Teacher–Practitioner Multiple-Role Issues in Sport Psychology

The potential for the occurrence of multiple-role relationships is increased when professors also consult with athletic teams on their campuses. Such multiple-role relationships have potential ethical implications that are unclear and largely unexplored, and consultants may find multiple-role relationships both difficult to deal with and unavoidable. Therefore, the purpose of this study was to explore the nature of teacher–practitioner multiple-role relationships. Participants (N = 35) were recruited from Association for the Advancement of Applied Sport Psychology (AAASP) certified consultants (CCs) who were also affiliated with a university (N = 68). All participants completed a 28-item survey exploring the incidence and relevant issues pertaining to multiple-role relationships. Chi-square analyses revealed that licensed mental health practitioners (i.e., psychologists and counselors) were more likely than nonlicensed AAASP CCs to believe that multiple-role relationships were never appropriate in sport psychology, χ²(1, N = 30) = 12.80, p < .001, and to have never taken part in a multiple-role relationship, χ²(1, N = 33) = 12.44, p < .001. Independent samples t tests revealed that mental health practitioners also reported that they would have higher levels of concern for both the practitioner, t(30) = –2.77, p = .009, and the client, t(30) = –2.50, p = .018, in such a relationship.     

Adult Learners’ Informal Learning Experiences in Formal Education Setting

Schools typically ignore an enormous part of students’ learning, i.e. informal learning. Such informal processes include intentional, incidental, and tacit learning and tend to be unnoticed because of their taken-for-granted nature. By conducting in-depth interviews with 15 students, two teachers, and two program coordinators of an adult education program, this study examines informal learning outcomes, processes, and personal informal learning experiences within formal education. The study aimed to reveal the interaction between formal and informal learning as well as the respondents’ experiences in this matter. Respondents report a diverse array of informal learning results. Respondents describe informal learning to occur through self-directed learning projects, daily conversations and experiences, and the program’s informal and hidden curriculum. According to respondents, informal learning has the potential to enrich and complement formal learning. Moreover, the findings point to potential personal, educational, and societal benefits of revealing informal learning within formal education. Implications for practice and future research are discussed.     

Adult Recidivism in United States: A Meta-Analysis 1994–2015

In 2014, adult correctional systems supervised an estimated 6.8 million individuals in the United States with 1 in 36 adults (or 2.8%) being under some form of correctional supervision. Unfortunately, not only are the number of individuals connected to the correctional system and the outlined disparities based on minority status worrisome, there is also the persistent concern of repeat offending. Given the fact that the most recent comprehensive meta-analysis examining predictors of adult offender was published in 1996, a current systematic review and meta-analysis focusing on United States samples of all types of re-offense is necessary for identifying current predictors of adult recidivism with U.S. studies from 1994 through 2015. Specifically, the questions addressed in this meta-analysis include (a) which attributes predict general, sexual, and violent recidivism for adults in the American justice system, and (b) are some characteristics more influential than others? We determined the following domains are statistically significant predictors of recidivism: age (r?=?.02), antisocial personality scales (r?=?.13), criminogenic needs (r?=?.10), distress (r?=?.06), family criminality (r?=?.18), family rearing (r?=?.16), gender (r?=?.19), history of antisocial behavior (r?=?.12), risk scales (r?=?.17), social achievement (r?=?.05), and substance abuse (r?=?.07). Implications are provided.     

Bounded Identities: Women and Religion in Colonial Brazil, 1550–1750

This article examines the creation of women's gender identity in the religious discourse of colonial Brazil and documents the creation of two separate norms—one for elite women and another for slave, lower-class, and mixed-race women. The Roman Catholic Church, closely linked with the Portuguese monarchic state and its colonial ambitions, transmitted both norms in religious guidebooks, missionary letters and sermons. This summary centers on the defining role for women in marriage, and indicates that the epoch of colonial Brazil is particularly important for feminist study. With the increasingly disparate perspectives on women from Late Antiquity, the Humanists, and Counter-Reformation theologians, this early modern era saw conflicted discourse concerning traditional gender roles.     

Unwanted Identities: A Key Variable in Shame–Anger Links and Gender Differences in Shame

The present study examined the role that unwanted identities play in accounting for extant findings concerning gender differences in shame-proneness. The construct of unwanted identities was also used to explain why powerful associations have been found between shame and anger. College students (48 men, 84 women) rated their feelings of shame, guilt, anger, and unwanted identities in response to the TOSCA-2 scenarios, known to yield robust gender differences in shame, and to new scenarios, meant to be more threatening to men's than women's identities. Even after accounting for shared variance between shame and guilt, evidence supported the conclusion that women's greater shame-proneness than men's could be an artifact, reflecting the more threatening nature of previous situations to women's identities. Mediational analyses also confirmed that unwanted identities elicit shame, which, in turn, is a powerful instigator of anger. Discussion focuses on inconsistencies between the present results and expectations based on previous theory and research.     

