DEVELOPMENT OF AN INSTRUMENT

FOR MEASURING RAPPORT

ROBERT P. ANDERSON and GORDON

HERE does not appear to be any striking

disagreement in the professional literature concerning the meaning of rapport.
The term as generally used, however, is defined in such broad terms as to be of limited
usefulness as a concept in training or as a
variable in research. Fiedler, in his classic
studies 14,5], investigated the concept of the
ideal relationship. He found that therapists with different therapeutic orientations,
and non-therapists, tend to have similar
concepts of the ideal relation. Fiedler's
sample of therapists was small, and the
items described as indicative of "good" and
"poor" relationships were not scaled for
quantitative interview ratings. In an unpublished study, Bown [1] utilized Q-sort
methodology. He also concluded that
clients and counselors tend to have similar
concepts of the ideal relationship. The
present study is an attempt to provide an
explicit, operational definition of the counseling relationship characterized by ideal
rapport. Directly related to this, we were interested in the extent of agreement among a
group of clients and counselors concerning
the meaning of rapport. The operational
definition was made in terms of attitudes
and behaviors of clieiits and counselors. Assumptions regarding the study were that
rapport is of importance early in counseling;
it is relevant to communication; it is observable behavior perceived by both participants in the relationship; and it can be assessed by an observer.
METHOD

A series of 163 items concerned with counRoiiERT P. ANI)EU.SON is Associate Professor of Psychology at Texas Technological College, Ltibbock,
and GoRDO.N V. ATSDKRSON is Director, Testing and
Counselitig Center, and Professor of Educational
Psychology, i'hc University of Texas, Atistin.
18

V. ANDERSON

selor and client attitudes and behaviors was

collected. Items were derived from transcribed case material, clients, counselors,
and the Q-Universes of Fiedler and Bown.
Preliminary screening in terms of the three
categoriesgood-poor rapport, ambiguous
or unrelated to rapport, and those defying
classificationwas carried out by seven
psychologists and one psychiatrist. Judges
were allowed to put as many items in a
category as they wished. Those items on
which there appeared to be agreement concerning their relevance as descriptive of rapport were singled out for further study.
Next, a 99-item form of the Rapport Rating Scale was developed. One hundred
counseling psychologists were asked to rate
each item on a nine-point scale. The extremes of the scale were "good" rapport and
"poor" rapport; the items were rated in
terms of the ratees' own conceptions of ideal
rapport. The psychologists surveyed were
all members of Division 12 and/or 17 of the
American Psychological Association. A random sample of judges was not obtained;
rather, psychologists known to the authors
as being actively engaged in counseling activity were contacted.
In addition to the psychologists, 62 clients
from the University of Texas Testing and
Guidance Bureau were asked to rate the
items. The client population was composed of 15 males and 15 females witli more
than five interviews in counseling; and 16
males and 16 females with less than five
interviews. The majority of persons in the
short-term group had finished their counseling experience prior to the request for their
participation. Clients in the long-term
group had had from 6 to 50 interviews.
The majoi'ity of these clients were still in
counseling at the time they received the
scales in the mail.
Personnel and Guidance Journal

