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Arnold and Boggs’s

INTERPERSONAL
RELATIONSHIPS
Professional Communication Skills
for Canadian Nurses
This page intentionally left blank
Arnold and Boggs’s

INTERPERSONAL
RELATIONSHIPS
Professional Communication Skills
for Canadian Nurses

CLAIRE MALLETTE , RN, BScN, MScN, PhD

Associate Professor, School of Nursing, York University, Toronto, ON

OLIVE YONGE , RN, BScN, MEd, PhD, R Psych

Professor, Faculty of Nursing, University of Alberta, Edmonton, AB

US EDITORS:
ELIZABETH C. ARNOLD , PhD, RN, PMHCNS-BC
Associate Professor, Retired, University of Maryland, School of Nursing, Baltimore, Maryland
Family Nurse Psychotherapist, Montgomery Village, Maryland

KATHLEEN UNDERMAN BOGGS , PhD, FNP-CS

Family Nurse Practitioner, Associate Professor Emeritus, College of Health and Human Services,
University of North Carolina Charlotte, Charlotte, North Carolina
Elsevier

ARNOLD AND BOGGS’S INTERPERSONAL RELATIONSHIPS:

PROFESSIONAL COMMUNICATION SKILLS FOR CANADIAN NURSES      ISBN: 978-0-323-76366-0

Copyright © 2022 Elsevier Inc. All rights reserved.

Adapted from Interpersonal Relationships: Professional Communication Skills for Nurses, Eighth Edition by Elizabeth
C. Arnold and Kathleen Underman Boggs. Copyright © 2020 by Elsevier Inc., ISBN 978-0-323-54480-1 (softcover).
Previous editions copyrighted 2016, 2011, 2007, 2003, 1999, 1995, and 1989.

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without
permission in writing from the publisher. Reproducing passages from this book without such written permission is
an infringement of copyright law.

Requests for permission to make copies of any part of the work should be mailed to: College Licensing Officer, access
©, 1 Yonge Street, Suite 1900, Toronto, ON, M5E 1E5. Fax: 416-868-1621. All other inquiries should be directed to
the publisher, www.elsevier.com/permissions.

Every reasonable effort has been made to acquire permission for copyrighted material used in this text and to
acknowledge all such indebtedness accurately. Any errors and omissions called to the publisher’s attention will be
corrected in future printings.

Notice

Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using
any information, methods, compounds, or experiments described herein. Because of rapid advances in the health
sciences in particular, independent verification of diagnoses and drug dosages should be made. To the fullest
extent of the law, no responsibility is assumed by Elsevier or the authours, editors, or contributors for any injury
and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use
or operation of any methods, products, instructions, or ideas contained in the material herein.

Managing Director, Global ERC: Kevonne Holloway

Senior Content Strategist (Acquisitions, Canada): Roberta A. Spinosa-Millman
Director, Content Development Manager: Laurie Gower
Content Development Specialist: Lenore Gray Spence
Publishing Services Manager: Deepthi Unni
Senior Project Manager: Manchu Mohan
Design Direction: Bridget Hoette

Last digit is the print number: 9 8 7 6 5 4 3 2 1

To students, nurses, and educators: May you use the learnings from this book to provide and advance
nursing practice in the delivery of quality, culturally safe, and compassionate care, through
communication and interpersonal relationships, in Canada and as global citizens.
This page intentionally left blank
 CONTRIBUTORS
Contributor Contributors to US Eighth Edition
Dr. Sheila Blackstock, RN, BScN, MScN, COHN, PhD Kim Siarkowski Amer, PhD, APRN
Assistant Professor, School of Nursing, Thompson Associate Professor, School of Nursing, DePaul
Rivers University, Kamloops, British Columbia University, Chicago, IL

Shari Kist, PhD, RN, CNE

Assistant Professor, Goldfarb School of Nursing,
Barnes-Jewish College, St. Louis, MO

Pamela E. Marcus, MS, APRN

Associate Professor, Prince George’s Community
College, Largo, MD

Eileen O’Brien, PhD, RN

Undergraduate Program Director, Psychology
Department, University of Maryland, Baltimore
County Campus, Baltimore, MD

vii
REVIEWERS
Zoraida Beekhoo, RN, MA Nicola Thomas, RN, BN, MSc, CAE
Associate Professor, Teaching Stream Professor
Lawrence S. Bloomberg Faculty of Nursing Faculty of Health Science
University of Toronto St. Lawrence College
Toronto, Ontario Kingston, Ontario

Sandra Carter, RN, BN, MN Jody Vaughan, RN, BScN, MEd

Nurse Educator Nursing Instructor
Centre for Nursing Studies School of Health Sciences
St. John’s, Newfoundland College of New Caledonia
Prince George, British Columbia
Renate Gibbs, BSN, MA
Professor of Nursing F. Maureen White, RN, MN
School of Health & Human Services Assistant Professor (retired)
Camosun College School of Nursing
Victoria, British Columbia Faculty of Health Professions
Dalhousie University
Cheyenne Joseph, RN, BScK, BScN, MPH, CCHN (C) Halifax, Nova Scotia
Rising Sun Treatment Centre
Natoaganeg First Nation Krista Wilkins, RN, PhD
Eel Ground, New Brunswick Associate Professor
Faculty of Nursing
Robert Meadus, BN, B.VocEd, MSc(N), PhD, University of New Brunswick
CPMHN(C) Fredericton, New Brunswick
Associate Professor
Faculty of Nursing Rachael Wymer, RN, BScN, MScN
Memorial University of Newfoundland School of Community and Health Services
St. John’s, Newfoundland Centennial College
Toronto, Ontario
Wilma Schroeder, BN, MMFT
Instructor
Faculty of Nursing
Red River College
Winnipeg, Manitoba

