Perceptions of Engaging With a Super-Strengths Approach in Elite Sport

Strengths-based approaches (underpinned by positive psychology) are scarcely documented in sport. This study explored perceptions of a strengths-based approach (termed super-strengths) on psychological characteristics and performance in elite sport. Semistructured interviews were conducted with athletes (N = 12) who had previous experience of working with a sport psychology practitioner on super-strengths. Thematic analysis of the data indicated that super-strengths had a positive influence on athletes’ mind-set, confidence (e.g., self-belief), clarity of purpose (e.g., goal direction), drive, coping ability, and performance. Findings highlight the potential benefits of adopting strengths-based approaches in sport, and recommendations for future research are provided.     

The Effect of Manipulating Training Demands and Consequences on Experiences of Pressure in Elite Netball

Testing the efficacy of a pressure training framework (Stoker, Lindsay, Butt, Bawden, &; Maynard, 2016 Stoker, M., Lindsay, P., Butt, J., Bawden, M., &; Maynard, I. (2016). Elite coaches' experiences of creating pressure training environments. International Journal of Sport Psychology, 47(3), 262–281.[Web of Science ®] , [Google Scholar]), the present study investigated whether manipulating training demands and consequences altered experiences of pressure. Elite Netballers (M_age = 26.14 years) performed a Netball exercise in a randomized, within-subject design with four conditions: a control, consequences, demands, and demands plus consequences condition. Compared with the control, self-reported pressure was significantly higher in the consequences and demands plus consequences condition but not in the demands condition. The findings provide mixed support for manipulating demands and strong support for manipulating consequences as a means for producing pressure.     

I Dig Therefore We Are: Community Archaeology,Place‐based Social Identity,and Intergroup Relations Within Local Communities

Community involvement in archaeological digs aims to reconnect people with the history and heritage of where they live. This paper applies social psychological theories to understand how community archaeological projects create opportunities for place‐based social identity and positive intergroup relations. Focus groups were conducted across five areas of Greater Manchester (UK) with 24 participants who volunteered for Dig Greater Manchester, a community archaeology initiative. The focus groups aimed to understand how experiences of participating in digs and exploring local heritage modified, strengthened or initiated identification with place and community, thus moving from individual levels to social levels of identity. The findings offer insight as to the ways in which people make sense of their own—and others'—place‐based social identities as a result of participating in community archaeological digs . Copyright © 2017 John Wiley & Sons, Ltd.     

Professional Online Support Group Facilitators: Guarantors of Maximal Group Utility

Synchronous online support groups (OSGs) represent a promising psychosocial resource, as they offer many of the same therapeutic factors as face-to-face groups as well as unique benefits (e.g., anonymity, convenience). Despite their advantages, OSGs also present challenges to participation, including lack of visual cues, disjointed text communication, and rapid pace, which render the presence of a professional facilitator especially important. This study involved an in-depth qualitative analysis of 38 sessions of four time-limited OSGs for informal caregivers (i.e., family) of patients with advanced-stage cancer. Results depict the ways in which four trained facilitators maximized the utility of their respective online groups—namely, by structuring and guiding, actively scanning, and modulating experiencing. These findings expand our limited understanding of the facilitative processes that take place in OSGs and may be clinically informative to professionals with an interest in this relatively novel group modality.     

Children's narrative memory for accidents and their post‐traumatic distress

This study examines how the quality of children's memory for a traumatic event is related to trauma‐related distress and adjustment. Four to 7 weeks after an accident requiring hospitalisation, 80 children aged 7–16 were asked to provide a narrative memory of the event. Age and the quality of the memory report based on its lexical and cohesive structure accounted for a significant and sizable proportion of the variability in the children's intrusive symptoms about the event after considering trauma severity and the child's language ability and gender. There was no significant relationship between memory quality and event specific avoidant symptoms. Children who were troubled by intrusive symptoms at 4 to 7 weeks continue to seek personal control and mastery by cognitively making sense of their experiences. The study's implications for understanding the process of children's adaptation to such events and for the development of chronic problematic adjustment are discussed. Copyright © 2006 John Wiley & Sons, Ltd.     

