Professional Practice: Inquiry, Innovations, and Dissemination
Edited by Mark B. Andersen
The Person Behind the Mask: A Guide to Performing Arts Psychology
Mark B. Andersen
Supervision of Athletic Trainers’ Counseling Encounters
Mark B. Andersen
Questionable Sensitivity: A Comment on Lee and Rotella
Mark B. Andersen
A Model of Stress and Athletic Injury: Prediction and Prevention
Mark B. Andersen and Jean M. Williams
A theoretical model of stress and athletic injury is presented. The purpose of this paper is to propose a framework for the prediction and prevention of stress-related injuries that includes cognitive, physiological, attentional, behavioral, intrapersonal, social, and stress history variables. Development of the model grew from a synthesis of the stress-illness, stress-accident, and stress-injury literatures. The model and its resulting hypotheses offer a framework for many avenues of research into the nature of injury and reduction of injury risk. Other advantages of the model are that it addresses possible mechanisms behind the stress-injury relationship and suggests several specific interventions that may help diminish the likelihood of injury. The model also has the potential of being applied to the investigation of injury and accident occurrence in general.
Mentoring in Sport Psychology: Students’ Perceptions of Training in Publication and Presentation Guidelines
Brian D. Butki and Mark B. Andersen
A seven-item survey on training and ethics in publication and conference presentation was sent to 406 student members of the Association for the Advancement of Applied Sport Psychology (AAASP). Students used a 5-point scale (1 = very poor to 5 = excellent) to rate the training and experience received from advisors and professors. Items included exposure to some formal ethical guidelines of publishing and authorship, explanation of the importance of publications and conference presentations, demonstration of enthusiasm toward student publishing or presenting at conferences, and receiving appropriate authorship (e.g., first, second, third) on publications or conference presentations. Return rate was 43%. Results show that although a majority of students feel they are receiving fair to excellent training in this area, a substantial number believe their training is inadequate. This suggests a need for more formal training and guidance in publication and conference presentation for graduate students in psychology and physical education/exercise science programs.
The Development of Consulting Practice in Applied Sport Psychology: Some Personal Perspectives
Jeffery P. Simons and Mark B. Andersen
The history and development of applied sport psychology practice has not received the same attention and documentation as that of academic sport psychology. After a brief introduction to the literature on the history and professional development of applied sport psychology, some personal perspectives from consultants who have been practicing “in the field” over the last two to four decades are provided. Eleven well-known practitioners discuss how they got started, how their consulting has developed, what significant experiences they have had, and what lessons they have learned along the way. They relate their views on the progression of professional practice and what the future may hold. Finally, they offer some encouragement, cautions, and words of wisdom for fellow and future colleagues in sport psychology consulting.
Moving Toward Buddhist Psychotherapy in Sport: A Case Study
Campbell Thompson and Mark B. Andersen
This case study involves the progression from a cognitive-behavioral, psychological skills training approach with a rugby football player experiencing adjustment and mood disorder to a psychodynamic and interpersonal engagement with the client using themes from Buddhist psychotherapy. The study charts the development of the psychologist’s understanding of his relationships with clients and with his supervisor. We present a study of three people (i.e., the client, the psychologist, the supervisor) and how their stories and interpersonal interactions are interwoven from a Buddhist-psychodynamic perspective. We examine the influences of the dominant White culture on the male psychologist’s perceptions contrasted with the client’s background as a Pacific Islander. In addition, we present a projective test, which was central to the unfolding of this case study, designed for use with athletes. This case study is a confessional tale (Sparkes, 2002) told in the first-person from the psychologist’s viewpoint.
Supervision in the Education and Training of Sport Psychology Service Providers
Mark B. Andersen and Brian T. Williams-Rice
Supervision plays a central role in the training of sport psychologists, but little discussion of what constitutes adequate supervision of trainees and practitioners is available in the applied sport psychology literature. Broader issues of supervision, such as the training of students to become supervisors, metasupervision, and career-long collegial supervision are rarely discussed. This paper will present models of general supervision processes from training the neophyte to collegial supervision, derived primarily from clinical and counseling psychology. Included are supervising the delivery of performance-enhancement services, identifying trainee and client needs, helping the student understand transference and countertransference phenomena, and suggestions for examining the relationship between the supervisor and the supervisee. Suggestions for improving supervision include course work and/or practica in supervision processes for applied sport psychology graduate programs along with continuing education workshops at sport psychology conferences.
When Sport Psychology Consulting Is a Means to an End(ing): Roles and Agendas When Helping Athletes Leave Their Sports
Judy L. Van Raalte and Mark B. Andersen
The authors focus on many of the complex issues that sport psychologists face when working with athletes through the process of leaving sport. They briefly review the literature on career termination to serve as a foundation for a discussion of the effects that an athlete’s career termination can have on teammates, family, and the self. The authors also explore the issue of bias and prejudice. People intimately involved in sport (sport psychologists included) often have a prejudice toward sport relative to other possible activities or goals. This bias might influence how sport psychologists listen to, interpret, and formulate athlete cases. Case examples are used to highlight the difficulties of identifying career-termination concerns and the professional and personal tensions that come with making sport career changes. With care, sport psychologists can manage career termination and related issues and effectively address the health and happiness of the athletes they serve.