ࡱ> y  bjbj {{\&JJJJJD*s-v",,,,,,,$.1,QJDDD,JJ--+++D"JJ,+D,+++;Fdf++C-0s-+O24%O2+O2J+4Eh+TC,,P+js-DDDDO2 : Inventory of Socially Supportive Behaviors (ISSB) INSTRUCTIONS We are interested in learning about some of the ways that you feel people have helped you or tried to make life more pleasant for you over the past four weeks. Below you will find a list of activities that other people might have done for you, to you, or with you in recent weeks. Please read each item carefully and indicate how often these activities happened to you during the past four weeks. Use the following scale to make your ratings: A. Not at all B. Once or twice C. About once a week D. Several times a week E. About every day Make all of your ratings on the answer sheet that has been provided. If, for example, the item: 45. Gave you a ride to the doctor. happened once or twice during the past four weeks, you would make your rating like this: A B C D E 45. ~ ~ ~ ~ Please read each item carefully and select the rating that you think is the most accurate During the past four weeks, how often did other people do these activities for you, to you, or with you: 1. Looked after a family member when you were away. 2. Was right there with you (physically) in a stressful situation. 3. Provided you with a place where you could get away for awhile. 4. Watched after your possessions when you were away (pets, plants, home, apartment, etc.). 5. Told you what she/he did in a situation that was similar to yours. 6. Did some activity with you to help you get your mind off of things. 7. Talked with you about some interests of yours. 8. Let you know that you did something well. 9. Went with you to someone who could take action. 10. Told you that you are OK just the way you are. 11. Told you that she/he would keep the things that you talk about private - just between the two of you. 12. Assisted you in setting a goal for yourself. 13. Made it clear what was expected of you. 14. Expressed esteem or respect for a competency or personal quality of yours. 15. Gave you some information on how to do something 16. Suggested some action that you should take. 17. Gave you over $25. 18. Comforted you by showing you some physical affection. 19. Gave you some information to help you understand a situation you were in. 20. Provided you with some transportation. 21. Checked back with you to see if you followed the advice you were given. 22. Gave you under $25. 23. Helped you understand why you didn't do something well. 24. Listened to you talk about your private feelings. 25. Loaned or gave you something (a physical object other than money) that you needed. 26. Agreed that what you wanted to do was right. 27. Said things that made your situation clearer and easier to understand. 28. Told you how he/she felt in a situation that was similar to your. 29. Let you know that he/she will always be around if you need assistance. 30. Expressed interest and concern in your well-being. 31. Told you that she/he feels very close to you. 32. Told you who you should see for assistance. 33. Told you what to expect in a situation that was about to happen. 34. Loaned you over $25. 35. Taught you how to do something. 36. Gave you feedback on how you were doing without saying it was good or bad. 37. Joked and kidded to try to cheer you up. 38. Provided you with a place to stay. 39. Pitched in to help you do something that needed to get done. 40. Loaned you under $25. Barrera, M., Jr. Social support in the adjustment of pregnant adolescents: Assessment Issues. In B.H. Gottlieb (Ed.), Social networks and social support in community mental health (pp. 69-96). Beverly Hills: Sage, 1981. Barrera, M., Jr., Sandler, I.N., & Ramsay, T.B. Preliminary development of a scale of social support: Studies on college students. American Journal of Community Psychology, 1981, 9, 435-447. Manuel Barrera, Jr., Ph.D. Psychology