Psychology Practitioners Research Articles

Professional development of sport psychology practitioners: From systematic review to a model of development

A clear model of professional development (PD) has the potential to enhance educational and training programs and promote effective, competent, and ethical practice. Scholars have explored facets of the PD of sport psychology practitioners (SPPs) using theoretical frameworks borrowed from counseling psychology. Yet, given the emergence of a sport-specific body of work on this topic, it appears timely to take stock of existing context-specific knowledge. In the present study, we aimed to systematically review the extant literature focused on SPP’s PD to identify specific characteristics and organize this knowledge in an accessible and structured manner in the form of a process model of PD. Following the PRISMA guidelines, we identified 1147 research records in the databases SportDiscuss, PsychArticles, PsychInfo, ProQuest, and PubMed. We subsequently screened and assessed the records for eligibility (i.e., empirical studies published in English that focus on developmental characteristics of SPPs, including a clear developmental stage) reducing the sample of articles that fitted our inclusion criteria to 34 qualitative manuscripts. Finally, we critically explored these manuscripts by engaging in a reflexive thematic analysis and created four developmental phases (i.e., introduction, exploration, solidification, and fulfillment). SPPs’ transition through these phases is seemingly facilitated by four processes (i.e., reflection, supervision, connections and networking with peers, and learning by doing), which also support the completion of the tasks associated with nine developmental elements (i.e., purpose, confidence and anxiety, focus, awareness, adaptability, independence, philosophy/congruence, professional identity, and the individual). We present the interaction of these developmental phases, elements, and processes in the form of a sport psychology-specific process model of PD. We discuss the implications of this model and its potential contribution to future research, supervision, and training programs. Yet, we also acknowledge how a focus on Anglophone and Western cultural contexts and a lack of methodological transparency are limitations of the extant literature.

Differences in Academic Self-Efficacy Levels in Terms of the Priority Choices of Graduate Profiles on College Students

Background: Students with good academic self-efficacy are reported to be able to handle academic stress and non-academic stress. To have academic self-efficacy needs to be supported by a clear higher education orientation. Furthermore, Universitas Diponegoro (UNDIP) has a graduate profile orientation called COMPLETE (Communicator, Professional, Leader, Thinker, Entrepreneur, Educator). Study aims: (1) to see differences in graduate profile choice priorities affect academic self-efficacy among UNDIP students and (2) explore other demographic factors that can affect academic self-efficacy. Method: This study uses a survey method with 2,889 first-year college students’ participants. The instrument used in this study was The Beliefs in Educational Success Test (BEST) and a priority survey that students wanted after graduate based on COMPLETE. Data analysis used in this study is the Independent Sample T-Test. Result: The results of this study found that students with a graduate profile orientation as a Leader (p = 0.000) had significantly higher academic self-efficacy compared to other graduate profile orientations. Furthermore, this study also found that gender (p= 0.019), differences in faculty clusters (p= 0.012), and scholarship ownership (p= 0.053) influenced academic self-efficacy in students. Conclusion: Differences in graduate profile orientation are proven to affect academic self-efficacy in students. These findings provide recommendations for campus policy holders, psychology practitioners, and further research to present appropriate programs and strategies in instilling graduate profile values in students.

Treatment of Learning Anxiety: A Bibliometric Review in Islamic Psychology

This study provides a bibliometric review of research on the treatment of learning anxiety in Islamic psychology, which involved a systematic search in multiple databases, resulting in 91 relevant studies for analysis. The bibliometric data generated from the investigation, identification, and extraction processes were analyzed using statistical analysis. The study found that cognitive behavioral therapy, acceptance and commitment therapy, and stress reduction therapy were the most commonly used methods to treat learning anxiety. Furthermore, most studies were conducted in the United Kingdom and the United States, which suggests a need for further research in other regions. Studies found that the most frequently discussed topics on treating learning anxiety in Islamic psychology were psychological interventions, educational practices, and the impact of Islamic beliefs and practices on learning anxiety. Additionally, the study identified variations in the quality of studies, with some demonstrating high quality while others indicating a risk of bias. This paper emphasizes the importance of conducting further research on the treatment of learning anxiety in Islamic psychology, particularly in other regions. These findings could be valuable for academics, researchers, and psychology practitioners interested in treating learning anxiety and educators seeking to better understand and address this issue in their students. Further studies can focus on developing therapy models tailored to Islamic Psychology's principles to provide more optimal outcomes in addressing learning anxiety.

