Effects of level of academic training on client-perceived rapport and use of verbal response modes in counselling dyads

The Standardized Client procedure was used with 22 fifth-year counselling psychology trainees in 1 -hour interviews to assess the impact of counsellor verbal response modes upon client-perceived rapport in 1-minute segments collected during the entire interviews. In addition, the effects of level of academic training on client-perceived rapport and verbal response mode usage were investigated via comparisons with previous data collected from 10 fourth-year counselling psychology trainees. Data indicated that the higher level trainees produced higher mean levels of client-perceived rapport per minute than the lower level trainees, and that there were also different distributions of verbal response mode usage across rapport ratings for the two trainee groups. Implications for training programmes are discussed.     

Counsellor verbal response mode usage and client-perceived rapport

The effects of usage of eight verbal response modes by trainee counsellors during an initial interview were determined by reference to client-perceived rapport. Data on rapport were gathered via a standardized client's minute-by-minute ratings of his experience of rapport on a five-point scale during the interview. A total of ten counselling interviews were conducted, and data were examinedfor overall effects (i.e. during the interview as a whole) and minute-by-minute effects. Restatements, Minimal Encouragers and Verbosity were significantly dafferent in occurrence in high versus low rated interviews. Minute-by-minute data revealed that these overall differences were not consistent at all stages of the interviews. Implications for counsellor training are discussed.     

Standard posture,postural mirroring and client-perceived rapport

The relationship between client-perceived rapport (as measured from a standardized client) and physical mirroring and the standard counsellor posture was investigated with interviews performed by 59 post-graduate students in counselling psychology. Videotaped recordings were used to code counsellor posture in the categories of: total postural mirroring, mirroring of the hands and arms, mirroring of the legs, mirroring of the torso, and the frequency of the standard counsellor posture across each minute of the interviews. These minutes were classified as 'high' in rapport or 'low' in rapport as measured by the standardized client. Results indicated that there was significantly more postural mirroring of the torso during high versus low minutes, but that the counsellor standard posture occurred significantly more frequently during low rapport minutes than in high rapport minutes. However, when examined over the entire length of the interviews, these data were able to be understood in terms of counsellor 'flexibility' of response rather than simply whether these postural behaviours were present or not. Implications for counsellor training are discussed.     

When does counsellor forward lean influence client-perceived rapport?

Data from nine one-hour counselling interviews with a standardised client were examined for the relationship between counsellor forward lean and client-perceived rapport. Results indicated that more extreme forward lean (i.e. of 41 degrees or more) was significantly more common during minutes rated as 'very high' in rapport. By contrast, less acute forward lean was significantly less frequent during such high-rapport minutes. Plots of forward lean over each minute of the counselling interviews revealed some further variations in usage of forward lean, with suggestings for counsellor training and practice.     

Counsellor communicative control and client-perceived rapport

The relationship between counsellor verbal control and client-perceived rapport during 12 initial interviews conducted by counsellor trainees was investigated. Minute-by-minute client ratings of rapport were collected and used as the dependent variable. Counsellor verbal behaviour was coded into Topic-Initiation, -Following, and -Reintroduction responses and these were analyzed for their relationship with rapport. Data indicated that there were significantly more Topic-Following responses during minutes rated low in rapport than in minutes rated high in rapport. Examination of the relationship between counsellor verbal control and rapport during interviews suggested that the effective use of communicative control by counsellors may be time-relevant to the stage of the interview.     

The use of counsellor verbal response modes and client-perceived rapport

The search for those counsellor'client interaction variables which mediate the level of rapport between participants in counselling sessions remains a major focus, particularly in view of the questions which are arising regarding the reliability and usefulness to practitioners of data from large scale controlled clinical trials of specific treatment procedures delivered via standardized manuals. This study examined one of the major therapy interaction variables'verbal response modes'and evaluated its effectiveness upon the development of the Bond aspect of the Working Alliance. To operationalize this variable, client-perceived rapport was assessed every minute via the standardized client procedure described elsewhere. Data suggested that minimal encouragers, reflections of feelings and restatements were the most prominent of the traditional verbal response modes in building rapport, and the usage across the period of 40 to 60 minute interviews varied. Other response modes were also examined. Implications for therapy and training of counselling skills are discussed.     

Does eye contact increase counsellor-client rapport?

