Effects of counselor race and counseling approach on Asian Americans' perceptions of counselor credibility and utility.

Conducted 2 studies in which Asian Americans rated a counselor's performance in a simulated counseling session with an Asian American student. Two tape recordings of a contrived counseling session were prepared in which the client responses were identical but the counselor responses differed, 1 depicting a "directive" counseling approach and 1 a "nondirective" approach. Each tape recording was paired with 2 different introductions, 1 in which the counselor was identified as Asian American and 1 in which the counselor was described as Caucasian American. In the 1st study, 52 Asian American university students were randomly assigned to 1 of the 4 introduction–approach combinations. In the 2nd study, 48 Japanese Americans who were members of the Young Buddhist Association were randomly assigned to the 4 introduction–approach combinations. In both studies, the counselor was rated as more credible and approachable when employing the directive counseling approach than when using the nondirective counseling approach. Evidence was found that Asian American university students see Asian American counselors as more credible and approachable than Caucasian American counselors, while the association members viewed them as equally credible and approachable. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of note-taking on perceived counselor social influence during a career counseling session.

Examined the effects of counselor note-taking behavior on participants' impressions of a counselor during a career counseling session. A total of 140 participants (70 men and 70 women) rated 1 of 2 videotapes designed to credibly simulate a real career counseling interview. Note-taking was the independent variable. Results of this study suggest that whether a counselor is observed in a note-taking or non-note-taking condition has no significant effect on perceived counselor expertness, attractiveness, or trustworthiness. However, there was a significantly greater willingness of the participants to see the counselor who refrained from note-taking. Results offer tentative suggestions for those counselors who choose to take notes during a career counseling session. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of counselor touch on counseling outcome.

Examined the effect(s) of counselor touch on client evaluation of counseling and level of self-exploration. 25 counselors and 100 undergraduates participated. Nonverbal condition (touch, no touch), sex of counselor, and sex of client were the factors. Each S participated in a single individualized vocational counseling session to discuss their performance on the Strong-Campbell Interest Inventory. All 50-min counseling sessions included 6 clusters of verbal and nonverbal procedures that were administered by counselors at predetermined periods of time. Data were collected by means of questionnaires (Counseling Evaluation Inventory and Depth of Self-Exploration Scale) and audiotapes that were submitted to independent raters for analysis. Contrary to previous studies, counseling touch did not have a significant effect. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mexican-American acculturation, counselor ethnicity, counseling style, and perceived counselor credibility.

Used a 3?×?2?×?2 factorial design to study the effects of S acculturation (low, medium, or high), counselor ethnicity (Anglo-American or Mexican-American), and counseling style (directive or nondirective) on Mexican-American Ss' perceptions of and willingness to see a counselor. Within acculturation levels, Ss were randomly assigned to view stimulus materials (in which the counselor's ethnicity was varied) and to listen to tape recordings of a simulated counseling session (in which the counseling style was varied). No evidence was found of an acculturation effect for any dependent variable. However, Ss gave higher credibility ratings and were more willing to see a counselor who was Mexican American for personal, academic, and vocational concerns. Also, more positive ratings were given to the directive counseling style than the nondirective counseling style. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of metaphors and cognitive complexity on perceived counselor characteristics.

Compared the effects of 3 types of counselor-offered metaphors, varying in levels of complexity, to facilitative responses on tests of perceived empathy, regard, expertness, attractiveness, and trustworthiness. Cognitive complexity was measured with the Paragraph Completion Method, the Intolerance of Ambiguity Scale, and the Intolerance of Trait Inconsistency Scale. Empathy and level of regard were assessed by the Barrett-Leonard Relationship Inventory; perceived counselor expertness, attractiveness, and trustworthiness were measured by the Counselor Rating Form—Short Version. 80 undergraduates, crossed on levels of cognitive complexity, were assigned to 1 of 4 audiotaped treatment conditions: complex metaphor (CM), narrative analogy (NA), cliché (CL), and Level 3 facilitative response (L3). Results indicate that NA and L3 each produced more positive client ratings of empathy, regard, and expertness than CL. Cognitive complexity did not affect client ratings except for CM conditions. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of certain counselor behaviors on perceived expertness and attractiveness.

