Elite Athletes' Experience of Coping With Emotional Abuse in the Coach–Athlete Relationship

In this article, we explore the coping strategies used by elite athletes in response to emotional abuse experienced within the coach–athlete relationship. The athletes in this study adopted emotion- and avoidance-focused coping strategies to manage their feelings in the moment that emotional abuse occurred. Over time, athletes accessed support networks and engaged in sense making to rationalize their experiences. The potential of coping-level intervention to develop individual resources and to break the cycle of emotional abuse in sport is highlighted. We suggest that as primary agents of ensuring athlete's protection, sport psychologists need appropriate safeguarding training.     

Initiating and Sustaining Emotional Abuse in the Coach–Athlete Relationship: An Ecological Transactional Model of Vulnerability

The purpose of this study was to explore the process by which emotional abuse occurs and is often sustained in sport. Methods were established in congruence with the iterative nature of grounded theory. In total, 18 retired elite athletes participated in the study. In-depth semistructured interviews were conducted with each participant, and data were coded using open, axial, and selective coding techniques. Data were interpreted to suggest that the perpetration of emotional abuse in the coach–athlete relationship is closely tied to ambitions and philosophies of athlete development. Based on the findings, an ecological transactional model of vulnerability to emotional abuse in the coach–athlete relationship is proposed. Recommendations are made for future prevention and intervention initiatives.     

Work–Family Balance, Well-Being, and Organizational Outcomes: Investigating Actual Versus Desired Work/Family Time Discrepancies

Purpose

The purpose of the current study was to describe and test two new correlates of work?Cfamily balance, based on discrepancies between actual and desired hours spent in the work domain (work hour discrepancy, WHD) and family domain (family hour discrepancy, FHD).

Design/Methodology/Approach

Participants were 330 employees of a moderate-sized, southeastern university who responded to a survey sent via e-mail.

Findings

Analyses indicated support for the utility of work and FHD scores for individual and organizational outcomes. Data also indicated FHD predicted work?Cfamily balance, well-being, and intention to leave above and beyond the individual components of actual and desired family hours, whereas WHD did not predict beyond individual components. Work?Cfamily balance mediated relationships between FHD and quality of life, stress, depression, and intention to leave.

Implications

This study provides support for incorporation of discrepancy indices in future work?Cfamily research. FHD predicted outcomes over and above the individual components of actual and desired hours whereas WHD did not, suggesting that compatibility between what an individual desires and experiences in the family domain may have a stronger influence on well-being and organizational outcomes compared to compatibility in the work domain.

Originality/Value

These results are important given past focus on concepts such as work schedule fit (e.g., Moen, It??s about time: couples and careers, 2003), in that we extend past findings by also incorporating fit between values and experiences in the family domain, and linking discrepancies with work?Cfamily balance, well-being, and organizational outcomes.     

Does Alternating Between Masculine and Feminine Pronouns Eliminate Perceived Gender Bias in Text?

This study explores whether alternating betweenthe pronouns he and she ina text is an effective way to avoid sexist language.Participants were psychology students at a largemidwestern university and were predominately White and frommiddle-class backgrounds. Students read two versions ofan essay, one that alternated between masculine andfeminine pronouns and one that exclusively used paired, he or she-type pronouns. Readersperceived the alternating version to be biased in favorof females and lower in overall quality than the pairedversion. However, the alternating version appeared to be more effective at combating sexism,suggesting an alternating strategy may be desirable forauthors with this goal. If the author is not primarilyconcerned with increasing readers' awareness of gender issues, techniques such as pluralization or thesingular they may be moreappropriate.     

Stressed and Happy? Investigating the Relationship Between Happiness and Perceived Stress

Developing interventions to increase happiness is a major focus of the emerging field of positive psychology. Common beliefs about the need to reduce stress to obtain happiness suggest that stress management activities should be included in these interventions. However, the research on the relationship between positive and negative affect is equivocal. Theoretically, they are conceptualized as independent dimensions, but research has often found an inverse relationship between happiness and stress. In addition, the research generally attempts to assess stress objectively rather than in terms of the cognitive appraisal process. The current study examines the relationship between perceived stress and happiness among 100 college students to determine if the same inverse relationship exists. Linear correlations between happiness and perceived stress were significant indicating that there was an inverse relationship between these variables. The discussion focuses on several factors that might help to explain the observed relationship.     

