Ratings Of Rapport Research Articles

Rapport‐building: Chat versus in‐person witness interviews

AbstractTactics 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.

‘Rapport myopia’ in investigative interviews: Evidence from linguistic and subjective indicators of rapport

PurposeRapport‐building has beneficial effects in investigative and security contexts. However, there remains limited understanding of the extent of agreement between different parties in their judgments of rapport.MethodsWe observed 133 mock suspect interviews, and subsequently surveyed the lead interviewer and secondary interviewer (trainees undertaking an undergraduate Policing programme), the ‘suspect’ (an actor), and an expert observer (a retired, highly experienced police detective). Each of these parties provided subjective judgments of the degree of rapport that had been formed between suspect and lead interviewer. Furthermore, we assessed whether these subjective judgments were associated with the degree of ‘Language Style Matching’ (LSM) between lead interviewer and suspect: a key linguistic measure of interpersonal synchrony.ResultsThe suspect, secondary interviewer, and expert observer had generally good agreement about the degree of rapport achieved, as evidenced through significant, moderate to strong correlations between their rapport ratings. However, these parties’ rapport ratings were weakly associated with those of the lead interviewer. Our linguistic analysis provided similar results: the extent of LSM was significantly associated with suspects’ and the expert’s subjective ratings of rapport, but not with the interviewers’ ratings.ConclusionsThe findings suggest that the demands of interviewing might impede interviewers’ insight into the success of their rapport‐building efforts, leading them to overlook cues that other parties rely upon. We discuss the need for future experimental manipulations to directly test this suggestion, and we consider the value of interpersonal synchrony in defining and measuring rapport.

The Carryover Effects of Preceding Interviewer–Respondent Interaction on Responses in Audio Computer-Assisted Self-Interviewing (ACASI)

Abstract Audio computer-assisted self-interviewing (ACASI) has been widely used to collect sensitive information from respondents in face-to-face interviews. Interviewers ask questions that are not sensitive or only moderately sensitive and then allow respondents to self-administer more sensitive questions, listening to audio recordings of the questions and typically entering their responses directly into the same device that the interviewer has used. According to the conventional thinking, ACASI is taken as independent of the face-to-face interaction that almost always precedes it. Presumably as a result of this presumed independence, the respondents’ prior interaction with the interviewer is rarely considered when assessing the quality of ACASI responses. There is no body of existing research that has experimentally investigated how the preceding interviewer–respondent interaction may create sufficient social presence to affect responses in the subsequent ACASI module. The study reported here, a laboratory experiment with eight professional interviewers and 125 respondents, explores the carryover effects of preceding interactions between interviewer and respondent on responses in the subsequent ACASI. We evaluated the impact of the similarity of the live and recorded interviewer’s voice for each respondent as well as respondents’ rapport with interviewers in the preceding interview. We did not find significant main effects of vocal similarity on disclosure in ACASI. However, we found significant interaction effects between vocal similarity and respondents’ rapport ratings in the preceding interview on disclosure in ACASI. When the ACASI voice was similar to the interviewer’s voice in the preceding interaction, respondent-rated rapport led to more disclosure but, when the ACASI voice is clearly different from the interviewer’s voice, respondent-rated rapport in the prior interaction did not affect disclosure.

Neurotype-Matching, but Not Being Autistic, Influences Self and Observer Ratings of Interpersonal Rapport.

The Double Empathy Problem suggests that communicative difficulties between autistic and non-autistic people are due to bi-directional differences in communicative style and a reciprocal lack of understanding. If true, there should be increased similarity in interaction style, resulting in higher rapport during interactions between pairs of the same neurotype. Here, we provide two empirical tests of rapport, with data revealing whether self- and observer- rated rapport varies depending on the match or mismatch in autism status within a pair. An additional opportunity afforded by these data is to examine the effect of the autism status of the rater on the perceived rapport between matched and mismatched pairs. In Study 1 72 participants were allocated to one of three dyad conditions: autistic pairs (n = 24), non-autistic pairs (n = 24) and mixed pairs (n = 12 autistic; n = 12 non-autistic). Each participant completed three semi-structured interactions with their partner, rating rapport after each interaction. Non-autistic pairs experienced higher self-rated rapport than mixed and autistic pairs, and autistic pairs experienced higher rapport than mixed pairs. In Study 2 (n = 80) autistic and non-autistic observers rated interactional rapport while watching videoed interactions between autistic pairs, non-autistic pairs, and mixed pairs (n = 18, a subset of participants in Study 1). Mixed pairs were rated significantly lower on rapport than autistic and non-autistic pairs, and autistic pairs were rated more highly for rapport than non-autistic pairs. Both autistic and non-autistic observers show similar patterns in how they rate the rapport of autistic, non-autistic, and mixed pairs. In summary, autistic people experience high interactional rapport when interacting with other autistic people, and this is also detected by external observers. Rather than autistic people experiencing low rapport in all contexts, their rapport ratings are influenced by a mismatch of diagnosis. These findings suggest that autistic people possess a distinct mode of social interaction style, rather than demonstrating social skills deficits. These data are considered in terms of their implications for psychological theories of autism, as well as practical impact on educational and clinical practice.