Department Box 871104 Arizona State University Tempe, Arizona 85287-1104 Notes on the ISSB The Inventory of Social Supportive Behaviors (ISSB) is a 40-item self-report measure that was designed to assess how often individuals received various forms of assistance during the preceding month. Subjects are asked to rate the frequency of each item on 5-point Likert scales (1=not at all, 2=once or twice, 3=about once a week, 4=several times a week, and 5=about every day). Item Generation Ideas for items came from a variety of articles (Asser, 1978; Brim, 1974; Caplan, 1976; Hirsch, 1980), but Gottlieb's (1978) content analysis of interviews with single mothers proved to be particularly valuable source for items. Three principles guided the selection and writing of items: (a) behavioral specificity was emphasized to reduce the need for subjective inferences, (b) wording that would limit the applicability of items to specific populations was avoided (e.g., helped me study for an exam), and (c) explicit references to states of psychological adjustment were omitted (e.g., helped me feel less depressed). Scoring The 5-point ratings of each item are summed to form a total frequency score. Alternatively, an average frequency score can be calculated. This latter method permits the calculation of a global score when there are some missing data for a few of the 40 items. Reliability The internal consistency reliability has been consistently above .9 (Barrera, 1981; Barrera, Sandler, & Ramsay, 1981; Cohen & Hoberman, 1983; Cohen et al., 1984; Stokes & Wilson, 1984). A study of mental health outpatients used a 19-item version of the ISSB (Barrera & Baca, 1990). The internal consistency for this abbreviated scale was 0.84. Over a 2-day interval, the test-retest reliability was .88 (Barrera et al., 1981). Test-retest reliability over a 1-month interval were 0.80 and 0.63 for samples of undergraduates (Barrera & Ainlay, 1984) and female graduate students respectively (Valdenegro & Barrera, 1983). Correlates ISSB total scores have shown correlations between 0.24 and 0.42 with measures of network size (Barrera, 1981; Sandler & Barrera, 1984). The ISSB also correlates (.36) with the Cohesion subscale of Moos' Family Environment Scale (Barrera et al., 1981). Table 1 shows correlations between the ISSB and measures of stress, distress, and positive events. It is important to note that in some studies the ISSB shows positive correlations with measures of stress and distress. Factor Structure Three studies have examined the factor structure of the ISSB (Barrera & Ainlay, 1983; Caldwell & Reinhart, unpublished; Stokes & Wilson, 1984). As shown in Table 2, there is considerable agreement across these studies. Caldwell and Reinhart's structure is the most parsimonious with clusters they have labeled Guidance, Emotional Support, and Tangible Support. Not shown in the table is the confirmatory factor analysis of the ISSB by Finch et al. (1997). Recommended Use Stress moderating effects of social support have been shown with subjects high in internal locus of control (Lefcourt et al., 1984; Sandler & Lakey, 1982). In other studies, stress moderating effects were not observed with the ISSB (Barrera & Balls, 1983); Cohen & Hoberman, 1983; Cohen et al., 1984; Sandler & Barrera, 1984). It is not clear that the ISSB measures a support concept that can be thought to buffer stress without considering specific personality conditioning variables. Because it is a measure of the amount of social support received, I view the ISSB as an appropriate measure of "support mobilization" or "aid provision." It is clearly measuring a concept that differs from qualitative measures of support such as support satisfaction or perceived availability of social support. The ISSB is in the public domain and can be used for research purposes without charge. It may be reproduced