Development of a counselor verbal response category.

Developed a counselor response category system for measuring counselor verbal behavior by incorporating components from 11 existing systems, refining the categories after use, and having experts match examples to the definitions. The resulting system had 17 mutually exclusive categories, which had at least minimal face and content validity. In rating 3,866 counselor response units from 12 personal/emotional intake sessions, the category system resulted in high agreement levels between 3 judges. An analysis of the agreement levels for individual categories led to a revised 14-category system: minimal encourager, approval-reassurance, information, direct guidance, closed question, open question, restatement, reflection, nonverbal referent, interpretation, confrontation, self-disclosure, silence, and other. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counselor verbal response modes and experienced empathy.

[Correction Notice: An erratum for this article was reported in Vol 34(3) of Journal of Counseling Psychology (see record 2008-10749-001). The second paragraph of the author acknowledgement should have read as follows: We thank Ian Spalding for supervision of the session recordings, Liz Colley for programming and advice on data analysis, Richard Shillcock and Jane Oakhill for response mode coding, and Robert Elliott for comments on a draft.] Client and counselor perceptions of empathy at different stages in the counseling process were examined in relation to the verbal response modes used by counselors in 24 client–counselor dyads. Each of 6 counselors (aged 32–58 yrs) at college counseling centers was studied in counseling with 4 clients, of whom 2 were in initial sessions and 2 were in sessions drawn from ongoing counseling relationships. Clients perceived counselors as showing significantly greater empathy during ongoing than during initial sessions, and counselors perceived themselves as showing significantly greater empathy during initial sessions than did clients rating the same sessions. Clients rated counselors using fewer general advisements as more empathic, whereas counselors who rated themselves more empathic used more explorations and fewer reassurances. At the moment-to-moment level tapped by interpersonal process recall, exploration was the only category strongly associated with both client and counselor experiences of empathic communication in both initial and ongoing sessions. (50 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship of client problem type to novice counselor response modes.

Investigated effects of type of client problem and counselor gender on counseling response modes in a sample of 31 novice counselors. Counseling response modes were analyzed using the Hill Counselor Verbal Response Modes Category System on two different interviews with a peer help-seeker. For one interview, help-seekers used a genuine interpersonal problem and for the other interview, they used an intrapersonal problem. Results indicated that counselors used significantly more information responses on intrapersonal problems and more reflection responses on interpersonal problems. In general, there was a trend for male counselors to use more minimal responses than female counselors. Implications of these findings are discussed in relation to furthering understanding of the therapeutic responding of novice counselors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of inconsistent verbal–nonverbal communication and counselor response mode on client estimate of counselor regard and effectiveness.

The relative impact of the nonverbal channel during inconsistent verbal–nonverbal communication of counselor regard to client was investigated. 120 undergraduates, assigned to 12 independent groups, viewed videotapes of an analog counseling session that portrayed the various counselor message–response orientation conditions. After viewing the tapes, the Ss rated the counselor on level of counselor regard for client and on counselor effectiveness. Although previous research indicated the dominance of the nonverbal (NV) component of an inconsistent message, the results do not confirm the overall functional superordinancy of the NV channel across all levels of response orientation. An interactive relationship was found, with the NV channel functioning with relatively more impact on the confrontive level of orientation. This finding is considered in terms of the differential communication decoding process and is explained on the basis of stress-induced reduction of cue utilization. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparative effectiveness of six counselor verbal responses.

Examined the effect of 6 counselor verbal responses on clients' verbal behavior and on their perceptions of counselors. The verbal responses were affect, coontent, influencing, advice, open question, and closed question responses. 90 female undergraduates were randomly assigned to 1 of the 6 treatments. Each participant played the role of client in a simulated helping interaction, and afterwards, they completed the Counselor Rating Form. Affect responses were found to be the most desirable from both the counselors' and clients' perspectives, and closed questions were least desirable. Content responses and open questions were also highly effective in eliciting desirable client behavior. Advice responses were rated highly by clients but were not effective in eliciting desirable client behavior. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential effects of counselor self-referent responses and counselor status.

