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Using data from 192 undergraduates asked to imagine a stressful experience, this study finds support for two primary contentions of a dual-process theory of supportive message outcomes: (a) message content impacts anticipated affect improvement (AAI) when processing motivation is high but not when low and (b) processing extent mediates the relationship between verbal person centeredness (VPC) and AAI for highly motivated participants. In addition, the dual-process framework was used to forward a modified theory of conversationally induced reappraisals. In support of this model, positive emotion words and situation reappraisal mediated the VPC-AAI link only when recipients afforded close attention to message content. The discussion focuses on how the dual-process framework might assist in modifying theories of supportive communication in other ways.

"The Handbook of Listening is a comprehensive overview of the field of listening for advanced undergraduate students, graduate students, scholars, and practitioners. First comprehensive academic reference resource dedicated to listening Provides a broad, authoritative, cross-disciplinary overview of key methodological, conceptual, and theoretical issues in the field Covers methods; disciplinary foundations; teaching listening; contexts and applications; and emerging perspectives Original chapters written by a group of international scholars in the field of learning"--

Cover -- Title Page -- Copyright Page -- Contents -- About the Editors -- About the Authors -- Acknowledgments -- Introduction -- A Discipline of Listening? -- Overview of the Book -- Conclusion -- References -- Part I Methodological Approaches -- Chapter 1 Physiological Approaches -- fMRI Approaches to Listening -- Electrophysiological Approaches to Listening -- Pupillometry Approaches to Listening -- Conclusion -- References -- Chapter 2 Phenomenological Approaches -- Introduction to Phenomenology -- Acoustics and the Materiality of Sound -- Embodiment and Musicality -- Language and Communication: Inner Speech, Intersubjectivity, Interlistening -- Conclusion -- References -- Chapter 3 Interpretive Approaches -- Interpretive Methods in Listening Research -- Interpretation Across Contexts -- From Interpretation to Decolonization and a Culture-centered Approach -- Conclusion -- References -- Chapter 4 Empirical Approaches -- Philosophical Background -- What Do Empirical Listening Scholars Do? -- Reporting, Experimental, and Observational Methods -- Conclusion -- References -- Part II Disciplinary Foundations -- Chapter 5 Architecture -- Sound and Architecture: A Look Back -- The Influence of Sound Art -- Listening and Architecture -- Reimagining the Architectural Design Process -- Conclusion -- References -- Chapter 6 Audiology -- Anatomy of Hearing -- The Study of Hearing -- Auditory Processing Problems -- Other Forms of Hearing Loss -- Conclusion -- References -- Chapter 7 Interpersonal Communication -- Defining Interpersonal Communication and Listening -- Forms of Interpersonal Listening -- Conclusion and a Caveat -- References -- Chapter 8 Language Learning -- Prenatal Experiences Shape Listening Preferences in the Newborn -- Infants' Perception Attunes to the Native Language -- Word Learning in Infancy and Toddlerhood.

"This book explores the role of listening in community engagement and peace building efforts, bridging academic research in communication and practical applications for individual and social change. For all their differences, community engagement and peacebuilding efforts share much in common: the need to establish and agree on achievable and measurable goals, the importance of trust, and the need for conflict management, to name but a few. This book presents listening-considered as a multi-disciplinary concept related to but distinct from civility, civic participation, and other social processes-as a primary mechanism for accomplishing these tasks. Individual chapters explore these themes in an array of international contexts, examining topics such as conflict resolution, restorative justice, environmental justice, migrants and refugees, and trauma-informed peacebuilding. The book includes contemporary literature reviews and theoretical insights covering the role of listening as related to individual, social, and governmental efforts to better engage communities and build, maintain, or establish peace in an increasingly divided world. This collection provides invaluable insight to researchers, students, educators, and practitioners in intercultural and international communication, conflict management, peacebuilding, community engagement, and international studies"--

Mindfulness has emerged as an important factor that assists people in regulating difficult emotions, but it is not yet known whether mindfulness plays a role in supportive communication. The current study examines whether mindfulness facets (describing, observing, nonjudging, aware acting, nonreacting) positively influence self-reported abilities to (a) discern more and less person-centered (PC) supportive messages and (b) facilitate reappraisals via two core cognitive factors, namely, empathy and active listening. College students with little or no meditation experience ( N = 183) completed an online survey. Mediation analyses showed that empathy and active listening partially mediated the relationship between two mindfulness facets (describing, observing) and the two perceptual outcome measures (PC message discriminations, facilitating reappraisals) by accounting for 33% and 62% of the variance. Additional structural equation modeling suggested that mindful observing and describing positively predicted empathy and active listening. Both mindful describing and nonjudging also positively predicted facilitating reappraisals. Interestingly, nonjudging negatively predicted empathy and active listening. The results point to mindfulness as an important factor that influences cognitive-affective processes in supportive communication.

To test a recently proposed dual-process theory of supportive communication outcomes, participants ( N = 328) assumed they had experienced a mildly or moderately problematic situation. They then evaluated supportive messages varying in person centeredness, purportedly provided by either an acquaintance or a friend. Participants' perceived support availability (PSA) was also assessed. As predicted, the recipient factor (PSA) individually and in conjunction with the contextual factor (problem severity) moderated the effect of the message factor (message person centeredness) on helpfulness evaluations. Modest support was observed for the hypothesis that the source factor (friend vs. acquaintance) influences evaluations when messages are processed less extensively. Implications for the dual-process theory of supportive communication outcomes are discussed.

This article reports tests of hypotheses derived from a theory of supportive message outcomes that maintains that the effects of supportive messages are moderated by factors influencing the motivation and ability to process these messages. Participants ( N = 331) completed measures of attachment style, which provided individual-level assessments of processing motivation, and responded to either a mildly or moderately severe problem, which manipulated situational motivation.They subsequently evaluated the helpfulness of comforting messages that varied in person centeredness and were attributed to either an acquaintance or a close friend. Although message evaluations were strongly influenced by person centeredness, this effect, as expected, was also moderated by attachment style and problem severity. Results are discussed in terms of the dual-process theory of supportive message outcomes.