Ethical considerations in the supervision of applied sport psychology graduate students

Abstract

Some of the most important relationships that a sport psychologist experiences in his or her career are between the supervisor and supervisee in applied practica and internships. These relationships may become models for future professional and ethical behavior with colleagues, students, and clients, and thus deserve careful examination. Ethics form a foundation for practice, and while classroom discussions of ethical issues help educate graduate students, the supervisor-supervisee relationship may provide a hands-on experience of ethical dilemmas and ethical problem solving. Ethics in supervisor-supervisee relationships cover at least two broad areas. First, there is the supervisor's monitoring and mentoring of ethical considerations in the supervisee's relationship with the athlete-client. Second, ethical questions arise in the relationship between the supervisor and the supervisee. The present paper includes discussion of general supervisory issues (e.g., modeling ethical behavior, helping develop counseling skills) and explores the specific ethical problems of referring for counseling, intimacy, and exploitation. Also, three case examples illustrate ethical concerns that may appear in the process of applied sport psychology supervision. Broadening education in ethical issues in supervision for both psychology and exercise science graduate programs may help future practitioners better serve their clients.     

Ethical clinical practice and sport psychology: when two worlds collide

From their own practices, the authors offer insight into potential ethical dilemmas that may frequently develop in an applied psychology setting in which sport psychology is also being practiced. Specific ethical situations offered for the reader's consideration include confidentiality with coaches, administration, parents, and athlete-clients; accountability in ethical billing practices and accurate diagnosing; identification of ethical boundaries in nontraditional practice settings (locker room, field, rink, etc.); and establishment of professional competence as it relates to professional practice and marketing.     

A perspective on education and professional development in applied sport psychology

Objectives and methodAs the field of applied sport psychology (ASP) is witnessing a growth in interest in professional practice, it is also faced with the challenge of developing its professional status. Taking into account the lack of research on the career development of ASP practitioners, this article reviews research and information relevant to two major career phases: a) education in preparing for ASP practice, and b) initiation and development of professional ASP practice. The paper also provides an initial collation of information and research regarding ASP education, professional development, and service provision in Europe.Results and conclusionsResults revealed that the field of ASP still faces the challenge of formulating an encompassing and uniformly used definition of ASP; of gaining a better understanding of the career development of ASP professionals, with particular attention for female ASP practitioners; of gaining insight into, analysing and providing quality management in the educational pathways preparing for ASP practice; and of optimising the vocational development of the ASP professional by way of ensuring the quality of ASP service delivery and the development of competencies in ASP practitioners. In conclusion, recommendations are formulated for furthering the development of ASP in Europe, and on the possible role of the European Federation for the Psychology of Sport and Physical Activity (FEPSAC).     

Critical issues confronting the advancement of applied sport psychology

Abstract

Despite considerable progress over the last 10 years, applied sport psychology confronts several persistent issues that continue to limit the growth and development of the field. Specifically, issues requiring more comprehensive and proactive attention and initiatives include: the training of graduate students, the accreditation of graduate programs, the job market, and the establishment of systematic educational outreach programs. Suggestions are offered regarding how enhancements in each of the aforementioned issues can be initiated, and potential benefits gained by students, faculty, and the general public are identified and discussed. Given the climate in many academic institutions emphasizing program downsizing, sport psychology may be approaching and confronting one of the most crucial crossroads in its existence. Without direct efforts to assure academic credibility and public confidence in the standards of training and practice, sport psychology may fail to actualize a meaningful future role in the competitive field of allied health service provision.     

Cognitive psychology in sport: Progress and prospects

ProblemThere has been a recent upsurge of research interest in cognitive sport psychology or the scientific study of mental processes (e.g., mental imagery) in athletes. Despite this interest, an important question has been neglected. Specifically, is research on cognitive processes in athletes influential outside sport psychology, in the “parent” field of cognitive psychology or in the newer discipline of cognitive neuroscience?ObjectivesThe purpose of this paper is to explore the theoretical significance of research on expertise, attention and mental imagery in athletes from the perspective of cognitive psychology and cognitive neuroscience.MethodFollowing analysis of recent paradigm shifts in cognitive psychology and cognitive neuroscience, a narrative review is provided of key studies on expertise, attention and mental imagery in athletes.Results and conclusionsThis paper shows that cognitive sport psychology has contributed significantly to theoretical understanding of certain mental processes studied in cognitive psychology and cognitive neuroscience. It also shows that neuroscientific research on motor imagery can benefit from increased collaboration with cognitive sport psychology. Overall, I conclude that the domain of sport offers cognitive researchers a rich and dynamic natural laboratory in which to study how the mind works.     

