Counseling Experience Research Articles

Counselors’ Knowledge of Serving the Birth to Six Population

Infant and Early Childhood Mental Health (IECMH) is a culturally informed, relationally focused area of clinical expertise which addresses the social–emotional needs of very young children and their families. IECMH addresses a critical need and, because of the nuances of the population, requires specific knowledge and skills. Although counselors are often providers of this type of clinical work, very little training exists in counselor education programs, leaving counselors to possibly work outside of scope of competence. This article explores the knowledge and experiences of counselors’ with IECMH. The results of a quantitative survey will be addressed, along with implications and recommendations for counselor education programs and professional counselors to further their knowledge on IECMH.

중년 상담자의 박사과정 학업경험에 대한 자전적 내러티브 탐구

Objectives This study was conducted with the purpose of understanding the doctoral academic experience of middle-aged counselors. Specifically, we sought to explore the motivation for entering the doctoral program, the academic experiences and dilemmas of the doctoral program, and the experience of life change through study from the perspective of a student currently pursuing his or her studies.
 Methods The experiences of five research participants were studied using the autobiographical narrative inquiry method of Clandinin & Connelly (2000/2007). The research process was conducted in five stages: being in the field, moving from the field to field text, composing field text, from field text to research text, and writing research text. Based on the story reported by one person as a research participant, four other researchers synthesized the meaning and repeated this process in a circular manner to present the research results.
 Results The meaning of the experiences of ‘middle-aged’, ‘counselor’, and ‘doctoral student’ to the research participants is as follows. First, they overcame the ‘midlife’ crisis, demonstrated flexibility and adaptability and experienced a life transition. Second, as a middle-aged ‘counselor’, I faced economic problems such as my family's livelihood, and experienced my family's support and cooperation in the process of solving the problem. Third, as counselors, we seek to develop through academic experience in the doctoral program and discover our calling within our own lives.
 Conclusions The conclusions drawn from the three results are as follows. Research participants who are middle-aged, counselors, and doctoral students have lived lives of growth, are maintaining those lives, and are preparing for their future lives. In other words, it was confirmed that the researchers and research participants of this study formed a research group, maintained a doctoral program, sought self-growth through self-healing through mutual assistance, and grew together by repeating this process.

상담자의 다문화 상담 경험이 다문화 상담역량에 미치는 영향에서 역전이 관리능력의 매개효과

The purpose of this study was to investigate the mediation effect of countertransference management in the relationship of multicultural counseling experience and multicultural counseling competence. To this end, an online survey data from 251 counselors was analyzed. The research results are as follows. First, it was confirmed that there was a statistically significant positive correlation between the counselor's multicultural counseling experience, multicultural counseling competence, and countertransference management. Second, countertransference management was found to have a partial mediating effect as a result of examining the mediating effect on the counselor's multicultural counseling experience and multicultural counseling competence. The results confirmed that the counselor's multicultural counseling experience had a direct influence on multicultural counseling competence with a partial mediating effect of countertransference management.

Virtual Motivational Interviewing (VIMINT) to support physical activity: Experiences of older adults and counsellors.

The aim of this study was to explore the experiences of older adults and counsellors involved in virtual motivational interviewing (MI). This study was part of the Virtual Motivational INTerviewing (VIMINT) feasibility trial of virtual MI for physical activity in older adults. A descriptive qualitative design utilized content analysis. Seven older adults and three counsellors were interviewed. Four categories were developed: (i) Benefits and limitations of using technology (ii) Relationships between older adults and counsellors (iii) MI skills and spirit and (iv) Effects of virtual MI. Older adults and counsellors reported that receiving/delivering MI virtually was convenient and flexible. They described reduced non-verbal communication in virtual MI. Virtual MI facilitates interpersonal relationships, and counsellors reported that MI skills and spirit can be applied virtually. This study showed that virtual MI offers potential benefits with some limitations. The findings could inform future research involving virtual delivery of MI.

Status of abortion curriculum in genetic counseling: Survey of graduate programs and recent graduates in the United States.

