Professional Documents
Culture Documents
Calvin L. Streeter
Cynthia Franklin
University of Texas at Austin
This article reviews the literature on social support and presents the theoretical foundations and
basic concepts of social support. A framework is presented for assessing measures of social
support, and eight measures are reviewed using the framework. The framework focuses on basic
conceptualizations of social support, the psychometric characteristics of the measures, and their
clinical utility. Suggestions are made for both using and improving existing measures of social
support in social work practices.
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support is needed it will be available, sufficient to meet the need, and offered
in a way that is perceived as beneficial (Tracy, 1990).
Enacted support refers to the specific behaviors or actions performed by
others as they exhibit expressions of support and assistance. Supportive be-
haviors can include such activities as listening, expressing concern, lending
money, helping with a task, offering suggestions, giving advice, and showing
affection. Measures of enacted support emphasize what people actually do
when they provide social support. In a sense, enacted support is a behavioral
assessment of social support (Tardy, 1985). Most measures of enacted
support are self-report measures that depend on recall of past experiences
rather than actual observations of supportive behaviors. Several studies have
focused on enacted support to assess the responsiveness of ones environment
to requests for assistance and the behavioral response that request receives
(Carveth & Gottlieb, 1979; Lefcourt, Martin, & Saleh, 1984; Sandler &
Barrera, 1984).
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Types of Support
Several classification schemes have been developed for distinguishing
between different types of support. At the most basic level, Pattison (1977)
identifies two types of support: instrumental and affective. Instrumental
support addresses tangible forms of support, such as material aid and finan-
cial assistance, whereas affective support includes such things as emotional
support, social reinforcement, recognition, and esteem building. This distinc-
tion provides an important and fundamental point of departure for identifying
different types of support. However, elaborations of this basic model offer
more precise conceptualizations of the different types of support.
For example, Gottlieb (1978) used explicit descriptions of informal help-
ing behaviors from a sample of single mothers to develop an empirically
generated framework of supportive behaviors. Twenty-six different types of
helping were identified and organized into four general modes of support:
emotionally supportive behaviors, problem-solving behaviors, indirect per-
sonal influence, and environmental action. Each category contains several
subtypes of supportive behavior. For example, subclasses of problem-solving
behaviors included advice giving and guidance, modeling appropriate behav-
ior, and direct practical assistance such as providing transportation. Different
types of support were provided for different kinds of problems. The mothers
reported receiving mostly emotional support for emotional problems, emo-
tional and problem-solving support for problems related to their children, and
problem-solving support for financial problems.
Another important typology of support was developed by Barrera and
Ainlay (1983). Their typology identified six categories of social support that
consistently appeared in the research articles they reviewed. These categories
can be described as follows:
1. Material aid: providing tangible materials in the form of money and other
physical objects;
2. Behavioral assistance: sharing of tasks through physical labor;
3. Intimate interaction: traditional nondirective counseling behaviors such as
listening, caring, expressing esteem and understanding;
4. Guidance: offering advice, information, or instruction;
5. Feedback: providing individuals with feedback about their behaviors, thoughts,
or feelings;
6. Positive social interaction: engaging in social interactions for fun and relax-
ation. (Barrera & Ainlay, 1983, pp. 135-136)
The strength of this typology is that it not only captures the distinctions
reported in the literature, but the descriptions of each category identify the
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Sources of Support
Social support can be derived from many different sources: family, friends,
co-workers, classmates, and so on. Lack of support from one source is often
compensated for by support from other sources (Feldman, Rubenstein, &
Rubin, 1988). An important distinction has been
is
made
between support that
provided informally from friends and family and that which is provided
through the formal human service system. This distinction generally con-
cerns the extent to which social support spontaneously occurs or is initiated
and directed by a professional service delivery system. Garbarino (1983)
notes that it is useful to recognize that social support can be either discovered
or created. That is, it can occur naturally and be discovered, or it can be
invented in an effort to respond to personal crisis or stressful life events. Most
formal human services represent created forms of social support. Govern-
ments and private institutions design and implement formal programs and
services that generally have social support as their stated or implied goal. In
fact, the history of social work and the human services is primarily a story
of how and why formal institutions invented or created professional helping
systems.