viii
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 P R E FA C E

In 1989, Elsevier published the first US edition of Inter- Advances in technology that continue to revolutionize
personal Relationships: Communication Skills for Nurses. health care are explored in relevant chapters. Digital health
It was originally developed at the University of Maryland technologies useful in health education, self-monitoring,
School of Nursing, to accompany a communication semi- and support are rapidly expanding, promoting greater con-
nar course on interpersonal communication skills for nurses. trol of a person’s own care and potentially improving health
Subsequent editions (now in its 8th edition in the United outcomes. Nurses play an active role in changing the focus
States), reinforced its salience as a key resource on nurse– from illness care to health care, through employing the lat-
person relationships and communication. est in technology to communicate with people requiring
This new Canadian edition of Arnold and Boggs’s care, carry out health promotion, and support people’s self-
Interpersonal Relationships: Professional Communication management activities.
Skills for Canadian Nurses, First Edition, is designed as a key
interactive reference for nursing students and professional
ABOUT THE CONTENT
nurses in Canada. This first Canadian edition is designed to
be relevant to the Canadian health care system and nursing Arnold and Boggs’s Interpersonal Relationships: Professional
practice. Using Canadian literature and resources, the text Communication Skills for Canadian Nurses serves as a
emphasizes the important role nurses play through person- majour communication and interprofessional resource for
centred communication and therapeutic relationships in Canadian nurses to address the needs of the person, family,
delivering quality, culturally safe, and compassionate nurs- community, and health system in a time of significant
ing care across the health continuum. This Canadian edition changes, locally, provincially and territorially, federally,
examines how nurses assist people of all ages to engage in and globally. The text presents a synthesis of relationships
various health promotion and disease prevention activities in nursing and team-based health communication, with an
needed to promote maximal personal health and well-being. integrated collaborative approach to person- and family-
In the rapidly changing health care environment, nurses centred therapeutic interpersonal relationships.
have an unprecedented opportunity to make a difference Chapter topics in this book mirror the paradigm shift
and shape the future of nursing practice at every level of in health care delivery in Canada, from a focus on disease
health care delivery. and illness to primary care delivery, health promotion,
Within this text, Simulation Exercises with reflective and disease prevention. This paradigm shift is based on
analysis discussions allow students to examine the pros an integrated, holistic approach to health care that begins
and cons of various approaches and nursing practice issues with the person’s cultural contexts, values, concerns, and
across clinical settings. Person-centred relationships, health preferences. Communication skills and interpersonal rela-
promotion and disease prevention, collaborative interpro- tionships, combined with person-centred applications, cre-
fessional communication, and team-based approaches are ate the therapeutic partnership that people need to make
explored within the Canadian context. health decisions and self-manage their care. Health pro-
Canada is a diverse nation that prides itself on being motion and disease prevention as essential components of
multicultural. Each person’s culture is influenced by socio- health and wellness are discussed in several chapters.
economic factors, values and beliefs, race, gender, ethnicity, The range of health care applications can follow a per-
sexual orientation, life experiences, spirituality, education, son through the life cycle, including end-of-life commu-
and personal choice. As nurses, we must value each per- nication and nursing interventions. The communication
son’s individual culture and consider how their culture content supports health care applications across a broad
influences health care experiences. As nurses, we too have health continuum that includes primary care, hospitals,
our own cultures and need to be aware of the intersections long-term care, ambulatory and public health, rehabilita-
of different perspectives that everyone brings to the health tion, palliative care, and home care.
care setting. The complexity of communication in provid- The chapters on person-centred relationships and com-
ing culturally safe nursing practice is explored throughout munication reflect the person- and family-centred focus.
the text, including a chapter on engaging with humility As the person and family are the ones who independently
through authentic interpersonal communication in part- care for their health when not engaged with health provid-
nership with Indigenous peoples. ers, it is imperative that they be at the centre of care and

