NU671 Unit 9 Alliance With a Court-Mandated Client Example

Reviewed by Elspeth Marlowe, MSN, RN PMHNP Psychopathological Disorders and Psychotherapy Purdue University Global Free custom sample in 24 to 48h

This NU671 Unit 9 sample is a therapeutic alliance paper about a composite 42-year-old roofing foreman who begins court-mandated treatment after a second DUI by saying he is only there because the judge said so. It comes from Purdue Global NU 671, PMHNP Psychopathological Disorders and Psychotherapy, in the MSN psychiatric mental health nurse practitioner program. Using Bordin's goals, tasks and bond, the paper argues that with a mandated client the alliance must be built in that order. It finds a shared goal, avoiding a third arrest, uses motivational interviewing, tracks the alliance over six sessions with the short Working Alliance Inventory, and shows a rupture in session four and its repair.

CourseNU671 PMHNP Psychopathological Disorders and Psychotherapy
UnitUnit 9
Paper typeTherapeutic alliance paper
LengthAbout 1,110 words, 7 pages double-spaced
FormatAPA 7 student paper
SchoolPurdue University Global
ProgramMSN
UpdatedSeptember 2026

Free sample paper for NU671 Unit 9

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"I'm Only Here Because the Judge Said So": A Therapeutic Alliance Paper on Building Goals, Tasks and a Bond With a Court-Mandated Client After a Second DUI

[Student Name]

Purdue University Global

NU671: PMHNP Psychopathological Disorders and Psychotherapy

Unit 9 Therapeutic Alliance Paper

[Instructor Name]

[Date]

The client is composite; details and scores are bracketed.

What this part is doingThe paper opens with the client's own words, since they define the problem the alliance has to solve.
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The Client and the Problem

Mr. [W.] is a [42]-year-old roofing foreman with two children. He was arrested for driving under the influence for the second time in [four] years, with a blood alcohol concentration of [0.14]. The court ordered [12] sessions of outpatient treatment as a condition of keeping a restricted license. He drinks [six to eight] beers most evenings and more on weekends. He does not see himself as having a problem; he sees himself as having been unlucky. In the first session he sat with his arms crossed and said, "I'm only here because the judge said so. I'll come, but don't expect me to spill my guts."

A mandated client presents a particular challenge for the therapeutic alliance. He has not chosen treatment, he does not share the therapist's view of what is wrong, and the therapist is, in his eyes, part of the system that is punishing him.

Why the Alliance Matters Here

The therapeutic alliance is one of the most consistently supported predictors of outcome in psychotherapy. Pooling research on well over [30,000] psychotherapy patients, Flückiger and colleagues estimated the alliance-outcome correlation at roughly [0.28], robust across treatment approaches, measures, rater perspectives and patient characteristics (Flückiger et al., 2018). The association does not prove that a better alliance causes a better outcome, but it is strong enough that neglecting the alliance with a reluctant client would be a serious error.

Bordin's Three Components

Bordin described the working alliance as three elements: agreement on the goals of treatment, agreement on the tasks that will achieve them, and the bond between client and therapist (Bordin, 1979). With most voluntary clients, the three develop together. With Mr. [W.], they have to be built in a particular order. A client who does not want to be here cannot be asked to trust the therapist first; he can be asked to agree on something small first.

What this part is doingThe paper argues that the order of the components matters with this client, which is its central claim.
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Goals: Finding One He Shares

The therapist did not begin with the goal of reducing drinking, which Mr. [W.] did not share. Instead, the therapist asked what he wanted from the next [12] weeks. His answer was clear: to finish the sessions, keep his license and avoid a third arrest, which would cost him his job. That goal, avoiding a third arrest, became the first agreed goal. It was not the therapist's ideal goal, but it was genuine, and it opened a door: what would have to be true to make a third arrest impossible?

Motivational interviewing provided the approach for these conversations. It avoids arguing with the client about whether he has a problem and instead elicits his own reasons for change. Across more than a hundred studies, motivational interviewing has shown small but reliable effects on substance use and related outcomes, often in fewer sessions than other treatments (Lundahl et al., 2010).