Conducted a study with a 2?×?3 factorial design, the factors being status of counselor (paraprofessional vs professional) and counselor response type (high-intimacy self-disclosing, low-intimacy self-disclosing, and self-involving). Perceptions of and responses to the counselor by 180 female undergraduates were assessed. High self-disclosing and self-involving counselors were rated as more expert and trustworthy than the low self-disclosing counselor. Paraprofessionals were rated as more attractive and trustworthy than professionals. Ss' responses to high self-disclosing and self-involving counselors contained more client self-referents than responses to the low self-disclosing counselors. Responses to the low self-disclosing counselor were more likely to be phrased in the past and future and contained more counselor-focused statements than responses to the high self-disclosing or self-involving counselor. Responses to the high self-disclosing counselor contained more affective words and fewer counselor references than responses to the self-involving or low self-disclosing counselors. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential perception of counselor behavior.

Investigated questions raised by previous research by A. Barak and M. B. LaCrosse (1975) regarding perceptions of counselor behavior. 127 undergraduates in 3 groups viewed a film of interviews given by Ellis, Perls, or Rogers and rated them on 36 bipolar items (Counselor Rating Form). Results indicate that the perceived dimensions of expertness, attractiveness, and trustworthiness were reliable as measured by the Counselor Rating Form and were moderately intercorrelated. Significant between- and within-counselor differences were found. Results are discussed in terms of perceived counselor behavior, and questions are raised concerning the source of individuals' perceptions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Determining the effects of three counselor verbal responses on client verbal behavior.

Determined the effects of 4 counselor stimulus conditions on 3 measures of client verbal behavior, using 20 female college sophomore clients. The counselor stimulus conditions were reflection of feeling, probe, confrontation, and unspecified responses. The 3 dependent variables were client affect words, self-referent pronouns, and present verb tense. 20 subjects were assigned randomly to 1 of 4 trained Es (2 male and 2 female counselors) for a 42-min session. The 1st 2 min were a preliminary orientation period. The remaining 40 min were divided into 4 10-min counselor stimulus conditions. The sequence of stimulus conditions was randomized for each session. A 2 * 2 factorial analysis with repeated measures on the 2nd factor indicated no significant differences for each dependent variable. The implications for indiscriminate use of these 4 counselor stimulus conditions are discussed with respect to counselor training and research. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of inconsistency between counselor verbal and nonverbal behavior on perceptions of counselor attributes.

Investigated the effects of inconsistency between a counselor's verbal and nonverbal behaviors on perceptions of the counselor as empathic, genuine, and expert and on willingness to seek the counselor's help. 120 undergraduate women, randomly assigned to 4 groups, viewed 1 of 4 8-min videotaped role plays of a counseling session. Each videotape demonstrated a combination of the counselor's responsive and unresponsive verbal statements and nonverbal behaviors. Ss rated the counselor on empathy, genuineness, expertness, and willingness to seek the counselor's help for themselves and others. Consistent with prior research, results indicate that nonverbal behavior seemed to increase the impact of a congruent verbal message and to alter an accompanying incongruent verbal message in the direction of the nonverbal cues. The significance of results for communication theory is discussed. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of client affective self-disclosure and counselor experience on counselor verbal behavior and perceptions.

