No abstract

Sixteen counselor educators and counselors-in-training participated in a content analysis study that investigated supervisors' nonverbal behaviors in the supervision process.The investigation displays the high-tdow frequency of 2 1 identified nonverbal behaviors of supervisors and indicates a statistically significant association and consistency among the supervisors' nonverbal behaviors. It implies the applicability of these behaviors to counselor supervision and training, provides a methodological approach for the further investigation of nonverbal behavior in actual supervision and counseling situations, and suggests that counselor educators should not overlook these variables in systematic research or their influence in the supervision process with novice counselors.Counselor educators and counselors have presented, investigated, argued for, and applied many differing theoretical orientations and techniques regarding counseling and counselor education. As a result, the importance of certain variables in the counseling process has been revealed. Concomitantly, differing theoretical orientations and strategies applicable to counselor education and training also exist (Arbuckle, 1965; Mazer 8c Engle, 1968;Mueller & Kell, 1972;Ohlsen, 1974; Patterson, 1974). Unlike the counseling process, there has been much less systematic investigation and application of study results to the supervisory process.Seligman and Baldwin (1972) describe the need for investigations concerning the "how" and "what" of supervision, and the continued study of the intricacies and unspoken assumptions that develop in the supervisory relationship. Considering the need for systematic investigations of the supervision process, and to partially address the issues presented by Seligman and Baldwin (1972), a content analysis study was conducted to investigate the nonverbal behaviors of supervisors as aspects of the how and what of supervision.Results of the study provide information regarding the reliable identification of supervisors' nonverbal behaviors. They also indicate DECEMBER 1979101

This article focuses on the often overlooked group of people, usually men, who are noncustodial parents. The authors discuss 10 common dilemmas of parents in this position and delineate what can be done by individual and family counselors to enhance the ability of these parents to maintain parenting relationships with their children.

An atheoretical perspective is provided with which to compare and integrate the concept of honesty with familiar counseling concepts and skills.

The purpose of this article is twofold, to provide a review of applicable literature, information, and research in nonverbal behavior categories, and to encourage counselor educators and supervisors to consider additional research and investigations on the nonverbal behaviors of counselors and clients, supervisors, and trainees in actual counseling and supervisory sessions and situations. A brief model is provided to illustrate counselor educators' and supervisors' application and use of this information with novice counselors and its implications.According to Ivey (1970), "good" counselors have relaxed posture, natural movements and gestures, and appropriate eye contact. Many counselor educators and supervisors recognize that nonverbal behavior like that presented by Ivey and others (CullanStrong, Taylor, Bratton, & Loper, 1971) is important and significant to the counseling process. Yet many counselor educators and supervisors seem unaware of, and do not devote much time or attention to, nonverbal behavior in the training or supervision of novice counselors. For example, of 115 references dealing with nonverbal communication and the helping process, only 10 mentioned empirical studies of actual counselor/client interactions (Gladstein, 1974). None of the empirical research involved the nonverbal behavior of the supervisor in the supervisor-trainee process. Dunning also (1971) stated there is a remarkable neglect of nonverbal behavior as a specific research area in fields related to psychology.Paradoxically, the interest in nonverbal communication predates Aristotle, and an abundance of information about it has always been available in the existing literature. From a professional perspective, however, approximately 75,* of the references concerning nonverbal communication and the helping process have appeared only during the last 10 years. Based on a thorough review of that literature, the following references and categories of nonverbal behaviors have particular implications for, and applicability to, the education and supervision of novice counselors. Michael P. and janice Roberts Wilhur are both assistant professors of psycholo{l;J in the PsWholol(y Department of the Uniiersit» of Minnesota. Duluth. Minnesota. MARCH 1980 198 COl:NSELOR EDUCATION AND SUPERVISION