Therapist guided, parent-led cognitive behavioural therapy (CBT) for pre-adolescent children with obsessive compulsive disorder (OCD): a non-concurrent multiple baseline case series.

Cognitive behavioural therapy (CBT) including exposure and response prevention (ERP) is an effective treatment for preadolescent children with obsessive compulsive disorder (OCD); however, there is a need to increase access to this treatment for affected children. This study is a preliminary evaluation of the efficacy and acceptability of a brief therapist-guided, parent-led CBT intervention for pre-adolescent children (5-12 years old) with OCD using a non-concurrent multiple baseline approach. Parents of 10 children with OCD were randomly allocated to no-treatment baselines of 3, 4 or 5 weeks before receiving six to eight individual treatment sessions with a Psychological Wellbeing Practitioner. Diagnostic measures were completed prior to the baseline, 1-week post-treatment, and at a 1-month follow-up, and parents completed weekly measures of children's OCD symptoms/impairment. Seventy percent of children were 'responders' and/or 'remitters' on diagnostic measures at post-treatment, and 60% at the 1-month follow-up. At least 50% of children showed reliable improvements on parent-reported OCD symptoms/impairment from pre- to post-treatment, and from pre-treatment to 1-month follow-up. Crucially, the intervention was acceptable to parents. Brief therapist-guided, parent-led CBT has the potential to be an effective, acceptable and accessible first-line treatment for pre-adolescent children with OCD, subject to the findings of further evaluations.

Exploring the Intersections of Community and Cross-Cultural Psychology: Enhancing Well-being and Understanding Diversity

This abstract delves into the dynamic interplay between community psychology and cross-cultural psychology, highlighting their roles in promoting psychological well-being, addressing social issues, and fostering a deeper understanding of cultural diversity. Community psychology focuses on the reciprocal relationship between individuals and their communities, emphasizing the importance of context in shaping human behavior and well-being. By employing an ecological perspective, community psychologists strive to empower communities, prevent social problems, and advocate for social justice. This approach recognizes the impact of various factors, including economic disparities, social support networks, and neighborhood environments, on individual psychological experiences. Cross-cultural psychology, on the other hand, investigates the intricate connections between culture and psychology. It seeks to uncover both universal and culturally specific aspects of human behavior, cognition, and emotion. By comparing psychological phenomena across cultures, cross-cultural psychologists illuminate the diverse ways in which cultural norms, values, and traditions influence individuals’ thoughts and actions. This field plays a crucial role in challenging ethnocentric biases and enriching our understanding of the human experience. The abstract highlights the convergence of these two fields, emphasizing how they mutually enrich one another. Community psychology benefits from the insights of cross-cultural psychology by recognizing the importance of cultural context in community dynamics and interventions. Cross-cultural psychology gains depth by integrating the community perspective, recognizing that culture is not solely an individual attribute, but a collective phenomenon shaped by the communities in which people reside. Through collaborative research, interventions, and advocacy efforts, these fields contribute to building more inclusive and equitable societies. By acknowledging the importance of community and cultural influences on psychological well-being, researchers and practitioners can better address societal challenges, bridge gaps in mental health care, and create interventions that are sensitive to the diverse needs of individuals from various backgrounds. In conclusion, the synergy between community psychology and cross-cultural psychology holds great potential for advancing our understanding of human behavior and well-being within the contexts of communities and cultural diversity. This abstract encourages continued exploration and integration of these fields to create meaningful impact and positive change in diverse societies around the world.