ix
x Preface

actively involved in decision making. Therapeutic relation- In the text, gender-neutral language is used to be
ships with people and their families require that nurses respectful of and consistent with the values of equality rec-
integrate people’s cultural context, preferences, values, ognized in the Canadian Charter of Rights and Freedoms.
motivations, and hopes with evidenced-informed prac- Using gender-neutral language is professionally responsi-
tices as the basis for shared decision making. This belief is ble and mandated by the Canadian Federal Plan for Gender
reflected throughout the text and explicitly in several chap- Equality. Knowledge and language concerning sex, gender,
ters, where appropriate. and identity are fluid and continually evolving. The lan-
A collaborative, practice-ready workforce, offering qual- guage and terminology presented in this text endeavour to
ity and safe health services, strengthens health care systems be inclusive of all people and reflect what is, to the best of
and leads to improved health outcomes. Immediately fol- our knowledge, current at the time of publication.
lowing the opening chapter on conceptual foundations,
an entire chapter is devoted to nursing practice with the
ABOUT THE CHAPTER ORGANIZATION
emphasis on the importance of communication in creating
quality and safe health care environments. The text is divided into six sections containing 27 chapters.
Nurses play a key role as collaborative team mem- Part I: Theoretical Foundations and Contemporary
bers and leaders in providing better integrated person- Dynamics in Person-Centred Relationships and Commu-
centered care. The central phenomena of professional nication introduces students to basic conceptual information
nursing practice take place within collaborative interpro- needed for contemporary professional nursing practice in
fessional teams that involve health care professionals and Canada. This section begins with an overview of the origins
the person and family working together, fostering per- of nursing, starting with Indigenous healers and the evo-
son-centred care. In interprofessional health care envi- lution of nursing as a profession in Canada. Theory-based
ronments, where multiple inputs must be considered and systems, evidence-informed practice, and nursing theo-
coordinated, role clarity and well-defined, clear commu- ries—including those of Canadian theorists—are used to
nication are crucial to ensuring the safety and quality of emphasize communication concepts and strategies that
care delivery. The chapters that discuss characteristics of nurses need to maintain a safe, quality health care environ-
interprofessional collaboration and teamwork empha- ment. Legal and ethical standards in nursing practice rel-
size the Canadian Nurses Association and the Canadian evant to communication—including social media and the
Interprofessional Health Collaborative’s (CIHC) National role of critical thinking and clinical judgement processes in
Interprofessional Competency Framework (2010), iden- providing safe, quality care—are also explored within the
tifying the integration of each health discipline’s focus Canadian context.
to achieve coordinated, optimal individual health out- Part II: Essential Communication Competencies iden-
comes and population needs in safe, competent, and cost- tifies the fundamental structure and characteristics of
effective ways. effective, person-centred communication skills and strat-
With the world becoming better connected through egies. This section, using a wide application of Canadian
technology, information now gets shared across health literature, explores selected professional approaches and
care settings in real time. Nurses play a pivotal role in communication strategies required for individuals, diverse
making use of digital health technologies at the point of populations, and cultural contexts. A chapter on engaging
care and electronic documentation. Relationship-centred with humility in partnership with Indigenous peoples is
communication between people and health care providers included. Group communication skill development is also
is further enhanced through virtual health conferencing discussed in this section.
and secure patient portals. Two chapters focus on advanc- The chapters in Part III: Relationship Skills in Health
ing technology and the shifts in care and communication, Communication explore the nature of person- and family-
through examining e-documentation in health informa- centred relationships in health care settings. The chapters
tion technology systems, digital health, and communica- discuss communication strategies nurses can use with indi-
tion technology. viduals, groups, and families in health care settings, through
The text’s authors and contributors recognize and developing and implementing person-centred therapeutic
acknowledge the diverse histories of the First Peoples relationships. Applying therapeutic communication strate-
of the lands now referred to as Canada. It is recognized gies in conflict situations, and special attention to health
that individual communities identify themselves in vari- promotion community strategies and health teaching
ous ways; within this text, the term Indigenous is used within the Canadian context, complete the section.
to refer to all First Nations, Inuit, and Métis people Part IV: Communication for Health Promotion and
within Canada. Disease Prevention examines resolving conflicts,
 Preface xi

identification and application of communication strate- Through active experiential involvement with rela-
gies for health promotion and disease prevention, how tionship-based communication principles, students can
to be effective when providing health teaching, the­ develop confidence and skill in their capacity to engage
application of coaching techniques to help families and in person-centred communication across clinical set-
their loved ones, and how to communicate in stressful tings. The comments and reflections of other students
situations. provide a wider, enriching perspective about the person-
In Part V: Accommodating People With Special Com- centred implications of communication in clinical practice.
munication Needs, the focus is how to communicate with Although the text’s content, exercises, and case examples
different vulnerable populations such as children, older are written in terms of nurse–person relationships, the
people, those in palliative care, people who are in crisis, and interactional components are also applicable to clinical
those with communication disorders. practice student relationships entered into by other health
Part VI: Collaborative Professional Communication care disciplines.
examines partnerships in health care agencies with families Arnold and Boggs’s Interpersonal Relationships:
and people in the community. Nurses do not work alone Professional Communication Skills for Canadian Nurses
but are part of interprofessional teams, which means using gives voice to the centrality of person-centred relational
unique communication strategies based in a philosophy of communication strategies as the basis for ensuring qual-
collaboration with other health care providers or patients ity, culturally safe, and compassionate care in nursing and
and their families. This section also discusses the concept health care delivery. Our hope is that this text will serve as
of continuity of care across clinical settings and nursing a primary Canadian reference resource for nurses seeking
applications through the use of electronic health records. to develop and expand their communication and relation-
The influence of rapidly advancing digital technology on ship skills in both traditional clinical and nontraditional
health care practices to communicate and manage the per- community-based health care settings.
son’s health information and the Internet of Things, as well As the single most consistent health care provider in
as their effects on nurse–person communication and the many people’s lives, nurses have the critical responsibil-
nursing role, are highlighted. ity to provide communication that is professional, honest,
empathetic, and knowledgeable, in individual and group
relationships. As nurses, we are answerable to the people
CHAPTER FEATURES we care for, our profession, and ourselves to communicate
In this text, chapters can be used as individual teaching with all those involved with a person’s care in an authen-
modules. The text can also be used as a primary text or tic, therapeutic manner and to advocate for the person’s
as a communication resource, integrated across the cur- health, care, and well-being within the larger sociopolitical
riculum. Chapter text boxes and tables highlight important community.
ideas in each chapter. The opportunity to contribute to the evolving develop-
Each chapter’s format includes learning objectives, con- ment of communication as a central tenet of professional
cepts, and an application section, connected by a research nursing practice within the Canadian health care landscape
study or meta-analysis of several studies relevant to the has been a privilege as well as a responsibility to our profes-
chapter topic. This research, presented in an Evidence- sion. We invite you as students, practicing nurses, and educa-
Informed Practice box, offers a summary of research find- tors to interact with the material in this text, learning from
ings related to the chapter subject. This feature is intended the content and experiential exercises, but also seeking your
to strengthen awareness of the link between research and own truth and understanding in the evolving delivery of
practice. nursing practice across Canada and as global citizens.
Simulation Exercises with critical analysis questions
provide an interactive component to the student’s study of
EVOLVE WEBSITE
text materials, through experiential understanding of con-
cepts and an opportunity to practise, observe, and critically Located at http://evolve.elsevier.com/Canada/Mallette/
evaluate professional communication skills from a practice interpersonal/, the Evolve website for this book includes
perspective, in a safe learning environment. Case Examples these materials for instructors:
help students develop empathy for patients’ perspectives • ExamView® Test Bank, featuring examination format
and needs. Questions for Review and Discussion are at test questions, with rationales and answers for all 27
the end of each chapter for student reflective analysis. An chapters. The robust ExamView® testing application,
exemplar related to Ethical Dilemmas is also presented at provided at no cost to faculty, allows instructors to cre-
the end of each chapter. ate new tests; edit, add, and delete test questions; sort
xii Preface

