State’s Rules Review Worksheet

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Complete the “State’s Rules Review Worksheet.”

(My state for code of ethics is Texas)

While APA style is not required for the body of this assignment,  solid academic writing is expected, and documentation of sources  should be presented using APA formatting guidelines, which can be  found in the APA Style Guide, loc

PCN-610 Topic 1: State’s Rules Review Worksheet

Complete the table below by reviewing the Arizona Board of Behavioral Health Examiners website, in addition to the state in which you plan to practice. With your licensure goal in mind, find the state code numbers for the rules and regulations related to documentation from both states.

In addition, from the ACA Code of Ethics website, cite two multicultural ethical codes, two dual relationship codes, and their importance to treatment planning. Be sure to properly cite all sources used as reference notes in the references section below.

Rule/Regulation Arizona’s State Code # Practice State Code # Importance to Treatment Planning
Consent for Treatment      
Treatment Plan      
Client Record      
Financial and Billing Records      
Confidentiality      
ACA Code of Ethics
Multicultural Ethical Rule 1      
Multicultural Ethical Rule 2      
Dual Relationship Rule 1      
Dual Relationship Rule 2      

 

References:

 

 

© 2015. Grand Canyon University. All Rights Reserved.

ated in the Student Success Center.

This assignment meets the following NASAC Standards:

47) Inform the client of his/her confidentiality rights, program    procedures that safeguard them, and the exceptions imposed by statute.

60) Establish accurate treatment expectations for the client and    involved significant others, including: (a) Nature of services (b)    Program goals (c) Program procedures (d) Rules regarding client    conduct (e) Schedule of treatment activities (e) Costs of treatment    (f) Factors affecting duration of care (g) Client rights and responsibilities.

110) Protect client rights to privacy and confidentiality in the    preparation and handling of records, especially in relation to the    communication of client information with third parties.

Significant Life Event Paper For Psychology

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Write a detailed description of a significant life event that has shaped how you think about other people or yourself. Describe your thoughts, feelings, and behavior, and explain why this experience was so important. Be sure to choose a life event that fits well with at least one of the perspectives.

APA Format

Times New Roman 12 pt font

Double Space

1 inch margins

Seven Perspectives of Psychology – Terms Checklist

 

Psychodynamic/Psychoanalytic

 

The psychodynamic approach was promoted by Sigmund Freud, who believed that many of our impulses are driven by sex. Freud, who was medically trained in neurology, developed a theory of personality that made the assumption that human motivation was propelled by conflicts between instinctual, mostly unconscious, psychological forces. He called these intrapsychic elements the id, ego and superego.

 

This psychodynamic theory caught on like wild fire and due to its explanatory power for human behavior, became very popular over the following century. Freud’s therapeutic method, called psychoanalysis, was developed to identify the underlying conflicts between intrapsychic structures and resolve them by bringing them to consciousness. Insight therapy was one term used to describe Freud’s treatment approach. Freud also contributed the first developmental theory of human personality. It suggests that human development progresses through psychosexual stages. Each stage is characterized by specific behavioral and psychodynamic developments and challenges.

 

Although Freud thought of himself as a scientist, and he was indeed very thorough in recording his methods and outcomes, he did not practice scientific methods. Psychoanalytic theory was developed through case study analysis, a qualitative, not scientific, method.

 

There are a lot of jokes about Freud and his now mostly outdated theories.  But have you ever thought that something about who you are today comes from your experiences as a child?   Say, you blame your smoking habit on an oral fixation that stems from being weaned from breastfeeding too early as a baby.  Well, that also comes from Freud’s theories, and it was an idea that revolutionized how we see ourselves.

 

Psychologists in this school of thought believe that unconscious drives and experiences from early childhood are at the root of your behaviors and that conflict arises when societal restrictions are placed on these urges.

Other psychodynamic theories arose, like those of Carl Jung and Alfred Adler, Margaret Mahler, and famous developmentalists like Jean Piaget and Erik Erikson, but all made the same basic assumption: There is a dynamic mind, conscious and unconscious, that influences the behavior of humans. Elements of the unconscious psyche interact to produce motives for behavior and thought processes.

 

Describe how the following concepts are linked to your thoughts, feelings and behaviors in your life event:

· The Unconscious – Id, Ego, Superego

· Stages of Psychosexual development – Oral, Anal, Phallic, Latency, Genital

Oedipus complex, Electra complex, identification, fixation

· Dreams – manifest and latent content

· Defense Mechanisms – repression, regression, displacement, denial, sublimation, projection. rationalization, reaction formation

· Inferiority complex

· Collective unconscious

 

 

 

Behavioral

In an attempt to bring scientific method to bear on the understanding of human behavior, John B. Watson, using ideas he had gleaned from the likes of Ivan Pavlov and others, decided to declare that psychology should only concern itself with observable behavior. A science of behavior was built on only observable behavior. Assumptions about underlying psychological causes of behavior were not admitted. The unconscious was declared fictitious and its study, a waste of time. Serious psychology would focus on observable, controllable, behavior. The behavioral perspective gained great momentum in the 20th century because it was a powerful tool in training, education, and industry. Critics claimed that behaviorism was dehumanizing. John B. Watson and others conducted a thorough explication of Classical Conditioning and B. F. Skinner, responding somewhat to the critics of behaviorism’s dehumanization, explained and expertly defended the processes of Operant Conditioning.