The Understanding and Experience of Mixed Emotions in 3–5-Year-Old Children

The term mixed emotions refers to the presence of two opposite-valence emotions toward a single target. Identifying when children begin to report experiencing and understanding mixed emotions is critical in identifying how skills such as adaptive functioning, coping strategies, environmental understanding, and socioemotional competence emerge. Prior research has shown that children as young as 5 years old can understand and experience mixed emotion, but perhaps appropriately sensitive methodologies can reveal these abilities in younger children. The present study evaluated 57 children between 3 and 5 years old for mixed emotion experience and understanding using an animated video clip in which a character experiences a mixed emotional episode. Ordinal logistic regression was utilized to examine the relation of gender, attention, and understanding of content to experience and understanding of mixed emotion. While only 12% of children reported experiencing mixed emotion while watching the clip, 49% of children—some as young as 3 years old—were able to recognize the mixed emotional experience of the character. Thus, mixed emotion understanding emerges earlier than previously identified and the expression of understanding may develop independently of the ability to report mixed emotion experience. These findings are discussed in relation to cognitive and developmental considerations.     

Do People Know How Their Personality Has Changed? Correlates of Perceived and Actual Personality Change in Young Adulthood

Abstract How much do we think our personality changes over time? How well do our perceptions of change correspond with actual personality change? Two hundred and ninety students completed measures of the Big Five personality traits when they first entered college. Four years later, they completed the same measures and rated the degree to which they believed they had changed on each dimension. Participants tended to view themselves as having changed substantially, and perceptions of change showed some correspondence with actual personality change. Perceived and actual change showed theoretically meaningful correlations with a host of variables related to different aspects of college achievement and adjustment.     

Connection Between Parent–Child Religiosity: Moderated Mediation by Perceived Maternal and Paternal Warmth and Overprotection and Emerging Adult Gender

Previous research has shown a strong connection between parental religiosity and parenting behaviors in the transmission of religion from parent to child. Our study expanded upon previous research by examining how perceived maternal and paternal warmth and overprotection mediated the relation between parental and personal religiosity in males and females. A sample of 486 emerging adults reported maternal, paternal, and personal religiosity as well as their parents’ parenting behaviors. Results indicated that perceived paternal warmth served as a mediator for males only but neither perceived maternal nor paternal overprotection mediated the relationship between parental religiosity and emerging adult religiosity. Gender moderated the paths from perceived paternal religiosity to paternal overprotection, such that the relationship was stronger for females, and perceived paternal warmth to emerging adult religiosity, such that the relationship was stronger for males. Overall, results demonstrated that mediation effects occurred for males only, suggesting moderated mediation.

     

Pediatric Whole Exome Sequencing: an Assessment of Parents’ Perceived and Actual Understanding.

Whole exome sequencing (WES) is an integral tool in the diagnosis of genetic conditions in pediatric patients, but concerns have been expressed about the complexity of the information and the possibility for secondary findings that need to be conveyed to those deciding about WES. Currently, there is no validated tool to assess parental understanding of WES. We developed and implemented a survey to assess perceived and actual understanding of WES in parents who consented to clinical WES for their child between July 2013 and May 2015. Fifty-three eligible surveys were returned (57% response rate). Areas with both low perceived and actual understanding about WES included how genes are analyzed and lack of protection against life insurance discrimination. Parents also had low actual understanding for two questions related to secondary findings – reporting of secondary findings in a parent (if tested) and whether secondary findings can be related to traits such as height and hair color. Further work to develop a validated tool to assess understanding of WES would be beneficial as WES is integrated more frequently into clinical care.     

Are Actual and Perceived Intellectual Self‐enhancers Evaluated Differently by Social Perceivers?

