Explaining the Effectiveness of the Integrated Model of Advice-Giving in Supportive Interactions: The Mediating Roles of Politeness and Normativeness

Based on the integrated model of advice giving and theorizing about interaction goals, we examined how advisors’ goal intensity and complexity predicted perceptions of advisor harmfulness and helpfulness. We also examined predictors of goal intensity and complexity, such as advisors’ relational satisfaction with recipients, which generally increased goal intensity and complexity. Recipients and advisors rated advisors’ behaviors as more helpful when advisors reported greater intensity of the problem-solving goal but not the other three goals (emotional support, eliciting disclosure, and facilitating reappraisal). However, recipients and advisors rated advisors’ behaviors as more harmful when advisors had low versus moderate or high goal complexity. Qualitative analyses of conversation transcripts revealed patterns of interaction behavior associated with goal intensity and complexity. We discuss how goal intensity and complexity may relate to advisors’ messages and interaction patterns during the conversation, and therefore recipient and advisor perceptions of advisors’ helpfulness and harmfulness.

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Advice Padded With Encouragement: A Preliminary Assessment of an Extended Integrated Model of Advice Giving in Supportive Interactions

Journal of Language and Social Psychology ◽

10.1177/0261927x20911991 ◽

2020 ◽

Vol 39 (3) ◽

pp. 334-348

Author(s):

Yining Zhou Malloch ◽

Bo Feng ◽

Bingqing Wang ◽

Chelsea Kim

Keyword(s):

Emotional Support ◽

Integrated Model ◽

The Other ◽

Mechanical Turk ◽

Amazon Mechanical Turk ◽

Future Research ◽

Preliminary Assessment ◽

Advice Giving ◽

Sequence Study ◽

Advice Quality

The integrated model of advice giving (IMA) proposes that advising in supportive interactions should be carried out in three sequential moves: emotional support—problem inquiry and analysis—advice (EPA). Prior research indicates the utility of this framework for effective advising in supportive interactions. The current project proposed and tested an extended integrated model of advice giving, adding eSteem support (S) as a fourth move in the sequence. Two experiments were conducted. Study 1 included 371 participants recruited from Amazon Mechanical Turk. Results showed that the emotional support—problem inquiry and analysis—advice—eSteem support (EPAS) sequence did not elicit significantly higher evaluations of advice quality compared with the EPA or emotional support—problem inquiry and analysis—eSteem support—advice (EPSA) sequence. Study 2 replicated Study 1 with 364 college students and found that, compared with the other two sequences, the EPAS sequence did not produce significantly higher evaluations of advice quality or intention to follow advice. Theoretical implications and directions for future research are discussed.

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Testing an Integrated Model of Advice Giving in Supportive Interactions

Human Communication Research ◽

10.1111/j.1468-2958.2008.01340.x ◽

2009 ◽

Vol 35 (1) ◽

pp. 115-129 ◽

Cited By ~ 53

Author(s):

Bo Feng

Keyword(s):

Integrated Model ◽

Advice Giving

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Multilinguistic Components of Spelling: An Overview

Perspectives on Language Learning and Education ◽

10.1044/lle20.4.124 ◽

2013 ◽

Vol 20 (4) ◽

pp. 124-128 ◽

Cited By ~ 5

Author(s):

Angela Barber

Keyword(s):

Integrated Model ◽

Literacy Skills ◽

Speech Language Pathologists ◽

Language System ◽

Adequate Information ◽

Intervention Plan ◽

Semantic Awareness

Spelling is a window into a student's individual language system and, therefore, canprovide clues into the student's understanding, use, and integration of underlyinglinguistic skills. Speech-language pathologists (SLPs) should be involved in improvingstudents' literacy skills, including spelling, though frequently available measures ofspelling do not provide adequate information regarding critical underlying linguistic skillsthat contribute to spelling. This paper outlines a multilinguistic, integrated model of wordstudy (Masterson & Apel, 2007) that highlights the important influences of phonemicawareness, orthographic pattern awareness, semantic awareness, morphologicalawareness and mental graphemic representations on spelling. An SLP can analyze anindividual's misspellings to identify impairments in specific linguistic components andthen develop an individualized, appropriate intervention plan tailored to a child's uniquelinguistic profile, thus maximizing intervention success.

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Wiser Reasoning and Less Disgust Have the Potential to Better Achieve Suicide Prevention

Crisis ◽

10.1027/0227-5910/a000709 ◽

2020 ◽

pp. 1-8

Author(s):

Chao S. Hu ◽

Jiajia Ji ◽

Jinhao Huang ◽

Zhe Feng ◽

Dong Xie ◽

...

Keyword(s):

High School ◽

Suicide Prevention ◽

Cause Of Death ◽

Facial Expressions ◽

Emotional Reaction ◽

Suicide Method ◽

University Teachers ◽

Advice Giving ◽

Prevention Techniques

Abstract. Background: High school and university teachers need to advise students against attempting suicide, the second leading cause of death among 15–29-year-olds. Aims: To investigate the role of reasoning and emotion in advising against suicide. Method: We conducted a study with 130 students at a university that specializes in teachers' education. Participants sat in front of a camera, videotaping their advising against suicide. Three raters scored their transcribed advice on "wise reasoning" (i.e., expert forms of reasoning: considering a variety of conditions, awareness of the limitation of one's knowledge, taking others' perspectives). Four registered psychologists experienced in suicide prevention techniques rated the transcripts on the potential for suicide prevention. Finally, using the software Facereader 7.1, we analyzed participants' micro-facial expressions during advice-giving. Results: Wiser reasoning and less disgust predicted higher potential for suicide prevention. Moreover, higher potential for suicide prevention was associated with more surprise. Limitations: The actual efficacy of suicide prevention was not assessed. Conclusion: Wise reasoning and counter-stereotypic ideas that trigger surprise probably contribute to the potential for suicide prevention. This advising paradigm may help train teachers in advising students against suicide, measuring wise reasoning, and monitoring a harmful emotional reaction, that is, disgust.

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