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Clinical Application Of Therapeutic Modalities
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Need Frustration and Poor Mental Health Among Collegiate Athletes: The Indirect Role of Ruminative Thinking
Get PDFVulnerability to negative mental health outcomes (i.e. anxiety and depression) among DI collegiate athletes may best be understood using Self Determination Theory (SDT) and the framework that need frustration impairs autonomy, competence, and relatedness. Need frustration may also relate to negative mental health symptoms via higher ruminative thinking, known to relate to both need frustration and poor mental health. The present study tested these two path models (i.e., SDT need frustration components [autonomy, relatedness, competency]--\u3erumination facets [problem-focused thoughts, counterfactual thinking, repetitive thinking, anticipatory thoughts]--\u3emental health problems (one for depression and one for anxiety as outcomes) among 341 collegiate athletes (65.6% female) who participated in a DI varsity sport. Within our depression model, there were no significant indirect effects between need frustration components and depressive symptoms via rumination facets. Regarding our anxiety model, several indirect effects were found such that higher scores on autonomy and competency frustration were associated with higher endorsement of two rumination facets (problem-focused thoughts and repetitive thoughts), which in turn were associated with greater endorsement of anxiety symptoms. Future research should be conducted to evaluate other factors to design proper interventions to help reduce symptomology for anxiety and depression among collegiate athletes
Exploring Coaching Leadership Behaviours in Strength and Conditioning Coaching: Preferences of NCAA Division I and II Collegiate Student-Athletes Based on Task Variability
Get PDFThis study aimed to explore collegiate student-athletesˈ preferences of coaching leadership behaviours in strength and conditioning coaching and evaluate differences between the student-athletesˈ preferences of behaviours based on task variability. In total 145 National Collegiate Athletic Association student-athletes (closed sports athletes = 51, open sports athletes = 94) completed an electronic questionnaire involving the athletesˈ preference version of the Revised Leadership Scale for Strength and Conditioning. Results revealed that the most favoured behaviour was ˈtraining and instructionˈ, whilst the least favoured was ˈautocraticˈ. Similar results were observed for closed and open sports groups, though closed sports athletes preferred ˈtraining and instructionˈ. In contrast, open sports athletes preferred ˈsocial supportˈ. A marginal statistically significant difference (p = 0.048) indicated task-variability-based variations that might form a fruitful basis for future research. However, small effect sizes suggest that the magnitude of differences is not practically significant. This study provides insights on collegiate student-athletesˈ preferences of coaching leadership behaviours in delivery of strength and conditioning, contributing to the development and experiences of athletes. Both groups valued positive psychosocial behaviours such as training and instruction, positive feedback, situational considerations and social support. The findings offer implications for coaching and provide a foundation for further research into coaching leadership behaviours in strength and conditioning
Developing Culturally Responsive Curriculum for Educators Working with Special Needs Learners in the United States
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The Relationship Between Job Coaching of People Experiencing Poverty and Employment
No full textWhy don’t you get a job? That may be easier to say than do, particularly for people who are experiencing ongoing mental health issues and resulting barriers to employment. These barriers can be intensified by co-occurring experiences of poverty and/or a history of incarceration. Recognizing that there can be barriers to obtaining and sustaining employment, various supported employment programs have been created. Many of these programs include an element of job coaching. The purpose of this dissertation was to explore the impressions of the people who received supported employment with job coaching. Specifically, participants interviewed were engaged in a program called Individual Placement and Support (IPS), a program designed to help those with a mental health diagnosis navigate employment. Based on my prior experiences, my research question guiding this work was: “What is the lived experience of participants receiving job coaching as part of a supported employment program?” I used phenomenological methods to conduct the research and Interpretative Phenomenological Analysis (IPA) to interpret the experiences of the participants. I interviewed 10 participants using semi-structured interviews. These participants were all adults receiving job coaching through IPS programs. The findings of this study highlight not only what is perceived by each of the 10 IPS participants, but common themes that emerged across those interviews. These themes have been consolidated into a model that can be investigated by job coaches and employers to learn more about how the recipients of job coaching interpret the experience of the services. Further, this information can be beneficial to coaches to help them form their practices and employers to better understand the benefits of supported employment with job coaching
Changes in Elementary Math Teachers’ Beliefs and Practice Through Professional Development Partnerships and Curriculum Adoption
Get PDFPreparing teachers for instructional change is no easy task. For content areas already under the national spotlight, such as mathematics, transitioning to new curriculum materials while concurrently enacting instructional reform creates both a challenge and an opportunity. This paper discusses how professional development (PD) partnerships between two cross-state universities and respective school districts designed and implemented graduate courses for elementary teachers targeted at curricular and instructional reform specific to each district. In this mixed methods case study, we examined the change in participants’ beliefs and practices following PD during mathematics curriculum reform. Our findings support a collaborative, district-university PD model with attention to specific building contexts and global research-based mathematical practices to develop a shared language for high-quality mathematics education. Implications of our research indicate how sustainable PD partnerships can leverage times of immense curricular change as prime opportunities to influence teacher beliefs and practices
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