Autistic peer-to-peer information transfer is highly effective.

Effective information transfer requires social communication skills. As autism is clinically defined by social communication deficits, it may be expected that information transfer between autistic people would be particularly deficient. However, the Double Empathy theory would suggest that communication difficulties arise from a mismatch in neurotype; and thus information transfer between autistic people may be more successful than information transfer between an autistic and a non-autistic person. We investigate this by examining information transfer between autistic adults, non-autistic adults and mixed autistic-with-non-autistic pairs. Initial participants were told a story which they recounted to a second participant, who recounted the story to a third participant and so on, along a ‘diffusion chain’ of eight participants (n = 72). We found a significantly steeper decline in detail retention in the mixed chains, while autistic chains did not significantly differ from non-autistic chains. Participant rapport ratings revealed significantly lower scores for mixed chains. These results challenge the diagnostic criterion that autistic people lack the skills to interact successfully. Rather, autistic people effectively share information with each other. Information transfer selectively degrades more quickly in mixed pairs, in parallel with a reduction in rapport.Lay abstractSharing information with other people relies on the ability to communicate well. Autism is defined clinically by deficits in social communication. It may therefore be expected that autistic people find it difficult to share information with other people. We wanted to find out whether this was the case, and whether it was different when autistic people were sharing information with other autistic people or with non-autistic people. We recruited nine groups, each with eight people. In three of the groups, everyone was autistic; in three of the groups, everyone was non-autistic; and three of the groups were mixed groups where half the group was autistic and half the group was non-autistic. We told one person in each group a story and asked them to share it with another person, and for that person to share it again and so on, until everyone in the group had heard the story. We then looked at how many details of the story had been shared at each stage. We found that autistic people share information with other autistic people as well as non-autistic people do with other non-autistic people. However, when there are mixed groups of autistic and non-autistic people, much less information is shared. Participants were also asked how they felt they had got on with the other person in the interaction. The people in the mixed groups also experienced lower rapport with the person they were sharing the story with. This finding is important as it shows that autistic people have the skills to share information well with one another and experience good rapport, and that there are selective problems when autistic and non-autistic people are interacting.

The Relationship Between Interviewer-Respondent Rapport and Data Quality

Abstract Interviewer-respondent rapport is generally considered to be beneficial for the quality of the data collected in survey interviews; however, the relationship between rapport and data quality has rarely been directly investigated. We conducted a laboratory experiment in which eight professional interviewers interviewed 125 respondents to see how the rapport between interviewers and respondents is associated with the quality of data—primarily disclosure of sensitive information—collected in these interviews. It is possible that increased rapport between interviewers and respondents might motivate respondents to be more conscientious, increasing disclosure; alternatively, increased rapport might inhibit disclosure because presenting oneself unfavorably is more aversive if respondents have a positive relationship with the interviewer. More specifically, we examined three issues: (1) what the relationship is between rapport and the disclosure of information of varying levels of sensitivity, (2) how rapport is associated with item nonresponse, and (3) whether rapport can be similarly established in video-mediated and computer-assisted personal interviews (CAPIs). We found that (1) increased respondents’ sense of rapport increased disclosure for questions that are highly sensitive compared with questions about topics of moderate sensitivity; (2) increased respondents’ sense of rapport is not associated with a higher level of item nonresponse; and (3) there was no significant difference in respondents’ rapport ratings between video-mediated and CAPI, suggesting that rapport is just as well established in video-mediated interviews as it is in CAPI.