Genetic counselors (GCs) are trained to help individuals navigate the medical and psychological implications of genetic test results, familial conditions, and ultrasound anomalies. Therefore, familiarity with reproductive options, including abortion, is vital. However, previous studies have found gaps in GCs' knowledge regarding abortion care and there are currently no recommendations regarding abortion curriculum. This study aimed to assess the state of abortion curriculum in genetic counseling graduate programs in the United States and to examine and compare the satisfaction levels of program representatives and recent graduates. Program representatives and recent graduates were invited to complete an anonymous survey evaluating the abortion curriculum, satisfaction with said curriculum, and perceived preparedness to counsel on abortion. Quantitative data from 46 program representatives and 123 recent graduates were analyzed using descriptive statistics and appropriate statistical analyses, including the Mann-Whitney U-test and the Kruskal-Wallis test. Large variability existed in the amount and types of abortion training. Results showed greater satisfaction and feelings of preparation to counsel on abortion in graduates whose program provided a dedicated abortion curriculum (p < 0.001, p = 0.005). In addition, graduates with abortion counseling experience felt less prepared to counsel on abortion than their programs believed them to be (p = 0.04). Graduates perceived procedural timing, facilitation of genetic testing, and resources/support desired by patients before, during, or after an abortion, to be the most important topics, although these were not included in all programs' curriculum. Program representatives and recent graduates alike noted that variability in clinical training is a barrier to abortion education. Our results demonstrate a need for curricular reform to reduce variability in training and ensure that all graduates receive the same foundational abortion education. Further research is needed to determine the scope of GCs in abortion care, as well as which topics and education formats are most helpful in graduate education.

A Social-Ecological Model Exploring Gestational Diabetes Mellitus Screening Practices Among Antenatal Health Care Providers.

Gestational diabetes mellitus (GDM) is associated with adverse health outcomes for the pregnant individual and their baby. Screening approaches for GDM have undergone several iterations, introducing variability in practice among healthcare providers. As such, our study aimed to explore the views of antenatal providers regarding their practices of, and counseling experiences on the topic of, GDM screening in Ontario. We conducted a qualitative, grounded theory study. The study population included antenatal providers (midwives, family physicians, and obstetricians) practicing in Hamilton, Ottawa, or Sudbury, Ontario. Semi-structured telephone interviews were conducted and transcribed verbatim. Transcripts were analyzed using inductive coding upon which codes, categories, and themes were developed to generate a theory grounded in the data. Twenty-two participants were interviewed. Using the social-ecological theory, we created a model outlining four contextual levels that shaped the experiences of GDM counseling and screening: Intrapersonal factors included beliefs, knowledge, and skills; interpersonal factors characterized the patient-provider interactions; organizational strengths and challenges shaped collaboration and health services infrastructure; and finally, guidelines and policies were identified as systemic barriers to health care access and delivery. A focus on patient-centered care was a guiding principle for all care providers and permeated all four levels of the model. Patient-centered care and close attention to barriers and facilitators across intrapersonal, interpersonal, organizational, and policy domains can minimize the impact of variations in GDM screening guidelines. Among care providers, there is a desire for additional skill development related to GDM counseling, and for national consensus on optimal screening guidelines.

An Exploration of School Counselor Experiences in a Yearlong Social Justice Program

Background: K-12 students have experienced increases in the amount of hate crimes and prejudice they encounter. School counselors are well-positioned to reduce oppression in schools, but often lack the means to develop advocacy skills that would do so. Objectives: We implemented the School Counselor Equity Fellowship (SCEF), a yearlong cohort-model social justice advocacy program for school counselors. We designed the program so that participants could develop and promote anti-oppressive, social justice advocacy skills to support their K-12 students. Research Question: What are the experiences of participants in a training program for social justice school counseling? Methods: We used a qualitative case study approach to explore participants’ experiences ( N = 12). We used an instrumental case study and Yin’s (2017) case study analysis procedures. Data came from participant journal entries written throughout the SCEF and participant interviews completed before and after the SCEF program. Findings : Seven themes characterized participant experiences in the SCEF. Participants were impacted in the program through personal multicultural factors (1), encountered positive experiences (2), and reported a range of benefits (3). Participants also faced barriers to social justice work and SCEF participation (4), as well as challenging emotions in the program (5). Lastly, participants used school data in response to SCEF participation (6) and engaged in social justice advocacy in their schools (7). Conclusions: Findings indicate that the SCEF program may serve as a promising model for supporting school counselors and their social justice advocacy work in schools.

Bereavement Counsellors' Experiences Supporting the Families of Deceased Children Within a German Bereavement Network- A Qualitative Interview Study.