Data from nine counselling interviews (M length = 48 minutes) were examined for the relationship between counsellor eye contact and client-perceived rapport Using the Standardized Client procedure previously reported (Sharpley, Guidara & Rowley, 1994), minute-by-minute ratings of rapport were made by the client, and later collapsed to give mean values for eye contact for ‘moderate’ versus ‘very high’ rapport minutes. There were no significant overall differences in the frequency of eye contact across these two sets of minutes. In an additional exploratory analysis of the data, the frequencies of eye contact for moderate versus very high rapport minutes were plotted across all minutes of the interviews. These data revealed two distinct patterns of usage, enabling some hypotheses to be drawn regarding the effective use of eye contact here. Implications for training and avenues for further research are discussed.     

Psychometric evaluation of a “standardized client” procedure with trainee counsellors

The validity and reliability of a “standardized client” procedure for assessing the impact of counsellor-trainees' behaviour upon client-perceived rapport was investigated within 22 counselling interviews. A typical client was trained to present the same genuine concern consistently across all interuiews, and to make minute-by-minute in-session ratings of experienced rapport. Data were collected on internal consistency, test-retest reliability, face validity, content, construct and concurrent validity via usual procedures and blind evaluations from professionals in the field. All common psychometric requirements were satisfied. Limitations of this procedure are discussed, and implications for use of “standardized client” ratings to gather data on the rapport-enhancing effects of specific counsellor behaviours are also raised.     

Counsellor facial expression and client-perceived rapport

The effects of counsellors’ facial expressions upon the degree of rapport experienced by a Standardized Client (STC) was assessed via examination of 59 counselling interviews conducted by graduate students in counselling. Izard's (1971 Izard, CE. 1971. The face of emotion, New York: Appleton-Century-Crofts.  [Google Scholar]) Affex system of classifying facial expressions was used to operationalize the independent variable of facial expression, with STC ratings of rapport on a five-point scale each minute of the interviews constituting the dependent variable. Data indicated that there was significant more (in seconds/minute) counsellor facial expression of the categories “Interest-excitement” and “Enjoyment-joy” during minutes rated as high in rapport than in minutes rated as low in rapport, but that there was significantly less of the counsellor facial expression “Hypothesized Interest” in high rapport minutes. Implications for the development of effective training procedures for counsellors, plus the need to emphasize the building of emotional engagement between counsellor and client are discussed.     

Development and field-testing of a procedure for coached clients to assess rapport during trainees' counselling interviews

Procedures for using coached clients to assess the degree of rapport between client and counsellor, as experienced by the client during counselling interviews, were developed. Twenty-three interviews conducted by counsellor trainees were assessed at one-minute intervals by two coached clients using a five-point rating system. In addition, the Working Alliance Inventory was used to assess rapport at the end of the interview. Data indicated that the in vivo rating procedure of client-experienced rapport possessed good reliability and validity.     

Revising Test Items to Increase Validity

Eight female interviewers varied their interview styles in interviewing 207 adults who had been involved in automobile accidents during a four-year period. A “professional” and a rapport or “interpersonal” style was used. Dependent variables consisted of reporting of events related to an automobile accident in which the respondent was the driver, and for which independent criterion data were available. In addition, the amount of health information reported was also analyzed. In spite of the respondents' more favorable attitudes towards the interpersonal interviews, accuracy was not significantly greater in these rapport interviews. In fact, significant interaction effects between interviewer style and recency of the accident were obtained. Respondents, however, reported more completely under rapport conditions. The results are interpreted within a cognitive, role-learning framework.     

Rapport-building: Chat versus in-person witness interviews

Tactics recommended for rapport-building consist of verbal (e.g., finding common ground or shared experiences) and non-verbal (e.g., affirmations, displaying empathy) behaviours. Most of the research on rapport, however, has examined it in in-person contexts, where both verbal and non-verbal behaviours are present. In this study, we were interested in the effectiveness of rapport-building when conducting online witness interviews via chat, which de-emphasises the use non-verbal rapport behaviours, compared to traditional in-person interviews. Participants (N = 131) experienced a virtual reality (VR) scenario depicting a mock crime and were interviewed either in person or online via the chat function in Skype. Participants perceived rapport more positively when interviewed in person for three measures: attentiveness, trust and respect and expertise. Two other measures, cultural similarity and connected flow, were not perceived differently across interview medium. Participants interviewed online via chat disclosed similar amounts of crime-related information and were just as accurate as participants interviewed in person. We found that in-person interviews yielded better rapport ratings than interviews via chat but were equally productive in terms of the quality of information obtained, as measured by crime-related details and accuracy. If witnesses are to be interviewed via chat, investigators must carefully consider how to compensate for the lack of those non-verbal rapport tactics that influence witnesses' perceptions of attentiveness, trust/respect and investigator's expertise.     

