Development and Initial Validation of the Encouragement Scale (Educator Form)

Evans, T.; Dedrick, Robert F.; Epstein, Michael

doi:10.1002/j.2164-4683.1997.tb00366.x

Cited by 12 publications

(9 citation statements)

References 11 publications

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“…T wo psychological constructs, encouragement and ethnicity, have been the focus of numerous independent empirical investigations in the professional literature (e.g., Evans, Dedrick, & Epstein, 1997;Lingg & Wilborn, 1992;Phinney, 1988Phinney, , 1990). Reviews of the professional literature in counseling and related disciplines indicate many articles and dissertations that examine actions typically associated with encouragement and praise in relation to ethnicity (e.g., Betts, 1993;Denton, 1990;Gomez, 1994); however, none of this research examines the Adlerian construct of encouragement together with ethnicity in racially and ethnically diverse minority populations.…”

mentioning

confidence: 99%

Encouragement and Ethnicity in African American College Students

Phelps¹,

Tranakos-Howe²,

Dagley³

et al. 2001

Jour of Counseling & Develop

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Encouragement and ethnicity were e xamined in 112 African American college students attending 2 historically Blac k colleges and universities (HBCUs) and a predominantly White institution (PWI). Results indicated a positive relationship between Ethnic Pride and View of Others for the HBCU group and positive relationships between Ethnic Pride and the Encouragement Scale for the PWI group. Ethnic Worry was negatively correlated with the Encouragement Scale for both groups. In addition, Ethnic Discrimination was negatively correlated with Openness to Exper ience for the PWI group. The usefulness of conceptualizing encouragement and ethnicity together for African Amer ican college students and practice implications are discussed.

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confidence: 99%

Encouragement and Ethnicity in African American College Students

Phelps¹,

Tranakos-Howe²,

Dagley³

et al. 2001

Jour of Counseling & Develop

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“…The ES defines encouragement as the “ability to function adequately and cope with life's challenges in a way that creates meaning and purpose in life” (Evans et al, 1997, p. 163). The scale consists of 57 items covering four subscales: View of Self, View of Others, Openness to Experience, and Sense of Belonging.…”

Section: Methodsmentioning

confidence: 99%

“…Phelps, Tranakos‐Howe, Dagley, and Lyn (2001) further described encouragement as a state of being with feelings of adequacy, competence, hope, faith, and connectedness when confronted with hardship in life. Encouraged persons have an adequate and positive view of the self and others, an openness to experience, and a sense of belonging, and “believe they are worthwhile despite how well or poorly they do and what others think of them” (Evans, Dedrick, & Epstein, 1997, p. 164). It is foreseeable that encouragement contributes to resilience.…”

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confidence: 99%

Perceived Racism and Encouragement Among African American Adults

Rowles

Duan

2012

J Multicult Couns & Deve

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The effects of spirituality, racial socialization, and ethnic pride on encouragement in the face of racism among African American adults (N = 201) were investigated. The negative relationship between perceived racism and encouragement disappeared when spirituality, ethnic pride, and a racial socialization history were entered into the regression equation.Se investigaron los efectos de la espiritualidad, la socialización racial y el orgullo étnico sobre el ánimo para enfrentarse al racismo entre adultos Afroamericanos (N = 201). La relación negativa entre el racismo percibido y el ánimo desapareció cuando se introdujeron en la ecuación regresiva la espiritualidad, el orgullo étnico y una historia de socialización racial.

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“…In the West, encouragement as a construct has been examined extensively. Dagley et al (1999), for example, proposed a three-factor structure (a positive perspective about the self, an awareness of belonging, and the courage to accept one's imperfection), whereas Evans et al (1997) suggested four factors (a positive self-view, a positive view of others, being open to experience, and a sense of belonging). In a comprehensive literature review on encouragement, Wong (2015) pointed out that "research and application on encouragement have been inconsistent over the last decades, lacking integration among various fields" (p. 179).…”

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confidence: 99%

“…Studies from both cultures, the West and South Korea, have been largely influenced by Adlerian encouragement (Adler, 1956; discussed below). For example, the Encouragement Scale (Evans et al, 1997) derives from Adler's (1956) individual psychology. Likewise, almost all empirical studies that have examined the effects of encouragement‐based counseling in South Korea have adopted the Adlerian concept of encouragement (M. Kim, 2006).…”

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confidence: 99%

Therapeutic Encouragement as Conceptualized by South Korean Youth Counselors

Jeung

Lee

ham

et al. 2020

J Multicult Couns & Deve

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This study explored counselors' conceptualization and use of encouragement as a therapeutic tool. Responses to two questions from 100 South Korean youth counselors were analyzed using consensual qualitative research-modified. As a result, six categories emerged under each domain. Implications for counseling and future studies are discussed. Keywords: therapeutic encouragement, meaning of encouragement, encouragement skills, youth counseling in South Korea, consensual qualitative research-modified Este estudio exploró la conceptualización y el uso del apoyo como herramienta terapéutica por parte los consejeros. Usando el método modificado de investigación cualitativa consensual, se analizaron las respuestas proporcionadas a dos preguntas por 100 consejeros surcoreanos que trabajan con jóvenes. Como resultado, surgieron seis categorías bajo cada dominio. Se discuten las implicaciones para la consejería e investigaciones futuras. Palabras clave: apoyo terapéutico, significado del apoyo, habilidades de apoyo, consejería de jóvenes en Corea del Sur, método modificado de investigación cualitativa consensual I n a society such as South Korea's, strong emphasis is placed on outcomes. Education, for example, is closely monitored, and there is keen competition for college admission. As a result, common risks for students include emotional insecurity and maladjustment (Park et al., 2018). Students who experience failure and discouragement in this type of environment can also develop learned helplessness and maladaptive coping (Yoon & Lee, 2018). In addition, the "we-ness" ingrained in South Korean culture (in which individuals accommodate to group demands even at the expense of the self; J. H. Lee, 2012), when coupled with the significant effect of social intimacy on self-esteem, makes failure especially painful for adolescents with relationship difficulties (Bae & Han, 2016). Moreover, adolescence is a turbulent period involving many developmental challenges, which, if unaddressed, can engender psychosocial maladjustment (Min, 2014). Given that psychosocial stressors can precipitate suicidal ideation (Portes et al., 2002), maladjusted adolescents may engage in self-harming behaviors if left untreated. This is a practical issue given the particularly high suicide rates in South Korea (Organisation for Economic Cooperation and Development, 2020).

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Development and Initial Validation of the Encouragement Scale (Educator Form)

Cited by 12 publications

References 11 publications

Encouragement and Ethnicity in African American College Students

Encouragement and Ethnicity in African American College Students

Perceived Racism and Encouragement Among African American Adults

Therapeutic Encouragement as Conceptualized by South Korean Youth Counselors

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