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31.
Saarah D. Kison Kayla D. Moorer Margo C. Villarosa 《Counselling psychology quarterly》2015,28(3):345-359
Counseling psychology training programs predominately subscribe to the scientist–practitioner training model, which emphasizes the mutual integration of science and practice. There has been extensive debate surrounding the applicability of the scientist–practitioner training model to the field of counseling psychology, and existing commentary from both trainers and trainees has documented the potential challenges to adequately integrating science and practice. In the current article, three counseling psychology doctoral students outline their experiences in a program that adheres to the scientist–practitioner training model. In particular, they describe their involvement in both clinical and scholarly related activities, their experiences with the integration of science and practice, and how the scientist–practitioner model has influenced their overall professional development. Specific examples of how the scientist–practitioner model can shape the perspectives and career goals of psychologists-in-training are reviewed. 相似文献
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ObjectivesAlthough a growing presence within sport, elite athlete mothers have minimal presence within sport psychology research, particularly within the context of sociocultural expectations concerning motherhood and sport. The purpose of this study was to extend this understanding by examining how news media constructed elite athlete identities of prominent athlete mothers during the 2012 Olympic year.DesignA qualitative approach grounded in critical cultural sport psychology (Schinke & McGannon, 2014) was used to explore motherhood and athletic identity as socio-cultural creations shaped by media and the potential psychological implications.MethodAn ethnographic content analysis (Altheide, 1996) of 80 stories from North American news media collected from January 27, 2011 to December 31, 2012surrounding 10 prominent US athlete mothers was conducted. Visual data analysis of 99 images and 4 videos accompanying were also analyzed to contextualized the textual meaning(s) (Altheide & Schneider, 2013).ResultsA central narrative within which identities were constructed was identified: motherhood and athletics as a transformative journey. The meaning(s) and implication(s) of this narrative emerged differently depending on how two athlete mother identities were constructed: 1. athlete and mother in conflict and 2. athlete mother as superwoman.ConclusionsThis study extends critical cultural sport psychology and qualitative literature exploring elite mother athletes and the implications for athletic career (dis)engagement. 相似文献
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大学生学习动机问卷的初步编制 总被引:2,自引:0,他引:2
本研究结合开放式问卷所获资料,在文献研究的基础上建构了大学生学习动机的维度,编制了大学生学习动机问卷,并将之施测于427名大学生。问卷的因素分析结果表明:(1)大学生学习动机归并为求知兴趣、能力追求、声誉获取和利他取向四个维度;(2)自编大学生学习动机问卷的信度和效度指标均达到了心理测量学要求。 相似文献
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Boundary crossings in academia are rarely addressed by university policy despite the risk of problematic or unethical faculty—student interactions. This study contributes to an understanding of undergraduate college student perceptions of appropriateness of faculty—student nonsexual interactions by investigating the influence of gender and ethnicity on student judgments of the appropriateness of numerous hypothetical interactions. Overall, students deemed the majority of interactions as inappropriate. Female students judged a number of interactions as more inappropriate than did male students, and with a few exceptions, Mexican American and Anglo American students were similar in their ratings of the appropriateness of faculty—student interactions. These findings suggest that universities need to be proactive in establishing guidelines concerning faculty-student boundary crossings. 相似文献
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Brian T. Gregg Patrick H. Kitzman Anne Shordike 《Occupational Therapy in Mental Health》2013,29(1):86-107
This study explored student veterans coping with transitions to postsecondary education. An instrument using a Tailored Survey Design and an Adult Transitioning Framework was developed to collect coping responses of 13 veterans with deployment experience transitioning to postsecondary education. Results indicated 38% reported difficulty managing finances, 93% utilized military training to manage stressors, and 38% sought environmental supports provided by the university. Findings suggest previous military experiences can be incorporated into occupations supporting individual coping skill development for the transition to postsecondary education. Further research is needed to understand barriers and facilitators of student veteran engagement in university resources. 相似文献
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This study investigated the influences of social comparisons on group polarization in decision making among members of selected Kenyan secondary school disciplinary panels. Ten participants from 10 selected secondary school disciplinary panels were involved. Semi-structured interviews were used to collect qualitative data on the experiences of the participants regarding the influences of social comparisons on their decision-making behaviours during participation in their schools’ disciplinary hearing meetings. The results revealed that in the dynamic interactions among disciplinary panel members during disciplinary hearing meetings, the panel members engaged in social comparisons among themselves, leading to their shifts in decision-making behaviours in favour of consensus in group decisions or group polarization in decision making. 相似文献
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Henry D. Mason 《Journal of Psychology in Africa》2013,23(4):354-360
This study investigated the associations between gratitude, measures of well-being, and indicators of psychological distress (depression and negative emotion) among South African university students. Data were collected from 198 first-year university students (female = 69.70%; mean age = 20.55 years, SD = 1.70 years) using measures of gratitude, flourishing, well-being, depression, and negative emotion. The results showed that gratitude is positively associated with measures of well-being, and inversely related to indicators of psychological distress. University-based support programmes should consider gratitude interventions to support student success. 相似文献
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ObjectivesThe purpose of this study was to examine emotional self-regulation and interpersonal emotion regulation within a team of competitive athletes.DesignInstrumental case study approach (Stake, 1995).MethodData collection involved multiple semi-structured interviews with all four members of a female high-performance curling team, as well as observation of team meetings, practices, and games over the entire season.ResultsAnalyses produced the main themes of emotional self regulation (body language and self-censorship) and interpersonal emotional regulation (providing positive and/or technical feedback, humour, cueing teammates about their emotions, prosocial actions and indirect actions). We also identified factors influencing emotional regulation (length of time together, team dynamics/cohesion, context, social norms and team roles, and seeking support outside the team).ConclusionsAthletes were aware of and took into account social and contextual factors (e.g., social norms and role on team) when regulating emotions in a team context, and they also identified challenges associated with emotional regulation within the team. Findings highlight the complex interplay between athletes' emotions, emotional expression, and self-regulation to achieve multiple goals (e.g., positive performances, positive social relationships), as well as the importance of examining interpersonal processes related to emotion and emotion regulation within team sports. 相似文献