Positive counselor: The counselor's tone

of voice conveys the ability to share the
Sixty-nine psychologists (69 per cent) and client's feelings.
thirty-four clients (55 per cent) returned
Negative counselor: The counselor
the 99-item version of the scale; 55 of the pushed the client into saying things that
psychologists were actively engaged in some aren't really true.
form of counseling work; 26 had less than
In order to make the scale adaptable for
10 years experience; 26 had from 10 to 15 interview ratings by client and counselors,
years of experience; and 17 had over 15 raters are asked in the directions to indicate
years of experience. The 34 clients return- the degree to which an item describes a being scales were about equally divided be- havior or attitude present in a counseling
tween males and females and between those experience. The range is from "always"
With less than five interviews and those with through "occasionally" to "never," with five
Wore than five interviews.
points provided for checking on the conEach item checked by at least 10 per cent tinuum. The scale is scored in the followof the counselors as unclassifiable was ing manner: (1) weights from 1 to 5 are aseliminated from further analysis; using this signed to the points in the continuum; (2)
criterion, 77 items were retained. Medians items indicating good rapport receive a
^nd quartile deviations were computed for maximum score of 5 for "always" and a
each item. Twenty-eight items indicative of minimum of 1 for "never"; (3) items indipoor rapport had medians ranging from 0.00 cating poor rapport are scored in reverse
to 1.49; 26 items indicative of good rapport fashion. Scores may range from a maxihad medians ranging from 6.50 to 7.99. mum of 250 for ideal rapport to a minimum
^ 1 % items with a Q-value of 1.00 or less, of 50.
''epresenting the extremes of good and poor
rapport and showing the least amount of
DISCUSSION
disagreement among judges, were selected
*or inclusion in the Interview Rating Scale.
The results support the findings of Fiedler
Medians for each item rated by the clients and Bown; that is, when described in terms
re computed. Fifty-four differences in of specific behaviors and attitudes, there is
Medians between the counselors and clients a core of agreement among clients and counless than 0.80 score points. Since we selors concerning the nature of ideal rapport
interested in obtaining those items or the ideal relationship.
both groups agreed represented good
It is hypothesized that each of these charpoor rapport, the medians of the 50 acteristics may be rated separately for an
selected from the counselors' ratings interview so as to give a score quantifying
Were correlated with these same item me- the level of rapport. Studies by Correll [3]
^lans^ from the clients' ratings. The Pear- and Brams [2] support the hypothesis that
son r's between the two arrays of medians the scale can be used to provide a measure
0.98. In short, we had a series of items of the "relationship" in initial interviews.
which both clients and counselors agreed Correll investigated the factors influencing
representing the extremes of rapport.
the quality of the communication process
^ The final 50-item IRS is evenly divided in initial counseling interviews. The Interetween items representing good and poor view Rating Scale was used as a criterion
=ippot 18 items refer to client behaviors measure. Three judges rated 52 interviews
attitudes; the remaining refer to coun- with the scale. Two conclusions were: (1)
behavior.
"Expert judges are able to rate typescripts of
initial counseling interviews on the basis of
Examples of each type are as follows:
. Positive client: The client has confidence what constitutes good and poor communication situations," and (2) "The Interview
^" the counselor.
Negative client: The client feels more Rating Scale is a sensitive instrument for
like a case than an individual.
determining the quality of the communicaRESULTS

, 1962

19

tion within the initial counseling interview." Correll undertook an item analysis
of the scale. He found 8 of the 50 items
were of little value in difEerentiating between "good" and "poor" interviews. As a
further step in increasing the sensitivity of
the scale, Correll determined weights for
each response category for the 50 items.
Brams used the scale as a criterion measure in a study of the personality characteristics of counseling trainees and the effectiveness of their ability to communicate with
clients. The weights developed by Correll in
his item analysis were used in Brams's modification of the scale, which he labeled the
Communication Rating Scale. His results
suggest that effective communication as
measured by the scale is related positively to
a counseling trainee's tolerance for ambiguity, although other relationships measured were inconclusive. The author felt,
however, that "the CRS appeared to be an
adequate measure of efEective communication in the counseling relationship."
Both of these studies support the original
purpose of the scale, i.e., to rate interviews
in terms of the effectiveness of communication or, as we termed it, rapport; moreover,
further judicious exploration of the scale as
a research instrument and as a tool in counselor training is justified by these results.

SUMMARY

The Interview Rating Scale was developed to provide an operational definition of

ideal rapport or, as termed by Correll, effective communication in counseling interviews. Items selected for inclusion in the
scale represent a consensus among a select
group of counselors and clients concerning
the meaning of rapport. Research and subsequent modification by independent investigators have supported the effectiveness
of the scale as a measure of "rapport" in
counseling.