Implementing the Scientist–Practitioner Model in the Hospital Setting

Psychologists who work in hospital settings confront assorted challenges in implementing the scientist–practitioner model. Clinical psychologists must deal with the tension between an evidence-based model and the realities of clinical practice. Psychologists can gain a better understanding of what it means to function as a scientist–practitioner by understanding current debates in both psychology and medicine on the relationship between research and practice. Psychologists are not unique in the slow pace of implementing research into practice. Psychologists in hospitals can make a contribution to the treatment of medical patients by emphasizing the role of the treatment relationship in health-care outcomes. Medicine’s use of practice-based research networks provides a valuable structure for psychologists to emulate in order to function as active participants in the collection of practice-based evidence rather than passively accommodating to the evidence-based clinical practice guidelines.     

Freirean Philosophy and Pedagogy in the Adult Education Context: The Case of Older Adults’ Learning

Central tenets of Freirean philosophy and pedagogy are explored and applied to the emerging field of older adults’ learning (educational gerontology), a sub-field of adult education. I argue that many of Freire’s concepts and principles have direct applicability to the tasks of adult educators working alongside marginalized older adults. In particular, Freire’s ideas fit comfortably within a critical educational gerontology approach as they challenge prevailing orthodoxies and provide a robust analytical framework from which radical adult educators can work effectively in promoting social transformation.

A Journey between Identities: A Story of Education Students’ Journey to Ethiopia

The qualitative case study presented in this article describes and analyzes the experiences of Israeli education students, who joined a delegation to Ethiopia last year. This journey opened the doors of Ethiopia to the Ethiopian community’s younger generation, most of whom were born in Israel, and to the non-Ethiopian Israelis. During the journey, the participants coped with many challenges and a variety of experiences. They returned home having broken the stereotypes regarding the perception of Ethiopian Jewry, as well as racism, pluralism and relations between the majority and minority groups in Israel. In addition, the Ethiopian participants returned with the renewed identity and the new discourse that had been formed within the group as equal members of Israeli society.     

Young Adult Women’s Aspirations for Education and Career in Qatar: Active Resistance to Gendered Power

Sex Roles - Parental leave has been linked to numerous positive child and family outcomes, yet little is known about which new mothers and fathers take longer parental leaves. Using structural...     

Conceptualizing and Measuring Youth–Adult Partnership in Community Programs: A Cross National Study

Youth participation in program and community decision making is framed by scholars as an issue of social justice, a platform for positive youth development and effective citizenry, and a strategy for nation building. Recent literature reviews have consistently identified youth–adult partnership (Y–AP) as an effective type of youth participation across highly diverse contexts. These same reviews, however, note that indicators of Y–AP have not been conceptualized and validated for measurement purposes. The present study addresses this limitation by developing a brief measure of Y–AP that is explicitly grounded in current theory, research, and community practice. The measure was administered to youth in the United States, Malaysia, and Portugal (N = 610). Validation was assessed through factor analysis and tests of factorial, discriminant, and concurrent validity. Results confirmed the two predicted dimensions of the Y–AP measure: youth voice in decision making and supportive adult relationships. These two dimensions were also found to be distinct from other measures of program quality: safety and engagement. As predicted, they also significantly correlated with measures of agency and empowerment. It is concluded that the measure has the potential to support community efforts to maximize the quality of youth programs.     

Spiritual Values in Education: Lessons from Steiner?

This paper undertakes what might be described as an exploratory consideration of Steiner Waldorf education to see what light such an examination might throw upon and contribute to policy debates on spiritual education ^{1 1} This article is revised version of a paper presented at the Annual Meeting of the American Educational Research Association in Chicago, March 1997. View all notes. The paper seeks, through this, to further dialogue between Steiner Waldorf education and the ‘mainstream’ approaches to schooling represented in the UK state system, and considers possible research directions and policy strategies.

     

Trust and Satisfaction in Adult Child–Mother (And Other) Relationships

We examined relationships between adult children and their mothers from a relational perspective. We investigated positive regard for mother relationships versus other dyadic relationships and the role that trust plays in fostering satisfaction in these relationships. In Study 1, undergraduates completed surveys about their relationships with their mothers. Trust was the strongest predictor of satisfaction in participants’ relationships with their moms. In Study 2, adults older than 25 completed questions about their satisfaction with their relationships with their mothers. Participants were more satisfied with and more trusting of their mothers than of anyone other than their best friends. Trust was again the most important predictor of satisfaction in relationships with mothers (as well as in several other relationships).