Representations of guidance counselors,psychologists, and psychoeducators regarding psychological assessment

IntroductionSocial representations related to collaborative/therapeutic and information-gathering assessment could explain some psychological assessment practices. However, no other study has attempted to examine the actual place of these models in psychological assessment practices.ObjectiveThe goal of this study was to examine the social representations of different groups of professionals with regard to their preferred approach to psychological assessment.MethodA latent profile analysis was conducted on a sample of licensed Canadian guidance counselors (n = 382), psychologists (n = 235), and psychoeducators (n = 97).ResultsResults revealed three psychological assessment profiles, which significantly differ in terms of a few social factors. Results also showed that some psychological assessment practices differ across profiles.ConclusionThis study provides a better understanding of psychometric instruments users’ approaches to assessment and the influence of social factors.     

Does success breed success? An investigation of momentum in elite recurve archery

We investigate the existence of momentum or the “hot hand” phenomenon in recurve archery, in which archers have three shots per set. We collected the performance of archers along with the control variable (player difference) and game data (set score difference, shooting order and game type). We set out to compare the outcome (bullseye, 10 points, probability) and performance (scores of the third shot) in a range of cases with the previous two shots. The most obvious finding to emerge from this study is the powerful evidence for positive momentum in recurve archery. The key finding that hitting the bullseye creates momentum and momentum leads to better performance has been confirmed as the “success breeds success” mechanism. Furthermore, the performance of the third shot is influenced by competitive ability and match importance (Olympic Games or not).     

Creating the conditions for psychological safety and its impact on quality coach-athlete relationships

In this study, we investigated the notion that giving voice to athletes is an important aspect to creating a psychologically safe environment which can then feed into maintaining good quality coach-athlete relationships where every athlete feels heard, valued, and connected. 379 athletes completed a multi-section questionnaire that assessed their (a) capacity to be open and manage conflict with their coaches, (b) perceptions of psychological safety within their team or group, and (c) perceptions of the coach-athlete relationship quality. Structural equation modelling revealed that openness and conflict management positively predicted psychological safety which, in turn, positively predicted coach-athlete relationship quality. Psychological safety was found to explain the association between athletes’ communication (i.e., capacity to be open, honest and transparent as well as manage interpersonal conflict effectively) and coach-athlete relationship quality regardless of athletes’ gender. These findings highlighted that if athletes have the capacity to have candid discussions and can navigate conflict with their coaches, then it is possible to feel psychologically safe and thus able to engage in risky interpersonal interactions (e.g., raise concerns, admit mistakes) within their group context without fear of intimidation and humiliation. Furthermore, it was revealed that such a psychologically safe group environment fostered athletes’ trust and respect, as well as commitment and cooperation with their coach. The discussion provides links to theory, research and practice.     

Cognitive behavioral therapy and acceptance and commitment therapy for insomnia: Exploring the potential benefit of psychological flexibility and self-compassion combined with behavioral strategies

Chronic insomnia is a prevalent sleep disorder with serious consequences on wellbeing and health that largely extend into daily functioning. Cognitive-Behavioral Therapy for Insomnia (CBT-I), an efficacious intervention for insomnia with solid empirical support, is the recommended first-line treatment. Given the complexity of factors and mechanisms involved in its aetiology and maintenance, advances in treatment protocols and modules are important. We will review the current knowledge on insomnia and examine how advancements in behavioral sleep medicine and third-wave therapies may apply to treatment. Specifically, we will outline how a treatment protocol based on Acceptance and Commitment Therapy (ACT), adapted to include insomnia-specific behavioral strategies and with an explicit focus on self-compassion, could be a potentially effective treatment. We believe that broadening treatment focus to target hyperarousal, metacognitions, dysfunctional though control strategies and provide self-compassion training may benefit treatment outcomes, increase sleep quality, reduce daytime symptoms, and improve quality of life.     

Rebuttal to Christopher J. Ferguson's critique of the American Psychological Association's practice guidelines for boys and men

We played significant roles in the development of the APA Guidelines for Psychological Practice with Boys and Men (American Psychological Association, 2018). We address Christopher J. Ferguson's critique of the Guidelines, making six points: Criticisms of the Guidelines Tend to Reflect Anti-Feminist and Gender Essentialist Perspectives; The Guidelines Followed All Rules and Regulations Set Forth by the APA; The Guidelines Are Routinely Mischaracterized and Distorted By People Who Disagree with Them; APA Guidelines Are not Research Reports, Systematic Reviews, or Meta-Analyses; Ferguson Conflates Men With Masculinity; and Ferguson Makes Bold Claims Without Justification or a Familiarity with the Field.     

Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation

ObjectivesGrounded in Self-Determination Theory (SDT), this study examined the mediating role of students' experiences of need satisfaction and need frustration in associations between perceived teaching style and students' motivation and oppositional defiance in the context of physical education. Specifically, we tested an integrated model including both a ‘bright’ path from perceived autonomy-supportive teaching through need satisfaction toward autonomous motivation and a ‘dark’ pathway from perceived controlling teaching through need frustration toward controlled motivation, amotivation, and oppositional defiance.DesignCross-sectional study.MethodsTo investigate the proposed paths structural equation modeling was used in a sample of 499 secondary school students (44% boys, M_age = 15.77 ± 1.16).ResultsWe found that perceived autonomy-supportive and controlling teaching, as well as need satisfaction and need frustration, constitute different constructs relating distinctively to motivational outcomes. Consistent with the notion of a bright and dark path, perceived autonomy support was related primarily to autonomous motivation, with need satisfaction mediating this association, whereas perceived controlling teaching was related primarily to controlled motivation and amotivation, through need frustration. Perceived controlling teaching also displayed a direct and unique relationship with oppositional defiance.ConclusionsTo more accurately capture the detrimental effects of controlling teaching, this teaching dimension along with its consequences in terms of need frustration and motivational outcomes needs to be studied in its own right. It is also discussed that effective teacher training may raise awareness among teachers about the motivational risks associated with controlling practices.     

Engagement With Self‐Practice/Self‐Reflection as a Professional Development Activity: The Role of Therapist Beliefs

A number of research studies support self‐practice/self‐reflection (SP/SR) as an experiential learning process that facilitates the acquisition of therapeutic skill in a number of cognitive‐behavioural therapy (CBT) competencies and as showing potential as a valuable professional development activity. Engaging therapists to participate in SP/SR programmes is sometimes difficult, and when they are offered the option to participate in SP/SR programmes as part of professional development, relatively few volunteer. This study investigates the role of therapist beliefs about SP/SR as a potential obstacle to engagement. An online survey was developed to assess the strength of 14 commonly held therapist beliefs concerning the consequences of participating voluntarily in a SP/SR programme. Participants were a combined sample of 44 Psychological Wellbeing Practitioners and high‐intensity CBT therapists employed by an Improving Access to Psychological Therapies service in the United Kingdom. Few negative beliefs about SP/SR emerged. The majority of respondents believed SP/SR programmes were relevant to their work situation, but perceived “lack of time” as a significant barrier to participation. Three factors are considered in relation to introducing SP/SR as a workforce professional development activity: (a) The importance of managing therapist perceptions regarding time; (b) SP/SR as a mechanism to increase self‐care and reduce burnout; and (c) The need to focus mental health services' attention on the potential of SP/SR programmes to increase staff morale and improve service delivery.     

Kant's Universal Law Formula Revisited

Kantians are increasingly deserting the universal law formula in favor of the humanity formula. The former, they argue, is open to various decisive objections; the two are not equivalent; and it is only by appealing to the humanity formula that Kant can reliably generate substantive implications from his theory of an acceptable sort. These assessments of the universal law formula, which clash starkly with Kant's own assessment of it, are based on various widely accepted interpretative assumptions. These assumptions, it is argued in this article, depend on misleading translations of key terms; selective attention to Kant's concrete examples; not taking seriously Kant's theoretical claims about the relations among his various ideas; and a failure to take into account Kant's idiosyncratic definitions of key concepts. The article seeks to right these interpretative wrongs, and finds that the universal law formula is not open to many of the standard objections.     

The mystery of “should”: Procrastination,delay, and reactance in academic settings

The study explores the effect of trait reactance on procrastination and delay in students of two study programmes differing in the structuring of academic tasks and the role they play in course assessment. Both subsamples (n = 97 and 139) completed measures of trait reactance, chronic academic procrastination, self-reported task procrastination and actual task delay. The data were analyzed using path analysis and SEM. As hypothesized, psychological reactance positively predicted procrastination, especially the ‘chronic delay’ component underlying all three procrastination-related measures. However, some of the effect of reactance on this delay-dependent component of procrastination was apparently suppressed by what might have been a subjective (delay-independent) component of self-reported task procrastination. Furthermore, reactance was significantly related to delay only when good performance on the task was of relatively high importance. Apart from providing evidence for a possible link between reactance and procrastination, the results also demonstrate that it is important to distinguish between the experiential and objective (temporal) components of procrastination, as the two might be represented by completely different nomological networks.     

Utilizing Participatory Mapping and GIS to Examine the Activity Spaces of Homeless Youth

Although previous studies have informed our understanding of certain aspects of youth homelessness, few studies have critically examined the spatial and social environments utilized by youth as they navigate life on the streets. This study employed participatory mapping and Geographic Information Systems (GIS) to examine the activity spaces of homeless youth as they relate to sense of community and psychological well‐being. Participants were 28 youth experiencing homelessness in Portland, Oregon, USA. Results suggest that youth engage most frequently in service‐related activities, and their activity participation is significantly associated with sense of community and psychological well‐being. The utility of innovative participatory methods for better understanding the diverse experiences of homeless youth is discussed alongside examination of their practical implications.