Informal social support, on the other hand, tends to be much less structured
and deliberate. It can flow out of ongoing personal relationships with family
and friends that are enacted whenever a crisis or need arises. Or it can occur
because those surrounding the individual observe that something is wrong.
Individuals are often unaware of diminished role performance or changes in
emotional stability until those around them point it out (Gottlieb, 1985). For
example, colleagues and co-workers are often the first to notice that one of
their peers is performing poorly on the job or is missing work more fre-
quently. Neighbors quickly notice a fathers growing impatience with a dif-
ficult adolescent. A husband is readily aware that his wife is neglecting her
personal appearance or that her appetite has declined. A wife quickly recog-
nizes that her husband is getting up later each morning and that he seems to
have lost interest in his job or his family. In short, family, friends, and peers
are often the first to notice that something is wrong, and they may let the
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Froland, Pancoast, Chapman, and Kimboko (1981) note that the differ-
ences between informal and formal helping systems are considerable. Formal
helping systems are generally marked by bureaucratic organization, special-
ization of function, formal rules and procedures, explicit criteria for assessing
need and eligibility for services, standardized procedures for helping, and
professionally trained staff who are paid for helping. In contrast, informal
helping systems are highly pluralistic, and the provision of assistance occurs
within the context of multiple relationships and is flexible and responsive to
changing individual needs. Although it is the formal system that social
workers are involved with most directly, both should be recognized as
important.
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Social Embeddedness
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the 11 items across the five modalities. Norms and standardization are
limited, but with further development the SSNI may be useful as a predictive,
clinical assessment tool. Currently, the measure appears to have some utility
as a clinical tool for initial screening of a clients social support network
resources. The measure is available from the author. Contact Joseph A.
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time for the measure is estimated to be anywhere from 20 min to one hour.
Scoring and interpretation of the measure are difficult. Scores are calculated
for total network size, mode-specific network size, density, frequency of
interaction, closeness, complexity, proportion of reciprocal relationships,
and proportion of network members falling into various types of relation-
ships. Currently, the measure lacks adequate norms and standardization for
aclinical assessment instrument. The SSR may be obtained from Alan Vaux,
Psychology Department, Southern Illinois University, Carbondale, IL62901.
been established in over 200 studies (Grotevant & Carlson, 1989). Reliability
for the three subscales of the FRI was found to be excellent with a Cronbachs
alpha of .89. There is evidence for the content, concurrent, predictive, and
construct validity of the measure.
The FRI has primarily been used in research studies on the role of family
supports in resistance to stress. However, it appears to be useful for clinical
assessments with families. It is sensitive to clinical change and provides a
good assessment of client progress in treatment. Administration time is
approximately 10 to 15 min, which makes it ideal for rapid assessments.
Scoring is simple, using a scoring key and stencil available for the instrument.
Computer scoring is also available as a part of the Family Environment Scale.
The FRI has been standardized, and a large normative base exists for the
measure. Raw scores can be converted into standard scores and plotted on a
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from Consulting Psychologist Press, 3803 Bay Shore Road, P.O. Box 10096,
Palo Alto, CA 94306.
The Perceived Social Support Questionnaire-Family and Friends (PSSQ)
is a measure of social support that assesses the extent to which clients per-
ceive that their needs for information, feedback, and support are being met
by their family and friends (Procidano & Heller, 1983). The PSSQ is a
self-report, paper-and-pencil measure that consists of 20 items in which a
client answers yes, no, or dont know. The same statements are answered to
evaluate social support from two different sources, family and friends.
Psychometric properties of the PSSQ are good. Studies have evaluated
the reliability and validity of the measure. Internal consistency reliability
ranged from alphas of .89 to .91. Test-retest reliability coefficients ranged
from .81 to .91. There is also evidence for the content, convergent, and
divergent validity of the PSSQ. These studies are available from the authors
(Procidano & Heller, 1989).