questions by category, cognitive level, and nursing pro- content. Sherpath features convenient teaching materials
cess step; and administer and grade tests online, with that are aligned to the textbook and the lessons are orga-
automated scoring and gradebook functionality. nized by chapter for quick and easy access to invaluable
• PowerPoint® Lecture Slides, consisting of 27 chapters of class activities and resources.
customizable text slides for instructors to use in lectures.
ACKNOWLEDGEMENTS
ELSEVIER EBOOKS We acknowledge our deep appreciation for the contribu-
Elsevier eBooks is an exciting program that is available to tions of Sheila Blackstock, who wrote Chapter 8 Engaging
faculty who adopt a number of Elsevier texts, including With Humility: Authentic Interpersonal Communication in
Arnold and Boggs's Interpersonal Relationships: Professional Partnership With Indigenous Peoples. Her writings guide
Communication Skills for Canadian Nurses, First Edition. our increased awareness and knowledge of the impact of
Elsevier eBooks is an integrated electronic study cen- colonization on Indigenous peoples and our understanding
tre consisting of a collection of textbooks made available and developing applications of critical elements in practice,
online. It is carefully designed to “extend” the textbook for such as relationally engaging in cultural safety and humility
an easier and more efficient teaching and learning experi- through holistic communication with Indigenous peoples
ence. It includes study aids such as highlighting, e-note-tak- and communities.
ing, and cut-and-paste capabilities. Even more importantly, We are very grateful to the Elsevier editorial staff, partic-
it allows students and instructors to conduct a compre- ularly Lenore Gray Spence and Roberta Spinosa-Millman.
hensive search, within the specific text or across a num- Their guidance, tangible support, and suggestions were
ber of titles. Please check with your Elsevier Educational invaluable in the content development of this first edition.
Solutions Consultant for more information. Finally, we want to sincerely thank Manchu Mohan from
Elsevier and Sherry Hinman for their painstaking, precise
copy editing, and editorial support during the production
SHERPATH process.
Sherpath book-organized collections offer digital les-
sons, mapped chapter-by-chapter to the textbook, so the Claire Mallette, RN, BScN, MScN, PhD
reader can conveniently find applicable digital assignment Olive Yonge, RN, BScN, MEd, PhD, R Psych
 S P E C I A L F E AT U R E S

SIMULATION EXERCISES 8.1 Reflection and Reflexivity Exercise

8.2 Introduction of Self-Learning Activity
1.1 The Meaning of Health as a Nursing Concept 9.1 Groups in Everyday Life
1.2 What Is Professional Nursing? 9.2 Exploring Functional Similarity
1.3 Patterns of Knowing in Clinical Practice 9.3 Identifying Norms
1.4 A Caring Moment 9.4 Headbands: Group Role Expectations
1.5 Comparing Linear and Transactional Models of 9.5 Group Closure Activities
Communication 9.6 Learning About Support Groups
2.1 Using Standardized Communication Formats 9.7 Addressing Participation Issues in Professional
2.2 Telephone Simulation: Conversation Between Nurse Discussion Groups
and Physician About a Critically Ill Patient 9.8 Brainstorming: Selecting Alternative Strategies
2.3 Situation, Background, Assessment, Recommendation 10.1 Simulation Exercise: Who Am I?
for Change-of-Shift Simulation 10.2 Simulation Exercise: Erikson’s Stages of
3.1 Applying the Code of Ethics for Nurses to Psychosocial Development
Professional and Clinical Situations 10.3 What Matters to Me?
3.2 Using the Nursing Process as a Framework in 10.4 Social Support
Clinical Situations 10.5 Responding to Issues of Spiritual Distress
4.1 Autonomy 11.1 Understanding Applications of Maslow’s Hierarchy
4.2 Beneficence of Needs
4.3 Justice 11.2 Introductions in the Nurse–Person Relationship
4.4 Your Analysis of an Expert’s Critical Thinking: 11.3 Shared Decision Making
Interview of Expert Nurse’s Case 11.4 Nonverbal Messages
5.1 Complicated Communication Issues With a 11.5 Self-Disclosure: Assessing Nurse Role Limitations
Person in Self-Disclosure
5.2 Using Person-Centred Communication Role-Play 11.6 Gift-Giving Role Play
5.3 Establishing Rapport: “What Makes Me 11.7 Identifying Person’s Strengths
Comfortable” 11.8 What Is Person-Centred Care?
5.4 Observing for Nonverbal Cues 12.1 Application of Caring
5.5 Asking Open-Ended Questions 12.2 Techniques That Promote Trust
5.6 Listening for Themes 12.3 Evaluating Mutuality
5.7 Minimal Cues and Leads 12.4 Reducing Clinical Bias by Identifying Stereotypes
5.8 Using Clarification 12.5 Identifying Verbal and Nonverbal Behaviours
5.9 Role-Play Practice With Paraphrasing and Associated With Anxiety
Reflection 12.6 Building Communication Bridges Simulation
5.10 Practising Summarization 13.1 Positive and Negative Family Interactions
5.11 Active Listening and Verbal Responses 13.2 Family Genograms
5.12 Putting it All Together Using Verbal, Nonverbal, 13.3 Family Ecomaps
and Active Listening 13.4 Family Coping Strategies
6.1 Gender Bias 13.5 Developing a Family Nursing Care Plan
6.2 My Communication Style: Quick Profile 13.6 Offering Commendations
6.3 Self-Analysis of Video Recording 13.7 Using Intervention Skills With Families
6.4 Confirming Responses 14.1 Personal Responses to Conflict
7.1 Cultural Sensitivity 14.2 Pitching the Assertive Message
7.2 Social Positions and Power 14.3 Assertive Responses
7.3 Relational Practice 14.4 Defining Conflict Issues: Case Analyses
7.4 Practising Reflexivity 15.1 Motivational Interviewing Using Pender’s Model
7.5 Applying Cultural Safety 15.2 Assessing Readiness Using Prochaska’s Model