A comparison of working memory skills and learning in children with developmental coordination disorder and moderate learning difficulties

The present study compared 6–11 years old with developmental coordination disorder (DCD) and those with moderate learning difficulties (MLD) on measures of memory (verbal short‐term and working memory, visuo‐spatial short‐term and working memory), literacy and numeracy, and IQ. The findings indicate that children with DCD appear to be impaired in all four areas of memory function; in particular they performed at significantly lower levels than children with MLD in measures of verbal short‐term memory, visuo‐spatial short‐term and working memory. In contrast, performance of children with MLD in the memory measures was within age‐expected levels, with deficits observed only in verbal working memory tasks. There were also differential links between memory and attainment between the two groups, and these were significant even after statistically accounting for the contribution of IQ. Reasons for why working memory contributes to learning in these two developmental groups are discussed. Copyright © 2006 John Wiley & Sons, Ltd.     

Longitudinal relations between forgiveness and conflict resolution in marriage.

Does forgiveness predict later conflict resolution in married couples? Twelve-month follow-up data on conflict resolution were collected from the couples studied by F. D. Fincham, S. R. Beach, and J. Davila, who had provided earlier reports of forgiveness and conflict resolution. For wives, the positive dimension of forgiveness or benevolence predicted husbands' later reports of better conflict resolution controlling for initial levels of conflict resolution. This finding was independent of wives' marital satisfaction and the degree of hurt engendered by husbands' transgressions. For husbands, the only predictor of wives' reports of later conflict resolution was initial level of conflict resolution. The findings are discussed in terms of the direction of effect between forgiveness and conflict resolution and of the mechanisms that might link them.     

Diagnostic Features,Symptom Severity,and Help-Seeking in a Media-Recruited Sample of Women with Driving Fear

This paper examines the clinical features, symptom severity, diagnostic profile, and help-seeking behaviour of a media-recruited sample of driving-fearful women. Results support previous findings of the primary foci of fear as motor vehicle accidents as well as specific driving situations and conditions. Consistent with prior research, there was difficulty relating the foci of fear to current diagnostic concepts. Social concerns were identified as having a role in driving fear for some individuals. Fearful participants exhibited high levels of fear and symptom severity according to various diagnostic and self-report measures, although most reported that they would be unlikely to seek professional psychological help or driving instruction. Assessment of cognitions indicated a range of errors likely to maintain anxiety and fear reactions that would be a target of treatment. There were no group differences in number of major recent accidents, although fearful drivers learnt to drive later than controls, suggesting early fearfulness.

Driving fear and driving skills: comparison between fearful and control samples using standardised on-road assessment

The present study explores driving skills in a group of 50 media-recruited driving-fearful and 50 control drivers, all of whom were women. Participants completed an on-road practical driving assessment with a professional driving instructor. Diagnostic as well as pre-post self-report and instructor driving assessments were conducted. Fearful drivers made more errors on the driving assessment than controls. However, the pattern of errors was identical for both groups, indicating that fear and anxiety may be associated with the number rather than the type of driving errors made. These differences remained when factors such as driving history, current driving frequency, and diagnosis were controlled using case selection. More research is needed to replicate the findings in more diverse samples. Additional work should also aim to clarify the specific role of driving skills in driving fear, which will facilitate treatment planning for exposure-based treatments and help identify cases where driving skills assessment may be appropriate.     

The relationship between career decision status and important work outcomes

This paper describes a longitudinal study exploring the relationship between career decision status and work outcomes (i.e. job satisfaction, organizational commitment and performance) in a group of newly appointed graduates. Graduates employed into similar roles in a large Multinational Consultancy were tracked over 12 months at three time intervals: on appointment; 6 months after appointment and 12 months after appointment. It was concluded that job satisfaction promotes career comfort, decidedness predicts organizational commitment and this relationship is moderated by met expectations, and that neither being decided or comfortable predicts performance. Some evidence was found to suggest that those employees claiming high self-clarity (that is knowledge of their abilities, skills, and personality) were rated as higher performers. It was concluded that career decidedness is still relevant to a contemporary work environment, but that comfort with career decisions and knowledge of self (i.e. self-clarity) has the potential for far greater impact.