Background: The "Bereavement Network Lower Saxony" (BNLS) provides professional bereavement support to families grieving for a child. The present study aimed at exploring the experiences of BNLS bereavement counsellors in providing bereavement support to affected families. Methods: 12 semi-structured qualitative interviews were conducted with bereavement counsellors of the BNLS between June and August 2022. Interviews were recorded, transcribed and analysed using qualitative content analysis, according to Mayring (2010). Results: Bereavement counsellors perceived that grief could be experienced very differently, and thus bereavement support must always be based on the individual needs and resources of bereaved family members. Bereavement counsellors appreciated exchange within the network and supervision to cope with emotional load that arises from compassion for those affected. Conclusions: Bereavement support within a network structure may improve the accessibility of individual support and enable exchange between counsellors, thus ensuring better bereavement support. Public outreach and strategic partnerships with clinics may amplify the positive impact of this support service.

아동상담사의 역전이 경험에 대한 주관성 연구

Objectives This study applied Q methodology to type the subjectivity of child counselors' countertransference ex-periences and identify the characteristics of each type in order to identify the subjective perceptions and charac-teristics of each type according to the countertransference experiences of child counselors.&#x0D; Methods To this end, a total of 143 statements were derived through literature research and in-depth interviews for a total of 26 days from March 20 to April 15, 2023, and a total of 25 child counselors were selected as the P sample and Q classification was conducted. . The collected data were analyzed using the PC-QUANL Program.&#x0D; Results As a result of the study, the types of child counselors' countertransference experiences were classified into a total of four types, with type 1 being the 'countertransference self-reflection type' who believed that they experienced inner maturity and growth as a human being, and type 2 being the 'countertransference type' as an expert. ‘Countertransference management ability type’, who thinks they have experienced the need for the ability to manage themselves, Type 3 is the ‘Countertransference Active Acceptance Type’, who thinks they have experi-enced acknowledging and accepting countertransference rather than denying it, and Type 4 is self-managed. The 'reverse transfer professionalism improvement type' was found to have experienced improvement in expertise by encountering problems.&#x0D; Conclusions Through the results of this study, we focused on the perception of child counselors' counter-transference experiences, classified and confirmed the structure of child counselors' subjective perception of countertransference, and provided information on accessibility and ways for child counselors to manage and pre-vent countertransference. We hope it will be used as relevant basic data.

장애인주간보호시설 사회복지사의 상담 경험에 대한 질적 연구

Objectives This study aimed to investigate the meaning and phenomenon of the counseling experience of social workers who practice counseling at a daycare facility for people with disabilities in Busan, and presents the es-sence of their meanings.&#x0D; Methods Using Giorgi's phenomenological research method, in-depth interviews were conducted with six social workers with more than three years of experience in daycare facilities for people with disabilities in Area P. Data from the interviews were analyzed. This study followed the following steps: reading the description with the over-all context in mind, distinguishing meaning units while focusing on the study phenomenon, converting the mean-ing units into counseling psychology terms, and integrating the converted meaning units into a general structural description of the study phenomenon.&#x0D; Results As a result of the analysis, 26 meanings were derived, and their relationships were identified into nine themes and grouped under three topics. Focusing on the core themes, the social workers of the daycare facilities for people with disabilities “faced actual difficulties and counseling environment of people with disabilities and their caregivers, which is different from the counseling for people without disabilities.” They were “struggling for the change and growth of people with disabilities even in exhausting situations.” Because of this, they were aware of the need to “recognize the poor counseling environment for people with disabilities and take measures to im-prove it.”&#x0D; Conclusions Based on the findings of this study that investigated the counseling experience of social workers in daycare facilities for people with disabilities in Busan, the significance and limitations of the study were discussed, and suggestions for follow-up research were presented.

Experiences of breastfeeding peer counseling among women with low incomes in the US: a qualitative evaluation