and modified to meet the needs of specific research projects. Studies that have used the ISSB items: Barrera, M., Jr. (1981). Social support in the adjustment of pregnant adolescents: Assessment issues. In B.H. Gottlieb (Ed.), Social networks and social support (pp. 69-96). Beverly Hills: Sage. Barrera, M. Jr. & Baca, L. M. (1990). Recipient reactions to social support: Contributions of enacted support, conflicted support, and network orientation. Journal of Social and Personal Relationships, 7, 541-551. Barrera, M., Jr., & Ainlay, S.L. (1983). The structure of social support: A conceptual and empirical analysis. Journal of Community Psychology, 11, 133-143. Barrera, M., Jr., & Balls, P. (1983). Assessing social support as a prevention resource: An illustrative study. Prevention in Human Services, 2(4), 59-74. Also appears under same title in: A. Zautra, K. Bachrach, & R. Hess (Eds.), Strategies for needs assessment in prevention. New York: Haworth Press, pp. 59-74. Barrera, M., Jr., Sandler, I.N., & Ramsay, T.B. (1981). Preliminary development of a scale of social support: Studies on college students. American Journal of Community Psychology, 9, 435-447. Brock, D.M., Sarason, Sarason, & Pierce (1996). Simultaneous assessment of perceived global and relationship specific support. Journal of Social and Personal Relationship, 13, 143-152. Brown, S.D., T., Lent, W. Wolfert, J., & Hall, S. (1987). Perceived social support among college students: Three studies of the psychometric characteristics and counseling uses of the Social Support Inventory. Journal of Counseling Psychology, 34, 337-354. Caldwell, R.A., & Reinhart, M. (unpublished). An empirical investigation of the structure of social support: An effort at concept clarification. Department of Psychology, Michigan State University, East Lansing, MI 48824. Cheng, C. (1999). Gender-role differences in susceptibility to the influence of support availability on depression. Journal of Personality, 67, 439-467. Cohen, S., Hoberman, H.M. (1983). Positive events and social supports as buffers of life change stress. Journal of Applied Social Psychology, 13, 99-125. Cohen, L.H., McGowan, J., Fooskas, S., & Rose, S. (1984). Positive life events and social support and the relationship between life stress and psychological disorder. American Journal of Community Psychology, 12, 567-587. Cummins, R.C. (1988). Perceptions of social support, receipt of support behaviors, and locus of control as moderators of the effects of chronic stress. American Journal of Community Psychology, 16, 685-700. Dignam, J.T., Barrera, M., Jr., & West, S.G. (1986). Occupational stress, social support, and burnout among correctional officers. American Journal of Community Psychology, 14, 177-193. Dohrenwend, B.S., Dodson, M., Dohrenwend, B.P., & Shrout, P.E. (1984). Symptoms, hassles, social supports, and life events: Problem of confounded measures. Journal of Abnormal Psychology, 93, 222-230. Emmons, R.A. & Colby, P.M. (1995). Emotional conflict and well-being: Relation to perceived availability, utilization, and observer reports of social support. Journal of Personality and Social Psychology, 68, 947-959. Finch, J.F., Barrera, M., Jr., Okun, M.A., Bryant, W.H.M., Pool, G. J., & Snow-Turek, A. L. (1997). Factor structure of received social support: Dimensionality and the prediction of depression and life satisfaction. Journal of Social and Clinical Psychology, 16, 323-342. Kaul, M., & Lakey, B. (2003). Where is the support in perceived support? The role of generic relationship satisfaction and enacted support in perceived supports relation to low distress. Journal of Social and Clinical Psychology,22, 59-78. Lakey, B., Adams, K., Neely, L. Rhodes, G., Lutz, C.J., & Sielky, K. (2002). Perceived support and low emotional distress: The role of enacted support, dyad similarity, and provider personality. Personality