Nonverbal behavior and perceived counselor attractiveness and persuasiveness.

Investigated the perception of counselor attractiveness and persuasiveness through the expression of nonverbal behavior. Ss were 20 male and 20 female psychology undergraduates. 2 male and female counselors were trained to portray "affiliative" manner and "unaffiliative" manner. In a repeated measures design, Ss saw 4 different counselors and then rated them on scales measuring perceived attractiveness and persuasiveness. Results indicate that counselors in the affiliative manner condition were perceived as significantly more attractive and persuasive than counselors in the unaffiliative condition. Ss attributed greater attractiveness and persuasiveness to the same nonverbal cues encoded into the roles. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rater selective attention ability and appraisal effectiveness: The effect of a cognitive style on the accuracy of differentiation among ratees.

Examined the effect of the level of selective-attention ability of 359 undergraduate raters on the accuracy of ratings in 2 studies. A group-administered measure of field dependence–independence was used to divide Ss into high- or low-selectivity levels. In Study 1, 288 psychology undergraduates rated 4 vignettes of instructors by either direct inspection or from memory. In Study 2, 71 management undergraduates rated the vignettes. Results show that memory manipulation significantly influenced rating accuracy. In both studies, Ss high in selectivity provided significantly more accurate appraisals than did Ss low in selectivity. It is suggested that cognitive operations underly the effects found in these studies. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of touch on self-exploration and the therapeutic relationship.

Used 3 response measures to compare touch and no touch in an initial interview: the Depth of Self-Exploration Scale (used for rating clients' self-exploration), the Relationship Inventory (completed by both counselors and clients), and the Relationship Questionnaire (completed by clients). Ss were the 1st 20 female undergraduates seeking personal counseling. A 24-yr-old male and a 32-yr-old female graduate student served as counselors. Significant differences at the .01 level were found between touched and nontouched Ss for depth of self-exploration: Ss who were touched engaged in more self-exploration than Ss who were not touched. No significant differences were found between touch and no-touch groups on the measures of perception of relationship. There were no significant differences between the 2 counselors and no interaction effects for any of the response measures. (30 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Help-seeking attitudes and perceptions of counselor behavior.

Evaluated with 219 female undergraduates the Fischer-Turner Attitudes Toward Seeking Professional Psychological Help inventory and its component factor scales in terms of their "known groups" validity and their predictive utility in counseling research. Ss reporting prior professional assistance for psychological problems espoused more favorable attitudes (including greater recognition of need, stigma tolerance, interpersonal openness, and confidence in mental health practitioners) than Ss without such professional contact. Ss listened to taped counseling interviews and rated the counselors on several perceptual and expectancy variables (including the Relationship Inventory). Help-seeking attitudes were found to represent a significant positive influence on the counselors' perceived expertise, trustworthiness, regard, empathy, genuineness, and general helpfulness; on Ss' expected willingness to return for a 2nd interview; and on their expectancies of improvement across a variety of personal problems. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship of race and level of understanding between counselor and client.

Investigated inter- and intraracial differences in understanding during an initial counseling interview. Ss were 16 black and 16 white undergraduates and 4 white and 4 black graduate students in counseling. Excerpts of the interview were utilized in stimulated recall sessions, and 3 trained raters independently evaluated the degree of understanding. Results indicate that race is related to understanding in counseling. Black counselors understood black counselees best, and white counselors understood white counselees best. Overall white counselors understood both white and black counselees better than did black counselors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hamilton Rating Scale for Depression: Reliability and validity of judgments of novice raters.

Reliability studies of the Hamilton Rating Scale for Depression (HRSD) in therapy-outcome research require at least 2 clinicians. The present authors hypothesized that a less costly alternative, such as using trained undergraduates as 2nd raters, would produce results comparable to the use of 2 clinicians. Four expert raters provided criterion ratings for the HRSD on 20 depressed women. Three trained undergraduates rated the same Ss. The expert and student raters both made reliable ratings on the HRSD. Estimates of criterion validity for the student raters were also in the satisfactory range. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of locus of control, instructions, and verbal conditioning on self-referenced affect in a counseling interview.

Examined the relationships between locus of control, specificity of instruction, and verbal conditionability on self-referenced affect in a counseling analog interview. 118 female undergraduates were administered Rotter's Internal–External Locus of Control Scale. On the basis of scores tabulated for H. L. Mirels's factor of personal internality, 40 Ss were classified as internals or externals and were randomly assigned to 1 of 2 conditions: general instructions or specific instructions. All Ss then participated in an interview with a counselor. The interview was divided into 3 sections: baseline, conditioning, and extinction. During the conditioning period, the counselor verbalized self-referenced affect and reflection of feeling on a 2-min interval schedule. Results indicate that specific instructions combined with verbal conditioning procedures produced the greatest increase in self-referenced affect for both internal and external Ss. Findings are discussed in relation to the directive and instigational functions of instructions on internal/external Ss. Implications for future research are outlined. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential helpfulness of counselor verbal response modes.

