Understanding the outcomes of supportive communication: A dual-process approach

By Brant R. Burleson. 2009

205 citations recorded by the source corpus.

Subfields: Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/34f073a64a9d4e5e092d816202ee415768ceb26e

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In Social Psychology

Citations in the corpus

Individual/relational resilience (2018, background): “personal and relational health (see also the relational turbulence theory, Solomon, Knobloch, Theiss, & McLaren, 2016 and Burleson’s (2009) dual process model of support for similar arguments about communication during stress).”
Building health behavior models to guide the development of just-in-time adaptive interventions: A pragmatic framework (2015, background): “, personality, working memory capacity) and dynamic factors (e.g., emotions, presence of distracters; Burleson, 2009).”
“You Need to Stop Talking About This!”: Verbal Rumination and the Costs of Social Support (2013, background): “Social support tends to buffer the ill effects of stress on people’s mental and physical health (see Afifi, Granger, Denes, Joseph, & Aldeis, 2011; Albrecht & Goldsmith, 2003; Burleson, 2009).”
Emotion in Teaching and Learning: Development and Validation of the Classroom Emotions Scale (2010, background): “Emotionally supportive communication is any message intended to promote desirable outcomes, including decreased emotional distress, more effective coping strategies, improved emotional health, and supportive interpersonal relationships in situations where another person is emotionally upset, distrau”
Explaining the Relationships among Supportive Message Quality, Evaluations, and Outcomes: A Dual-Process Approach (2012, methodology): “Detailed features of the dual-process theory of supportive communication, and how it is similar to and different from models of persuasive outcomes, are described elsewhere (Bodie, in press-b; Bodie & Burleson, 2008; Burleson, 2009, 2010).”
Listening and Human Communication in the 21st Century (2011, background): “Expanding this dual-processing theory beyond critical listening, interpersonal communication scholars are making some interesting applications of the model to listening outcomes in supportive communication (Burleson, 2009).”
New Look at Social Support: A Theoretical Perspective on Thriving through Relationships (2014, background): “Being sensitive involves responding to needs in such a way that the support-recipient feels understood, validated, and cared for (Burleson, 1994, 2009; Maisel & Gable, 2009; Reis & Patrick, 1996; Reis & Shaver, 1988).”
The Bright Side of Emotion in the Classroom: Do Teachers' Behaviors Predict Students' Enjoyment, Hope, and Pride? (2013, background): “Finally, feelings of emotional support occur when individuals perceive the messages of others to promote desirable outcomes, including decreased emotional stress, adaptive coping strategies, improved emotional health, and generally supportive interpersonal relationships (Burleson, 2009).”
Feedback Dialogues That Stimulate Students' Reflective Thinking (2013, background): “For instance, Burleson (2009) has shown that the closeness between the sender and the receiver influence the way a supportive message is interpreted (e.g., more positive when the one who provides it is perceived as close).”
The Dark Side of Emotion in the Classroom: Emotional Processes as Mediators of Teacher Communication Behaviors and Student Negative Emotions (2014, background): “Feelings of emotional support occur when individuals perceive the messages of others to promote desirable outcomes, including decreased emotional stress, adaptive coping strategies, improved emotional health, and generally supportive interpersonal relationships (Burleson, 2009).”