and Social Psychology Bulletin, 28, 1546-1555. Lakey, B., & Cassady, P.G. (1990). Cognitive processes in perceived social support. Journal of Personality and Social Psychology, 59, 337-343. Lakey, B., Tardiff, T.A., & Drew. J.B. (1994). Negative social interactions: Assessment and relation to social support, cognition, and psychological distress. Journal of Social and Clinical Psychology, 13, 42-62. Lefcourt, H.M., Martin, R.A., & Saleh, W.E. (1984). Locus of control and social support: Interactive moderators of stress. Journal of Personality and Social Psychology, 47, 378-389. McCormick, I.A., Siegert, R.J., & Walkey, F.H. (in press). Dimensions of social support: A factorial confirmation. American Journal of Community Psychology. Newland, J. & Furnham, A. (1999). Perceived availability of social support. Personality and Individual Differences, 27, 659-663. Norris, F.H., & Kaniasty, K. (1996). Received and perceived social support in times of stress: A test of the social support deterioration deterrence model. Journal of Personality and Social Psychology, 71, 498-511. OReilly, B.K. (1995). The Social Support Appraisals Scale: Construct validation for psychiatric inpatients. Journal of Clinical Psychology, 51, 37-42. Oxley, D., & Barrera, M., Jr. (1983). Undermanning theory and the workplace: Implications of setting size for job satisfaction and social support. Environment and Behavior, 16, 211-234. Sandler, I.N., & Barrera, M., Jr. (1984). Toward a multi-method approach to assessing the effects of social support. American Journal of Community Psychology, 12, 37-52. Sandler, I.N., & Lakey, B. (1982). Locus of control as a stress moderator: The role of control perceptions and social support. American Journal of Community Psychology, 10, 65-80. Sarason, B.R., Sherin, E.N., Pierce, G.R., & Sarason, I.G. (1987). Interrelations of social support measures. Journal of Personality and Social Psychology, 52, 813-832. Stokes, J.P., & Wilson, D.G. (1984). The inventory of socially supportive behaviors: Dimensionality, prediction, and gender differences. American Journal of Community Psychology, 12, 53-69. Swiekert, R.J., Rosentreter, C.J., Hittner, J.B., & Mushrush, J.E. (2002). Extraversion, social support processes, and stress. Personality and Individual Differences, 32, 877-891. Waggerner, N.M., and Galassi, J.P. (1993). The relation of frequency, satisfaction, and type of socially supportive behaviors to psychological adjustment in martial separation. Journal of Divorce and Remarriage, 21, 139-159. Table 1: Summary of correlations between ISSB and measures of distress, negative events, and positive events StudyDistressNegative EventsPositive EventsBarrera, 1981.20*.41***Barrera & Ainlay, 1983.25***.12**Cohen & Hoberman, 1983.08, .22*.28*.28*Cohen et al., 1984-.14, -.12.01.50***Lefcourt et al., 1984 Study 1 Study 2 Study 3 -.20 -.20* .06 .10 .06 .16Sandler & Barrera, 1984 Study 1 Study 2 .06 .06 .22 .38**p<.06 **p<.01 ***p<.001 Table 2: ISSB Factor Structures from Three Studies ItemsBarrera & AinlayCaldwell & ReinhartStokes & WilsonGave you some information on how to do somethingGGCIHelped you understand why you didnt do something wellGGGSuggested some action you should takeGGCIGave you feedback on how you were doingGGCIMade it clear what was expected of youGGGGave you some information to help you understand a situation*GGGChecked back with you to see if you followed adviceGGGTaught you how to do somethingGG--Told you who you should see for assistanceGGGTold you what to expect in a future situation*GGCISaid things that made your situation clearer*G---CIAssisted you in setting a goal for yourselfG---GTold you what he/she did in a similar situation*GGCITold you how he/she felt in a similar situationGGCITold you that she he feels very close to youEEELet you know that he/she will always be around help is needed*EEETold you