An interesting question....

How should a writing consultant handle a student who is resistant to receiving help from the writing center?

As a speech consultant at the Speech Center, more often than not, I have students come in for appointments only because they are required to come in by their class/professor. Usually these types of students come in completely unprepared and often don't care much about what you have to say. It can be frustrating working with these student in the Speech Center, but I can only image how frustrating it can be in the writing center as well. I was wondering how other schools/students deal with these kind of students... From my own experience, I tend to just do the consultation like any other consultation and still give feedback and suggestions even if the student does not care to hear it. Just because the student is disinterested doesn't mean that I shouldn't still do my job. Maybe, my suggestions and criticism will in turn make the people more interested or better the presentation even if it doesn't seem that way initially.

I found these articles that mention my question:

http://equality101.net/?p=1121
http://projects.uwc.utexas.edu/praxis/?q=node/28
http://www.english.pitt.edu/writingcenter/faq_faculty.html

overall they suggest a variety of things that relate to my topic. For instance:
"If you don’t feel comfortable dealing with a student, you don’t have to continue. Many issues of harassment or embarrassment might arise when you continue in a potentially negative situation. It’s important not to let anyone take advantage of you in a tutoring situation. Approach your Writing Center director or supervisor and let her or him handle the problem."- I guess this is the extreme.
"Always provide the student with the opportunity to read aloud every time you begin an appointment, if reading aloud is part of the process you use in your writing center consultations. If the student does not want to read, don’t force her or him. Encouragement and continued opportunities over a period of time can lead to greater confidence in reading aloud. This works especially well when students gain trust with tutors or confidence in their writing. Also, some students are self-conscious about hearing their work read aloud in a public consultation, where other students may overhear. In other cases, the content of the paper might be something the student doesn’t want to hear aloud. Be as accommodating as possible to a student’s individual needs, shyness, or lack of confidence." This gives some insight on how to deal with students who don't want to do part of the exercise...
"Realizing that some students will never love English can be tough for a tutor to accept-—we are English majors and minors, after all! Get students interested by drawing analogies with things that appeal to them. Use their writing to build them up and they will respond positively in most situations. And always remember that your enthusiasm is the most effective aspect of a session. Tutors shouldn’t feel like they have failed if the student still hates English by the end of the session, because the job of a tutor is to help students gain the life-long communication skills they need to succeed."

"It is more effective and efficient to send individual students to the Writing Center rather than issue a requirement for an entire class. Good tutorials rely on student input; students who don't want to be here or don't see the need to be here take up time that might otherwise be spent on students who would benefit from our services."

I will discuss some of these suggestions and opinions in my blog analysis paper