Background: Virtually all horses are infected with helminth parasites. For some decades, the control of parasites of Swedish horses has been based on routine treatments with anthelmintics, often several times per year. Since anthelmintic resistance is becoming an increasing problem it is essential to develop more sustainable control strategies, which are adapted to different types of horse management. The aim of this study was to obtain information on practices used by Swedish horse owners for the control of endoparasites.

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Psychology students received a 14-, 28-, or 42-hour training course in reflective listening. Before and after training, the students participated in role-played counseling conversations with confederates, who rated them. The conversations were captured on audio- or videotape, categorized, and rated by external evaluators. Results suggested that the students used reflective listening equally after different lengths of training. However, longer training resulted in the confederates disclosing more emotion, the psychology students remembering the information relayed better, and the evaluators perceiving the therapeutic relationship as better. This was especially true among the evaluators who self-reported high social skills.

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Aims: We examined how nondirective counselling skills affect the evaluation of counsellors and the observed working alliance, and how evaluators' social skills and cognitive ability moderate evaluations. Method: In a first analogue experiment, counselling transcripts containing more or less restatements, reflections and open‐ended questions were audio‐taped and rated by evaluators (n=52) who self‐reported social skills. In a second experiment, a different sample of evaluators (n=63) rated transcripts and self‐reported social skills and were tested on cognitive ability. Results: Restatements and reflections improved ratings of the counsellors and the observed working alliance, but open‐ended questions did not. Ratings were moderated by evaluators' social skills and cognitive ability. Discussion: The results agree with previous evidence on restating–reflecting and open‐ended questions. That certain evaluators preferred open‐ended questions more than others can be understood as an issue of matching between conceptual level, social skills, and counselling structure.