that you are OK just the way you areEEEExpressed interest and concern in your well-beingEEEComforted you by showing you some physical affectionEEETold you that she/he would keep conversation confidential*EE--Expressed esteem or respect for a competency of yoursEEEWas right there with you in a stressful situationEEEListened to you talk about your private feelingsE,SE--Agreed that what you wanted to do was rightE----Did some activity together to help divert your thoughts*SECITalked with you about some interests of yoursSECIJoked and kidded to try to cheer you upS--CIGave you over $25TTT,GGave you under $25TTGLoaned you over $25TTTProvided you with a place to stayTTTLoaned or gave you something that you needed*T----Gave you transportation*TT--Pitched in to help you do something that you needed to be doneT--TWent with you to someone who could take action------Provided you with a place where you could get away for awhile--ETLooked after a family member when you were away----TWatched after your possesions when you were away----t Notes: G = Guidance (Directive Guidance in Barrera & Ainlay, 1983) CI = Cognitive Information (in Stokes and Wilson, 1984) E = Emotional support (Nondirective support in Barrera & Ainlay, 1983) T = Tangible assistance S = Social interaction (Barrera & Ainlay, 1983) *The wording here is an abbreviated version of the actual item. The ISSB: Basic Scale Characteristics Total ScoresItem MeanStudyAlphaMeanSDMeanSDBarrera, 1981 (N=86) Pregnant teens.92103.8224.47Barrera et al., 1981 (N=71) College students.9388.0621.24Barrera & Ainlay, 1984 College StudentsTime 1 Total (N=370) Females (n=225) Males (n=145) .92 98.86 102.17 93.72 21.30 2.47 2.55 2.34 .58Time 2 Total Females Males .94 95.43 98.31 90.96 22.35 2.38 2.46 2.27 .50Cohen & Hoberman, 1983 (N=57) College students.92Cohen et al., 1984 College studentsTotal (N=92) Females (n=45) Males (n=47)91.11 99.11 85.38 22.51Stokes & Wilson, 1984 College StudentsTotal (N=179) Females (n=82) Males (n=97).92100.8 102.8 99.22.52 2.57 2.48.54 .54 .55Valdenergro & Barrera, 1983 Female graduate students (N=78) Time 1 Time 2.90 .9196.4 92.02.41 2.30.44 .47 Confirmatory Factor Analysis Results from Finch et al. (1997) Inventory of Socially Supportive Behaviors (ISSB) D=DIRECTIVE GUIDANCE T=TANGIBLE ASSISTANCE P=POSITIVE SOCIALEXCHANGE N=NONDIRECTIVE SUPPORT X=DROPPED FROM FINAL MODEL T 1. Looked after a family member when you were away. X 2. Was right there with you (physically) in a stressful situation. T 3. Provided you with a place where you could get away for awhile. T 4. Watched after your possesions when you were away (pets, plants, home, apartment, etc.). D 5. Told you what she/he did in a situation that was similar to yours. P 6. Did some activity with you to help you get your mind off of things. P 7. Talked with you about some interests of yours. P 8. Let you know that you did something well. X 9. Went with you to someone who could take action. N 10. Told you that you are OK just the way you are. X 11. Told you that she/he would keep the things that you talk about private - just between the two of you. D 12. Assisted you in setting a goal for yourself. D 13. Made it clear what was expected of you. X 14. Expressed esteem or respect for a competency or personal quality of yours. D 15. Gave you some information on how to do something D 16. Suggested some action that you should take. T 17. Gave you over $25. N 18. Comforted you by showing you some physical affection. D 19. Gave you some information to help you understand a situation you were in. T 20. Provided you with some transportation. D 21. Checked back with you to see if you followed the advice you were given. T 22. Gave you under $25. D 23. Helped you understand why you didn't do something well. X 24. Listened to you talk about your private feelings. T 25. Loaned or gave you something (a physical object other