Tasks: Making the Work Make Sense to Him

Tasks were chosen that fit his goal. The therapist asked him to track his drinks and his driving for one week, not to prove he drank too much but to see how often drinking and driving came close to overlapping. He agreed, because it fit the goal of avoiding another arrest. The record showed [three] evenings when he drove home from a job site after drinking with his crew. Seeing this on paper, he said, "That's closer than I thought."

In session four the tasks expanded: planning rides home on crew nights, and an experiment in which he limited himself to [two] beers on two evenings to see how he felt the next morning.

The Bond: Earned, Not Assumed

The bond was not forced. The therapist was honest about the court arrangement: attendance would be reported, and nothing else without his consent. She respected his skepticism, used his language rather than clinical terms, and acknowledged the real costs of the mandate, including the drive and time off work. By session five he arrived without crossed arms and asked whether his brother, who "drinks worse than me," could come to a session.

Tracking the Alliance

The alliance was measured after each session with the short revised version of the Working Alliance Inventory, a [12]-item self-report scale that measures goals, tasks and bond (Hatcher & Gillaspy, 2006). His total scores, out of [60], were:

1. Session one: [24]; goals [7], tasks [9], bond [8].

2. Session two: [30].

3. Session three: [34].

4. Session four: [29]; after the therapist raised reducing drinking directly, before he was ready.

5. Session five: [40].

6. Session six: [44]; bond [15].

The dip in session four was a rupture. The therapist had moved to her own goal before his, and he rated the goals subscale lower. She named it in session five: "Last time I pushed for something you hadn't signed up for. That's on me." He accepted this, and the score recovered. Tracking the alliance made the rupture visible when it might otherwise have been missed, since he had not complained.

What this part is doingThe session-by-session scores show both the growth of the alliance and the rupture, which is the evidence a grader looks for.
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What the Therapist Avoided

Several common moves were deliberately avoided, because each would likely have damaged the alliance with this client. The therapist did not open with a standardized alcohol screen read aloud item by item, which can feel like an interrogation to someone who already feels judged. She did not label him an alcoholic or insist that he accept a diagnosis before any work could begin. She did not argue when he minimized the arrests, and she did not threaten to report poor engagement to the court. She also avoided the opposite mistake of pretending the mandate did not exist; naming it openly in the first session made her more credible, not less. Each of these choices protected agreement on goals and tasks, which in turn gave the bond room to form.

Limits and What the Paper Does Not Claim

The paper does not claim that the alliance changed his drinking. His drinking had fallen modestly by session six, but many other factors, including the threat of losing his job, were at work. The alliance-outcome association is correlational, and a single case cannot establish cause. What the case does show is that an alliance can be built with a mandated client, that it can be tracked with a brief tool, and that building it in the order of goals, tasks and bond made each step possible.

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References

Bordin, E. S. (1979). The generalizability of the psychoanalytic concept of the working alliance. Psychotherapy: Theory, Research & Practice, 16(3), 252-260. https://doi.org/10.1037/h0085885

Flückiger, C., Del Re, A. C., Wampold, B. E., & Horvath, A. O. (2018). The alliance in adult psychotherapy: A meta-analytic synthesis. Psychotherapy, 55(4), 316-340. https://doi.org/10.1037/pst0000172

Hatcher, R. L., & Gillaspy, J. A. (2006). Development and validation of a revised short version of the Working Alliance Inventory. Psychotherapy Research, 16(1), 12-25. https://doi.org/10.1080/10503300500352500

Lundahl, B. W., Kunz, C., Brownell, C., Tollefson, D., & Burke, B. L. (2010). A meta-analysis of motivational interviewing: Twenty-five years of empirical studies. Research on Social Work Practice, 20(2), 137-160. https://doi.org/10.1177/1049731509347850

What the NU671 Unit 9 assignment asks for

For Unit 9 you examine the therapeutic alliance in a case, often one where the alliance is hard to build or has been strained. Prompts usually expect a definition of the alliance drawn from theory, evidence for its link to outcome, an account of how it was built or repaired in the case, and a way of measuring it. Four to five pages in APA style is common. Graders reward papers that use a named model of the alliance, show its components in specific clinical moments, and interpret measurement data rather than just reporting it. An honest limits section, including the correlational nature of alliance research, is expected in stronger papers.