Examined the effects and the relative contribution of 3 counselor behaviors (nonverbal behavior, jargon, and attire) on perceived expertness and attractiveness. In a factorial design, 120 undergraduates observed an interview with a counselor performing in 1 of 8 combinations of responsive or unresponsive nonverbal behavior, professional or layman's jargon, and formal or casual attire. Ss rated the perceived expertness and attractiveness of the counselor using the Counselor Rating Form. ANOVAs revealed that all 3 independent variables significantly affected the 2 rated dimensions. Nonverbal behavior accounted for most of the variance and differentially affected ratings of expertness and attractiveness, while jargon and attire were much inferior in their relative contribution to Ss' perceptions. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impact of counselor gender and counselor sex role orientation on perceived counselor characteristics.

Assessed the influence of counselor (C) gender (male or female), C sex role orientation (traditional or egalitarian), S's sex role orientation (masculine, feminine, or androgynous), and client problem type (sex role related or not sex role related) on female Ss' judgments of their comfort with disclosing to Cs and their perceptions of the C's attractiveness, expertness, and trustworthiness. Results show that (a) S's ratings of comfort in disclosing was greater with female rather than male and with egalitarian rather than traditional Cs; (b) female egalitarian Cs were perceived as most expert, whereas female traditional Cs were perceived as least expert, and (c) male traditional Cs were perceived as least trustworthy. The presence of C gender and C sex role effects and the absence of effects as a function of problem type and Ss' sex role orientation are discussed. Suggestions are made concerning the need for more consistent definition of sex role orientation and designation of problem type. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of counselor response behavior on clients' impressions during vocational counseling.

We examined the effects of four counselor response types—self-disclosure, self-involving, empathy, and open question—on subjects' impressions of the counselor during vocational counseling. A total of 201 undergraduate students viewed videotapes of an initial vocational counseling interview, in which the counselor used either self-disclosure, self-involving, empathy, or open-question statements. Using a 2 (counselor sex)?×?2 (client sex)?×?4 (response type) design, a three-way interaction was found in regard to counselor social influence. However, for the most part, a general lack of significance was found across the dependent measures. These results are interpreted relative to vocational counseling and then compared to the literature on personal–social counseling. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The beauty of counseling: Effects of counselor physical attractiveness and self-disclosures on perceptions of counselor behavior.

Investigated influences of the physical attractiveness and self-disclosures of nonprofessional counselors in initial counseling interviews. In a 3–2 factorial design, 144 female undergraduates were exposed to audiotaped interviews in which an attractive, unattractive, or physically unidentified male counselor revealed no self-information or expressed an equal and moderate number of demographic or personal similarity self-disclosures. Consistent with previous research evidence, nondisclosing, unattractive counselors elicited less desirable behavioral attributions (including perceived regard, empathy, and genuineness determined by the Relationship Inventory) and counseling expectations than attractive counselors. Demographic and personal disclosures successfully eliminated these attractiveness effects for attribution variables. Additive effects of attractiveness and disclosure were observed for nearly all the expectancy variables. Experimental and applied implications are discussed with regard to the literature on physical attractiveness and counselor disclosure. (52 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of client perceived need and counselor role on clients' behaviors.

Employed a multifactor 2 (high and low need) by 2 (expert and inexpert role) by 2 (interviewers) fixed effects design to evaluate the effects of S perceived need and interviewer role on an S's opinions and behaviors. 90 female undergraduates attended a 20-min counseling analog interview in which they discussed their problem-solving skills. During this time the interviewer attempted to alter Ss' ratings of their problem-solving skills as well as 2 extrainterview behaviors. Following the interview, Ss rated the interviewer on a counselor rating form, responded to 2 problem-solving inventories, and were given the opportunity to engage in 2 self-help activities outside of the interview. The results indicate that the roles were perceived as intended and resulted in the intended opinion changes. Perceived interviewer expertness did influence Ss to engage in certain self-help activities, but the scope of those behaviors was limited. Contrary to earlier postulations, differential S need did not affect interviewer's ability to influence Ss' opinions or behaviors. Additional research is needed to test the theoretical formula regarding counselor power, as well as to explore the range of effects of perceived counselor expertness. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Duration, satisfaction, and perceived effectiveness of cross-cultural counseling.

The relationship between cultural dissimilarity and the duration, satisfaction, and perceived effectiveness of counseling was studied in the context of 70 actual treatment dyads that varied as to the race of the counselor and the client (White or non-White). White counselors provided fewer sessions than non-White counselors, and non-White clients expressed lower levels of overall satisfaction with counseling, regardless of counselor race. No differences in counseling effectiveness were observed as measured by counselor and client ratings of perceived relief, understanding, and coping. Relative to other treatment dyads, however, White clients seeing White counselors attributed their change more to counseling than to other, outside factors. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of supervisory style on counselor effectiveness and facilitative responding.