“Can You Work With Athletes as a Female?”: Career Experiences of Female Sport Psychology Practitioners

The heteropatriarchal ideology undergirding sport has been recognized as a root cause of gender biases across multiple domains. Gender bias persists, although there is a growing number of female sport psychology practitioners entering the field. As such, continued exploration of the impact gender biases and stereotypes has on women’s career experiences remains necessary. Utilizing a feminist standpoint framework, the purpose of this research was to explore the career experiences of female sport psychology practitioners, centering the role of sexism. Seventeen cisgender female sport psychology practitioners participated in semistructured interviews from May 2021 to July 2021. Participants’ ages ranged from 24 to 46 years, with a mean age of 33.2 years, and years of applied experience ranged from 2 to 21 years, with a mean of 7.4 years. Reflective thematic analysis revealed five themes: (a) perceived lack of credibility, (b) compensation disparities, (c) sexist attitudes, (d) pregnancy and parenthood, and (e) advocating for self and others. Participants’ experiences suggest female sport psychology practitioners are confronted with blatant sexism in the workplace that poses professional challenges and career obstacles they have resiliently navigated. This study contributes to the growing body of literature pertaining to women in sport by purposefully exploring the juncture of gender with other identity factors (e.g., age, sexual orientation, and credibility).

Mindfulness traits as potential inhibitor of irrational performance beliefs and intolerance of uncertainty amongst elite female basketball players

Dispositional mindfulness promotes adaptive responses to pressure situations and reduce anxiety and emotional distress, which are common manifestations in sport. The aim of this study was to investigate the role of mindfulness characteristics in the display of irrational performance beliefs and intolerance of uncertainty amongst a sample of elite female basketball players (N = 67, Mage = 25.73 years, SD = 4.4). An online Qualtrics survey containing demographic items, the Mindfulness Attention Awareness Scale, Irrational Performance Beliefs Inventory, and Intolerance of Uncertainty Scale was used to collect the study data, which were analysed using SPSS. The results from both Pearson correlation coefficient and simple linear regression analyses indicated that higher levels of dispositional mindfulness are significantly related to elite female basketball players having fewer irrational beliefs about their performance and being more tolerant of uncertain situations in their sport. One-way analysis of variance further indicated a significant difference between low, average, and high mindfulness groups, with Tukey's post-hoc analyses confirming that participants with high mindfulness displayed significantly fewer rigid, extreme, self-defeating performance beliefs in sport, and were less prone to impulsive reactions to uncertain circumstances compared to participants with low mindfulness. Sport psychology practitioners are encouraged to consider the integration of mindfulness assessment and training protocols with traditional cognitive behaviour modification approaches to counter female basketball players’ display of distorted beliefs in sport and adverse reactions to ambiguous experiences.

Questions of Identity in Sport Psychology Scholar-Practitioners.

As with other academic disciplines, sport psychology academics working in higher education (HE) in the United Kingdom (UK) in lecturer and senior lecturer positions are typically required to hold a PhD in sport psychology or a related discipline. To work in applied practice with athletes, coaches, National Governing Bodies (NGBs), and sporting organisations, practitioners are required to acquire a qualification that affords registration with the Health and Care Professions Council (HCPC) through either the British Psychology Society (BPS) or the British Association of Sport and Exercise Sciences (BASES). Accordingly, scholar-practitioners, who have "a foot in both worlds" (Tenkasi and Hay, 2008), are required to have two related but distinct qualifications, each of which requires considerable resources (i.e., time, finances, and commitment) to achieve. This paper addresses some of the dilemmas and conflicts that these individuals may encounter in their primary workplace, which typically does not provide for applied practice (either in time or financial incentives). Specifically, issues around the knowledge-transfer gap will be addressed. Real-world examples will be in the form of reflections from the author's own experiences. I am a senior lecturer in sport and exercise psychology at Cardiff Metropolitan University and the programme director of the MSc Sport Psychology. The role requires me to be HCPC registered, as well as have a PhD in sport psychology. I am also an HCPC Practitioner Psychologist, registered following completion of the BPS Qualification in Sport and Exercise Psychology (QSEP). My practice is limited to minimal private work and the supervision of trainee sport psychologists (BPS). At the end of the paper, I leave the reader with three questions to prompt reflection on what being a sport psychologist means and what contributions scholar-practitioners may offer to academic institutions and the clients we work with.