REFERENCES

1. Bown, O. H. An investigation of therapeutic

relationships in client-centered psychotherapy.
Unpublished doctoral dissertation, Univ. of Chicago, 1953.
2. Brams, J. H. Counselor characteristics and effective communication in counseling. / . counsel.
Psychol., 1961, 8, 25-30.
3. Correll, P. Factors influencing communication in
counseling. Unpublished doctoral dissertation,
Univ. of Missouri, 1955.
4. Fiedler, F. E. The concept of the ideal therapeutic relationship. / . consult. Psychol., 1950, 14,
239-245.
5. Fiedler, F. E. Quantitative studies on the role of
therapists' feelings toward their patients. In
O. H. Mowrer, (Ed.), Psychotherapy, theory, and
research. New York: Ronald Press, 1953, 296.316.

Interview Rating Scale

Form A

INSTRUCTIONS
It is essential that all ratings be made by you as honestly as possible.
Your task is to rate your counseling experience at the present time. Rate your experience in terms of
"what is now," not "what ought to be."
Look at the following example which has been filled out to show you how to use the scale.
Always
1. The counselor is a nice person

Occasionally
|-,

Never
|.

The person who marked this thinks that his counselor is occasionally a nice person. You are to answer
all the questions by placing a check in the box which best expresses what you feel about your interviews at
the present time. Use any one of the five boxes for rating each statement according to the extent it holds
true in your own experience.
Here are some hints to help you:
1. Work rapidly. There is no time limit, but do not spend much time on any one item.
2. Mark all items according to your feelings today.
Now proceed to answer the questions on the following pages.
Remember:
1. Try to answer each question as honestly as you can right now.
2. This is not a test.
20

Personnel and Guidance Journal

INTERVIEW RATING SCALE

Name

Date.

Items

Scale
Occasionally

Always
A

1. The counselor gives the impression of being intellecD

tually aloof from the client.
(1) 1
(2) 0
2. The counselor creates a feeling of "warmth" in the
relationship.
D
5
-f3
^' The counselor has a condescending attitude.

D
2
2 -

D
3

D
4
0

D
4
4-3

D
3
-3

D
2
-3

4
0

5
-f3
ON

3
0

D
4
+3

D
3
-3

D
2
-3

5
0

4
+3

3
-3

2
-2

1
0
ON

-3

3
-1

4
+2

4
+3

1
0

2
A

1
-1
^' The elient feels seeure in his relationship with the
counselor.

'"* The elient feels the eounselor will jump on him if he

says the "wrong" thing.
The eounselor's tone of voiee conveys the ability to
share the client's feelings.

12 ^
Theeounselor aets as if hehad ajob to do anddidn't
care how it was accomplished.
September, 1962

2
A
2
A

D
1
0

D
3

2
0

A
D
1
0

O
D
2
0

D
3
0

A
D
5

+^

+^

"^

D
2
-

D
3
0+1

5
+ 3
ON
D
1
0
ON

5
+3
ON

5
+3
ON
D
D
4
5
0 + 3
N
D
D
4
5
0 + 3
ON

2
1

~^

~^

D
4

ON
D
5
+1

A
D
1
0

1
0
^- The client feels like a misguided delinquent around
the eounselor.

1
-2
" The counselor is artifieial in his behavior.

D
5
0

6- The client has confidence in the counselor.

'. The counselor is uncertain of himself.

Q
5
-+-3
ON
D
1
-2
ON

D
'^. The counselor insists on being always "right."

Never
O N

21

13. The counselor "communicates" the attitude that the

client's problem is of real importance.

+3

+1

3
-3

D
-2

A
5

+3

3
-3

+3

+3

The counselor is a warm, sincere individual.

n5

n4
+3

The client feels bloeked and frustrated in his attempt

to relate to counselor.

n1

n2

-3

19. The counselor aets cold and distant.

o
3

o
2
2

+3

4
0

The counselor shows a flagging of interest.

2
0

D
5

+3

+3

N
2

-3

1
-3

3
-2

N
2

o
D

D1

n5

o
D

1
0

3
-3

1
0

D
D

5
+3

22

26.

s
The counselor aeeepts expression of the client's
thoughts and desires without condemnation.

+3
N

5
0

+2

-3

n4
o

+2

+3

1
-1

25.