Physiological changes during first encounters and their role in determining the perceived interaction quality

AbstractWhat determines if the first interaction between strangers will be a pleasant experience? We conducted an experiment to investigate the extent to which the perceived quality of an interaction is influenced by conversation content and context, and we document the physiological changes that are likely to play a role in establishing rapport. Females who did not know each other met in pairs and conducted a gossip- or creativity task, either face-to-face or online. The conversation content had no effect on the quality of online interactions. However in the face-to-face condition gossip was associated with better interaction quality. Tonic electrodermal activity steadily declined throughout the interaction, while phasic electrodermal activity first peaked and then returned to baseline. Neither were related to perceived interaction quality. Heart rate variability (HRV) dropped at first but then remained stable. A smaller drop in HRV drop corresponded to higher ratings of rapport and liking. Together these results suggest that gossip can improve the quality of a face-to-face interaction between strangers, and support the conjecture that parasympathetic activity is a marker of human openness to social engagement.

Student Gender and Instructor Gender as Predictors of Student–Instructor Rapport

We evaluated whether gender (masculinity/femininity) rather than biological sex would better predict student–instructor rapport. University students (104 men, 97 women) considered either a feminine hypothetical instructor or a masculine hypothetical instructor and rate their expected rapport with that instructor. The Bem Sex Role Inventory assessed participant gender type. Results showed that students higher in femininity not only provided higher expected rapport ratings to a feminine instructor but also provided relatively higher expected rapport ratings to a masculine instructor. Students high in masculinity did not provide higher expected rapport ratings to a masculine instructor, and some analyses showed that they provided higher ratings to a feminine instructor. Results suggest that biological sex of the student, gender type of the student, and gender type of the instructor are all important factors to understand student–instructor rapport.

Effects of Classroom Technology Policies on Students' Perceptions of Instructors: What is Your Syllabus Saying about You?

ABSTRACTThe technology policies included on instructors' syllabi vary greatly and, in some cases, may unfavorably influence students' perceptions of the instructor. To examine this hypothesis, we randomly assigned college students enrolled in psychology courses at two different institutions (N = 163) to groups in which they viewed different syllabi for a community psychology course. The syllabi varied by the hypothetical instructor's technology policy (encouraging of appropriate technology use in the classroom, discouraging of all technology use, or a mixture of both) and instructor gender. Results showed that students rated instructors similarly on the Competency/Communication factor across all conditions but rated them significantly lower on the Rapport factor when the syllabus included a discouraging technology policy. Rapport ratings were also associated with students' self-reported dependence on technology. High instructor Rapport was associated with high levels of students' technology dependency in the encouraging technology policy condition (r = .29, p < .05), but low levels of technology dependency in the discouraging condition (r = −.31, p < .05). Our findings suggest that if instructors include technology policies on their syllabi that restrict inappropriate technology use, they should also indicate situations in which technology use is appropriate.

Clinicians’ perspectives of therapeutic alliance in face-to-face and telepractice speech–language pathology sessions

Purpose: To investigate the face validity of a measure of therapeutic alliance for paediatric speech–language pathology and to determine whether a difference exists in therapeutic alliance reported by speech–language pathologists (SLPs) conducting face-to-face sessions, compared with telepractice SLPs or in their ratings of confidence with technology.Method: SLPs conducting telepractice (n = 14) or face-to-face therapy (n = 18) completed an online survey which included the Therapeutic Alliance Scales for Children – Revised (TASC-r) (Therapist Form) to rate clinicians’ perceptions of rapport with up to three clients. Participants also reported their overall perception of rapport with each client and their comfort with technology.Result: There was a strong correlation between TASC-r total scores and overall ratings of rapport, providing preliminary evidence of TASC-r face validity. There was no significant difference between TASC-r scores for telepractice and face-to-face therapy (p = 0.961), nor face-to-face and telepractice SLPs’ confidence with familiar (p = 0.414) or unfamiliar technology (p = 0.780).Conclusion: The TASC-r may be a promising tool for measuring therapeutic alliance in speech–language pathology. Telepractice does not appear to have a negative effect on rapport between SLPs and paediatric clients. Future research is required to identify how SLPs develop rapport in telepractice.

