The Effects of a Mental Training Program on Juniors Pre-Competitive Anxiety,Self-Confidence,and Tennis Performance

This investigation reports the impact of a season-long Mental Training Program (MTP) on two elite junior tennis players. The two reported cases were part of a study in which MTP players (n = 5) in addition to their tennis practice were exposed to 5 different psychological skills: goal setting, positive thinking and self-talk, concentration and routines, arousal regulation techniques, and imagery. Another group of elite junior tennis players (n = 4) followed the same amount and quality of tennis practice but received no mental training practice. Program effectiveness was evaluated through (a) the Competitive State Anxiety Inventory-2 (CSAI-2), (b) the athletes' appraisal on 8 aspects of tennis performance, and (c) tennis-specific statistical data of two selected cases. The results indicated an increase in the direction dimension of the somatic anxiety, cognitive anxiety and self-confidence for the intervention group at the posttest. Moreover, the intensity of self-confidence, as well as the overall tennis performance, were greater for all the participants of the intervention group after the MTP. Results on two selected cases are reported which clearly demonstrate the effectiveness of the MTP in eliminating specific performance problems.     

Student Perceptions of Salient Indicators of Integration of Faith and Learning (IFL): The Christian Vocation Model

This article presents findings from a qualitative study of 120 undergraduate students from seven schools in the Council for Christian Colleges and Universities. Using in-depth individual and focus group interviews, we explored participants' perceptions of salient indicators of integration of faith and learning (IFL) in the classroom. Findings highlight two main categories of indicators: 1) faculty relationships with God and with students, and 2) faculty competence, including specific IFL curriculum coverage and academically safe classroom settings. All indicators contributed to IFL experiences resonating with most students. We then set forth the Christian vocation model from our analysis to describe the interconnections between the two main categories. Implications, limitations, and suggestions for future research are discussed.     

A NOTE CONCERNING THE MATCHED GROUP DESIGN

Despite its strong logical and technical appeal, the employment of the matched group design in applied psychological research has been restricted by practical problems associated with its use. A procedure which circumvents several of the problems of conventional matching was described. Basically, the procedure involves pairing of subjects from two or more treatment pools after the completion of training or other treatment, but without knowledge of the performance of the subjects. Three empirical tryouts of the procedure were summarized. The procedure worked quite well when only two groups were involved and was fairly satisfactory when applied to four groups. Other experimental designs may be better when more than two groups are involved. It was concluded that matching from treatment pools after differential treatment of the pools warrants more extensive use in applied psychological research than it has been accorded in the past.     

TWO PSYCHOTIC PLAYWRIGHTS AT WORK: THE LATE PLAYS OF AUGUST STRINDBERG AND TENNESSEE WILLIAMS

August Strindberg and Tennessee Williams both became severely deranged during their playwriting careers. Both emerged from the most intense form of their derangement and wrote plays afterward. Strindberg, however, wrote his greatest plays after his psychosis; Williams, before his. Strindberg's psychosis spurred his creativity; that of Williams severely damaged his. This paper proposes that Strindberg mastered his psychosis and that in his late plays he dramatically symbolized psychotic processes. Williams, on the other hand, could neither access nor master his, and his late plays embody the repeated, unsymbolized acting out of his psychosis within an aesthetic context. These differences between the two playwrights become clear not through analysis of dramatic characters, but through changes that each playwright made to the dramatic medium itself.