Emotional Support Skill

By Brant R. Burleson. 2003

115 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/aae6a55e4ed56c6f0ac6d9ad4ff85e68fb3da8b0

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In Clinical Psychology

Citations in the corpus

Attentive Facework During Instructional Feedback: Key to Perceiving Mentorship and an Optimal Learning Environment (2008, background): “Instructional feedback functions as a type of advice, and advice-giving can harm relationships if advisors’ actions are seen as too solicitous, overconcerned, or intrusive (Burleson, 2003; Samter, 2003), or, on the other hand, as incompetent (McPherson & Liang, 2007), indolent, or offensive (Kearney”
Explaining the Relationships among Supportive Message Quality, Evaluations, and Outcomes: A Dual-Process Approach (2012, background): “Messages with higher levels of VPC are consistently evaluated more positively than messages containing lower levels of VPC (Burleson, 2003), and there is a smaller body of findings suggesting that VPC influences outcomes such as a recipient’s emotional state (Jones & Guerrero, 2001).”
A Review and Meta-Analysis of Person-Centered Messages and Social Support Outcomes (2012, methodology): “Regarding the latter issue, high, and even some moderate, VPC messages require familiarity and relational knowledge (Burleson, 2003) that is normally absent in conversations with strangers.”
Towards Emotional Support Dialog Systems (2021, methodology): “Our efforts included the following major aspects: (1) Because providing conversational support is a skill that must be trained for supporters to be effective (Burleson, 2003), we design a tutorial with the ESC Framework and train crowdworkers to be supporters.”
Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility (2011, background): “…best help listeners hear advice as coming from concerned, expert allies who acknowledge the student’s competence and freedom to choose, all of which are characteristics of credibly received guidance and support in other contexts (Burleson, 2003; Domenici & Littlejohn, 2006; Samter, 2003).”
The Role of “Active Listening” in Informal Helping Conversations: Impact on Perceptions of Listener Helpfulness, Sensitivity, and Supportiveness and Discloser Emotional Improvement (2015, background): “…an increasing ‘‘awareness of and adaptation to the subjective, affective, and relational reality’’ of the stressful situation and the person affected by that situation (Burleson, 1987, p. 305) produce messages that are more likely to assist in the comforting process (for review see Burleson, 2003).”