle relaxation techniques for use in this
context are provided by Martin and Pear (1996).
Maintaining behavior change posttreatment. To the degree that
autonomous behavior becomes self-reinforcing, the likelihood
that this new behavior pattern will be maintained increases
(Linehan, 1993; Wasson & Linehan, 1993). Thus, autonomous
behaviors that are targeted early in therapy should be those
most likely to bring rewards, especially social rewards (Turkat
& Carlson, 1984; Turkat & Maisto, 1985). Four techniques are
useful in this context. These are (a) choosing target behaviors
that lead to positive outcomes in the patient's natural environ-
ment; (b) doing in vivo training in settings that resemble those
wherein the newly acquired behaviors must be exhibited;
(c) varying training conditions to reinforce different expres-
sions of the target behavior and increase generalizability; and
(d) gradually reducing the frequency of reinforcement during
the latter stages of therapy so reward dynamics approximate
those of the patient's social milieu.3
3
Linehan's (1993) dialectical-behavior therapy (DBT), which combines traditional behavioral and
cognitive intervention techniques with a Zen-like attitude of acceptance and impettutbability on the
patt of the thetapist—even in the face of patient acting out—has great promise in the treatment of
problematic dependency. Although DBT has been applied most extensively in work with borderline
and eating-disordered patients, many DBT principles can be applied to the dependent patient as well
(see Linehan, 1993; Wiser & Telch, 1999).
APPROACHES TO TREATMENT ] 39
potential roadblocks and pitfalls. Intervention techniques are implemented
in stages to guide the patient through a process of cognitive and behavior
change.
• Stage 1: Active guidance. To facilitate change and foster a col-
laborative alliance, the therapist in Overholser and Fine's (1994)
framework takes an active approach early in treatment, provid-
ing considerable feedback and structure. Patients are taught
behavioral skills that enable them to make manageable but
meaningful changes quickly, thereby increasing motivation and
commitment. During the initial sessions, the therapist takes a
more active approach than usual in helping the patient delin-
eate long-term therapeutic goals. Among the techniques used
at this stage are (a) assertiveness training; (b) behavioral as-
signments; and (c) stimulus control (e.g., avoidance of depen-
dency "triggers"). Because dependent patients are highly moti-
vated to obtain approval from figures of authority (Bornstein,
1992, 1993), including the therapist (Overholser, 1996, 1997),
reassurance, praise, and encouragement can be effective in help-
ing the patient alter longstanding dysfunctional thought and
behavior patterns.
• Stage 2: Enhancement of self-esteem. Because the dependent
patient's help- and approval-seeking result in part from low self-
esteem (Overholser, 1993; Tripathi, 1982), Stage 2 focuses on
building self-confidence. This begins with psychosocial explo-
ration aimed at uncovering the roots of the patient's negative
self-view and gradually incorporates various cognitive restruc-
turing techniques designed to change this dysfunctional thought
pattern (e.g., scrutiny and challenging of maladaptive schemas,
logical analysis of biased perceptions and beliefs). Patients are
provided with coping self-statements that bolster their self-
efficacy and enable them to manage negative affect on their
own. Reframing techniques may be used to help patients see
dependency-related challenges as opportunities for personal
growth (Dryden & Trower, 1989; Marlatt & Gordon, 1985).
• Stage 3: Promotion of autonomy through problem-solving training.
As patients begin to show evidence of enhanced self-esteem
and self-efficacy, the focus of therapy shifts to increasing au-
tonomous behavior within and outside therapy and reducing
the patient's dependence upon the therapist. Problem-solving
training is used to help the patient deconstruct each challenge
into five components: problem definition, problem source, genera-
tion of alternative solutions, solution implementation, and verifica-
tion (D'Zurilla, 1988; D'Zurilla & Goldfried, 1971). As this pro-
4
Although Rogers' (1951, 1961) speculations regarding the dependency-producing effects of
conditional positive regard were derived almost entirely from theory and clinical observation, these
speculations have since been supported by findings which indicate that parental authoritarianism
plays a significant role in the etiology of dependency (Baker, Capron, & Azorlosa, 1996; Head, Baker,
& Williamson, 1991; Sroufe, Fox, & Pancake, 1983).