3
-3

+3

The client feels a sense of satisfaetion from the counseling sessions.

+3

n2

24.

3
-3

4
-f3

1
^

The counselor behaves as if the interview(s) is a

routine, meehanieal proeess.

+2

23.

4
0

a4

D
N

1
0

-3

D
D

D
N

n2

3
0

The client feels accepted as an individual.

22.* The counselor pushes the client into saying things

that aren't really true.

n2

1
0

21.

D
20. The client feels the counselor has a genuine desire to
be of service.

0.

1
0

n2

1
0

+3

1
0

-3

+3

17.* The counselor frightens the client.

18.

16. The atmosphere of the interview helps the client to

see more of himself.

14. The counselor is very patient.

15.

1
0

n3

-3

+2

+1

Personnel and Guidance Journal

27.

The eounselor's teehniques are obvious and clumsy.

O N

-3
28.

-1

The eounselor is restless while talking to the elient.

30.* The client is tricked into relating confidences he did

not wish to diselose.

*1-

The eounselor communieates little understanding of

the elient.

'2.

4
-f3

4
4-3

3
-1

D
2
-3

D
3
0

D
4
0

-3

D
3
-2

D
4
4-3

5
+3
O N
D
1
-3
O N
D
5
0
O N
D
5
4-3
O N

5
4-3

4
4-3

3
0

2
-3

1
-3
O N

2
A

D
5
4-3
A
D
1
0

2
0
A

D
1
-3

D
2
A

5
4-3

4
4-3

3
0

2
-3

1
-3
O N

-1

3
-3

4
4-2

5
4-2
O N

4
0

5
4-3
O N

A
1
-2

The client distrusts the counselor.

2
A

1
0
The eounselor is awkward in starting the interview.

2
0

D
1

D
2

- 3

-3

-t-2

5
4-2

4
4-3

3
-3

2
-3

1
0
O N

3
0

The counselor is (to the elient) a very "human" per-

-)-2

The eounselor makes far-fetehed remarks.

O N

D
1
0
i he eounselor has a good sense of humor.

2
-

Ti
J^tie counselor's tone of voice eneourages the elient.

O N

5
0

5
0

r, 1962

-f3
O N

40

-f-3

*'' The client feels frustrated with the counselor.

^n-

3
-3

' The counselor's remarks make things clearer for the

^'

The elient ean talk freely about his innermost feelings.

client.

1
-1
The eounselor has a easual relaxed manner of opening the interview.

^^.

4
3
4 - 3 - 1

2
0

1
0

O N

5
4-2

4
4-3

3
-3

2
-3

1
-1
23

41. The client feeJs grateful for the counselor's help.

42. The counselor understands completely the client's

feelings.

5
4-1

4
-1-3

3
-3

2
_^

1
0
N

D
4
4-3

3
-3

4
4-3

5
0
N

D
1
0

2
0
A

[H
4
4-3

5
0
45.* T h e counselor is a "clock-watcher."

1
0
46. The coutiselor gives the impression of "feeling at
case."

47. The client feels more like a "case" than an individual.

2
0
A

D
5
4-3

D
4
4-3
A

1
-2
48. The client is comfortable in the counseling situation.

n
2
-3

5
0
49. The counselor is a co-worker with the client on a
common problem.
.

43. The counselor's language is confused.

T h e client is open, honest, and genuine with the

counselor.

5
0

44.

4
4-3
A

D
5
4-3

50. The client respects the counselor's ability.

D
4
4-3
A

5
-1-2

4
4-3

3
0

o
D

2
0

3
3

o
D

D
3
0

4
0

o
D

3
3

2
2

n4

D
3
0

1
-3
N

1
0
N

D
5
4-1
N

D
1
-3
N

D
5
4-3

2
-3

1
0
N

3
-3

2
-2

1
0
N

3
-3

2
-1

D
3
3

1
0

* Items found by Correll not to differentiate between "good" and "poor" interviews.
(1) Weights assigned for scoring by the authors.
(2) Weights determined through Phi coefficient analysis by Correll.

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24

Personnel and Guidance Journal