Power in methods: language to infants in structured and naturalistic contexts

Methods can powerfully affect conclusions about infant experiences and learning. Data from naturalistic observations may paint a very different picture of learning and development from those based on structured tasks, as illustrated in studies of infant walking, object permanence, intention understanding, and so forth. Using language as a model system, we compared the speech of 40 mothers to their 13‐month‐old infants during structured play and naturalistic home routines. The contrasting methods yielded unique portrayals of infant language experiences, while simultaneously underscoring cross‐situational correspondence at an individual level. Infants experienced substantially more total words and different words per minute during structured play than they did during naturalistic routines. Language input during structured play was consistently dense from minute to minute, whereas language during naturalistic routines showed striking fluctuations interspersed with silence. Despite these differences, infants' language experiences during structured play mirrored the peak language interactions infants experienced during naturalistic routines, and correlations between language inputs in the two conditions were strong. The implications of developmental methods for documenting the nature of experiences and individual differences are discussed.     

Candidate characteristics driving initial impressions during rapport building: Implications for employment interview validity

We examine the antecedents impacting interviewers’ initial impressions of candidates formed during the rapport‐building stage of the interview and subsequent evaluations of answers to highly structured interview questions. Ratings for 130 mock interview candidates reveal a strong relationship between interviewers’ initial impression of the candidate and their evaluations of candidate responses to structured questions. These initial impressions correspond with candidate extraversion and verbal skill, controlling for job qualifications. Interviewers’ initial impressions mediate the effect of candidate characteristics, relevant for some jobs more so than others, on later evaluations. Thus, initial impressions formed during rapport building appear to influence subsequent evaluations whether they are clearly job‐relevant or not. These findings have important implications for the validity of structured interviews.     

Developing Rapport with Children in Forensic Interviews: Systematic Review of Experimental Research

The vast majority of guidelines recommend that developing rapport with children is essential for successful forensic child interviewing; however, the question remains as to whether there is a sufficient body of scientific research to generate evidence-based guidelines for developing rapport with children in legal contexts. To answer this question, we conducted a systematic review of the literature to identify experimental studies of the effects of rapport-building methods on the reliability of children's reports. Independent raters applied 12 exclusion criteria to the 2,761 potentially relevant articles located by electronic and hand searches of the literature. Experimental studies were few. Although studies to date are a beginning, the overall scientific base is weak regarding even basic issues such as how to best define rapport and the efficacy of common rapport-building techniques. This systematic review highlights what we know, what we do not know, and how much more we need to know to create evidence-based best practice. Recommendations for reshaping the research agenda are discussed. Copyright © 2015 John Wiley & Sons, Ltd.     

Social influence in investigative interviews: The effects of authority on informational elements produced in interviews and written statements

This study examined the effect of a principle of social influence—authority—on the informational elements in an investigative interview. Community participants told the truth or lied about a mock crime in a high or low authority context. Informational elements were coded from their oral responses in the interviews and written responses in a statement prior to the interviews. Rapport was rated by the interviewers and participants. The authority condition produced effects on the informational elements in both the interviews and written statements but mainly for truth tellers. Rapport also had direct effects on the informational elements but authority did not affect rapport and rapport did not mediate the effect of authority on the informational elements. These findings had theoretical, empirical, and practical implications.     

Timelines for difficult times: use of visual timelines in interviewing suicide attempters

The stories of people who attempt suicide are insufficiently reflected in suicide research in psychology. This article outlines a method using a visual timeline during the interviews to explore the narratives of suicide attempts. The method was successfully employed in two studies to collect data on the suicidal process from people with prior experience of suicide attempts. The advantages of the method in collecting comprehensive data, building rapport, and fostering participants’ insight are outlined. Strategies that were used to ensure safety of participants are described in addition to the requirements for interviewers seeking to apply this method.