Examined the effects of high and low didactic or experiential supervision groups and a no-supervision group on counselor effectiveness and facilitative responding. 30 undergraduates were assigned as counselors on a random stratified basis by sex and supervisor to the 5 groups for 3 counseling interviews, the 1st 2 followed by supervision. Three actresses portrayed clients, and supervisors had a minimum of 1 yr's experience. The dependent variables, counselor effectiveness as measured by the Counseling Evaluation Inventory and facilitative responding as measured by the Barrett-Lennard Relationship Inventory, were subjected to a series of 1-way ANOVAs. Duncan's new multiple-range test was used for comparisons of means. Results indicate that inexperienced counseling students can be taught specific basic counseling skills in a brief supervisory encounter of a didactic or combined didactic–experiential nature coupled with some form of actual practice. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of perceived etiology attribution similarity on client ratings of counselor credibility.

An experimental design was used to test the hypothesis that clients who perceived their counselors as holding etiology attributions similar to their own would rate their counselors' credibility higher than clients who perceived their counselors as holding dissimilar attributions. 40 undergraduate volunteers participated as clients in counseling role-plays with 11 graduate student counselors. At the end of the 3-session counseling analogue experience, each client was exposed to a mock counselor questionnaire on which the counselor's etiology attributions were manipulated to either agree or disagree with the client's etiology attributions. Results indicated that clients in the similarity of etiology attribution condition rated their counselors to be more credible sources of help than did clients in the dissimilarity of etiology attribution condition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of diplomas, awards, and counselor sex on perceived expertness.

Employed a 2 * 2 factorial design in a counseling-analog investigation to evaluate the effects of environmental cues of competence (such as diplomas and awards) and the sex of the counselor on perceived expertness. 64 undergraduates were interviewed and subsequently completed a semantic-differential questionnaire which contained a 6-item scale of perceived expertness. Results indicate that diplomas and awards significantly influenced the S's initial perception of counselor expertness. Contrary to previous research, the sex of the counselor did not influence the initial perceptions of the Ss. It is suggested that further research is needed on the duration of the effects of the diplomas, the sex of the counselor, and the existence of such effects in additional populations and settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some effects of counselor profanity in counseling.

60 male and female 24–50 yr old recovering alcoholic counseling clients were assigned randomly to 1 of 3 male counselors and to 1 of 2 treatment conditions. In the nonstandard English condition, the counselor casually and passively introduced 4 profane words. The standard English condition was identical except in respect to the use of these specific words. On client self-report and behavioral measures, which cut across all schools of counseling, counselors who used nonstandard English were judged to be less effective and satisfying. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of level of acculturation and counseling style on Hispanic students' perceptions of counselor.

It was hypothesized that level of acculturation and counseling style would affect Hispanic students' perceptions of certain counselor attributes and willingness to see a counselor. Pretesting on an acculturation scale placed 94 Hispanic undergraduate college students in one of three types, Hispanic acculturated, bicultural, or Anglo acculturated. The participants viewed a counseling videotape of one of two White female counselors portraying either a directive or a nondirective counseling style and rated her on two scales. Results indicated that acculturation had a significant effect on ratings of trustworthiness and counselor understanding. Counseling style had a significant effect on the students' perception of counselor knowledge of psychology, counselor willingness to help, and on their own willingness to see a counselor. Sex of the participants had a significant effect on perceptions of counselor attractiveness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Client self-terminations after one counseling session: Effects of problem recognition, counselor gender, and counselor experience.

From a pool of 758 clients seen individually by 1 of 34 counselors at a large university counseling center, 533 clients were identified as having self-terminated from counseling after their initial session or as having continued in counseling for at least 3 sessions. The authors investigated potential relationships between continuation in counseling and the variables of counselor experience, counselor gender, and counselor recognition of clients' problem definitions. As predicted, the results of logit analyses indicated that clients were more likely to self-terminate after 1 session when problem recognition was absent. This relationship was more pronounced for experienced counselors than it was for trainees, suggesting a possible explanation for the lack of a direct relationship between counselor experience and continuation in counseling in recent studies. Female counselors had higher rates of early premature terminations than male counselors. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)