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for an articulation of a communication perspective on social support. This
emerging perspective was also informed by a variety of other empirical tra-
ditions and these diverse literatures remained largely segregated through
the early 1990s. Since that time, however, growing number of scholars have
appreciated the common focus in the varied research traditions on commu-
nicative efforts directed at helping others in need. As a result, a distinctive
communication or interactional perspective on social support has emerged
over the past 10 years.

Nature of Supportive Communication
Let us now see the underlying mechanisms through which supportive mes-
sages have their effects. Any explanatory model for supportive messages
must account for relationships among three elements: message feature, the-
oretical mechanisms, and outcomes. Message behaviour is verbal and non-
verbal represent components of a helper’s behaviour, directed at assisting a
target; there are isolated units of behaviour that have characteristics struc-
ture. Theoretical mechanism discusses the actions performed by message
features; such a mechanism identifies what the enacted or presence of mes-
sage components does. Finally, outcomes are the events or states that follow
(more or less reliably) from the action of some mechanism; when messages
are successful, outcomes reflect the goals, which helpers seek to achieve.
At least four features influence the effectiveness of supportive messages:
(a) the presence of a discernible supportive intention, (b) the use of politeness
or face work, (c) the informative or prepositional content of the message, and
(d) the person centred quality of the message. Here, we discuss each feature
in conjunction with the particular outcomes.

Supportive Interaction
Supportive interaction can be understood as multi-turn conversational
sequences or episodes focused on support seeking, provision, receipt, pro-
cessing, and response. Two sets of issues pertaining to supportive interaction
should be borne in mind by the pedagogue: (a) the structure of supportive
interactions, especially the nature and sequence of the events composing
these interactions; and (b) the factor that influence the behaviour of both
pedagogue and the pupil during the course of supportive interactions.

Supportive Intention

Supportive intentions are the pedagogue’s underlying desires to provide aid
or assistance to students. Here, the most important aspect is the intention of
the pedagogue to be supportive. It is this intention that makes the message

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