28 counselor–client dyads (analog sample consisting of 15 graduate students and faculty and 28 undergraduates) and 16 client–counselor dyads (counseling sample) rated the helpfulness of particular counselor responses in just-completed counseling sessions, using Interpersonal Process Recall. In the counseling sample, counselors also rated the helpfulness of the same responses. The responses were measured for type of response made by objective raters, clients, and counselors. Interpretations received the highest helpfulness ratings from both client and counselor. Advisements were rated as slightly more helpful than nonadvisements, and questions were rated as slightly less helpful than nonquestions. However, counselor response modes account for only a small proportion of the variance in helpfulness ratings, which points out the need for research on contextual variables and response mode subtypes. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counselor race and experience effects on black clients.

Investigated how black freshmen Ss rated counselor effectiveness and if these ratings reflected the race or experience level of the counselors. 17 Ss participated in initial interviews with 4 counselors, 2 black counselors, 1 experienced and 1 inexperienced, and 2 white counselors, with the same experience differences as the black counselors. Upon completion of the 4 interviews, Ss rated each of the counselors on 3 counselor dimensions and indicated those counselors they would be willing to return to for future counseling. Unlike previous research findings, Ss did not show a preference for the counselors as a function of race but did show a preference as a function of the counselors' experience level. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Helpful and nonhelpful events in brief counseling interviews: An empirical taxonomy.

To provide an empirical taxonomy of change events in counseling, 24 undergraduates described the immediate therapeutic impact of the most and least helpful responses by 12 counselors (graduate students) in 24 brief 1-session helping interviews. 86 helpful and 70 nonhelpful counselor responses were identified and described by Ss and clustered by independent judges, and these responses were rated for counselor response modes or intentions by raters, counselors, and students. Cluster analyses identified 8 types of helpful events grouped into 2 superclusters that corresponded to task and interpersonal aspects of helping interactions. The predominant cluster in the task supercluster was New Perspective; the predominant cluster in the interpersonal supercluster was Understanding. Six types of nonhelpful events were identified, the most common being misperception, negative counselor reaction, and unwanted responsibility. Event types are described in terms of the counselor actions typically associated with them. It is suggested that open questions by counselors may be more helpful than interpretations for producing insight or cognitive restructuring in clients. (65 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attractive versus unattractive clients: Mediating influences on counselor's perceptions.

Investigated the effects of clients' (C's) age, physical attractiveness, and in-session behavior on Ss' attraction to the Cs. Female undergraduates were assigned to 1 of 8 experimental conditions in which the C was depicted as (a) an adult or a child, (b) physically attractive or unattractive, and (c) verbal ("good" in-session behavior) or nonverbal ("bad" insession behavior). Results indicate that "counselor" Ss were significantly more attracted to child than to adult Cs and to those Cs demonstrating good in-session behaviors as opposed to those performing poorly. Physically attractive Cs were not rated significantly more interpersonally attractive than physically unattractive ones. An interaction between age and in-session behavior suggested that bad in-session behavior significantly decreased the attractiveness of adult Cs but not that of children. Thus, although counselors tend to favor young, attractive, verbal, intelligent and successful (YAVIS) Cs, certain YAVIS characteristics may have a more potent effect on C attractiveness than others. (24 ref) (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)     

Relationship of client preferences and counselor's physical disability.

Investigated the effects on a client of a counselor's obvious physical disability. In a counseling analog, 24 able-bodied and 24 physically handicapped male undergraduates were shown 3 slides-a counselor in a wheelchair, a counselor with crutches, and a counselor with no apparent physical disability. Ss were asked to respond to a series of hypothetical counseling situations. Results suggest that both able-bodied and disabled Ss preferred disabled counselors for discussing personal problems. Able-bodied Ss who appeared most maladjusted tended to reject the disabled counselor. Implications for counselor selection and job assignment are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of anxiety, curiosity, and perceived instructor threat on student verbal behavior in the college classroom.

Investigated the verbal behavior of 152 undergraduates in 4 different classes. Trait anxiety, trait curiosity, and perceived instructor threat were measured by the State–Trait Anxiety Inventory, the State–Trait Curiosity Inventory, and the Tuckman Teacher Feedback Form. Student-initiated questions and responses to instructor questions were rated by trained observers during 8 1-hr class sessions. In general, males gave more responses than females, and Ss who perceived their instructors as threatening gave fewer responses than those who rated their instructors as nonthreatening. High curiosity stimulated student-initiated verbal behavior for both sexes, but only when the instructor was perceived as nonthreatening. For males, high anxiety inhibited the students' responses to instructor questions when the instructor was perceived as threatening, whereas females gave few responses to instructor questions regardless of their personality characteristics. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)