60 untrained, trained, and professional counselors (average age 20 yrs, 26 yrs, and 38 yrs, respectively) responded to an audio presentation of client affective self-disclosures consisting of either high or low intimacy content. Quality and type of response were measured. Ss then completed a reaction form to assess their clinical impressions of the client. No intimacy effects were found. In contrast, consistent differences for experience occurred. Results indicate that untrained Ss made lower quality responses than either trained or professional Ss with no differences between professionals and counselors-in-training. In terms of response type, untrained Ss relied on direct guidance and silence; trained Ss preferred reflection, and professionals utilized silence, open question, and reflection. When silence as an initial response was removed from consideration, the preferred mode of responding for untrained and trained Ss was strengthened. In contrast, professionals utilized 2 responses (reflection and open question) equally. Finally, the counselor reaction data indicated that untrained Ss had less liking for the client as a person and viewed the client as less motivated to change than trained or professional Ss. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Therapist, trainee, and child verbal response modes in child group therapy.

The Hill Verbal Response Mode System was adapted to examine the verbal responses of a therapist, trainees, and participants in child group therapy, as well as to identify the verbal responses most effective in producing self-disclosure. Results indicated participant differences in most verbal responses, no time effect, and several Time?*?Participant interactions. Boys and girls were similar to each other but different from the therapist and trainees, and trainees were different from the therapist, during the stages of group development. However, there was movement in different directions during the group process: Children increased most verbal responses and trainees increased some, but the therapist decreased her use of most verbal responses. Self-disclosure was the dominating behavior in these groups throughout the group process. Other frequent responses were feedback and questions. The verbal responses that most affected self-disclosure were structured activities and questions. Implications are discussed for training child group therapists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential effects of self-disclosing versus self-involving counselor statements across counselor–client gender pairings.

60 male and 60 female undergraduates listened to 1 of 8 audiotaped recordings of a counseling interview between either an experienced male or female counselor and a male client, for male Ss, or a female client, for female Ss. One half of the male and female Ss heard a tape containing counselor self-disclosure statements; the other half heard a tape containing counselor self-involving statements. Ss rated counselors' expertness, attractiveness, and trustworthiness, and generated written responses to each self-disclosing or self-involving counselor statement. Across all counselor–client gender pairings, self-involving counselors were rated as significantly more expert, attractive, and trustworthy than were self-disclosing counselors. Further, client responses to self-disclosing counselor statements contained significantly more questions about the counselors, were significantly longer responses, and were significantly more likely to be phrased in the past or future rather than in the present tense. Finally, client responses to the self-involving counselor statements contained significantly more client self-referents. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Changes in counselor intentions and response modes and in client reactions and session evaluation after training.

Examined changes in counseling skills by comparing pre- and postsemester counseling interviews of 13 trained graduate student counselors and 13 graduate students in a no-treatment control condition. Dependent measures included the Counselor and Client Verbal Response Category Systems, the therapist intentions list by C. E. Hill and K. E. O'Grady (see record 1985-15615-001), the client reactions system by Hill et al (see record 1989-18876-001), and the session evaluation questionnaire by W. B. Stiles and J. S. Snow (see record 1984-15583-001). When compared to the graduate students in the no-treatment control condition, the trained graduate student counselors decreased their use of the assessment intention and the question response mode and increased their use of the explore intention and the minimal encouragers response mode. The student clients seen by the trained graduate student counselors showed parallel changes in response modes and session evaluation. I conclude that these changes reflected those expected from training in interpersonal-dynamic therapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential effects of self-disclosing versus self-involving counselor statements.

Studied 107 female undergraduates who listened to 1 of 2 audiotaped recordings of a counseling interview between an experienced male counselor and a female client. Half of the Ss heard a tape containing counselor self-disclosure (S-D) statements; the other half heard a tape containing counselor self-involving (S-I) statements. Ss rated the counselor's expertness, attractiveness, and trustworthiness (Counselor Rating Form) and generated written responses to each S-D or S-I counselor statement. The S-I counselor was rated as significantly more expert and trustworthy than was the S-D counselor. Further, Ss' responses to the S-D counselor statements contained significantly more questions about and references to the counselor, whereas responses to S-I counselor statements contained significantly more self-referents. Ss' responses to the S-I counselor were significantly more likely to be phrased in the present, rather than the past or future, tense. Implications for the practice of counseling and for further research on self-disclosure are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Client and counselor verbal category systems for the analysis of trainees' counseling.