xiii
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20
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23
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Be constant in thy Hopes pursuit:
For, by thine Emblem, thou mayst finde,
Thy Starres, to thee, are well-inclin'd;
Provided, thy Attempts be good:
For, that, is ever understood.
See, Emb. XXIV.

25
Take heed, thou love not their deceipt,
Who Number give, in steed of Weight;
Nor, let their Fansies, thee abuse,
Who, such-like foolish Customes, use.
Perhaps, it may concerne thee, much,
To know the Vanities of such;
And, who they are: Marke, therfore, what
Thine Emblem, will, to thee relate.
See, Emb. XXV.

26
Thou, to Impatience, art inclin'd;
And, hast a discontented Minde;
That, therfore, thou mayst Patience learne,
And, thine owne Over-sights discerne,
Thy Lot (as to a Schoole to day)
Hath sent thee to the Squirrells Dray;
For, she instructs thee, to indure,
Till, thou, a better state, procure.
See, Emb. XXVI.

27
Your Lot, is very much to blame,
Or else, your person, or, your Name
Hath injur'd beene, or, may have wrong
By some loose wanton, ere't be long:
Therfore, e're, hence, you passe away,
Marke, what your Emblem, now, doth say.
Perhaps, by drawing of this Lot,
Some Harmes prevention may be got.
See, Emb. XXVII.

28
Vpon your head, those weights were laid,
Which, your Endeavours, downeward waigh'd;
For, those, who doe your weale envie,
Much feare, your top will spring too high;
Nay, yet, some Burthen, you sustaine:
But, what their Malice will obtaine,
Your Emblem prophesies; if you,
With Patience, Honest-wayes, pursue.
See, Emb. XXVIII.

29
This Lot, befell thee, for the nonce;
For, if things come not, all at once,
Thou, to despairing, soone, dost runne,
Or, leav'st the Worke, that's well begun:
Which, to prevent, regardfull be
Of what thine Emblem counsells thee.
See, Emb. XXIX.
 30
Afflictions, are thy chiefest Lot;
Yea, great ones, too: yet, murmure not.
For, all, must fiery tryalls bide,
And, from their Drosse be purify'd.
Therefore, though this, in sport, be done,
Thy Morall'd Emblem, looke upon;
And, learne, those Vertues to acquire,
Which, will not perish in the Fire.
See, Emb. XXX.

31
You seeke a Lot, which, proving bad,
Would, peradventure, make you sad;
But, this may please: for, you are taught
To mend a Fortune, that is naught;
And, armed, with such Counsell, here,
That, you, no Destiny, need feare.
Now, if you come to Harme, or Shame,
Vpon the Starres, lay not the blame.
See, Emb. XXXI.
M 32
In Court, thou mayst have hope, to clime,
This present, or some other time;
But, something thou dost want, as yet,
Which, for that place, must make thee fit.
Presume not, therefore, on thy Lot,
Till, those accomplishments are got,
Which, in thine Emblem, are exprest;
And, then, march on, among the best.
See, Emb. XXXII.
 33
Some thinke, you love; 'tis true, you doe;
And, are as well beloved too:
But, you (if we the truth shall say)
Love not so truely, as you may.
To make a perfect Love, there goes
Much more, then ev'ry Lover knowes.
Your Emblem, therefore heede; and, then,
Beginne, anew, to love agen.
See, Emb. XXXIII.

34
Now, some good Counsell, thou dost need;
Of what we say, take, therefore, heed.
Beware, lest thou, too much, offend
A meeke, and, gentle-natur'd, Friend:
Though pow'r thou hast, be carefull, too,
Thou vexe not, long, thine able Foe;
And, e're thou love, be sure to finde
Thy Match, in Manners, and in Minde.
If thou demand a Reason, why,
To thee, thine Emblem will replie.
See, Emb. XXXIV.

35
Beware, thou share not in their crime,
Who care, but for the present time:
For, by thy Lot, wee may suspect,
Or that, or things, to that effect.
If so it be, or if thy Minde,
To such an Errour, be inclin'd,
Thy Chance, unto an Emblem, brings,
Which, will advise to better things.
See, Emb. XXXV.