BackgroundPerson-centered breastfeeding counseling is a key but often overlooked aspect of high-quality services. We explored women’s experiences of the Breastfeeding Heritage and Pride™ program, an evidence-based breastfeeding peer counseling program serving women with low incomes in the United States.MethodsThis study was conducted through an equitable community-clinical-academic partnership and guided by the World Health Organization (WHO) quality of care framework for maternal and newborn health, which highlights three domains of positive experiences of care: effective communication; respect and dignity; and emotional support. In-depth interviews were conducted with a purposive sample of women participating in the Breastfeeding Heritage and Pride™ program. Women were asked to describe their experiences with the program including examples of when good quality counseling was or was not provided. Each interview was conducted in English or Spanish, audio-recorded, and transcribed verbatim. Data were analyzed using reflexive thematic analysis. Once themes were generated, they were organized according to the three care experience domains in the WHO quality of care framework.ResultsTwenty-eight in-depth interviews were conducted with a racially/ethnically and socio-economically diverse sample of women. Three themes described effective communication practices of peer counselors: tailoring communication to meet women’s individual needs; offering comprehensive and honest information about infant feeding; and being timely, proactive, and responsive in all communications across the maternity care continuum. Two themes captured why women felt respected. First, peer counselors were respectful in their interactions with women; they were courteous, patient, and non-judgmental and respected women’s infant feeding decisions. Second, peer counselors showed genuine interest in the well-being of women and their families, beyond breastfeeding. The key theme related to emotional support explored ways in which peer counselors offered encouragement to women, namely by affirming women’s efforts to breastfeed and by providing reassurance that alleviated their worries about breastfeeding. These positive experiences of counseling were appreciated by women.ConclusionsWomen described having and valuing positive experiences in their interactions with peer counselors. Efforts to expand access to high-quality, person-centered breastfeeding counseling should, as part of quality assurance, include women’s feedback on their experiences of these services.

Embedding simulation in genetic counselor education from the first week of training: Learning outcomes, standardized clients, and students' satisfaction.

Health professional educators routinely utilize simulation to prepare students for practice. However, there is little evidence to show whether simulation enhances learning for genetic counseling students. This study aimed to (i) develop simulation learning outcomes and standardized clients for genetic counselor student education and (ii) evaluate students' experiences of learning from face-to-face and virtual simulation in the first week of training in an Australasian master of genetic counseling program. Using the principles of co-design, eight experienced genetic counselors from across Australasia attended an online discussion and one-to-one meetings to develop simulation learning outcomes and build detailed authentic standardized clients. Six learning outcomes were identified: establishing an effective counseling relationship, eliciting information, assessing need, delivering difficult news and helping clients cope with complex emotions, effective communication and facilitating adaptation. Standardized clients were mapped to the learning outcomes and other requirements of the program. Between 2019 and 2022, 106 first year students participated in face-to-face or virtual simulation workshops with two standardized clients on Day 5 of their training. Following the experience, 103 students completed an anonymous survey using a modified version of a validated satisfaction with simulation scale (n = 49 face-to-face in 2019 and 2020 and n = 54 virtual in 2021 and 2022). Responses were analyzed using descriptive statistics and content analysis. Mean satisfaction overall was 95.9% (SD 3.5), 96.2 (SD 4.0) face-to-face, and 95.8 (SD 3.7) virtual. Overall, responses indicated that simulation-based learning and working with standardized clients was a valuable learning experience (100%), developed communication skills and created a sense of reality (99%). For a minority of participants (n = 4), the simulation was too challenging. Key learning related to consolidation of counseling skills, reflective practice, and preparation for clinical placement. In conclusion, exposing novice student genetic counselors to authentic clinical scenarios using standardized clients in face-to-face or virtual classrooms enhanced clinical learning.

A Culturally Responsive Career Development Group for Minoritized Girls of Color

Career development plays a crucial role in the overall growth of K–12 students. However, it often lacks an intersectional approach to address students’ diverse needs. Consequently, there is a need for a comprehensive approach that recognizes students’ distinct requirements and offers practical solutions. This conceptual article addresses the unique strengths and challenges minoritized girls of color face in their career development. Given these challenges and others, we propose a group counseling experience that builds on the strengths of minoritized girls of color and fosters culturally responsive career development, including career decision-making self-efficacy.

변증법적 행동치료 기술훈련 집단상담 경험에 대한 근거이론 연구

Objectives The purpose of this study is to explore the experiences and changes of participants in a Dialectical Behavior Therapy(DBT) skills training group counseling.&#x0D; Methods To do this, a 12-week DBT skills training group counseling was conducted for 11 graduate students, and data from participant reflections recording data and reports were collected for each session, and analyzed using a grounded theory approach. The open coding, axis coding, process analysis and selective coding was conducted.&#x0D; Results The analysis resulted in a total of 154 concepts, 43 subcategories, and 19 categories. The central phe-nomena that emerged were ‘self-awareness and hope’ and ‘will for growth,’ while causal conditions included ‘emotional difficulties,’ ‘cognitive difficulties,’ ‘behavioral difficulties,’ and ‘self-identity difficulties.’ Contextual conditions encompassed ‘hesitancy about group participation,’ ‘confronting one's own inadequacies,’ and ‘difficulties in applying the skills.’ Mediating conditions included ‘group cohesion’ and ‘positive interactions within the group.’ Action/interaction strategies involved ‘opening the heart’ and ‘trying,’ and the outcomes included ‘e-motional change,’ ‘cognitive change,’ ‘behavioral change,’ ‘self-identity change,’ and ‘interpersonal relationship change.’ Process analysis revealed the stages of DBT skills training group counseling as ‘facing pain and in-adequacy,’ ‘willingness for change,’ ‘self-disclosure and mutual encouragement,’ ‘effort,’ and ‘growth and change.’&#x0D; Conclusions The study confirmed the group counseling experience and positive changes of the DBT skills training group counseling participants.

