Peer counselors and friends: Expected and preferred responses.

Barnett, Mark A.; Harris, Richard

doi:10.1037/0022-0167.31.2.258

Cited by 7 publications

(4 citation statements)

References 7 publications

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“…For example, Reid et al (1989) found that children rated mothers as the best providers for overall kinds of support; friends were rated as the best source for companionship; and teachers were viewed as good sources for informational support. Such findings are similar to those in the adult literature (Barnett & Harris, 1984; Dakof & Taylor, 1990; Lakey & Heller, 1988; Libow & Doty, 1976; Thomas, 1990; Tinsley, de St. Aubin, & Brown, 1982).…”

Section: Developmental Model Of Recipients' Reactions To Aidsupporting

confidence: 91%

A developmental model of recipients' reactions to aid.

Shell

Eisenberg

1992

Psychological Bulletin

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A developmental model of recipients' reactions to aid, which is based on the threat-to-self-esteem model (the dominant theoretical framework in the field), is presented. Various refinements of the threat-to-self-esteem model are proposed to extend its range of applicability and heuristic value to encompass the study of children's reactions to aid. The moderating influences of developmental changes in cognitions regarding self and others, as well as in children's social environment, are examined. Literature from a variety of sources that is relevant to children's reactions to aid, or to processes that may be involved, is reviewed and discussed in light of our model.

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Section: Developmental Model Of Recipients' Reactions To Aidsupporting

confidence: 91%

A developmental model of recipients' reactions to aid.

Shell

Eisenberg

1992

Psychological Bulletin

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“…Advice may provide information (Barbee & Cunningham, 1995;Cutrona & Russell, 1990), enhance perceived control (Albrecht, Adelman, & Associates, 1987), and convey caring (Goldsmith & Fitch, 1997), but it can also be seen as critical or controlling (Goldsmith & Fitch, 1997), and can convey that the speaker wishes to solve the hearer's problem and move on to other topics (Pearlin & McCall, 1990). Not surprisingly, there are conflicting results of research on recipients' reactions to advice about a problem: Some studies find recipients expect and appreciate advice (Barnett & Harris, 1984;Libow & Doty, 1976;Reisman & Yamokoski, 1974), whereas other studies report negative reactions to advice (Dunkel-Schetter, Blasband, Feinstein, & Herbert, 1992;Lehman, Ellard, & Wortman, 1986;Notarius & Herrick, 1988;Pearlin & McCall, 1990).…”

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confidence: 99%

The impact of politeness and relationship on perceived quality of advice about a problem

2000

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Advice is a common but potentially problematic way to respond to someone who is distressed. Politeness theory (Brown & Levinson, 1987) suggests advice threatens a hearer's face and predicts that the speaker-hearer relationship and the use of politeness strategies can mitigate face threat and enhance the effectiveness of advice messages. Students (N = 384) read 1 of 16 hypothetical situations that varied in speaker power and closeness of the speaker-hearer relationship. Students then read 1 of 48 advice messages representing different politeness strategies and rated the message for regard shown for face and for effectiveness. Perceived regard for face predicted evaluations of message effectiveness. However, neither speaker-hearer relationship nor politeness strategies was consistently associated with perceived threat to face or perceived advice effectiveness. We suggest revisions to politeness theory and additional factors that may affect judgments of face sensitivity and advice effectiveness.

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“…Indeed, the Pope et al students were enrolled in a BA-level mental health program that presumably had considerable counselor focus. However, friends and minimally trained peer counselors are often effective in providing helpful, counselorlike verbal responses (Barnett & Harris, 1984; Giddan & Austin, 1982). For this reason, graduate training should be able to demonstrate gains in counseling skills above and beyond those that occur with general study and/or experience.…”

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confidence: 99%