“It’s Absolutely Essential”: Sport and Performance Psychology Practitioners’ Perspectives on Training, Use, and Importance of Debriefing in Applied Work

Debriefing is commonly used in sport and performance psychology (SPP), but little has been done to expand debriefing education and training experiences. The researchers sought to examine SPP practitioners’ education and training on debriefing and how it is used in their applied work. This study had two phases (Phase I, n = 143; Phase II, n = 13). During Phase I, researchers developed a 16-item questionnaire regarding demographics and debriefing training, use, and importance. Many participants debriefed every session (46%) and rated debriefing as extremely (53.1%) or very important (39.2%). Participants were unsatisfied with their training (55%) and desired more debriefing training from coursework (65%). Three themes were identified in Phase II interviews: training and education, use of debriefing, and importance of debriefing. With limited research in SPP about debriefing, this study furthers knowledge about how debriefing is used in practice and how training experiences can be improved.

The invisible work of persisting: BIWOC students in school psychology doctoral programs.

There are growing calls to diversify the ranks of school psychology practitioners, graduate educators, and researchers by recruiting more students of color in school psychology doctoral programs. Past research on retention across many fields in higher education indicates that Black, Indigenous, and women of color (BIWOC) students entering doctoral programs encounter isolation, lack of support, and microaggressions. Although this literature has illuminated how doctoral programs can push out BIWOC students, it has been critiqued for overlooking the creative and strategic means they use to stay in their programs. We analyzed 12 focus group interviews conducted with 15 BIWOC students in school psychology doctoral programs across the United States. Using the analytical construct of agency, we coded the transcripts to identify agentic actions of BIWOC that went beyond standard graduate school demands. We identified six types of actions that BIWOC carried out to combat the systemic barriers they encountered: teaching, protecting others, self-advocating, organizing, searching for community, and self-editing. Given that these actions were in addition to the basic program requirements, we argue that they are instances of the invisible work that BIWOC students did to persist in their doctoral programs. We discuss the implications of this invisible work and provide various recommendations for school psychology doctoral programs to reduce the burden of invisible work on BIWOC students. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Research Directions for Leveraging and Supporting the Lived Experience of Mental Illness within Psychology.

This paper explores the lived experience of mental illness within the field of psychology across higher education and the mental health workforce. There is a high prevalence of mental health issues among psychology students and practitioners, and it is critical not only to provide support for these populations, but also to acknowledge the value of leveraging their lived experience within their education and practice. There has been increased interest in and advocacy for the involvement of those with lived experience of mental illness within mental healthcare service provision to improve patient experiences and outcomes. However, there have been limited acknowledgement and research regarding the role of psychologists with personal lived experiences of mental illness, and how to leverage this experience. Further, there are challenges faced by both psychology students and practising psychologists with lived experience that act as barriers to leveraging their unique skills and experiences. Psychology students with lived experience face stigma, inadequate support, and incongruence between the course material and their personal experiences. Similarly, practising psychologists with lived experience encounter stigma and isolation, indicating the need for a culture change that promotes transparency and understanding. The paper calls for research in five key directions to provide evidence that can be used to support and leverage lived experience in psychology.

The what, why, and how of goal setting: A review of the goal-setting process in applied sport psychology practice

Goal setting is a widely used intervention by sport psychology practitioners (SPPs) and coaches aimed at enhancing the performance of their clients and athletes. Many mnemonics and acronyms have been suggested to follow when setting goals. These often recommend certain principles or characteristics, such as setting specific, measurable, achievable, realistic, and time-related (SMART) goals. Less attention has been paid to the process of goal setting, or specifically how a SPP or coach goes about setting goals. The purpose of this review was to provide an overview of current goal-setting processes by identifying, describing, and comparing models within the applied sport psychology and professional practice literature. Furthermore, we aimed to synthesize contextual information and critically evaluate stages presented in these processes, while providing further considerations for practitioners and future directions for researchers. Our review shows there are several commonalities in the suggested processes of setting goals and that the stages can be broadly categorized as: (i) preparation; (ii) goal setting; (iii) planning; and (iv) follow-up. Although goal setting should be applied in a dynamic, individualized, and contextually-appropriate manner, the review demonstrates the need for integration of additional evidence-based psychological strategies within each stage of the goal-setting process. Lay summary: In this paper we provide an overview and synthesis of the different goal setting processes used by SPPs and coaches. We present ideas to consider when setting goals and direction for research in this area.

Building resilience in the Improving Access to Psychological Therapy (IAPT) Psychological Wellbeing Practitioner (PWP) role: a qualitative grounded theory study.