Integrating sport psychology and sports medicine in research: The dilemmas

Abstract

The recent acceleration of interest in conducting sport psychology research within sports medicine settings has prompted an introspection on the stringency of sport injury-focused research protocols and methodology. Much of the literature relating to the psychology of sport injury is anecdotal, comprised of conjecture, or is an extrapolation from allied psychological study. In addition, retrospective studies, involving the recall of an unpleasant event (i.e., sport injury) proliferate the literature. Quality research that integrates sport psychology and sports medicine presents a unique challenge because of the multifactorial nature of sport injury and the necessity for sound interpretation of research outcomes relative to the nature of psychology. sport, and injury. Confounding and complicating aspects of this integrated research include definition of injury variables, timing of data collection. evaluation of pain. and the physiological sequelae of injury. Research and methodological issues relating to sport psychology and sport injury are discussed.     

Applied sport psychology: Issues and challenges

Abstract

Achieving superior sport performance is often the result of well developed psychological skills (Morris &; Thomas, 1995). However, little is known about psychological skill development in athletes with disabilities (Hanrahan, 1998). The purpose of the present paper is to help sport psychologists in their work with athletes with physical disabilities. Although there are many similarities among athletes with and without disabilities, sport psychologists would benefit from an awareness of information unique to athletes with disabilities (Asken, 1991). I use a broad interpretation of psychological skills based on a holistic perspective and a personal development model (Vealey, 1988). Information is presented in the three areas of foundation, psychological, and facilitative skills, methods, and factors.     

Thinking critically in medicine and its ethics: relating applied science and applied ethics

ABSTRACT While interest in philosophy and medicine has burgeoned in the past two decades, there remains a need for an analysis of the intellectual activity embodied in good medical practice. In this setting, ethical and scientific decision-making are complexly interrelated. The following paper, collaboratively written by physicians and philosophers, presents a view of applied (clinical) science and applied ethics. Making extensive use of illustrations drawn from routine case material, we seek to indicate a variety of philosophic issues to be found in daily practice, elucidate various levels of critical reasoning within the medical setting, and demonstrate a remarkable similarity between medical and ethical decision-making.     

A Web-Based Survey of AAASP Members' Ethical Beliefs and Behaviors in the New Millennium

Association for the Advancement of Applied Sport Psychology (AAASP) members (N = 1121) were contacted via a series of five broadcast e-mail messages and asked to complete a web-based survey about their personal ethical beliefs and practices germane to the practice of applied sport psychology. The survey inquired about professional beliefs and behaviors of AAASP members using a survey similar to that of Petitpas et al. (1994) Petitpas, A., Brewer, B., Rivera, P. and Van Raalte, J. 1994. Ethical beliefs and behaviors in applied sport psychology: The AAASP ethics survey. Journal of Applied Sport Psychology, 6: 135–151. [Taylor & Francis Online] , [Google Scholar], which was instrumental in the development and adoption of AAASP's ethics code. Surveys were completed and returned by 322 individuals. Several differences with small to moderate effect sizes were found in the ethical beliefs and behaviors between men and women, professionals and students, AAASP Certified Consultants and non-Certified Consultants, and individuals from physical education and psychology backgrounds. Furthermore, many challenges to respondents' ethical thinking and conduct were identified. Respondents provided suggestions about the dissemination of ethical information and the role of the Ethics Committee. The results provide initial support for potential changes in the current ethical principles and standards of AAASP.     

The underutilization of applied psychology

Abstract

The utilization of social science and in particular of applied psychology is a complex process, beset with obstacles. Five approaches to gathering knowledge are described and a conceptually important distinction is made between Action-Research and Research-Action. The paper analyses a number of obstacles to utilization from the point of view of the research community, the potential user and the academic institutions which support the work. Evidence in relation to five barriers to application is used to identify a tentative model of underutilization.     

