The purpose of this research is to achieve a deeper understanding of emotional support in principal–teacher relations. The study aims to shed light on the role of principals’ supportive communication st
The purpose of this research is to achieve a deeper understanding of emotional support in principal–teacher relations. The study aims to shed light on the role of principals’ supportive communication strategies in providing emotional support to teachers, and on the proximal affective outcome of such support. The study used quantitative data obtained from 190 schoolteachers to explore the effect of principals’ emotional support on teachers’ emotional reframing through principals’ supportive communication strategies (empathic listening and empowering and normalizing messages). The analysis indicated an indirect effect of principals’ emotional support on teachers’ emotional reframing through principals’ supportive communication strategies. The results and their implications are discussed.
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Two complementary studies were conducted to compare emotional support and instrumental support in the workplace. Study 1 included meta-analyses with 142 independent samples containing 68,354 participants and tested the moderation ...
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Two complementary studies were conducted to compare emotional support and instrumental support in the workplace. Study 1 included meta-analyses with 142 independent samples containing 68,354 participants and tested the moderation effects of source of support (supervisor vs. coworker) and support scale type (received vs. availability). Study 2 incorporated a two-wave survey design and objective ratings of participant job demands. Overall, emotional support and instrumental support were strongly correlated and demonstrated a similar pattern of effects with work criteria. However, the emotional support-instrumental support relationship is stronger within occupations higher in emotional labor demands. Moderation effects of support on stressor-criteria relationships were also reviewed among the primary studies in the meta-analysis. For both emotional support and instrumental support, buffering effects and reverse buffering effects were commonly found, which indicates that contextual factors need to be considered to determine when support mitigates or exacerbates the effect of stressors on work criteria. Moderation effects of source of support (supervisor vs. coworker) and support scale type (received vs. availability) were also tested. In general, support was more strongly correlated with criteria when the source of support was the supervisor and the scale included items about the availability of support. The findings from the two studies provide researchers and practitioners a guide for when emotional support and instrumental support converge or diverge.
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Weiner's (2000) attributional model of intrapersonal motivations suggests that attributions influence not only people's emotional experiences, but also their behavioral responses to the events that caused these emotions. The curre...
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Weiner's (2000) attributional model of intrapersonal motivations suggests that attributions influence not only people's emotional experiences, but also their behavioral responses to the events that caused these emotions. The current study investigates the causal dimensions (i.e., stability, controllability, locus) of five emotions (i.e., sadness, helplessness, hurt, fear, anger) people commonly experience when they are distressed and in need of emotional support. Participants (N = 258) were asked to identify an upsetting event and subsequently talk about it with a confederate helper in a five-minute conversation. After the conversation, participants completed attribution and emotion indices scales. The events discussed were coded into nine categories (e.g., death of a relative, college performance/job problems, break-ups). Results suggested that the five emotions possess a unique attributional make-up and are uniquely tied to specific events that were discussed by participants. Implications of the results are discussed in the context of providing emotional support to people who experience distress.
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Abstract Preschool teachers’ consistency of warm, sensitive, and responsive interactions with children may be more important than average levels and may moderate the association between children's cognitive and emotion regulation...
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Abstract Preschool teachers’ consistency of warm, sensitive, and responsive interactions with children may be more important than average levels and may moderate the association between children's cognitive and emotion regulation and their preschool adjustment. A sample of 312 boys and girls aged 32–68 months in 44 classrooms at 16 privately‐funded centers and Head Starts completed assessments of emotion and cognitive regulation and were rated by their teachers using measures of social‐emotional functioning. Teacher–child interactions were rated for emotional support. Multilevel structural equation modeling was used to simultaneously explore three aspects of preschool adjustment. Children who were the least regulated were more adjusted to preschool in classrooms where teachers were more consistent in their emotional support, over and above mean emotional support and after controlling for child‐ and preschool‐level covariates. Consistency matters for children's preschool adjustment perhaps even more so than average levels of emotional support.
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Abstract Youth program leaders may experience considerable stress when they encounter emotionally demanding situations in their work. This stress can negatively affect their well‐being or interfere with their ability to provide m...