Do actual and perceived self‐enhancement entail differing social impressions (i.e. interpersonal evaluations)? Actual self‐enhancement represents unduly positive self‐views, as gauged by an objective criterion (in this case, IQ scores), whereas perceived self‐enhancement involves the extent to which an individual is seen by informants (i.e. peers or observers) as self‐enhancing. In an online survey (N = 337), a laboratory experiment (N = 75), and a round‐robin study (N = 183), we tested the effects of actual and perceived intellectual self‐enhancement on (informant‐rated) emotional stability, social attractiveness, and social influence. Actual self‐enhancers were rated as emotionally stable, socially attractive, and socially influential. High perceived self‐enhancers were judged as socially influential, whereas low‐to‐moderate perceived self‐enhancers were deemed emotionally stable and socially attractive. Privately entertained, illusory positive (even extreme) self‐beliefs confer social benefits, whereas being perceived as self‐enhancing buys social influence at the cost of being despised. Copyright © 2013 European Association of Personality Psychology     

Perceived Parental Control and Parent–Child Relational Qualities in Chinese Adolescents in Hong Kong

Chinese secondary school students (N = 3,017) were asked to respond to instruments that measure subjective evaluation of parental behavioral control (indexed by parental knowledge, expectation, monitoring, discipline, and demandingness, as well as Chinese parental control attributes), parental psychological control, and parent–child relational qualities (satisfaction with parental control, child's readiness to communicate with the parents, and perceived mutual trust). Results showed that Chinese adolescents perceived their fathers and mothers to be different in terms of the above indicators, and they suggest that the notion of “strict father, kind mother” in traditional Chinese culture has changed to “strict mother, kind father” in contemporary Chinese culture. Results also showed significant main effects of the child (boys vs. girls) and interaction effects of parents and gender of the child. Finally, parental educational levels were positively related to perceived parental control processes and parent–child relational qualities.     

Perceived Parent–Child Relations and Adolescent Self-Esteem

We used data drawn from the National Longitudinal Study of Adolescent Health to assess the independent and interactive correlations of maternal and paternal parenting with adolescent self-esteem. Specifically, ordinary least squares regression was used to provide estimates for a large, culturally diverse sample of married, biological parent-families with adolescent children. Our results suggested that adolescent reports of mothers’ and fathers’ physical availability, involvement, and quality of relations are each independently associated with adolescent self-esteem. In addition, statistically significant interactions indicated the positive associations of one parent’s involvement and high quality relations with self-esteem grow stronger in the presence of high involvement and relationship quality of the second parent. Our study highlights the need to assess the independent and interactive associations parents have with the well-being of their children.     

The Interface Between Sartre’s Theory of Emotions and Depersonalization/Derealization

Human beings are emotional beings and emotions are one’s way of relating to the world. Sartre’s Emotions, An Outline of a Theory lies on the borderline between psychology and philosophy. In this paper I will attempt to present the interface of Sartre’s philosophical theory of emotions with the signs and symptoms of depersonalization/derealization syndrome as presented in the psychiatric/psychological literature. I will begin by concisely situating Sartre’s concept of emotions within the Sartrean doctrine of existentialism, and follow with a brief summary of Bernard Frechtman’s translation of Sartre’s “The Emotions, An Outline of a Theory”. I will focus on the Introduction and Chapter Three, where Sartre presents the findings of his phenomenological study that purport to reveal the “essence” of emotions. Next, I will introduce the diagnostic components of the depersonalization/derealization syndrome which is a subcategory of dissociative disorders as defined in the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (2013) as well as criteria of International Classification of Diseases—10th edition (1992) and highlight the similarities with Sartre’s characterization of emotional behavior. Finally, I will attempt a brief comparison between Sartre’s theory of emotions and depersonalization/derealization syndrome using literary and philosophical critiques of Sartre’s “Emotions” and theoretical as well as research papers from the psychiatric literature. The focus will be on the similarities and incongruities between Sartre’s characterization of emotions and psychiatric diagnoses of depersonalization/derealization syndrome.     