The PSSQ appears to have a great deal of utility for social work assess-
ments (Darro et al., 1990). The measure has been used with a variety of
clients, including individuals with alcoholism, schizophrenia, and dysfunc-
tional families. The PSSQ has been recommended as an important clinical
assessment tool that may be used in family therapy assessments (Floyd,
Weinand, & Cimmarusti, 1989). Further, the PSSQ is easy to administer,
score, and interpret. Items are scored by assigning 1 to responses indicating
social support and summing the items. Scores range from 0, indicating no
support, to 20, indicating maximum support. Administration of the measure
takes approximately 10 to 20 min, making the measure ideal for rapid clinical
assessments. However, interpretation of the PSSQ is difficult, because norms
and standardization for the instrument are limited. It appears to be useful for
screening perceived social support among family and friends and as a crude
measure of clinical progress. The PSSQ can be obtained from Mary Pro-
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good internal consistency with alphas ranging from .84 to .90. Test-retest
reliability indicated that the scales remained consistent over a 6-week period,
with reliability coefficients ranging from .71 to .80. There is also evidence
for the convergent and predictive validity of the measure.
Although the SSA was developed for research purposes, the measure
appears to be adaptable to clinical settings because of its brevity and ease of
use. Time for administration is approximately 5 to 15 min, which makes the
SSA an excellent candidate for rapid clinical assessments. It provides useful
information on the affective type of social support from the perceptions of
the individual filling out the measure. The measure is also easy to score, but
interpretation is complicated because the measure lacks adequate norms and
standardization. The SSA may be obtained from Alan Vaux, Psychology
Department, Southern Illinois University, Carbondale, IL 62901.
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all theexisting measures of social support, the ISSB would seem to be most
compatible with clinical work and in fact was developed with clinical appli-
cations in mind. The ISSB is easy to administer and score. Scoring requires
the simple summations of items on a 5-point scale. Administration time is
estimated to be 15 to 20 min. Therefore it may be appropriate as a rapid
assessment measure. Standardization and normative base for the instrument
are currently limited. It appears to be best suited as a screening instrument in
cases in which practitioners need to obtain information about the types of
social support actually provided to a client. To obtain a copy of the ISSB,
contact Manuel Barrera, Jr., Department of Psychology, Arizona State Uni-
versity, Tempe, AZ 85281.
The Social Support Behaviors (SSB) was developed to measure five types
of social support: emotional, socializing, practical assistance, financial assis-
tance, and advice or guidance. It was developed, along with the SSR and
SSA, as part of a battery of social support measures. All the measures in this
battery, including the SSB, were developed from different conceptualizations
of social support. The SSR and SSA measures have been reviewed previously
under the topics of embedded and perceived social support. The SSB assesses
the available supportive behaviors from two sources of social support: family
and friends (Vaux, 1988). The SSB is a 45-item, self-report, paper-and-pencil
measure that asks clients to indicate on the basis of their past experience how
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Of all the helping professions, social work has most consistently recog-
nized the multidimensional context within which person-environment rela-
tionships develop, are maintained, and are mobilized to address client needs
(Mattaini & Kirk, 1991). Social support networks have served an important
role in this matrix and have been at the forefront for consideration as an
important element to be assessed in social work practice (Allen-Meares &
Lane, 1987; Jordan & Franklin, in press; Meyer, 1983; Tracy & Whittaker,
1987, 1990). This article has reviewed some of the relevant concepts and
measures of social support with the intent of making the dimensions of social
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Although the Vaux scales (SSR, SSA, and SSB) lack direct clinical utility,
they may serve as excellent sources of social support information by provid-
ing a comprehensive view of support from the three basic conceptualizations:
social embeddedness, enacted social support, and perceived social support.
In addition, the ISSB was developed with clinical applications in mind and
provides a comprehensive view of social support across multiple types of
support (Barrera et al., 1981). These social support measures have been
recommended for use in practice in relationship to evaluating parenting
programs, and in their current state they appear to be useful for preliminary
assessments of social support (Darro et al., 1990).
Practitioners should seek opportunities to contribute to the further devel-
opment of existing social support measures and to improve their clinical
utility. Further standardization of these instruments, in particular the devel-
opment of norms and standard scores, would greatly enhance their usefulness
in social work practice (Corcoran & Fischer, 1987; Jordan, Franklin, &
Corcoran, in press).
Because formal support is important to social work practitioners, this
source of support needs to be developed into existing instruments. For
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