5
Recent research derived from terror management theory suggests that while some people cope with
death anxiety through dependent behavior, others cope by distorting their perceptions of self and
other people (Pysczynski, Greenberg, & Solomon, 1997). Thus, when individuals are made anxious
about their own mortality, they engage in an array of cognitive distortions designed to bolster their
sense that the world is predictable and controllable (e.g., underestimating health risks, overestimating
the degree to which other people share their views and values; see Pysczynski, Greenberg, & Solomon,
2000). One recent finding is particularly relevant to the existential perspective on dependency: When
college students undergo an anxiety-producing mortality salience manipulation, they compensate by
increasing their estimates of their romantic partner's commitment to the relationship (Florian,
Mikulincer, & Hirschberger, 2002). This result echoes Simpson and Gangestand's (1991) finding
(discussed in chap. 4) that dependent people may overestimate their romantic partner's commitment
to allay abandonment fears.
APPROACHES TO TREATMENT ] 43
pist can help break the patient's self-defeating cycle of defense
and denial.
A focus on metacommunication. Like psychoanalysts, existential
therapists deconstruct hidden material in the patient's verbal-
izations and nonverbal behaviors (Bohart & Greenberg, 1997;
Ottens & Hanna, 1998). However, unlike psychoanalysts, whose
interpretations focus on unconscious motives and defenses, ex-
istential therapists focus on metacommunications: pervasive life
themes that reflect the patient's core fears (or "dreads"). Key
dependency-related dreads in the E-I framework include func-
tioning autonomously, taking risks on one's own, and being
overwhelmed by unmanageable responsibility. These dreads
both reflect and contribute to the dependent person's narrowed
experience of self and prevent her from envisioning alternative
choices and actualizing unexplored potentials. While virtually
all patients describe their key dreads in negative terms at the
outset of treatment, one goal of E-I therapy is to help patients
understand the role these dreads play in protecting them from
other, more fundamental fears (e.g., death anxiety).
Experimenting within and outside therapy. A core component of
E-I therapy is the use of exercises designed to short-circuit en-
trenched defenses, increase emotional awareness, and set the
stage for new experiences that help patients reinvent them-
selves and the world. Schneider and May (1995) provide de-
tailed instructions for a broad array of such exercises, including
writing assignments, skill-building tasks, and role-play scenarios
designed to increase insight and interpersonal sensitivity. Once
the patient becomes comfortable practicing these exercises in
therapy, it is important to consolidate gain by applying
newfound skills and perspectives in vivo. As Schneider and May
(1995, pp. 164-165) noted, "While experimentation within the
therapeutic setting is invaluable, experimentation outside
therapy is even more beneficial. . . . Experimenting with the
actual gives clients new opportunities to live. Although they
may not always seize these opportunities, they are invariably
vibrant and edifying."
'Beyond these considerations, patients in crisis warrant a different approach than patients with
longstanding, relatively stable difficulties. Regardless of which therapeutic modality is used, crises
demand structure and a more active stance on the part of the therapist (see Overholser, 1997, and
Schneider & May, 1995, for discussions of this issue from the cognitive and existential viewpoints).
J 48 CLINICAL APPLICATIONS
this struggle revolves around missed sessions or unpaid bills). Fewer thera-
pists are sensitive to the ways in which their feelings about dependency can
contaminate the therapeutic relationship. However, studies indicate that
many therapists become quite anxious when a patient seems overly depen-
dent (Lower, 1967; Perry, 1989). Not surprisingly, therapists who are them-
selves dependent are particularly upset by patients who seem helpless, clingy,
and needy (Abramson et al., 1994; Browne & Dolan, 1991).
Certain reactions to a patient's expressed dependency urges can create
difficulties in therapy. Understanding one's reflexive responses to dependency
cannot ensure that these reactions will disappear, but in this situation self-
awareness is the best defense against subtle (and not-so-subtle) forms of act-
ing out that undermine therapy and harm the patient. Three reflexive re-
sponses to patient dependency are particularly problematic: