important tool for promoting the participation of students with disabilities ( Scruggs & Mastropieri, 2017 ; Soslau, Gallo-Fox, & Scantlebury, 2018 ). Consultation is a model of support for inclusive education based on collaborative work between general teachers and specialized professionals. Together
Patricia Santos de Oliveira, Mey de Abreu van Munster, Joslei Viana de Souza and Lauren J. Lieberman
Rebecca K. Lytle and Doug Collier
The purpose was to examine adapted physical education (APE) specialists’ perceptions about consultation as a delivery model for individuals with disabilities. Six APE specialists (4 female, 2 male) from California participated in this phenomenological study. Data came from in-depth individual interviews, field observations, researcher notes, and focus group interactions. Analysis revealed distinct categories related to consultation: definition, contextual factors, effectiveness (benefits, barriers, documentation), competency, training, and consultation model preferences. Consultation interactions varied greatly because of the dynamic nature of the educational environment. The use of consultation was more prevalent with middle and high school students. Adapted physical education consultation occurred on a continuum from proximal to distal, dependent on the degree of interaction between the APE specialist, the general education (GE) teacher, and the student. The effectiveness of consultation was dependent upon the GE teacher’s attitude and the APE specialist’s communication skills and competencies.
Simone A. Tomaz, Anthony D. Okely, Alastair van Heerden, Khanya Vilakazi, Marie-Louise Samuels and Catherine E. Draper
methods approach was used in the stakeholder consultation process which included (1) an online survey, (2) focus groups (FGs), and (3) a meeting with national stakeholders. Ethical Considerations This study adhered to the guidelines described in the Declaration of Helsinki ethical principles for medical
Rob J. Rotunda and Stuart Ryan
(2.9%). Unfortunately, parental response to multiple mailings of the parent survey shortly after the program was poor. Only 11 of the possible 70 parents returned surveys (and 25 of 70 at the initial assessment period), so these data were not closely examined. Procedural and Consultation Challenges
Michael P. Sam and Steven J. Jackson
This study illustrates how the rules and practices of a task force inquiry shaped the formulation of its policy. Adopting an institutional approach, it analyzes New Zealand’s Ministerial Taskforce on Sport, Fitness and Leisure (2001). Specifically, this article investigates the role of institutional arrangements (including public consultation and submission procedures) in shaping, delimiting, and circumscribing that task force’s findings and recommendations. The investigation consists of a critical analysis of available texts—including recorded observations of public consultations, written submissions, committee notes—and interviews with task force members. Two features of this task force are described and analyzed: (1) its terms of reference and operative assumptions and (2) its rules and procedures that guided the public participation processes. It is shown that the institutional arrangements can channel debates and thereby recast political relations among interests.
Stephen J. Page, Scott B. Martin and Valerie K. Wayda
The purpose was to assess athletes’ attitudes toward seeking sport psychology consultation (SPC) and to examine demographic variables in relation to attitudes toward sport psychology consultants (SPCs). Participants were 53 wheelchair basketball athletes (34 males, 19 females). Data were collected with the Attitudes Toward Seeking Sport Psychology Consultation Questionnaire (ATSSPCQ) of Martin, Wrisberg, Beitel, and Lounsbury (1997). Participants exhibited a range of stigmas toward SPCs, an openness toward consulting with an SPC, and a recognition of need for an SPC. ANOVAs indicated no significant differences between genders, races, ages, educational levels, and SPC experience on ATSSPCQ scores. The results suggest that some wheelchair athletes are amenable to the notion of utilizing an SPC and provide further impetus for SPCs to work with athletes with disabilities.
Ronald E. Smith and Jim Johnson
This article describes a psychological skills training program developed for the Houston Astros’ minor league player development program. It represents a mode of consultation that includes the training and supervising of an appropriate professional within the organization who delivers the actual training to the athletes. The goal is to provide a quality and continuity of services that would be difficult to accomplish using the traditional outside consultant model. Issues and problems that arose in the implementation of the program are discussed, and data derived from an evaluation of the program are presented.
Edward F. Etzel and Jack C. Watson II
Clinical sport psychology consultation in the fast-paced and high-stakes world of intercollegiate athletics provides the clinician with a challenging set of experiences. The culture of intercollegiate athletics and the demands of academics and intensive training create an undercurrent that psychologists must factor into their work with student-athlete clients. One must be well trained so as to best meet the complex, growing, mental health needs of older adolescents and young adult college students whose lives are also impacted by the normal developmental tasks of people of this age. Accordingly, to be effective, clinicians working in this setting must be well aware of the numerous unique ethical challenges that have the potential to impact their practice. Such ethical challenges may stem from issues dealing with the athlete, coach, athletic department personnel, compliance with NCAA rules and regulations, or legal issues surrounding this setting. It is the purpose of this paper to clarify several of these possible ethical challenges.
Jay Scherer and Michael P. Sam
Despite growing calls from activists and sport scholars for public consultation over the expenditure of public funds for stadium developments, there remains a lack of empirical research that examines the politics of these practices. This study critically examines the power relations and tensions present in the public-consultation processes and debates over the use of public funds to renovate or rebuild Carisbrook stadium. Specifically, we engage the enabling and constraining institutional mechanisms that structured five public meetings, which emerged as discursive political spaces in the policy-making process. In doing so, we critically examine the discourses that were actively shaped by stadium proponents to fit the mandates of neoliberal growth and resisted by concerned citizens who opposed: (a) the use of public funds to renovate or rebuild the stadium, and (b) a consultation process driven by a public–private partnership of business, civic, and rugby interests that had perplexing consequences for democratic politics in local governance.
David E. Conroy and Lorna Smith Benjamin
Psychodynamic concepts have only recently begun to attract serious attention in the sport psychology literature. A dynamically based, interpersonal approach to sport psychology consultation is outlined in this article. Key interpersonal constructs such as important persons and their internalized representations (IPIRs), copy processes, and self-sacrificing gifts of love are described to portray how a case formulation may be developed to explain and guide interventions to overcome some performance problems. Two cases, one involving a performance phobia and the other an enduring slump related to a fear of success, are presented to demonstrate the unique contributions of interpersonal case formulations in performance enhancement consultation.