36
You, love to seeme; this, all Men see:
But, would you lov'd, as well, to bee.
If, also, better use were made
Of those good Blessings, you have had;
Your praise were more. Marke, therefore, well,
What Moralls, now, your Emblem, tell;
And, gather, from it, what you may,
To set you in a better way.
See, Emb. XXXVI.

37
To scape a Storme, great thought you take;
But, little heed, what meanes you make.
You, love your ease, and, Troubles, feare;
But, carelesse are, what Course you steere.
Which Indiscretions, to prevent,
You, to an Emblem, now, are sent:
Whereof, if you regardfull are,
You, lesse will feare, and better fare.
See, Emb. XXXVII.

38
What you have, done, consider, now;
For, this your Chance, doth seeme to show
That you have sworne, or vow'd, of late,
Or promised (you best know what)
Which, you have, since, unwilling bin,
To keepe; or, else, did faile, therein.
If it be so; repent, or els,
What will befall, your Emblem tells.
See, Emb. XXXVIII.

39
Thy Hopings, and thy Feares, are such,
That, they afflict, and paine thee, much;
Because, thou giv'st too great a scope
Vnto thy Feare, or to thy Hope:
For, they will paine, or pleasure thee,
As they enlarg'd, or curbed be.
But, lo; thine Emblem, if thou please,
Instructs thee, how, to mannage these.
See, Emb. XXXIX.

40
Let them, who get this Chance, beware,
Lest Cupid snarle them in a Snare:
For, by their Lot, they should be apt
To be, in such-like Ginnes, intrapt.
Some helpe, is by their Emblem, got,
If they, too late, observe it not;
But, then, no profit will be done them:
For, Counsell will be lost upon them.
See, Emb. XL.

41
Whether, meerely, Chance, or no,
Brought this Lot, we doe not know:
But, received, let it be,
As, divinely, sent to thee:
For, that, merits thy regard,
Which, thine Emblem hath declar'd;
And, the best, that are, have need,
Such Advisements, well to heed.
See, Emb. XLI.

42
Thou, hast already, or, e're long,
Shalt have some dammage by the Tongue:
But, fully, yet, it is not knowne,
Whether the Tongue shall be thine owne,
Or else, anothers tongue, from whom
This Mischiefe, unto thee, shall come:
But, much the better, thou shalt speed,
If, now, thine Emblem, well thou heed.
See, Emb. XLII.

43
Vnworthy things, thou dost affect,
With somewhat overmuch respect;
Vnto the World, inclining so,
As if thy Hopes were all below:
But, now, to rowse thee from this crime,
Good Counsell comes in happy time.
Make use thereof; and, thinke it not
Meere casuall, or a needlesse Lot.
See, Emb. XLIII.

44
Thou, either, too much love, hast plac't
On things, that will not alway last;
Or else, thou art a little fear'd.
Because thy Hopes are long deferr'd:
Nay, thou art touch'd, in both of these.
Thy Profit, therefore, and thine ease,
It will effect, if well thou minde
What, in thine Emblem, thou shalt finde.
See, Emb. XLV.

45
When thou hast Changes, good, or bad,
Ore-joy'd, thou art, or over-sad;
As if it seemed very strange
To see the Winde or Weather, change:
Lo, therefore, to remember thee,
How changeable, things Mortall, bee,
Thou, art assisted by this Lot;
Now, let it be, no more, forgot.
See, Emb. XLV.

46
Of thy just Aymes, though meanes be slight,
Thou mayst attaine their wished height;
Vnlesse, thy Folly shall destroy
The Weale, thou seekest to injoy,
By thy Despaire, or by neglect
Of that, which, may thy Hopes effect:
For, by thine Emblem, thou mayst know,
Great things, from small Beginnings, grow.
See, Emb. XLVI.

47
Thou must have Crosses; but they, shall,
To Blessings, be converted, all;
And, Suffrings, will become, thy Praise,
If, Wisedome order, well, thy wayes:
Yea, when thy Crosses ended are,
A Crowne of Glory, thou shalt weare.
Yet, note, how this to passe is brought:
For, in thine Emblem, it is taught.
See, Emb. XLVII.

48
If they, who drew this Lot, now be
Of great Estate, or high Degree,
They shall ere long, become as poore,
As those, that beg from doore to doore.
If poore they be; it plaine appeares,
They shall become great Princes Peeres:
And, in their Emblem, they may know,
What very day, it will be, so.
See, Emb. XLVIII.

49
You, have attempted many a thing,
Which, you, to passe, could never bring;
Not, that, your Worke was hard to doe,
But, 'cause, you us'd wrong Meanes, thereto.
Hereafter, therefore, learne, I pray,
The Times of Working, and, the Way;
And, of thine Emblem, take thou heed,
If, better, thou desire to speed.
See, Emb. XLIX.

50
If you, to greater Wealth, will rise,
You must not, slender Gaine, despise;
Nay, if, you minde not, to be poore,
You must regard slight Losses, more:
For, Wealth, and Poverty, doe come,
Not all at once, but, some and some.
If this, concerne you, any wayes,
See, what your Emblem, further, sayes.
See, Emb. L.

51
Your Fortune, hath deserved thank,
That she, on you, bestowes a Blank:
For, as you, nothing good, have had;
So, you, have nothing, that is bad.
Yea, she, in this, hath favour showne,
(If, now, your Freedome well be knowne)
For, you, by Lot, these Emblems, mist,
That you, may chuse out, which you list.
 52
You, by an Emblem, seeke to get
What Counsel your Affaires may fit;
But, in particular, there's none,
Which, you, by Lot, can light upon:
And, why? because, no Morall, there,
Doth, worthy of your Heed, appeare?
No; but because you rather, need,
Of ev'ry Emblem, to take heed.

