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http://peersforprogress.org/pfp_blog/what-do-we-mean-by-emotional-support/
Clearly, emotional support is an important component of peer support programs; yet emotional support has been understudied in the peer support literature—leading us to ask: what exactly is emotional support. Emotional support is difficult to define. There is little consensus on how to define or operationalize emotional support.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4096456/
Jul 10, 2014 · Many family support programs share common components, which have been aggregated and organized into five major categories: instructional, informational, advocacy, emotional, and instrumental supports.2 These components distinguish family support programs from other family-centered services.17 Instructional support includes teaching parents ...Cited by: 10
http://fsp.unc.edu/sites/all/files/attachments/relationship_of_family_support_to_family_outcomes.pdf
Family Support Program™, School of Social Work, University of North Carolina at Chapel Hill, 2015 support. As an agenda for research, the authors offer a definition of family support, types and sources of support, and expected outcomes. Since the Kyzar et al. paper was published, there have been more quantitative studies of family support.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3985284/
Family Support in Prevention Programs for Children at Risk for Emotional/Behavioral Problems ... The distribution of models and content of services in prevention studies differ from family support within treatment studies. As family support is likely to be an enduring component of the child and family mental health service continuum ...Cited by: 22
https://hbr.org/2019/03/research-when-juggling-work-and-family-women-offer-more-emotional-support-than-men
Mar 21, 2019 · It is important to keep in mind that our studies only looked at how much emotional support spouses and coworkers exchanged. It is possible that …
https://www.naesp.org/sites/default/files/resources/2/Principal/2007/M-Ap50.pdf
social/emotional support incompat-ible? These researchers found they were not. Their studies, conducted in Chicago public schools, focused on the relationship between “academic press” and “social support” on student learning and found that schools char-acterized as “high academic press” and “high social support” experienced
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