Parent–Adolescent Discrepancies in Perceived Parenting Characteristics and Adolescent Developmental Outcomes in Poor Chinese Families

We examined the relationships between parent–adolescent discrepancies in perceived parenting characteristics (indexed by parental responsiveness, parental demandingness, and parental control) and adolescent developmental outcomes (indexed by achievement motivation and psychological competence) in poor families in Hong Kong. A sample of 275 intact families having at least one child aged 11–16 experiencing economic disadvantage were invited to participate in the study. Fathers and mothers completed the Parenting Style Scale and Chinese Parental Control Scale, and adolescents completed the Social-Oriented Achievement Motivation Scale and Chinese Positive Youth Development Scale in addition to paternal and maternal Parenting Style Scale and Chinese Parental Control Scale. Results indicated that parents and adolescents had different perceptions of parental responsiveness, parental demandingness, and paternal control, with adolescents generally perceived lower levels of parenting behaviors than did their parents. While father–adolescent discrepancy in perceived paternal responsiveness and mother–adolescent discrepancy in perceived maternal control negatively predicted adolescent achievement motivation, mother–adolescent discrepancy in perceptions of maternal responsiveness negatively predicted psychological competence in adolescents experiencing economic disadvantage. The present findings provided support that parent–child discrepancies in perceived parenting characteristics have negative impacts on the developmental outcomes of adolescents experiencing economic disadvantage. The present study addresses parent–child discrepancies in perceived parental behaviors as “legitimate” constructs, and explores their links with adolescent psychosocial development, which sheds light for researchers and clinical practitioners in helping the Chinese families experiencing economic disadvantage.     

Promoting the Scientist–practitioner Mindset in Clinical Training

While the scientist–practitioner model of training has enjoyed wide-spread appeal, difficulties in implementing the model have continued since its inception. Despite these difficulties, we remain advocates of the model and believe responsibility for inculcating a scientist–practitioner mindset rests with both training programs and trainees themselves. Thus, we offer several suggestions for both trainees and training programs in hopes of perpetuating the scientist–practitioner ideal.     

Training Experiences as Mediators of the Association Between Gender-Role Egalitarianism and Women��s Adjustment to Marine Recruit Training

Women may face particular challenges adjusting to the military environment, in part due to their numerical minority status in a traditionally male culture. In addition, women are more likely than men to experience the added stressor of sexual harassment. We examined several potential mediators of the relationship between gender-role egalitarianism and adjustment to boot camp training in a sample of 658 female U.S. Marine recruits. Results indicated that sexual harassment, performance stress, and unit cohesion mediated the relationship between egalitarianism and mental health symptomatology. These findings suggest that beliefs about gender roles are important to consider in efforts to improve women??s adjustment in the military.     

The Role of Socially Prescribed Perfectionism in the Link Between Perceived Racial Discrimination and African American Adolescents’ Depressive Symptoms

Research examining the social origins of perfectionism has focused on negative evaluative experiences in the family, with less attention to negative social evaluations in other contexts and situations relevant for African American adolescents. The experience of racial discrimination is common for African American youth, and may trigger maladaptive perfectionistic beliefs if the youth perceive that they do not meet others’ standards (socially prescribed perfectionism) or internalize discriminatory messages. Thus, the present study examined longitudinal associations among racial discrimination, socially prescribed perfectionism, and depressive symptoms among a community sample of urban and predominantly low income African American adolescents (n?=?492; 46.7 % female). In each of grades 7, 8 and 9, participants reported their experiences with racial discrimination, perfectionistic beliefs, and depressive symptoms. Analyses revealed that experiences with racial discrimination in grade 7 were associated with socially prescribed perfectionism in grade 8 which, in turn, was linked with depressive symptoms in grade 9. Results suggest that prospective associations between the experience of racial discrimination and depressive symptoms are due, in part, to increased socially prescribed perfectionism. Implications for interventions targeting depression in African American are discussed.     

The Relation Between Childhood Gender Nonconformity and Adult Masculinity–Femininity and Anxiety in Heterosexual and Homosexual Men and Women

Recalled childhood gender nonconformity (CGN) and adult traits—e.g., masculinity–femininity of occupational preferences (MF-Occ), self-ascribed masculinity–femininity (Self-MF), self-reported anxiety—were assessed in an ethnically diverse US convenience sample of California college students and gay pride attendees, including 238 heterosexual men, 127 gay men, 343 heterosexual women, and 197 lesbian women. CGN showed large heterosexual–homosexual and gender differences, with homosexual individuals higher than heterosexual individuals and women higher than men. CGN was significantly associated with both men’s and women’s MF-Occ and Self-MF, both within and across sexual orientations. CGN was associated with self-reported anxiety for men but not for women, a finding true for both heterosexual and gay men, suggesting that CGN had a more negative impact on men than women.