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Abstract Youth program leaders may experience considerable stress when they encounter emotionally demanding situations in their work. This stress can negatively affect their well‐being or interfere with their ability to provide meaningful experiences for youth. Using Outward Bound (OB) youth expedition courses as a context, this study examined how co‐instructors provided emotional support to instructors during stressful situations. Qualitative analysis of 31 OB instructor interviews showed co‐instructors used three strategies: allowing instructors to momentarily exit the situation, validating instructors' emotions, and reframing negative situations. In addition, certain relationship factors facilitated the provision of support: building holistic relationships, establishing open communication patterns, and conveying commitment. The findings suggest that these factors increased instructors' perception of support availability, which facilitated them receiving support. This study makes a strong case for the value of co‐worker relationships as a source of support for individuals in occupations where they experience emotionally stressful work situations.
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Preschool teachers, like parents, support children in ways that promote the regulation capacities that drive school adjustment, especially for children struggling to succeed in the classroom. The purpose of this study was to explo...
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Preschool teachers, like parents, support children in ways that promote the regulation capacities that drive school adjustment, especially for children struggling to succeed in the classroom. The purpose of this study was to explore the emotionally and organizationally supportive classroom processes that contribute to the development of children's emotion regulation and executive control. Emotion regulation and executive control were assessed in 312 3-, 4- and 5-year-old children. The 44 teachers of these children completed questionnaires asking about 3 components of children's school adjustment: Positive/Engaged, Independent/Motivated, and Prosocial/Connected. Observations of classroom emotional and organizational supports were conducted. Results of multilevel models indicated emotion regulation was significantly associated with the Positive/Engaged school adjustment component, but only when teachers' emotional and organizational supports were taken into account. Children with lower levels of emotion regulation, who were also in less supportive classrooms, had the lowest scores on the Positive/Engaged component. Children's executive control was associated with the Independent/Motivated and Prosocial/Connected components independently of teacher effects. In general, moderate support was found for the notion that teachers' supports can be particularly helpful for children struggling to regulate their emotions to be better adjusted to school. Children's emotionally salient classroom behaviors, and teachers' emotion scaffolding, are discussed.
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Background: The application of expressive forms of art in oncology is considered an integral part of patient care and the theatre seems to be a powerful resource for training, personal growth and rehabilitation. At the Medical Onc...
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Background: The application of expressive forms of art in oncology is considered an integral part of patient care and the theatre seems to be a powerful resource for training, personal growth and rehabilitation. At the Medical Oncology Department of “S.G. Moscati” Hospital in Avellino, within a humanization program of cancer care a rehabilitation project of theatre therapy for cancer patients has been carried out for 8 years. The project has been designed in a holistic view of the complex and multidimensional care.
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Background: Social support is an important facilitator of the quality of life for people with schizophrenia. This study examines what is perceived as helpful and unhelpful support from the members of the natural social networks by...
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Background: Social support is an important facilitator of the quality of life for people with schizophrenia. This study examines what is perceived as helpful and unhelpful support from the members of the natural social networks by 32 Turkish people with schizophrenia.
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Background: Social support, which is partly emotional support, is associated with adherence to colorectal cancer (CRC) treatment, quality of life, and survival. We hypothesized that the needs, sources, and availability of emotiona...
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Background: Social support, which is partly emotional support, is associated with adherence to colorectal cancer (CRC) treatment, quality of life, and survival. We hypothesized that the needs, sources, and availability of emotional support would vary by race and income among CRC patients and sought to quantify the emotional support and the perceived adequacy of support reported by patients.Methods: We surveyed CRC patients from Detroit and Georgia Surveillance, Epidemiology and End Results registries about the quantity and quality of emotional support received from different sources. We tested differences using the chi-square test, t-tests, and logistic regression.Results: There were 1909 patients who met inclusion criteria and 1301 (68%) completed surveys. Among respondents, 68% were white, 25% black, and 7% other. Black patients were more likely to be female and younger and reported lower annual income and education. Patients reported high support from several sources. Among those with a spouse/partner (58%), 95% reported high levels of support; however, older, black, female, or lower income patients were less likely to have spouses/partners (P < .001). Patients also endorsed high support from family (88.6%), important others (82.9%), and clinicians (71.3%). Black patients were less likely than white patients to report support that was "just right" (P < .001).Discussion: Most patients reported high emotional support from at least 1 source. Black patients were most at risk for low support or unmet support needs. Spouse/partner support was important but only available to 58% of respondents. Patients at risk for unmet emotional support needs may benefit from additional support resources.
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The purpose of the study was to assess the effect of the reported availability of social support on the 2-year survival of patients with acute myelogenous leukaemia (AML).
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