Pilot Feasibility Study of a Telephone-Based Couples Intervention for Physical Intimacy and Sexual Concerns in Colorectal Cancer

No studies have tested interventions addressing the sexual concerns of colorectal cancer patients and their partners. The authors reported findings from a pilot feasibility study of a novel telephone-based intimacy enhancement protocol that addresses the intimacy and sexual concerns of couples facing colorectal cancer. On the basis of a flexible coping model, the intervention was designed to help couples make cognitive and behavioral shifts in their intimate relationships. Participants were 18 individuals (9 dyads) who completed the intervention and measures of feasibility (frequency, ease of use, helpfulness of skills, ratings of rapport), program evaluations, and measures of sexual and relationship functioning. Most participants reported that the intervention was “quite a bit” or “extremely” helpful and that they had used the skills taught within the past week. The skills most commonly practiced and perceived as most helpful tended to be behavioral (e.g., trying a new sexual activity). The authors found the largest effect sizes (≥.60) for sexual distress, sexual function (female), and sexual communication. Findings from this pilot study suggest that the intimacy enhancement protocol is feasible and holds promise for improving sexual and intimacy outcomes in colorectal cancer patients and their partners. The authors discuss the research and clinical implications.

If They Move in Sync, They Must Feel in Sync: Movement Synchrony Leads to Attributions of Rapport and Entitativity

Coordinated behavior patterns are one of the pillars of social interaction. Researchers have recently shown that movement synchrony influences ratings of rapport, and the extent to which groups are judged to be a unit. The current experiments investigated the hypothesis that observers infer a shared psychological state from synchronized movement rhythms, influencing attributions of rapport and entitativity judgments. Movement rhythms of observed individuals are manipulated between participants (Experiment 1) or kept constant while the source of the emerging movement synchrony is manipulated (Experiment 2), and both rapport and perceived entitativity are measured. The findings support the assumption that movement synchrony increases attributed rapport and perceived entitativity. Furthermore, mediational analyses reveal that the effects of movement synchrony on perceived unity are not purely perceptual in nature, but caused by psychological inferences. Observers infer the degree to which individuals are a social unit from their movement rhythms.

Preservice music teachers' and therapists' nonverbal behaviors and their relationship to perceived rapport

The purpose of the two studies reported in the article was to determine whether or not a relationship exists between preservice music therapists' and teachers' nonverbal behaviors and their perceived rapport. In study 1, evaluators ( N = 56) viewed a stimulus tape consisting of 15 45-second segments of 15 preservice music therapists leading songs appropriate for various groups of music therapy clientele. Evaluators then judged the preservice therapists for perceived client rapport under one of three conditions: video-only, audio-only, and audio/ video, and then provided comments regarding their evaluations. Two trained observers also viewed the stimulus tape and simultaneously recorded the preservice music therapists' use of the following nonverbal behaviors: proximity, gestures, facial affect and eye contact. Results of the data analyses and evaluator comments indicated that: (1) nonverbal behaviors most important to rapport ratings and client engagement were eye contact and the use of gestures; and (2) rapport ratings were not dependent upon nonverbal behaviors alone, but upon the verbal behaviors and musical skills of the preservice therapists' as well. To determine what behaviors beyond musicianship contribute to appraisals of rapport, evaluators ( N = 78) in a follow-up study viewed 60-second segments of 10 preservice music teachers' verbal introductions to musical selections under the three conditions (audio-only, video-only, and audio/video), and again provided comments and rated the preservice teachers' perceived rapport. The video-only group assigned the highest rapport ratings for six of the 10 teachers, and significantly so for three of those six, indicating that nonverbal behaviors may play a role in the perception of teacher rapport. Findings of both studies indicate that nonverbal behaviors are important to verbal and musical behaviors in determining therapists' and teachers' rapport.

The Effect of Expressive and Instrumental Touch on The Behavior States of Older Adults with Late-Stage Dementia of The Alzheimer's Type and on Music Therapist's Perceived Rapport

The purpose of this study was to examine the effect of music therapy interventions utilizing two types of touch, expressive touch and instrumental touch, on the behavior states of older adults who have late-stage dementia of the Alzheimer's type. A secondary purpose of this study was to examine the perceived effectiveness of the music therapist when expressive and instrumental touch was employed during music therapy sessions. A within-subject design was used with 9 participants receiving 3 sessions in each of the experimental conditions: no touch, expressive touch, and instrumental touch. Results of a one-way ANOVA revealed that expressive touch was significantly more effective during the initial session in eliciting and maintaining alert behavior states than the instrumental and control conditions; however, there were no significant differences between the experimental and control conditions during the first and second session repetitions. Rapport ratings revealed that the therapist's client rapport was perceived to be significantly higher during both the expressive touch and instrumental touch conditions than during the control condition. These findings have important implications for music therapy practice and the effective use of nonverbal communication.