Rational and irrational beliefs in counselling psychology

Rational-emotive therapy (RET) holds that people largely make themselves neurotically anxious, depressed, hostile, and self-denigrating by strongly holding major dogmatic, absolutist, musturbatory beliefs and that they can use several cognitive, emotive and behavioral methods to modify these beliefs and increase their emotional health. This paper presents some evidence supporting this hypothesis and outlines the counseling advantages and disadvantages of active-directive cognitive restructuring.Invited address to British Psychological Association, Leeds, England, April 16, 1988.     

Assumptions in research in sport and exercise psychology

ObjectivesThe aim of this article is to outline how certain key assumptions affect the quality and interpretation of research in quantitative sport and exercise psychology.MethodsA review of three common assumptions made in the sport and exercise psychology literature was conducted. The review focused on three assumptions relating to research validity and the treatment and interpretation of observations. A central theme to this discussion is the assumption that research observations reflect true effects in a population.ResultsAssumptions often made in sport and exercise psychology research were identified in three key areas: (1) validity, (2) inferences of causality, and (3) effect size and the “practical significance” of research findings. Findings indicated that many studies made assumptions about the validity of the self-report psychological measures adopted and few provided a comprehensive evaluation of the validity of these measures. Researchers adopting correlational designs in sport and exercise psychology often infer causality despite such conclusions being based on theory or speculation rather than empirical evidence. Research reports still do not include effect size statistics as standard and confine the discussion of findings to statistical significance alone rather than commenting on “practical significance”.ConclusionResearch quality can only be evaluated with due consideration of the common assumptions that limits empirical investigation in sport and exercise psychology. We offer some practical advice for researchers, reviewers, and journal editors to minimise the impact of these assumptions and enhance the quality of research findings in sport and exercise psychology.     

Applied sport psychology: A view from britain

Abstract

Based on the findings of a field study with youth sport coaches, contextual factors in youth sport arc considered. Youth sport is discussed as a “developmental intervention” (Birkel, Lerner, &; Smyer, 1989). Although past research has examined a variety of issues in youth sport (e.g., coaching behavior, participation motivation), the dynamics of the context have been largely ignored. It is argued that situational factors may have important implications for the quality of children's youth sport experiences. Data arc presented to show the significance of contextual factors in coaches' experiences. Examples of previous interventions aimed at manipulating contexts arc offered and suggestions for future interventions, based on the present study, arc discussed. The roles of parents. spectator location. rules, and time are discussed in detail.     

Coherence and applied ethics

In order for a moral theory to support application it must be able to provide determinate answers to actual moral problems or, at the least, to significantly narrow acceptable options. It must also support the development of a genuine consensus, one that is disinterested, reasonable, and unbiased. I argue that theories concentrating on principles, or on rules, or on particular cases fail to meet these standards. A full coherence theory, taking into account principles, rules, practices, and judgments holds the greatest promise for successful application. I present a detailed outline of a full coherence theory that is principled, pluralistic, and comprehensive. This coherence theory includes three basic principles (expressed both negatively and positively), but binds these, in terms of their explication and application, to rules and practices. This theory respects current practices but also directs us to change practices and institutions and even the interpretation of basic moral principles. The theory includes ways to determine which aspect of moral experience should take precedence in given circumstances, ways to determine who has particular obligations, and how — by means of a mutuality principle — value may be enhanced under conditions of value conflict.     

Ethical issues in exercise psychology

Exercise psychology encompasses the disciplines of psychiatry, clinical and counseling psychology, health promotion, and the movement sciences. This emerging field involves diverse mental health issues, theories, and general information related to physical activity and exercise. Numerous research investigations across the past 20 years have shown both physical and psychological benefits from physical activity and exercise. Exercise psychology offers many opportunities for growth while positively influencing the mental and physical health of individuals, communities, and society. However, the exercise psychology literature has not addressed ethical issues or dilemmas faced by mental health professionals providing exercise psychology services. This initial discussion of ethical issues in exercise psychology is an important step in continuing to move the field forward. Specifically, this article will address the emergence of exercise psychology and current health behaviors and offer an overview of ethics and ethical issues, education/training and professional competency, cultural and ethnic diversity, multiple-role relationships and conflicts of interest, dependency issues, confidentiality and recording keeping, and advertisement and self-promotion.