than money) that you needed. P 26. Agreed that what you wanted to do was right. D 27. Said things that made your situation clearer and easier to understand. D 28. Told you how he/she felt in a situation that was similar to your. N 29. Let you know that he/she will always be around if you need assistance. N 30. Expressed interest and concern in your well-being. N 31. Told you that she/he feels very close to you. X 32. Told you who you should see for assistance. D 33. Told you what to expect in a situation that was about to happen. T 34. Loaned you over $25. D 35. Taught you how to do something. D 36. Gave you feedback on how you were doing without saying it was good or bad. P 37. Joked and kidded to try to cheer you up. T 38. Provided you with a place to stay. T 39. Pitched in to help you do something that needed to get done. T 40. Loaned you under $25. Confirmatory factor analysis results from: Finch, J.F., Barrera, M., Jr., Okun, M.A., Bryant, W.H.M., Pool, G. J., & Snow-Turek, A. L. (1997). Factor structure of received social support: Dimensionality and the prediction of depression and life satisfaction. Journal of Social and Clinical Psychology, 16, 323-342. Inventory of Socially Supportive Behaviors (ISSB) Short form INSTRUCTIONS We are interested in learning about some of the ways that you feel people have helped you or tried to make life more pleasant for you over the past four weeks. Below you will find a list of activities that other people might have done for you, to you, or with you in recent weeks. Please read each item carefully and indicate how often these activities happened to you during the past four weeks. Use the following scale to make your ratings: A. Not at all B. Once or twice C. About once a week D. Several times a week E. About every day Make all of your ratings on the answer sheet that has been provided. If, for example, the item: 45. Gave you a ride to the doctor. happened once or twice during the past four weeks, you would make your rating like this: A B C D E 45. ~ ~ ~ ~ Please read each item carefully and select the rating that you think is the most accurate During the past four weeks, how often did other people do these activities for you, to you, or with you: 1. Gave you some information on how to do something. 2. Helped you understand why you didnt do something well. 3. Suggested some action you should take. 4. Gave you feedback on how you were doing without saying it was good or bad. 5. Made it clear what was expected of you. 6. Told you what he/she did in a situation that was similar to yours. 7. Told you that he/she feels close to you. 8. Let you know that he/she will always be around if you need help. 9. Told you that you are OK just the way you are. 10. Expressed interest and concern in your well-being. 11. Comforted you by showing you some physical affection. 12. Told you that he/she would keep the things you talk about private. 13. Agreed that what you wanted to do was the right thing. 14. Did some activity together to help you get your mind off things. 15. Gave or loaned you over $25. 16. Provided you with a place to stay. 17. Loaned you or gave you something (a physical object) that you needed. 18. Pitched in to help you do something that needed to get done. 19. Went with you to someone who cou13@         R?h~  ;"C"x""$$W$f$8(`(()))u****+3+5+9+++u,,,,--X-f-h-;.?.@.A.[.]._.//V0z0|0~021Z1\1^12+2X2Y2 h1Q5\ ht6hTo h1Q>*h1QOJQJ h1Q6h1Q h1Q5T23AB   $ ; U k l M N O q   $`a$$a$$a$ L1x =S X#Y$ 0WD^`0a$$a$,r&V'V}!s|}$`a$ $0^`0a$$a$}~  yz !!w"x"""$`a$$a$"##V$W$g$h$P&Q&''7(8(_(`(()))****B+C+++,, $)WDQ`)a$$a$$`a$,g-h-j.k.(/N/O///00i1j1:2;2223344556 0^`0` $WD`a$$a$ $)WDQ`)a$Y2223333e44z55q66m777/88 99999A:i:::;;8<Z<<=======R>>>>>(?????@崡AɰC0ղ6*CJh1Q5CJ\ h1QCJ h1Q5CJ h1Q5 h1Q6 h1Q>*16677:8;89999::::;<d<!="===>>3?4???