Categories of Nonverbal Behavior: Implications for Supervision

Abstract

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

Nonverbal Training for Psychotherapy

“…In addition, experiential learning modules can reduce therapist inhibition to work with nonverbal behavior. An effective experiential learning module might consist of a peer group format in which group members simulate (Delaney, 1966) nonverbal processes, such as expressing various emotions nonverbally (i.e., roletaking, Wilbur & Wilbur, 1980) and relaxation and mirroring of one another's nonverbal behavior, all of which is followed by verbal feedback (Hansford, 1977). In clinical internship and ongoing professional supervision, role-modeling of nonverbal interventions by supervisors can address the fundamental new skill of intervention with nonverbal behavior.…”