Nonverbal Communication and Counselor Education

Heimann, Robert A.; Heimann, Hope M.

doi:10.1177/104649647200300406

Cited by 6 publications

(2 citation statements)

References 33 publications

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“…Implications for counselor training and practice are discussed.Counseling theorists and practitioners seem to have commonly assumed that the interaction between verbal and nonverbal cues is a very important part of the overall communication process. Nevertheless, much of the training literature in the counseling field (Delaney & Eisenberg, 1972;Egan, 1975;Hackney & Nye, 1973), as well as actual training programs (Colwell, 1968;Heimann & Heimann, 1972), seem to have largely associated the concept of communication with a verbal-linguistic model.Only in the last few years have researchers begun to explore the process of inconsistent communication within the counseling therapy situation. Several of these studies have demonstrated the considerable impact of the nonverbal channel on the communication process in counseling.…”

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confidence: 99%

“…Counseling theorists and practitioners seem to have commonly assumed that the interaction between verbal and nonverbal cues is a very important part of the overall communication process. Nevertheless, much of the training literature in the counseling field (Delaney & Eisenberg, 1972;Egan, 1975;Hackney & Nye, 1973), as well as actual training programs (Colwell, 1968;Heimann & Heimann, 1972), seem to have largely associated the concept of communication with a verbal-linguistic model.…”

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

Reade

Smouse²

1980

Journal of Counseling Psychology

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The relative impact of the nonverbal channel during inconsistent verbal-nonverbal communication of counselor regard to client was investigated, incorporating verbal-nonverbal message and counselor response orientation as independent variables in a 4 X 3 analysis of variance design. One hundred and twenty subjects, assigned to 12 independent groups, viewed videotapes of an analogue counseling session that portrayed the various counselor message-response orientation conditions. After viewing the tapes, the subjects rated the counselor on level of counselor regard for client and on counselor effectiveness. Although previous research has indicated the dominance of the nonverbal component of an inconsistent message, the results did not confirm the overall functional superordinancy of the nonverbal channel across all levels of response orientation. An interactive relationship was found, with the nonverbal channel functioning with relatively more impact on the confrontive level of orientation. This finding was considered in terms of the differential communication decoding process, and was explained on the basis of stress-induced reduction of cue utilization. Implications for counselor training and practice are discussed.Counseling theorists and practitioners seem to have commonly assumed that the interaction between verbal and nonverbal cues is a very important part of the overall communication process. Nevertheless, much of the training literature in the counseling field (Delaney & Eisenberg, 1972;Egan, 1975;Hackney & Nye, 1973), as well as actual training programs (Colwell, 1968;Heimann & Heimann, 1972), seem to have largely associated the concept of communication with a verbal-linguistic model.Only in the last few years have researchers begun to explore the process of inconsistent communication within the counseling therapy situation. Several of these studies have demonstrated the considerable impact of the nonverbal channel on the communication process in counseling. As example, Haase and Tepper (1972) found that the nonverbal channels accounted for more than twice as Requests for reprints should be sent to

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confidence: 99%

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confidence: 99%

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

Reade

Smouse²

1980

Journal of Counseling Psychology

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Categories of Nonverbal Behavior: Implications for Supervision

Wilbur

1980

Couns Edu & Supervision

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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

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Spin dependent high frequency inelastic electron scattering and helicity flip couplings

Heimann¹

1973

Nuclear Physics B

126

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Nonverbal Communication and Counselor Education

Cited by 6 publications

References 33 publications

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

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

Categories of Nonverbal Behavior: Implications for Supervision

Spin dependent high frequency inelastic electron scattering and helicity flip couplings

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