@@ $)WDQ`)a$@AAAABBB BB#B3B $dh$Ifa$$dha$$a$ $)WDQ`)a$ 3B4BBBGBNBOByiYI$ dh$Ifa$$ dh$Ifa$$ dh$Ifa$ $dh$Ifa$ykd$$Ifl\ V#` b~   t644 laOBPBgBnBtBuByiYI$ dh$Ifa$$ dh$Ifa$$ dh$Ifa$ $dh$Ifa$ykdk$$Ifl\ V#` b~   t644 lauBvBBBBByiYI$ dh$Ifa$$ dh$Ifa$$ dh$Ifa$ $dh$Ifa$ykd$$Ifl\ V#` b~   t644 laBBBBBByiYI$ dh$Ifa$$ dh$Ifa$$ dh$Ifa$ $dh$Ifa$ykdA$$Ifl\ V#` b~   t644 laBBBBBBBC C CCyyyyiiiiY$ dh$Ifa$$ dh$Ifa$ $dh$Ifa$ykd$$Ifl\ V#` b~   t644 la CCCCCC4C=CFCeYYY $dh$Ifa$ykd$$Ifl\ V#` b~   t644 la$ dh$Ifa$$ dh$Ifa$FCGCKCOCPCTCYCZC[CUykd$$Ifl\ V#` b~   t644 la$ dh$Ifa$$ dh$Ifa$$ dh$Ifa$[CvCwCxCyCCCCCCC$If$a$@kd$$Ifl#`$ t644 la $dh$Ifa$ CCDDD"Dvvv $$Ifa$$Ifykd.$$Ifl\Hr#FX t644 la"D#DZD\D^D`Dvvv $$Ifa$$Ifykd$$Ifl\Hr#FX t644 la`DaDDDDDvvv $$Ifa$$Ifykd$$Ifl\Hr#FX t644 laDDDDDDvvv $$Ifa$$Ifykdo$$Ifl\Hr#FX t644 laDDDDDDvvv $$Ifa$$Ifykd$$Ifl\Hr#FX t644 laDD+E-E/E1Evvv $$Ifa$$IfykdE$$Ifl\Hr#FX t644 la1E2EfEhEjElEvvv $$Ifa$$Ifykd$$Ifl\Hr#FX t644 lalEmEEEEEvvv $$Ifa$$Ifykd$$Ifl\Hr#FX t644 laEEEEEEvvv $$Ifa$$Ifykd$$Ifl\Hr#FX t644 laEEEEEEvvv $$Ifa$$Ifykd$$Ifl\Hr#FX t644 laEE+F-F1F4Fvvv $$Ifa$$Ifykd\$$Ifl\Hr#FX t644 la4F5FaFcFgFiFvvv $$Ifa$$Ifykd$$Ifl\Hr#FX t644 laiFjFFFFFvvv $$Ifa$$Ifykd2$$Ifl\Hr#FX t644 laFFFFFFvvv $$Ifa$$Ifykd$$Ifl\Hr#FX t644 laFFG G GGvvv $$Ifa$$Ifykd $$Ifl\Hr#FX t644 laGGNGPGRGTGvvv $$Ifa$$Ifykds $$Ifl\Hr#FX t644 laTGUGGGGGvvv $$Ifa$$Ifykd $$Ifl\Hr#FX t644 laGGGGGGvvv $$Ifa$$IfykdI $$Ifl\Hr#FX t644 laGGGGGGvvv $$Ifa$$Ifykd $$Ifl\Hr#FX t644 laGG:HHAHvvv $$Ifa$$Ifykd $$Ifl\Hr#FX t644 laAHBHxHzH|H~Hvvv $$Ifa$$Ifykd $$Ifl\Hr#FX t644 la~HHHHHHvvv $$Ifa$$Ifykd $$Ifl\Hr#FX t644 laHHHHHHvvv $$Ifa$$Ifykd` $$Ifl\Hr#FX t644 laHHI!I$I'Ivvv $$Ifa$$Ifykd $$Ifl\Hr#FX t644 la'I(IaIcIeIhIvvv $$Ifa$$Ifykd6 $$Ifl\Hr#FX t644 lahIiIIIIIvvv $$Ifa$$Ifykd $$Ifl\Hr#FX t644 laIIIIIIvvv $$Ifa$$Ifykd $$Ifl\Hr#FX t644 laIIIIIIvvv $$Ifa$$Ifykdw$$Ifl\Hr#FX t644 laIIIJJJvvv $$Ifa$$Ifykd$$Ifl\Hr#FX t644 laJJJJJJvvv $$Ifa$$IfykdM$$Ifl\Hr#FX t644 laJ JBJDJFJHJvvv $$Ifa$$Ifykd$$Ifl\Hr#FX t644 laHJIJwJyJ|JJvvv $$Ifa$$Ifykd#$$Ifl\Hr#FX t644 laJJJJJJvvv $$Ifa$$Ifykd$$Ifl\Hr#FX t644 laJJJJJJvvv $$Ifa$$Ifykd$$Ifl\Hr#FX t644 laJJKKK Kvvv $$Ifa$$Ifykdd$$Ifl\Hr#FX t644 la K!K_KbKdKfKvvv $$Ifa$$Ifykd$$Ifl\Hr#FX t644 lafKgKKKKKvvv $$Ifa$$Ifykd:$$Ifl\Hr#FX t644 laKKKKKK|sss $$Ifa$ $Ifgdtykd$$Ifl\Hr#FX t644 laKKKKL^LLLLL.M/M0MWMwww$`a$$a$ykd$$Ifl\Hr#FX t644 la WMXMYMfMpMqMwM}MMMMMfkd{$$IflFU $` / t6    44 la $$Ifa$$a$ MMMMMM_VVI< $ $Ifa$ $ $Ifa$ $$Ifa$kd$$IflֈU uP $` M t644 laMMMMMM8/ $$Ifa$kd_$$IflֈU uP $` M t644 la $ $Ifa$ $ $Ifa$ $ P$Ifa$MMMNNN $ $Ifa$ $ $Ifa$ $ P$Ifa$ $ $Ifa$ $ $Ifa$NNN0N1N2N_VVI< $ $Ifa$ $ $Ifa$ $$Ifa$kd$$IflֈU uP $` M t644 la2N3N4N5N6N=N8/ $$Ifa$kdm$$IflֈU uP $` M t644 la $ $Ifa$ $ $Ifa$ $ P$Ifa$=NLN^NnNoNsNtNzNNNNNNNNNNN $ $Ifa$ $ $Ifa$ $ P$Ifa$ $ $Ifa$ $ $Ifa$$ T\$Ifa$$ $Ifa$NNNNNNN_VIII< $ $Ifa$ $ ,$Ifa$ $$Ifa$kd$$IflֈU uP $` M t644 laNNNNNNNNNNNNNN $ $Ifa$ $ $Ifa$ $ P$Ifa$ $ $Ifa$ $ $Ifa$ NNO(O,O-O_VVI< $ $Ifa$ $ $Ifa$ $$Ifa$kd{$$IflֈU uP $` M t644 la-O.O/O0O1OEO8/ $$Ifa$kd$$IflֈU uP $` M t644 la $ $Ifa$ $ $Ifa$ $ P$Ifa$EOVOWOXOYOZO[O $ $Ifa$ $ $Ifa$ $ P$Ifa$ $ $Ifa$ $ $Ifa$ $$Ifa$[O\OiOyOOOO_VVVI< $ $Ifa$ $ $Ifa$ $$Ifa$kd$$IflֈU uP $` M t644 laOOOOOOO $ $Ifa$ $ $Ifa$ $ P$Ifa$ $ $Ifa$OOOOOO_VVI< $ $Ifa$ $ $Ifa$ $$Ifa$kd$$IflֈU uP $` M t644 laOOOOOO8/ $$Ifa$kd$$IflֈU uP $` M t644 la $ $Ifa$ $ $Ifa$ $ P$Ifa$OOOPP PPPPP"P&P*P.P $ $Ifa$ $ $Ifa$ $ P$Ifa$ $ $Ifa$ $ $Ifa$ $$Ifa$ .P/PKPkPlPmP_VVI< $ $Ifa$ $ $Ifa$ $$Ifa$kd$$IflֈU uP $` M t644 lamPnPoPpPqPzP8/ $$Ifa$kd$$IflֈU uP $` M t644 la $ $Ifa$ $ $Ifa$ $ P$Ifa$zPPPPPPPPPPP $ $Ifa$ $ $Ifa$ $ P$Ifa$ $ $Ifa$ $ $Ifa$ $$Ifa$ PPPPPPPPPP_ZUUUUUUU$a$$a$kd,$$IflֈU uP $` M t644 la PP!Q"QkQQQQReRRSZSSSS.TTTTPUUUUVdVVVV$a$$a$V;WtWWXPXXX!YVYYYYZfZZZ[#[$[O[Q[b\\\\\\$a$gd_'$a$gd_'$a$\\?^@^n^o^^^^^^^;_<_a_b_____`` ```aagd_' $`a$gd_'$a$gd_'.