Neurocognition, Social Cognition, Perceived Social Discomfort, and Vocational Outcomes in Schizophrenia

Social cognition has been suggested to be an important mediating variable in the relationship between neurocognition and functional outcome. The present study tested this model in relation to work rehabilitation outcome and added self-reported social discomfort as a possible mediator. One hundred fifty-one participants with schizophrenia or schizoaffective disorder participated in a 26-week work therapy program. Neurocognition was constructed as a latent construct comprised of selected variables from our intake test battery representing executive functioning, verbal memory, attention and working memory, processing speed, and thought disorder. Social cognition at intake was the other latent construct comprised of variables representing affect recognition, theory of mind, self-reported egocentricity, and ratings of rapport. The 2 latent constructs received support from confirmatory factor analysis. Social discomfort on the job was based on their self-report on a weekly questionnaire. In addition, we constructed a composite rehabilitation outcome that was based on how many hours they worked, how well they worked, and how complex was the job that they were doing. Path analysis showed direct effects of neurocognition on rehabilitation outcome and indirect effects mediated by social cognition and social discomfort. This model proved to be a good fit to the data and far superior to another model where only social cognition was the mediating variable between neurocognition and rehabilitation outcome. Findings suggest that neurocognition affects social cognition and that poorer social cognition leads to social discomfort on the job, which in turn leads to poorer rehabilitation outcomes. Implications for rehabilitation interventions are discussed.

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) 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.

The impact of matching the patient's vocabulary: a randomized control trial

Research in general practice emphasizes the importance of matched models, beliefs and vocabulary in the consultation. The present study aimed to explore the impact of matched and unmatched vocabulary on patient satisfaction with consultations. The study took place in one inner city general practice. Patients (n=62) were randomized to either matched or unmatched vocabulary consultations when consulting for problems relating to sexual or bodily function or anatomy. Matched consultations required the doctor to use the same vocabulary as the patient. Unmatched consultations required the doctor to use medical vocabulary. Completed questionnaires were received from 60 patients. The main outcome measure was patient satisfaction (using the Medical Interview Satisfaction Scale). This assesses total satisfaction and has four subscales: distress relief; communication comfort; rapport; and compliance intent. Doctor satisfaction with the consultation was also assessed. The results showed that the two groups were comparable for demographic variables and doctor satisfaction. However, patients in the matched consultation group had significantly higher total satisfaction scores and higher ratings of rapport, communication comfort, distress relief and compliance intent than those in the unmatched group. The results indicate that a doctor's choice of vocabulary affects patient satisfaction immediately after a general practice consultation and that using the same vocabulary as the patient can improve patient outcomes.

Assessing medical student effectiveness from the psychiatric patient's perspective: the Medical Student Interviewing Performance Questionnaire.

This study sought to develop and pilot-test a patient-completed rating scale of medical student effectiveness while training in psychiatry. Specifically, the study focused on: (1) examining the statistical reliability and validity of a new scale; (2) using the measure to assess patient satisfaction with medical student care during the psychiatry clerkship; and (3) providing some experience-based recommendations about utilizing patient feedback when training medical students in psychiatry. Data were collected over an entire academic year and involved 35 third-year medical students and ratings of their performance provided by 102 psychiatric inpatients. Participants were recruited from three inpatient units and the rate of participation was 62.5%. Principle components analyses of the Medical Student Interviewing Performance Scale (MSIPQ) showed that the overall scale consisted of two, theoretically relevant subscales called 'Rapport' and 'Treatment Feedback.' Each subscale had adequate reliability. In addition, the two subscales were shown to each account for unique variance in two separate questions assessing the patient's overall ratings of rapport and treatment helpfulness. Finally, patients' mean ratings of medical student effectiveness were examined and showed very high levels of satisfaction with the student-patient relationship and the quality of care received. This study is among the first to examine patient satisfaction with medical student providers among a general population of psychiatric inpatients. Recommendations are made about the ways in which the MSIPQ can be used to strengthen the training of medical students in psychiatry.

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.

Does eye contact increase counsellor-client rapport?

Abstract 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.