Inside the NU671 Unit 9 example

The client's arrest, drinking and first words are described, followed by why a mandate complicates the alliance. The Flückiger meta-analysis establishes why the alliance matters. Bordin's three components are introduced with a highlighted sentence on their order for this client. The goals section shows how avoiding a third arrest became the first shared goal, with motivational interviewing as the approach. The tasks section describes a drink and driving log and what it revealed. The bond section describes honesty about the court report. A section on tracking lists six session scores and interprets the session four dip as a rupture. A section lists moves the therapist avoided, and a limits section closes.

Where the points sit in the NU671 Unit 9 rubric

The rubric for an alliance paper usually covers the theoretical definition, evidence for the alliance, application to the case, use of measurement and critical reflection. The definition row rewards a named model whose components are then used throughout. Evidence points go to recent meta-analytic findings reported with their size. Application is scored on concrete clinical moments that show each component being built or damaged. Measurement earns credit when scores are interpreted, such as linking a subscale drop to a specific therapist action. Critical reflection rewards acknowledging that the alliance-outcome link is correlational and that improvement in the case has other possible causes. Clear writing and accurate APA citations complete the marks.

NU671 Unit 9 help from the desk

A frequent mistake is describing the alliance in general terms without showing it in specific moments of the case. Another is expecting a mandated client to form a bond before any goal is shared. Students sometimes report alliance scores without interpreting what changed or why. Some papers treat a rupture as a failure rather than a chance to strengthen the relationship through repair. Others claim the alliance caused the client's improvement, which a single case cannot show. And ignoring the court's role, or pretending it does not exist, often damages trust more than naming it openly and explaining what will be reported. Keep the session scores in a simple list so the pattern is easy to see.

Get an NU671 Unit 9 example written to your instructions

Alliance prompts usually supply a case with a strain in it, or expect the writer to build one. Send the NU671 Unit 9 scenario as given, the rubric, and the framework if one is required. A free first paper arrives within 24-48h, locating the strain in goals, tasks or bond, naming its measures, and planning a repair in actual words. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.

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NU671 Unit 9 questions, answered

Which alliance measure should the paper name?

The Working Alliance Inventory and its short revised form are the most widely researched, and they map directly onto Bordin's components. Brief session-by-session ratings, such as the Session Rating Scale, add frequent feedback at little cost. Naming one of each, with a schedule, shows a plan for monitoring rather than a general intention to stay attuned.

Is the alliance more important than technique?

The research does not support choosing. The alliance consistently predicts outcome across therapies, but its effect is moderate and partly reflects early improvement. Specific techniques have their own evidence. Papers that describe both as necessary, and show how a technique can strain or strengthen the relationship, read as more accurate than papers picking a side.

What is a rupture, exactly?

A deterioration in the collaborative relationship, usually classed as withdrawal, such as missed sessions, vague agreement or topic shifts, or confrontation, such as open complaint about the therapy. Ruptures are common and not a sign of failure. Research on repair suggests that when they are noticed and addressed, outcomes can improve, which is why papers describe how repair would happen.

Where can I find a free NU671 Unit 9 sample paper?

You can read the complete NU671 Unit 9 therapeutic alliance paper on this page, from the client's opening words through goals, tasks, bond, six session scores and the rupture and repair, plus four references. A paper on your own case can be requested.

How was the alliance measured in NU671 Unit 9?

With the short revised Working Alliance Inventory, a 12-item self-report scale covering goals, tasks and bond. His totals rose from 24 in session one to 44 in session six, with a dip to 29 in session four when the therapist pushed her own goal too soon.