Analisis Manajemen Bimbingan Konseling Kelompok di SMA Negeri 1 Parigi

This research concerns the analysis of group counseling (BK) at SMA Negeri 1 Parigi. The aim of the research is to conduct an analysis of group counseling guidance management at SMA Negeri 1 Parigi. The research method used was qualitative with research subjects being three guidance and counseling teachers at SMA Negeri 1 Parigi. The research results show that group guidance and counseling services at SMA Negeri 1 Parigi are very necessary considering the absence of guidance and counseling hours in class and the large number of students. The group counseling program provides a significant positive impact, involving techniques such as problem solving and role playing. Even though there are supporting factors such as adequate facilities, experience of guidance counselors, and services via social media, there are still obstacles such as a lack of guidance counselor personnel, limited student openness, and problems with facilities and infrastructure. Evaluation of group guidance management is important, with the need for cooperation between guidance and counseling teachers, school personnel and the government. Supporting and inhibiting factors need to be managed holistically to ensure the effectiveness of the group guidance and counseling program at SMA Negeri 1 Parigi. Thus, this research is expected to provide comprehensive insight and strategic recommendations to improve the quality of Group Counseling Guidance services at SMA Negeri 1 Parigi.

메타버스 공간에서 집단상담 경험에 대한 질적 연구

The purpose of this study is to provide basic data for counseling in the metaverse space by exploring the experiences of college students who have participated in metaverse group counseling. In this study, 36 students answered to a questionnaire asking group counseling experience in metaverse space, and the data were analyzed by a consensual qualitative research-modified(CQR-M). As a result, total 4 domains and 15 categories were drawn. 4 domains were ‘self within metaverse’, ‘metaverse space’, ‘content and goals of group counseling’, and ‘group counseling process’. Based on these results, implications for counseling in the metaverse space and suggestions for future research were discussed.

Legal age limits in accessing donor information: experiences of donor-conceived people, parents, sperm donors and counsellors

Research questionWhat are the lived experiences of donor-conceived people, parents, sperm donors and counsellors related to legal age limits on accessing donor information in the Netherlands? DesignA phenomenological study was carried out that included 20 donor-conceived individuals, 15 parents, 6 sperm donors and 5 counsellors. Data were collected through online qualitative in-depth interviews and focus groups. The data were analysed using Dahlberg's Reflective Lifeworld Approach. ResultsThe results show how: (i) age limits create challenges related to dependency, autonomy and loyalty to parents; (ii) donor information can be important for identity development, which looks different at different ages; (iii) inaccessible information can lead to unfair loss and may be perceived as negative; (iv) relational stability provides a good foundation for dealing with the (in)accessibility of donor information; (v) procedural barriers and age limits increase the inaccessibility of donor information; and (vi) comprehensive counselling is desired for donor-conceived individuals, parents and donors. ConclusionsThis study shows that legal age limits on accessing donor information can lead to several negative consequences. The age limits focus on one individual, which is not appropriate for questions about ancestry that always pertain to a relational network. Counselling should be tailored to the child's needs, and the child's family should be involved. Furthermore, the donor should receive independent counselling.