53
The Starres, are, now, no friends of your,
Or this is not their lucky houre:
For, at this time, unto your Lot,
They, by an Emblem, answer not.
If, therefore, you desire to know
What good advice they will allow,
Some further Meanes, you must assay,
Or, trye your Chance, another day.

54
You, in your secret thoughts, despise
To thinke an Emblem should advise,
Or give you cause to minde or heed
Those things, whereof you may have need:
And, therefore, when, the Lot, you try'd,
An answer, justly, was deny'd.
Yet (by your leave) there are but few,
Who, need good Counsell, more then you.

55
In some extreame, you often are,
And, shoot too short, or else too farre;
Yea, such an errour, you were in,
When, for a Lot, you mov'd the Pin:
For, one touch more, or lesse, had layd
Our Index, where it should have stayd.
But, if you can be warn'd, by this,
To keepe the Meane, which oft you misse,
You have obtain'd as good a Lot,
As any one, this day, hath got.

56
Among these Emblems, none there be,
Which, now by Lot will fall to thee;
However, doe not thou repine:
For, this doth seeme to be a signe,
That, thou, thy Portion, shalt advance
By Vertue, not by fickle Chance.
Yet, nerethelesse, despise thou not
What, by good Fortune, may be got.

FINIS.
 A
COLLECTION
OF
EMBLEMES,
ANCIENT AND
MODERNE:

Quickened
With Metricall Illvstrations; And,
disposed into Lotteries, both Morall
and Divine.

That Jnstruction, and Good Counsell, may bee furthered

by an Honest and Pleasant Recreation.

By George Wither.
The Second Booke.

London,
Printed by Avgvstine Mathewes.
MDCXXXIV.
 TO
THE HIGH AND MIGHTY
Prince, CHARLES, Prince of Wales, &c.
F Air'st Blossome of our hopes; and Morning-starre
To all these Ilands, which inclosed are
By Neptunes armes, within our Northern climes;
And who (wee trust) shall rise, in future times,
To be the brightest Light, that, then will shine,
Betwixt the Artick-Circle, and the Line.
To Yov (as now you are) that I present
These Emblems, 'tis not so impertinent
As those may thinke it, who have neither seene
What, of your Cradle-sports, hath heeded beene;
Nor heard how many serious Questionings,
Your Child-hood frameth, out of trifling things:
And, if mine aime I have not much mistooke,
I come not oversoone with such a Booke.
So long as in this Infant-Age you are,
(Wherein, the speechlesse Portraitures appeare
A pleasurefull delight) your Highnesse may
Among our Emblems, finde a Harmelesse-play:
And, those mute Objects will from time to time,
Still Riper, seeme, till you to ripenesse clime.
When their dumb Figures, no more sport can make,
Their Illustrations, will begin to speake;
And, ev'ry day, new matter still disclose,
Vntill your Iudgement to perfection growes.
They likewise, who their Services, to do
Frequent your Presence, may have pleasure too,
From this your Play-game: yea, and some perchance,
May cure a Folly, or an Ignorance
By that, which they shall either heare or view
In these our Emblems, when they wait on You;
Or, shall be called, by your Excellence,
To try what Lot, they shall obtaine from thence.
It may moreover much increase the sport
 It may, moreover, much increase the sport,
Which is allowed in a vertuous Covrt;
When they whose faults have long suspected bin,
Shall draw forth private Censures of their Sin,
And, heare their Emblems, openly, display,
What, others dare not, but in private, say:
Nor will, to Yov, the Morals be in vaine,
Ev'n when to manly Knowledge you attaine;
For, though to Teach, it will not them become
To be Remembrancers, they may presume:
And, that which in their Child-hood, men shall heed,
Will soonest come to minde, in time of need.
Incourag'd by these Hopes, I thought it meet
To lay this humble Present at your feet.
Accept it, now; and, please to favour me,
When I growe old, and, You a Man shall be.

To your Highnesse
most humbly devoted,
Geo: Wither.
 TO
THE MOST HIGH-BORNE
and hopeful Prince JAMES,
Duke of Yorke, &c.

Sweet Prince,
Y Our hand I kisse; and, thus my Lines addresse
Vnto your wise, and vertuous * Governesse. * The
Countesse
of Dorset.
For, Madame, (as his Proxy) it is fit,
That, Yov both Read, and answere for him, yet.
To Yov for Him, J therefore tender, here,
To welcome-in the New-beginning Yeare,
This harmelesse Play-Game; that, it may have place,
When somewhat riper Daies, shall Make his GRACE,
Affect such Objects; which, to looke upon
May pleasure yeeld him, e're this Yeare be gone.
'Tis not the least Discretion, in great Covrts,
To know what Recreations, and what Sports
Become young Princes; or, to find out those,
Which may, with harmelesse pleasantnesse, dispose
Their Mindes to VERTVE: neither in their Cradles,
Should this be heeded lesse, than in their Sadles:
Because, when first to know, we doe begin,
A small Occasion, lets much Evill in.
Among those things, which both Instruct and please;
But few, (for Children) are surpassing these:
For, they, to looke on Pictures, much desire;
And, not to Looke alone, but, to enquire
What things those are, that represented be,
In ev'ry Map, or Emblem, which they see.
And, that which they shall view, or shall be told,
(By meanes of any Figure they behold)
Experience breedes; assisteth Memory;
Or, helps to forme a Witty Fantasie:
And, if those Formes to good Instruction tend,
Oft steads them, also, till their lives have end.
Then, since ev'n all of us, much Good receive
By Vertuous Princes; And should, therefore, strive
 y e tuous c s; d s ou d, t e e o e, st e
To adde some helpes, whereby they might acquire
That Excellence, which wee in them desire.
I (being able, to present his GRACE,
With nothing but a Rattle, or a Glasse,
Or some such Cradle-play-game) bring, to day,
This BOOKE, to be as usefull as it may:
And, how, and when, it will most usefull grow,
Without my Teaching, YOV can fully show.
For, what is of your Ablenesse believ'd,
Through all these famous Ilands, hath receiv'd,
A large applause; in that, from out of those
Which ablest were, both King and State have chose
Your Faith and Wisedome, to be TREASVRESSE
Of their chiefe Iewels; and the GOVERNESSE
Of our prime Hopes. And, now J this have weigh'd,
Me thinks, there needs no more, by me, be said,
But, (having pray'd your HONOVR to receive
This PRESENT for the DVKE) to take my leave;
And Versifie to him, some other day,
When Hee can understand mee, what I say.