^>^```` ``````f [ \ ] _ ` b c e f h i o p q s t z { } ~     лht0JmHnHuh1Q h1Q0Jjh1Q0JUh$jh$U h_'CJUh_'OJQJh_' h_'6%a bFbpbbb/c[cccdBddd e*eQeee     " - F gd_' 0^`0gd_'dgd_'ld take action. Reference: Barrera, M., Jr., & Baca, L.M. (1990). Recipient reactions to social support: Contributions of enacted support, conflicted support and network orientation. Journal of Social and Personal Relationships, 7, 541-551. Manuel Barrera, Jr. Ph.D. Psychology Department Box 871104 Arizona State University Tempe, AZ 85287-1104     PAGE  PAGE 12 F [ \ ^ _ a b d e g h q r s      $ 2`0p@ P !$a$h]h&`#$$a$gd_'< 00PBP/ =!"#$% Dp90PBP/ =!"#$% Dp90PBP/ =!"#$% Dp90PBP/ =!"#$% Dpi$$If!vh#v` #vb#v~ #v :V l t65` 5b5~ 5 i$$If!vh#v` #vb#v~ #v :V l t65` 5b5~ 5 i$$If!vh#v` #vb#v~ #v :V l t65` 5b5~ 5 i$$If!vh#v` #vb#v~ #v :V l t65` 5b5~ 5 i$$If!vh#v` #vb#v~ #v :V l t65` 5b5~ 5 i$$If!vh#v` #vb#v~ #v :V l t65` 5b5~ 5 i$$If!vh#v` #vb#v~ #v :V l t65` 5b5~ 5 ?$$If!vh#v`$:V l t65`$i$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55Xi$$If!vh#v#vF#v#vX:V l t655F55X[$$If!vh#v #v#v( :V l t65` 55/ $$If!vh#v #v #v#v#v|#v:V l t65` 5M5555$$If!vh#v #v #v#v#v|#v:V l t65` 5M5555$$If!vh#v #v #v#v#v|#v:V l t65` 5M5555$$If!vh#v #v #v#v#v|#v:V l t65` 5M5555$$If!vh#v #v #v#v#v|#v:V l t65` 5M5555$$If!vh#v #v #v#v#v|#v:V l t65` 5M5555$$If!vh#v #v #v#v#v|#v:V l t65` 5M5555$$If!vh#v #v #v#v#v|#v:V l t65` 5M5555$$If!vh#v #v #v#v#v|#v:V l t65` 5M5555$$If!vh#v #v #v#v#v|#v:V l t65` 5M5555$$If!vh#v #v #v#v#v|#v:V l t65` 5M5555$$If!vh#v #v #v#v#v|#v:V l t65` 5M5555$$If!vh#v #v #v#v#v|#v:V l t65` 5M5555^ 666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH D`D Normal1$CJ_HhmH sH tH F@F  Heading 1$$@&a$ >*B*phDA D Default Paragraph FontVi@V 0 Table Normal :V 44 la (k ( 0No List <& < Footnote Reference4 @4 Footer  !.)`.  Page NumberH@"H  Balloon TextCJOJQJ^JaJ4B4 Header  !PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] 89C\>y %%%%%%%%%%%%%%%%%%%%%(Y2.^ 3: ",6@3BOBuBBBCFC[CC"D`DDDD1ElEEEE4FiFFFGTGGGGAH~HHH'IhIIIIJJHJJJJ KfKKKWMMMMN2N=NNNN-OEO[OOOOO.PmPzPPPV\aF  456789;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~ !(!!8@0(  B S  ? zhzhzhzhzhzhzhzhzhzh~\~\\\\\\\\\\ \\\\\\\\\\\ >*urn:schemas-microsoft-com:office:smarttags PostalCode9*urn:schemas-microsoft-com:office:smarttagsState8*urn:schemas-microsoft-com:office:smarttagsCity: *urn:schemas-microsoft-com:office:smarttagsStreet; *urn:schemas-microsoft-com:office:smarttagsaddress=*urn:schemas-microsoft-com:office:smarttags PlaceType=*urn:schemas-microsoft-com:office:smarttags PlaceName9*urn:schemas-microsoft-com:office:smarttagsplace e PVIOLTmr !!0#7#9#@##$m&u&'!'((n)x)))))7+;+g+l+*,.,6,;,-$-Y-_- .%.-.4.....////S0Z0d0j000w1133X4]45555-545l6t6|666666#7,787?78888C9K95:;:*B4BBBCCVC\CDDxEEFFHIQQRR\\\\\\\\\\\eiw{FJX^J N 9 ? uy49z !@!B!!V"\"^""##R#$$%%%:&b&{&&&;''(((4)n));*]*+{+u,,---k- .B.....//00011/1g11233334G4i45B5D5n555l66#7M7O77HHHNHVHHHHHHH;IQ}QQQQQ+RUUJVNV\V`V,W0WZZw[[N\g\\\\\\\\\\\\333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333Ul5 Q   $/Qwlz? z !!"######$$$$$$%%<&b&z((n) *:***+++),,--.v..S//11f12X222q334445o5566j66#7#778{8Y9Z9a9c9y9z999999999999%:a::::::;.;6;];d;;;;;< <6<=<l<t<<<<<==J=R======>3>:>o>v>>>>>(?/?`?j?????@@>@@@@@AWA_AAAAABB0B0BHBSBBBCCCCCDD=DkD}D~DDDDDDDDDDDEEEEEE)E+E3E5E@EAESETEZE[EjEkEnEEEEEEEEFFVFWFeFgFFFFFFF G\\\\\\\\\\\\\\$$$$0B0BHH\\\\\\\Tot_' $1Q\\dgnword-docGUIDdgnword-eventsink&{808BC786-9771-4191-88E8-2006632B7FA5} 177240576@HHHHLww\V\W\[\@ @`@@UnknownG*Ax Times New Roman5Symbol3. *Cx ArialG WP MathASymbol5. .[`)TahomaA$BCambria Math"A h"&ƊGo[& N/ N/! 2\\-KQ HX  $P2!xx 1Inventory of Socially Supportive Behaviors (ISSB)Manuel BarreramanuelOh+'0 $0 P \ h t4Inventory of Socially Supportive Behaviors (ISSB)Manuel BarreraNormalmanuel5Microsoft Office Word@d@:Y@N9/n:@(Fd N՜.+,00 hp  Arizona State University/\ 2Inventory of Socially Supportive Behaviors (ISSB) Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F޷FdData 1TableO2WordDocumentSummaryInformation(DocumentSummaryInformation8CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q