Staff retention, particularly in the Psychological Wellbeing Practitioner (PWP) workforce, has historically been challenging for Improving Access to Psychological Therapy (IAPT) services. This study sought to develop an explanatory model of the resilience-building process in PWPs working within the IAPT programme. A qualitative design was conducted, using a grounded theory methodology. Participants were recruited from two IAPT services in the National Health Service (NHS), which were part of the same Mental Health Trust. Ten PWPs were interviewed via videoconferencing using semi-structured interviews. An explanatory model of resilience in PWPs encompassed three phases: the experience of work-related challenges, the connection with their values and the related appraisal of adversity in resilient ways, and the implementation of effective coping strategies. The model highlights that PWPs develop resilience through values-based sensemaking and by proactively engaging in effective coping mechanisms. This study contributes to the current understanding of the process of resilience in PWPs. More research is needed to explore the developmental processes underlying PWPs' resilience. The implications of the findings in relation to existing conceptualisations of resilience, staff wellbeing and retention are explored. Recommendations for future research are also given.

Compassion fatigue and global compassion fatigue in practitioner psychologists: a qualitative study

AbstractPractitioner psychologists are at risk of compassion fatigue (CF) due to the emotional demands of helping individuals who have experienced pain and suffering. Practitioner psychologists may also be impacted by wider socio-political events (such as the COVID-19 pandemic), which can lead to global compassion fatigue (GCF). While these concepts have been examined in various healthcare professionals, research exploring the impact of CF and GCF on practitioner psychologists has been very limited. This study therefore aimed to explore the impact of compassion fatigue (CF) and global compassion fatigue (GCF) on practitioner psychologists’ practice. Ten participants were recruited for online semi-structured interviews during the height of the COVID-19 pandemic. Data collected was thematically analysed. Five themes related to compassionate care were identified, which included: ‘How to be compassionate’, ‘Psychologists require TLC too!’, ‘Hindrances of compassionate care’, ‘Constraints within the NHS’ and ‘Indicators of compassion fatigue and burnout’. Three themes related to GCF were identified, which included: ‘Effects of news/social media’, ‘Management of news/social media’ and ‘Challenges faced by COVID-19’. The implications of CF and GCF and ways to mitigate their effects on practitioner psychologists’ wellbeing, development, and their practice are discussed.

Growth of preference for solitude in urban and rural Chinese adolescents.

As individuals enter adolescence, their preference for solitude (PFS) increases with age, which may be a result of balancing the need for social affiliation and the need for autonomy and independence. These needs are shaped by the social-cultural contexts, and thus the growth rate of PFS may differ across social-cultural contexts.This study examined to what extent the developmental trajectory of PFS differed between urban and rural Chinese adolescents. Adolescents in urban (n = 326,168 boys, Mage =12.00 years, SD = 0.61) and rural (n = 449, 198 boys, Mage =11.82 years, SD = 0.58) regions in China reported their PFS and shyness each year from Grade 6 to Grade 8. Longitudinal measurement invariance of PFS was established between the urban and rural samples. Location and gender differences in the intercept and the slope of PFS were examined using a latent growth model, while controlling for shyness at each time point. The analyses revealed that adolescents in both urban and rural regions showed an increasing trajectory of PFS. Although urban and rural adolescents did not differ in the initial level of PFS at Grade 6, urban adolescents' PFS increased faster than that of the rural adolescents. The urban-rural difference in the slope of PFS remained significant after controlling for the associations between the intercept and the slope of PFS and shyness at each time point. In addition, in the rural region, boys showed a faster increase of PFS than girls, yet gender differences in the initial level of PFS and the developmental trajectory in the urban region were nonsignificant. The findings reveal a normative increasing trend of PFS during early adolescence and faster increase for urban than rural adolescents. To promote adolescents' psychological well-being, parents, teachers and practitioners need to help adolescents establish a good balance between social interaction and solitude. When deciding what is a good balance, it is important to consider the social-cultural context.

Migration and meaning: an exploration of elite refugee athletes’ transitions into the Canadian sports system

ABSTRACT The purpose of this research was to explore 14 elite refugee athletes’ experiences of transitioning to the Canadian sports system and to examine the social contexts that enabled and constrained meaning, a psychological mechanism that facilitates adaptive cultural transitions. Framed within critical realism, arts-based conversational interviews were undertaken with the elite refugee athletes. Through a reflexive thematic analysis and Viktor Frankl’s theory of meaning, four themes (feelings of hope and empowerment, environmental challenges and adaptations, despair, and social support) were created to trace the fluctuations of meaning throughout the refugee athletes’ transitions into their new sports systems. The results are presented through a single polyphonic vignette to highlight and contrast the how interacting contextual factors of time within a new sport system, support, and structure of the receiving sport system, enabled athletes to find meaning within their experiences. The manuscript provides an initial immersion into elite refugee athletes’ experiences which may be used by sports psychology practitioners (SPPs) to inform meaning-based interventions that encourages such athletes to connect with values present in their lives.

Mind the gap: Environmental influences on player psychosocial needs and development in an elite youth football academy

The Premier League football academy environment plays a significant role in shaping the psychosocial needs and development of youth footballers. The first author conducted a qualitative case study within a category one academy over nine-months using multiple methods (observation, field notes, interviews, focus groups, and document analysis). The holistic ecological approach (HEA) was used as a framework to capture the complexity of academy life. Analysis revealed a disparity between the awareness of the importance of psychosocial skills within the environment and the approach to embedding and prioritising their development. Environmental factors at both a micro and macro level resulted in an intention-action gap which inhibited psychosocial skill development. From the results of this study we suggest that sport psychology practitioners (SPPP) should incorporate environmental level factors in their work to better facilitate players’ psychosocial development.

Contributing to the Draft Process in Professional Sport Organizations in the United States and Canada: Perspectives and Guidelines for Sport Psychology Practitioners

Sport psychology practitioners may be asked by general managers and coaches of professional sport organizations to contribute to the draft process by providing psychological information about athletes they want to select for their respective teams and organizations. Although it seems that this request for psychological information is increasing in professional sport organizations in the United States and Canada, little guidance has been forthcoming about how sport psychology practitioners can contribute to the draft process. This article provides perspectives on the nature and scope of the draft process based on guidelines for psychological assessment and evaluation, consultation theory and research in sport psychology, and the professional experiences of the authors. It also offers guidelines for how sport psychology practitioners can engage in the draft process in professional sport organizations in the United States and Canada.

An Overview of Young Athlete Needs and Perceptions on Sports Psychology Services

Sport psychology research and practice in Indonesia have grown immensely, yet the research on teenage athlete perception on their need for sports psychology services is limited. This research was intended to understand young athlete needs and perceptions on sports psychology services. The qualitative approach was conducted for this research. The researcher interviewed twelve young badminton athletes aged 16-17 years (± 16,5) to understand their needs and perceptions of sports psychology services. The analysis used was the analysis of interview transcript and the search of the similar results as main data. The results showed that the participants had demonstrated the intention to receive sports psychology services from sports psychology practitioners to optimize their sports performance. However, they had not had any specific concept, expectation, or perception of the kinds of support they could receive from a sport psychology practitioner and services.

Climate Justice, Capitalism, and the Political Role of the Psychological Professions

The term Anthropocene (Age of Human) implies that the reduction of carbon emissions is a matter of changing human behaviour. This risks depoliticising the climate emergency. Everyone is not equally responsible for climate change, and the consequences of climate change are not distributed equally. Climate change is overwhelmingly the result of extractive and exploitative capitalist production. It is thus more useful to understand the climate crisis in terms of the Capitalocene (Age of Capital), with climate justice being a terrain of anti-capitalist struggle. Mainstream responses to climate change have largely neglected the Capitalocene, focusing instead on consumer behaviour. This individualistic approach has been taken up by several ecologically oriented psychological professions, where the emphasis has been on ‘responsible consumer behaviour’ and/or the psychological effects of climate uncertainty. There is, however, a growing critical tradition within the psychological professions that seeks to advance climate justice by taking seriously the capitalist political economy. Indeed, psychological practitioners are equipped with skills that may be useful for activists involved in psychopolitical efforts to consolidate climate justice movements and build political power. We posit three key areas for psychological practitioners working for climate justice movements: solidarity-making, affective mediation, and resource mobilisation.