Till then, let it please your Honour sometimes to

remember Him, that
I am his Graces
daily and humble
Oratour,
Geo: Wither.
 We best shall quiet clamorous Thronges,
When, we our selves, can rule our Tongues.

Illvstr. I. Book. 2
 Hen I observe the Melanchollie Owles,
Considering with what patience, they sustaine
The many clamours, of the greater Fowles;
And, how the little Chirpers, they disdaine:
When I remember, how, their Injuries
They sleight, (who, causeles give them an offence)
Vouchsafing, scarce to cast aside their eyes
To looke upon that foolish Insolence.
Me thinkes, by their Example, I am taught
To sleight the slaunders of Injurious Tongues;
To set the scoffes of Censurers, at naught,
And, with a brave neglect, to beare out Wrongs.
Hee, doubtles, whom the Psalmist, long agoe,
Vnto a lonely Desert-Owle compar'd,
Did practise thus; And, when I can doe so,
I, shall for all affronts, become prepar'd.
And, (though, this Doctrine, Flesh and blood gaine-say)
Yet, sure, to stopp the malice of Despight,
There is no better, (nay, no other) way:
Since, Rage by Opposition gathers Might.
Good God! vouchsafe, sufficient grace and strength,
That (though I have not yet, such Patience gott)
I may attaine this happy gift, at length;
And, finde the cause, that, yet, I have it not.
Though me, my Neighbours, and my Foes revile;
Make me of all their words, a Patient-bearer:
When er'e I suffer, let me be, the while,
As is the silent Lambe before the Shearer.
So; though my speakings, cannot quiet any,
My Patience may restraine the Tongues of many.
When wee by Hunger, Wisdome gaine,
Our Guts, are wiser then our Braine.

Illvstr. II. Book. 2

 He Crowe, when deepe within a close-mouth'd-
Pot.
She water finds, her thirstinesse to slake;
(And, knoweth not where else it might be got)
Her Belly, teacheth her, this course to take:
She flies, and fetcheth many Pibbles thither,
Then, downe into the Vessell, lets them drop;
Vntill, so many stones are brought together,
As may advance the water to the top.
From whence, we might this observation heed;
That, Hunger, Thirst, and those necessities,
(Which from the Bellies craving, doe proceed)
May make a Foole, grow provident and wise.
And, though (in sport) we say, the braines of some,
Not in their Heads, but in their Gutts, doe lye;
Yet, that, by wants, Men wiser should become,
Dissenteth not from true Philosophy:
For, no man labours with much Willingnesse,
To compasse, what he nought at all desires;
Nor seeketh so, his longing to possesse,
As, when some urgent neede, the same requires.
Nay, though he might, a willingnesse, retaine,
Yet, as the Belly, which is ever full,
Breeds fumes, that cause a sottish-witles-braine;
So, plenteous Fortunes, make the Spirits dull.
All, borne to Riches, have not all-times, witt
To keepe, (much lesse, to better) their degree:
But, men to nothing borne, oft, passage get.
(Through many wants) renown'd, and rich to bee:
Yea, Povertie and Hunger, did produce,
The best Inventions, and, of chiefest use.
Though Musicke be of some abhor'd,
She, is the Handmaid of the Lord.

Illvstr. III. Book. 2

 O Musicke, and the Muses, many beare
Much hatred; and, to whatsoever ends
Their Soule-delighting-Raptures tuned are,
Such peevish dispositions, it offends.
Some others, in a Morall way, affect
Their pleasing Straines (or, for a sensuall use)
But, in Gods Worship, they the same suspect;
(Or, taxe it rather) as a great abuse.
The First of these, are full of Melancholy;
And, Pitty need, or Comfort, more then blame;
And, soone, may fall into some dangerous folly,
Vnlesse they labour, to prevent the same.
The Last, are giddie-things, that have befool'd
Their Iudgements, with beguiling-Fantasies,
Which (if they be not, by discretion, school'd)
Will plunge them into greater Vanities.
For, Musicke, is the Handmaid of the Lord,
And, for his Worship, was at first ordayned:
Yea, therewithall she fitly doth accord;
And, where Devotion thriveth, is reteyned.
Shee, by a nat'rall power, doth helpe to raise,
The mind to God, when joyfull Notes are sounded:
And, Passions fierce Distemperatures, alaies;
When, by grave Tones, the Mellody is bounded.
It, also may in Mysticke-sense, imply
What Musicke, in our-selves, ought still to be;
And, that our jarring-lives to certifie,
Wee should in Voice, in Hand, and Heart, agree:
And, sing out, Faith's new-songs, with full concent,
Vnto the Lawes, ten-stringed Instrument.
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