Developed a set of operationally defined verbal behavior categories for clients, the client verbal behavior system (CL-VBS), and for counselors, the counselor verbal behavior system (CO-VBS), to match the categories in the training models developed by R. R. Carkhuff and W. A. Anthony (1979) and by A. F. Ivey and J. Authier (1978) to study the acquisition of the skills and their impact on client responses and outcomes. Experts (the 1st 2 authors) established the content validity. Reliability was ascertained by examining agreement among 12 judges and their concordance with a criterion set by the authors. Both reliabilities were highly significant. The criterion analysis revealed sources of errors which showed how to improve the systems' designs and training in a 2nd study with an additional 6 judges (graduate counseling students). As a result of this study, the CL-VBS and the CO-VBS are ready for the study of the efficacy of the Carkhuff and Ivey training models, the impact of counselor skills on clients, reciprocal interaction effects, and the impact of these factors on client outcomes. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential perceptions of counselor behavior: Replication and extension.

Conducted 2 studies with 141 undergraduates in an attempt to replicate and extend the 1976 findings of M. B. LaCrosse and A. Barak (1976). In both studies the Counselor Rating Form was shown to be sensitive to perceived differences among and within counselors of moderate and minimal levels of training/experience. In both studies a significant positive relationship was noted between perceived counselor expertness, attractiveness, and trustworthiness and willingness to refer oneself to the observed counselor for a variety of counseling problems. The provision of a common baseline for S judgment (Study 2) resulted in expertness ratings more consistent with actual counselor training/experience than those of Study 1. The implications of this latter finding for methodological improvements in counseling analog studies are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Range of verbal behavior as a function of counselor philosophy and coached-client role behavior.

To assess the influence of counselor philosophy and client type on the range of counselor trainee verbal behavior, the Philosophies of Human Nature Scale was administered to 34 counseling practicum students who subsequently interviewed role-played clients in an initial interview setting. Measurement of trainee philosophy was limited to the aspect of human multiplexity. Clients were coached in roles depicting combinations of (a) the nature and source of reinforcement and (b) the style of instrumental behavior within the personality pattern schema of T. Millon (1969). E. J. Amidon's (1965) revision of N. A. Flanders's (1967) system of interaction analysis was used to code counselor trainee verbal behavior. Results indicate that client type only, not counselor's philosophy, influenced the range of trainee verbal behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Counselor verbal response modes and experienced empathy": Correction to Barkham and Shapiro.

Reports an error in "Counselor verbal response modes and experienced empathy" by Michael Barkham and David A. Shapiro (Journal of Counseling Psychology, 1986[Jan], Vol 33[1], 3-10). The second paragraph of the author acknowledgement should have read as follows: We thank Ian Spalding for supervision of the session recordings, Liz Colley for programming and advice on data analysis, Richard Shillcock and Jane Oakhill for response mode coding, and Robert Elliott for comments on a draft. (The following abstract of the original article appeared in record 1986-15306-001.) Client and counselor perceptions of empathy at different stages in the counseling process were examined in relation to the verbal response modes used by counselors in 24 client–counselor dyads. Each of 6 counselors (aged 32–58 yrs) at college counseling centers was studied in counseling with 4 clients, of whom 2 were in initial sessions and 2 were in sessions drawn from ongoing counseling relationships. Clients perceived counselors as showing significantly greater empathy during ongoing than during initial sessions, and counselors perceived themselves as showing significantly greater empathy during initial sessions than did clients rating the same sessions. Clients rated counselors using fewer general advisements as more empathic, whereas counselors who rated themselves more empathic used more explorations and fewer reassurances. At the moment-to-moment level tapped by interpersonal process recall, exploration was the only category strongly associated with both client and counselor experiences of empathic communication in both initial and ongoing sessions. (50 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)