More than Words: Applying the Discipline of Literary Creative Writing to the Practice of Reflective Writing in Health Care Education

This paper examines definitions and uses of reflective and creative writing in health care education classrooms and professional development settings. A review of articles related to writing in health care reveals that when teaching narrative competence is the goal, creative writing may produce the best outcomes. Ultimately, the paper describes the importance of defining literary creative writing as a distinct form of writing and recommends scholars interested in using literary creative writing to teach narrative competence study pedagogy of the field.     

Matches and mismatches between telic dominance and type of sport: Changes in emotions and stress pre- to post-performance

This study was intended to test the proposition that telic dominant individuals have a greater affinity and preference for endurance sports compared to paratelic dominant individuals who prefer explosive sports. The Telic Dominance Scale (TDS) was used to divide 66 university students into telic (high) and paratelic (low) dominance groups (n = 33 in each group). The state version of the Tension and Effort Stress Inventory (TESI) was completed before and after participation in an endurance sport (long distance running) and an explosive sport (basketball). It was predicted that participation in a preferred sport would produce a higher level of positive response for each group. This prediction was not supported. Irrespective of the type of sport, participation consistently produced positive changes in emotional tone with significant increases in excitement and decreases in anxiety, boredom, sullenness, modesty, resentment, and guilt. Some differences were found between groups and between sports. The telic group had higher levels of pride, gratitude, and virtue. Placidity, somatic tension stress and effort stress were higher for running than basketball. The findings are discussed within reversal theory’s motivational constructs and the broader context of sport and exercise adherence in health care.     

Aggression,violence, and the death of a Dutch soccer hooligan: A reversal theory explanation

In March 1997, an aggressive and violent confrontation took place between more than 3000 rival soccer hooligans in the small town of Beverwijk in the Netherlands. In the prearranged and well‐organized confrontation, a 35 year‐old man was beaten and stabbed to death and others were seriously wounded. In this paper, the details of what happened at Beverwijk and the response of the Dutch authorities, including the subsequent arrest and conviction of the main perpetrators, are reviewed. In addition, the psychological approach of reversal theory [Apter MJ. 1992. The Dangerous Edge. New York: The Free Press] is used to answer several unresolved questions about the motivation of the Dutch soccer hooligans involved in the aggressive behavior and violent fighting at Beverwijk. Aggr. Behav. 28:1–10, 2002. © 2002 Wiley‐Liss, Inc.     

“How many bad apples does it take to spoil the whole barrel?”: Social exclusion and toleration for bad apples

In social dilemmas, where personal welfare is in conflict with collective welfare, there are inherent incentives to act non-cooperatively. Moreover, there is evidence that the example of a few uncooperative group members (“bad apples”) is more influential than the example of comparable numbers of cooperative members (a bad apple effect). Two studies are reported that examine the functional relationship between the number of likely bad apples and individual cooperation, and whether and when the threat of social exclusion for uncooperative behavior may effectively counter the temptation to follow the example of such “bad apples”. It is shown that (a) the threat of exclusion is sufficient to counter the temptation to follow a few bad apples’ example, (b) such threats cannot, however, overcome the cooperation-degrading effects of large numbers (e.g., a majority) of bad apples, and (c) the effectiveness of such threats may be greater in relatively smaller groups.     

Analysis of recent incidents of on-field violence in sport: legal decisions and additional considerations from psychology

This article focuses on two recent incidents of serious on-field violence in sports and the legal consequences for those involved. The two incidents occurred in Dutch football (soccer) and became infamous owing to the nature of the violent incidents and widespread media coverage. The legal outcomes of these two incidents are described, and some of the difficulties that legal authorities face in considering assaults on the sports field are discussed. A new way of categorizing such violent incidents and the motivation behind them, based on an established psychological theory [reversal theory, Apter, 1982, 2001] is proposed. Taken along with the other points made in this article, being aware of when and how individuals cross the boundaries between play and anger, power or thrill violence may provide an additional perspective to making informed decisions about illegal violent acts on the sports field.     

The Wakonse Conference on College Teaching

A Wakonse Conference on College Teaching is a week-long retreat that provides renewal and support for college teaching. Offered in a secluded environment away from campus, it engages faculty from various colleges in demonstration and discussion of what makes teaching effective and rewarding. Wakonse is a grassroots movement within the academy to bring teaching to the forefront and make it central to the mission of higher education. Support for what makes Wakonse effective can be found in much of the student development literature.     

Stimulus and response contributions to the children's reaction-time repetition effect

Adults and 8-, 10-, 12-, and 14-year olds completed a serial reaction-time task with two stimuli mapped to each of two responses and 100-, 500-, and 1000-msec response-stimulus intervals (RSIs). Trials were classified as (1) identical (same stimulus and same response on two consecutive trials), (2) response equivalent (different stimulus but same response on two consecutive trials), or (3) different (different stimulus and different response on two consecutive trials). Identical and different trials were compared as a general indication of repetition effects. Response-equivalent minus identical reaction time identified stimulus contributions, and different minus response-equivalent reaction time identified response contributions. Adults received a repetition advantage at all RSIs and children received a repetition advantage at 500- and 1000- but not 100-msec RSIs. Stimulus contributions accounted for the repetition effect for both adults and children. At the 500- and 1000-msec RSIs, both the overall repetition effect and stimulus contribution were positive and decreased in magnitude as age increased. The response contribution was independent of RSI and was negative for 8- and 10-year-olds and near zero or positive for older performers. At the longer RSIs, positive stimulus contributions were sufficient to overcome the negative response contributions present for younger children.