Teacher Experience of Guidance and Counseling in Treating Youth with Cyberbullying Case

Background: Cyberbullying in adolescents may cause depression, decreased academic achievement, withdrawal from the environment, family and the presence of suicidal ideation. The success of teachers in dealing with cyberbullying is unknown.Objective: To explore the Guidance and Counseling Teachers experience in dealing with adolescents with cyberbullying incidents.Methods: This study used a qualitative descriptive approach with a phenomenological approach and data were collected through in-depth interviews with 8 Guidance and Counseling Teachers who deal with adolescents with cyberbullying incidents. Data analysis in this study used the Colaizzi method.Results: In this study, there were five essential themes in this research including cyberbullying is not a serious problem, various problems faced in dealing with cyberbullying, emotional responses to cyberbullying victims, cyberbullying victims are weak emotional mentality students and lack of coordination between parents, teachers subjects and Guidance and Counseling teachers.Conclusion: The problem of cyberbullying has considered as unserious problem and there is a lack of coordination between parents, subject teachers and guidance and counseling teachers. So that special training is needed to deal with cyberbullying, there are guidelines, clear cyberbullying prevention strategies and the existence of government agencies that specifically handle cyberbullying case.

Telesupervision in genetic counseling education during COVID-19 and beyond.

The COVID-19 pandemic led healthcare organizations to pivot to telemedicine, precipitating the shift to telesupervision, defined as supervision over video-conferencing platforms and telephone, for genetic counseling students. This study aimed to (1) characterize the impact of the COVID-19 pandemic on genetic counseling supervision, (2) ascertain genetic counseling supervisor experiences with telesupervision, and (3) examine the association between years of genetic counseling experience and preferences related to supervision modality. Certified genetic counselors were recruited through the National Society of Genetic Counselors (NSGC), Pennsylvania Association of Genetic Counselors (PAGC), and Association of Genetic Counseling Program Directors (AGCPD) listservs and by purposive sampling via emails to Genetic Counseling Program Directors in program-rich regions. An investigator-created survey was administered online to elicit descriptions of supervision during the pandemic, including modifications to rotations, changes to the number of students supervised, and mode of supervision preference. The survey was completed by 122 genetic counselors. The 54-question survey included multiple-choice, ranking, and open-ended questions. The majority (95.9%) of the participants were female, with an average age of 32 years. Most (86%) of participants reported changes in their supervision practices due to COVID-19, including sole use of telesupervision (54.4%), decreases in rotation lengths (25.4%), and delays in rotation start dates (24.6%). Interestingly, 19.3% (22/114) supervised more students than before the pandemic, and 18.4% (21/114) of participants supervised fewer students. Approximately two thirds (67.5%) of supervisors preferred supervising students in-person, while 2.6% preferred telesupervision, and 29.8% had no preference. Those who preferred to supervise in-person had fewer years of experience than those who had no preference (median = 4 years vs. median = 7 years respectively, Wilcoxonp-value = 0.0418, effect size rpb = 0.19, small). Given the persistence of telemedicine beyond the pandemic, telesupervision may be necessary to train genetic counseling students. However, additional research is needed to determine the effectiveness of telesupervision in facilitating student skill development and attainment of the Accreditation Council for Genetic Counseling (ACGC) Practice-Based Competencies (PBCs).

Improving counseling effectiveness with virtual counselors through nonverbal compassion involving eye contact, facial mimicry, and head-nodding

An effective way to reduce emotional distress is by sharing negative emotions with others. This is why counseling with a virtual counselor is an emerging methodology, where the sharer can consult freely anytime and anywhere without having to fear being judged. To improve counseling effectiveness, most studies so far have focused on designing verbal compassion for virtual counselors. However, recent studies showed that virtual counselors’ nonverbal compassion through eye contact, facial mimicry, and head-nodding also have significant impact on the overall counseling experience. To verify this, we designed the virtual counselor’s nonverbal compassion and examined its effects on counseling effectiveness (i.e., reduce the intensity of anger and improve general affect). A total of 40 participants were recruited from the university community. Participants were then randomly assigned to one of two virtual counselor conditions: a neutral virtual counselor condition without nonverbal compassion and a compassionate virtual counselor condition with nonverbal compassion (i.e., eye contact, facial mimicry, and head-nodding). Participants shared their anger-inducing episodes with the virtual counselor for an average of 16.30 min. Note that the virtual counselor was operated by the Wizard-of-Oz method without actually being technically implemented. Results showed that counseling with a compassionate virtual counselor reduced the intensity of anger significantly more than counseling with a neutral virtual counselor (F(1, 37) = 30.822, p < 0.001, ηp2 = 0.454). In addition, participants who counseled with a compassionate virtual counselor responded that they experienced higher empathy than those who counseled with a neutral virtual counselor (p < 0.001). These findings suggest that nonverbal compassion through eye contact, facial mimicry, and head-nodding of the virtual counselor makes the participants feel more empathy, which contributes to improving the counseling effectiveness by reducing the intensity of anger.