A Student's Perspective on Graduate Training in Sport Psychology

This article aims to add to the limited literature related to graduate training in applied sport psychology – specifically from the perspective of a current graduate student. The paper begins with a discussion about the evolving definitions of sport psychology and applied sport psychology as well as a brief history of sport psychology. Next, reasons why graduate students pursue the fields of sport psychology and applied sport psychology along with how this impacts their decisions related to graduate training are examined. Then, literature as well as personal experiences from the author related to education, supervision, practica and internships, mentorship, and certification are explored. Finally, recommendations are provided for students considering graduate training in applied sport psychology.

The Psychology of Adolescent Out-of Wedlock Pregnancy and Childbearing

Illegitimate adolescent pregnancy creates a variety of problems, beginning with the difficult decision about whether or not to terminate the pregnancy. If the pregnancy is carried to term, choices follow regarding marriage or single parenthood and keeping or relinquishing the child. All of these choices involve consequences for the adolescent, many of them negative ones. This paper examines the problem of out-of-wedlock teen pregnancy and its possible psychological sources. It also introduces a method for analyzing the psychology of unwed teen pregnancy and childbearing and reviews the literature on the subject by this method. NOTE: Approvals page submitted to digital archive lacks signatures

Intercultural Communication Between Forensic and Clinical Psychologists

While working in clinical and forensic psychology settings, a communication difficulty between the two professions became apparent. Forensic psychologists often appeared cold and callous from the clinical psychologist’s perspective, while clinical psychologists often appeared naïve or too client centered from the forensic psychologist’s perspective. I wondered if viewing each subfield of psychology as a culture could facilitate better communication through intercultural communication. Guided by Intercultural Communication in Contexts (Martin & Nakayama, 2010) in approaching intercultural communication between the two professions, I explored factors contributing to each profession’s cultural identities. Once this was established, I attempted to explore the different ways each culture could communicate more effectively. By recognizing and utilizing the strengths from each profession and understanding the possible pitfalls of one’s own, we may become competent in intercultural communication

Research-action Methodology between Computer Science and Educational Psychology: a Multidisciplinary Approach

Computer science studies possess a strong multidisciplinary aptitude since most graduates do their professional work outside of a computing environment, in close collaboration with professionals from many different areas. However, the training offered in computer science studies lacks that multidisciplinary factor, focusing more on purely technical aspects. In this paper we present a novel experience where computer studies and educational psychology find a common ground and realistic working through laboratory practices. Specifically, the work enables students of computer science education the development of diagnosis support systems, with artificial intelligence techniques, which could then be used for future educational psychologists. The applications developed by computer science students are the creation of a model for the diagnosis of pervasive developmental disorders (PDD), sometimes also commonly called the autism spectrum disorders (ASD). The complexity of this diagnosis, not only by the exclusive characteristics of every person who suffers from it, but also by the large numbers of variables involved in it, requires very strong and close interdisciplinary participation. This work demonstrates that it is possible to intervene in a curricular perspective, in the university, to promote the development of interpersonal skills. What can be shown, in this way, is a methodology for interdisciplinary practices design and a guide for monitoring and evaluation. The results are very encouraging since we obtained significant differences in academic achievement between students who attended a course using the new methodology and those who did not use it.

THE DARK PERSONALITY AND JOB SUCCESS IN THE UNITED STATES ARMY: USE OF INTERPERSONAL MANIPULATION IN THE WORKPLACE

This dissertation relates job desires and outcomes to the Dark Personality (Psychopathy, Machiavellianism, Narcissism, Low Agreeableness, Low Honesty-Humility) in the United States Army. It purports that individuals high on the Dark Personality desire more power, money, and status, and that they obtain jobs that afford them these luxuries by using manipulation at work. Two pilot studies used samples of United States Army members to create and test index variables: Dark Personality, Total Manipulation in the workplace, Desire for Job Success, and Total Job Success in the Army. Individual personality traits, manipulation tactics, and job desires were examined in secondary analyses. Using a sample of 468 United States Army Members, central analyses indicated that Army members high on the Dark Personality desired Job Success. Likewise, army members higher on the Dark Personality used more Manipulation tactics at work, including the egregious tactics. Yet, using more Manipulation tactics at work predicted lower levels of Job Success in the Army. Most manipulation tactics had a negative impact on Job Success, with the exception of soft tactics like Reason and Responsibility Invocation. Together, these results indicate that selective use of soft manipulation predicted Job Success, but use of more manipulation tactics predicted less Job Success in the Army. Curvilinear results indicated that being either very low or very high on the Dark Personality predicted more Job Success in the Army, whereas having intermediate levels of the Dark Personality predicted less Job Success. Finally, possessing the Dark Personality and using more Manipulation tactics at work, together, predicted less Job Success in the Army. Collectively, the results indicate that army members with intermediate levels of the Dark Personality want more powerful and high paying jobs, yet their strategy of manipulating their coworkers to move up the job ladder does not result in higher ranking, higher paying Army positions. However, Army members highest on the Dark Personality achieved job success, defying the maladaptive influence that antisocial personality traits and manipulative behaviour had on job success for most Army members. Therefore, this dissertation indicates that successful corporate scoundrels exist in the Army, but there are few of them.

The International Conference Education and Creativity for a Knowledge–based Society – PSYCHOLOGY. Vienna, Osterreichish Rumanischer Akademischer Verein, 2012. VIth edition

No abstract.

The strengh model of self-control in sport and exercise psychology

The strength model of self-control assumes that all acts of self-control (e.g., emotion regulation, persistence) are empowered by a single global metaphorical strength that has limited capacity. This strength can become temporarily depleted after a primary self-control act, which, in turn, can impair performance in subsequent acts of self-control. Recently, the assumptions of the strength model of self-control also have been adopted and tested in the field of sport and exercise psychology. The present review paper aims to give an overview of recent developments in self-control research based on the strength model of self-control. Furthermore, recent research on interventions on how to improve and revitalize self-control strength will be presented. Finally, the strength model of self-control has been criticized lately, as well as expanded in scope, so the present paper will also discuss alternative explanations of why previous acts of self-control can lead to impaired performance in sport and exercise.

European perspective on sport psychology

This chapter describes the development of sport psychology in Europe. Starting from the early years at the beginning of the 20th century, the contribution of European sport psychology in different cultural traditions to the development of this discipline is highlighted. The foundation of FEPSAC, the European Federation of Sport Psychology, and its role in this development are emphasised. During the first 20 years, Europe was a divided continent and the challenges were to establish a common understanding and possibilities for scientific exchange. After the fall of the Berlin wall and the change of the political landscape in Europe, central aims were to foster scientific exchange despite language difficulties, to develop a common understanding, to help young sport psychologists and to establish sport psychology as a professional field. In the new century, one group of challenges identified refers to unification, for example in education and training, in the services delivery, and in the structure. The second group of challenges relates to diversification, be it in the educational and vocational pathways, the different sports and physical activities, the inclusion of persons with special needs or background, or the publications.

Empirical psychology; or, The human mind as given in consciousness. For the use of colleges and academies.

Mode of access: Internet.