The effects of counselor profanity and physical attractiveness for male and female counselors were examined in a counseling analogue. In a 2 X 2 X 2 factorial design, 72 male and female volunteer subjects were randomly assigned to one of eight experimental conditions of videotaped counseling sessions where they rated the counselor on a variety of dependent measures related to their impressions of counselor professional and personal attributes, likelihood of counseling for a variety of presenting problems, and their satisfaction. Multivariate analyses of the data revealed that counselors using profanity were rated less favorably across all measures regardless of physical attractiveness. A significant multivariate interaction indicated that when profanity was present, female counselors were rated more positively than male counselors. Overall, physically attractive counselors, regardless of their sex or use of profanity, were judged to have more favorable attributes. Implications of these results on the counseling process are discussed.
The purpose of this study was to survey members of the American School Counselor Association (ASCA), who were also elementary school counselors, about their perceived barriers to implementing play therapy and the methods used to overcome barriers (N ϭ 359). The results indicate that although elementary school counselors find play therapy to be helpful, many experience barriers related to training, administration, time, resources, and space. Methods used by school counselors to overcome barriers included training, educating faculty and administrators about play therapy, willingness to use personal funds to purchase play therapy materials, and creative use of time. The authors raise awareness of the need for formal training of elementary school counselors in play therapy. Practical implications and further research are also discussed.
The effects of three types of counselor-offered metaphors, varying in levels of complexity, were compared to facilitative responses on measures of perceived empathy, regard, expertness, attractiveness, and trustworthiness. Eighty subjects, 32 male and 48 female, crossed on levels of cognitive complexity, were assigned to one of four audiotaped treatment conditions: complex metaphor (CM), narrative analogy (NA), cliche (CL), and Level 3 facilitative response (L3). Results indicated that NA and L3 each produced more positive client ratings of empathy, regard, and expertness than CL. Cognitive complexity did not affect client ratings except for CM conditions. The use of metaphors in therapeutic communication is discussed.
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