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abilities, that is, social information processing abilities, and motivational
orientations and personality dispositions. The output of the interpretive pro-
cess is a situational representation or definition of the situation. This gives
rise to emotional states aroused both directly and through the mediation to
interaction goals. Goals activate elements of procedural memory that contain
action-outcome specifications. These elements are selectively synthesized
through an ‘action assembly’ or planning process into specific behavioural
plans, that is, representation of action lines. Subsequently, the enactment
process produces the behavioural structure called the act or message.

The Communicative Perspective
The communicative perspective on social support is distinct from the socio-
logical and psychological perspectives in several respects. First and foremost
among these perspectives is the central role allotted to communication. The
social and psychological perspectives assume that communication contributes
to the origins or effects of social support. In contrast, the communication
perspective conceptualizes social support as assistance that people seek
to convey to those they perceive as in need of some form of help. In this
perspective, social support is not a by–product or perceptual outcome of
social interactions; rather, it is fundamentally communicative in character.
Thus, from a communication perspective, the study of ‘social support’ is the
study of supportive communication including both verbal and nonverbal
behaviour which is intended to provide or seek help.
A second (and most important for teachers) distinguishing feature of the
communication perspective is the assumption of a relatively direct connec-
tion between communication and well-being. The communication perspec-
tive takes as its primary focus those communicative acts specifically intended
to improve the well-being of another person who is currently experiencing a
problematic or emotionally distressing situation. Thus, the communication
perspective examines the behaviour enacted in pursuit of such an objective
as reducing emotional upset and promoting the resolution of problems.
This perspective is very important for the teachers in dealing with the
behaviour problems in the classroom, as well as emotionally disturbed children
and for counseling and guidance. A teacher needs supportive communication
for all these.
The third perspective emphasizes the study of intentional responses to
currently required needs. Such needs may stem from a variety of acute stress-
ful experiences. The teacher’s role here is understanding, intentional helping
in response to the perception of such events in the students’ life, and provid-
ing support to influence cognition, emotion, behaviour, and physiological
processes in ways that facilitate mental health through communication.

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