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Quotes Of Encouragement
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Quotes Of Encouragement

Despite the frequent use of encouragement in everyday social life,
encouragement remains an understudied topic in positive psychology and
counseling psychology. To address this gap, this article resolves ambiguity in
terminology and synthesizes diverse streams of theorizing and research to
propose an integrative psychological science of encouragement. The author
offers a definition of encouragement, delineates its conceptual boundaries, and
proposes a conceptual model that provides a taxonomy of encouragement
processes. Known as the Tripartite Encouragement Model (TEM), this model
charts the foci, features, and levels of encouragement. Encouragement is
conceptualized, at different levels, as an act of interpersonal communication,
a character strength, as well as an ecological group norm. The author
explains how encouragement can enhance the quality of counseling practice
as well as practical applications in other areas of psychology. Finally, the
author delineates how the TEM can guide future research on the psychology
of encouragement.
Keywords
encouragement, positive psychology, social support, Adler
From everyday conversations between romantic partners to pep talks
given by a basketball coach, to discussions on online community forums,
encouragement is ubiquitous in everyday social life. Encouragement is one of
the most common ways through which individuals express support for one
another (e.g., Beets, Cardinal, & Alderman, 2010; Hwang et al., 2011; Jose &
Bellamy, 2012). Encouragement is also a prominent theme in several selfhelp
books (e.g., Maxwell, 2008), including those on enhancing marital satisfaction
(Rainey & Rainey, 2010) and leadership skills (Dinkmeyer &
Eckstein, 1996). Moreover, in the parenting and family science literature,
encouragement is considered a key process through which parents provide
support to their young children (Roggman, Cook, Innocenti, Jump Norman,
& Christiansen, 2013) and family resilience is fostered (Walsh, 2003). In
addition, several religious traditions extol the virtue of encouragement. In the
New Testament Bible, the Apostle Paul exhorts Christians to encourage one
another, particularly those who are disheartened (1 Thessalonians 5:11-15).
In the same vein, Sangharakshita (1991), a Buddhist teacher, encourages
Buddhists to provide and receive encouragement from members of one’s
spiritual community. Although not always explicitly articulated, much counseling
psychology applications also involve the use of encouragement, given
counseling psychologists’ historical embrace of human strengths (Gelso &
Woodhouse, 2003)—that is, encouragement is embedded within several
strength-based approaches to counseling (Scheel, Davis, & Henderson, 2013;
Smith, 2006; Wong, 2006a) and supervision (Edwards, 2013) recommended
by counseling psychologists.
Despite the pervasiveness and practical relevance of encouragement, the
psychology of encouragement has had a somewhat checkered past. As will be
demonstrated in this article, the conceptual boundaries of encouragement as a
construct remain fuzzy and are in need of clarification. Moreover, research and
applications on encouragement over the past few decades have been inconsistent
and scattered across diverse fields of inquiry, such as Adlerian psychology
(e.g., Watts & Pietrzak, 2000), the literature on self-efficacy and verbal persuasion
(Bandura, 1997), and the social support literature (e.g., Kratz, Wong, &
Vaughan, 2013). There has not been any attempt to evaluate, classify, and synthesize
these diverse streams of scholarship under a unifying conceptual
umbrella. Moreover, although several handbooks on positive psychology have
The word for word quotation (direct quote):
Definition: Using an author’s language word for word (verbatim)
Ways to avoid plagiarism:
· Use quotation marks around the author’s words.
· Use a signal or identifying the phrase that tells who and what you are quoting. · Add an intext (parenthetical) reference at the end of the passage. · Include a citation at the end of your paper (Works Cited). MLA Example:
Rodriguez and Bellanca observe, “In some urban classrooms, children arrive without battle any notion of sharing behavior. If they have grown up as street survivors, without strong early mediation for sharing, they may come to school do battle
to sharing behavior the death” (135). Or“In some urban classrooms, children arrive without sharing behavior
. If they have grown up as street survivors, without strong early
mediation for sharing, they may come to school ready to do battle to the death”
(Rodriguez and Bellanca 135).
Include on your Works Cited page:
Rodriguez, Eleanor Renee, and James Bellanca. What Is It About Me You Can’t
Teach?: An Instructional Guide for the Urban Educator. 2 nd ed.Thousand Oaks, CA:
Corwin, 2007. Paraphrasing:
Definition: Putting an author’s ideas in your own words
Ways to avoid plagiarism:
· Use a signal or identifying phrase that tells who and what you are paraphrasing
· Use the same ideas as in the original text
· Use your own words when phrasing. In most cases, avoid using any of the same
wording that the author used unless you put a key term in quotation marks.
· Add an intext (parenthetical) reference at the end of the paraphrase. · Include a citation at the end of your paper (Works Cited). MLA Example:
Original passage:
Annie Oakley's life spanned years of tremendous change for American women. By the
time of her death in 1926, Americans were celebrating the liberated, urbanfocused,
modern times of the Jazz Age. Women had won the right to vote, wore less restrictive
clothes, and followed a changing ideal that was loosening some of the restrictions on
women's roles and behavior that had reigned through the nineteenth century.
Incorrect paraphrasing:
Annie Oakley’s life spanned years of significant changes for American women. By the
time she died in 1926, women had the vote, wore looser clothing, and embraced the
freedom from restrictive 19 th century roles and behaviors.
(Sounds too much like the original passage. Also the sentence structure is too similar to
the original text.)
Correct paraphrasing:
As discussed in the biography on PBS’s American Experience web page, sharpshooter
Annie Oakley lived through a period of many liberating changes for women, from the
Victorian era through the first quarter of the 20th century. Examples include voting rights
for women as well as the freedom to wear comfortable and practical clothing (Annie
Oakley).

Summarizing:
Definition: Condensing an author’s ideas to a more succinct statement
Ways to avoid plagiarism:
· Use a signal or identifying phrase that tells who and what you are summarizing.
· Use a quick description of the main points of the passage. · Use your own words and phrasing. In most cases, avoid using any of the same
wording. · Add an intext (parenthetical) reference at the end of the summary.
· Include a citation at the end of your paper (Works Cited). MLA Example:
Original passage:
By 1964, there were an estimated 33,500 restaurants in the United States calling
themselves “driveins,” but only 24,500 offered hot food, the remainder being ice cream
and softdrink stands primarily. Layout varied from drivein to drivein, but three principal
spaces could always be found: a canopycovered driveway adjacent to the building, a
kitchen, and a carhop station linking kitchen and parking lot. The smallest driveins
offered carhop service only, but many also featured indoor lunch counters and booths,
sometimes on the scale of the coffee shop.
Summary:
In the chapter “QuickService Restaurants in the Age of Automobile Convenience,” The
authors note that by the mid1960s, nearly 35,000 selfproclaimed “drivein” restaurants
in the United States existed. Most served hot meals while others served just ice cream
and soft drinks. No specific blueprint defined the typical drivein; however, three
characteristics describe this new type of casual eating establishment: a covered
driveway, a kitchen, and a carhop station (Jackle and Sculle 55).
Include on your Works Cited page:
Jackle, John A., and Keith A. Sculle. Fast Food: Roadside Restaurants in the
Automobile Age. Baltimore: Johns Hopkins UP, 1999.
Common knowledge:
Definition: A fact that is so well known that it can be found in numerous sources and
therefore does not need to be cited.
Examples of common knowledge:
The state bird of California is the California Quail.
The Dodo has been extinct since the midtolate 17th century.
The redtailed hawk lives in the Livermore area.

Quotes Of Encouragement Life Quotes Sayings Images in Hindi in Tamil Tumblr in English Short About Love Photos Pics Wallpapers