 

Behavioral psychologists believe that external environmental stimuli influence your behavior and that you can be trained to act a certain way. Behaviorists like B.F. Skinner don’t believe in free will. They believe that you learn through a system of reinforcement and punishment in your environment. The behavioral approach is really effective when you don’t care what someone thinks, as long as you get the desired behavior. The influence of these theories affects us every day and throughout our lives, impacting everything from why we follow the rules of the road when driving to how advertising companies build campaigns to get us to buy their products.

 

Describe how the following behavioral concepts/terms are relevant to your life event

 

Modules 18 – 20

· Classical conditioning (always involves a reflex)

· unconditioned stimulus

· unconditioned response

· neutral stimulus

· conditioned stimulus

· conditioned response

· Generalization,

· Discrimination,

· Extinction

· Spontaneous recovery

· Operant conditioning

· Thorndike’s Law of Effect

· Reinforcers

· positive

· negative

· primary

· secondary

· Reinforcement schedules

· Fixed ratio

· variable ratio

· fixed interval

· variable interval

· Punishers

· positive

· negative

· unintended effects of punishment

· Generalization,

· Discrimination,

· Extinction

· Spontaneous recovery

 

· Latent learning

· Intrinsic/Extrinsic motivation

· Observational learning/modeling

 

Cognitive

 

In contrast to behaviorists, cognitive psychologists believe that your behavior is determined by your expectations and emotions. Cognitive psychologist Jean Piaget would argue that you remember things based on what you already know.  You also solve problems based on your memory of past experiences.

 

So, with this approach, we turn away from people as machines without free will and delve back into thoughts and feelings. How you act is based upon internal processes, and there is much more emphasis upon individuals.  From a cognitive perspective, your expectations of an upcoming party will affect how you feel and act while you’re there and will color your memory of the night after you return home.

 

The cognitive perspective developed explanations for human behavior that suggest that human behavior is at times thoughtful and can be controlled by thought processes. Indeed, the cognitive perspective suggests that much of human behavior is mediated by thought processes like memory and attention, belief systems, attitudes and language. Cognitivists believe that humans bring significant conscious processes into the mix and that much of human behavior is mediated by conscious processes. Belief systems, value systems, thought processes, reason and intelligence have a significant impact on why we do the things we do and act the way we act. The cognitive perspective suggests that much of human behavior is significantly influenced by cognitive processes and is thus amenable to our thoughtful control.

 

Describe how the following concepts are linked to your thoughts, beliefs, feelings and behaviors in your life event:

 

Modules 21 – 23

Memory processes –

· encoding

· storage

· retrieval

· recall vs. recognition

· context effects

· mood congruent memory

 

 

Stage Model of memory

· sensory memories (iconic, echoic, haptic)

· short-term memory

· long-term memory

Automatic processing vs. Effortful Processing

Rehearsal

Memory Effects

· Spacing Effect

· Next-in-Line Effect

· Serial Position Effect

Types of Encoding

· Semantic

· Visual

· Auditory

Memory Strategies (Mnemonics)

· Chunking

· Hierarchies

Stress & Flashbulb memories

Implicit memories (memory for events)

Explicit memories (memory for actions)

Forgetting

· encoding failure

· memory decay

· retrieval failure

· retroactive interference

· proactive interference

· Misinformation Effect

· Source amnesia

 

Module 24 – Thinking

concept

prototype

algorithm

heuristic

confirmation bias

fixation

representativeness heuristic

availability heuristic

belief perseverance

intuition – benefits and limitations

framing effect

 

Modules 26 & 27 – Intelligence

emotional intelligence

Savant syndrome

Binet & Simon – mental age

Intelligence test

Aptitude test

Achievement test

Percentage of WAIS scores that fall between 85 and 115

reliability

validity – content validity, predictive validity

mental retardation – characteristics and 4 levels

how do we know that intelligence is hereditary?

why is environment also important?

Flynn effect

 

Neuroscience/Biological

 

The biological/neuroscience perspective is a broad scientific perspective that assumes that human behavior and thought processes have a biological basis. Biology includes investigations into biochemistry of behavior associated with neurotransmitters and hormones, genetics and heritability, and the psychophysics of sensation and perception. Physiological psychology, neuroscience, psychoneuroimunology and psychopharmacology are all part of the biological perspective. Because the biological perspective relies on scientific methods, its scope of investigation is limited to variables that can be controlled. Research methods are quantitative and seek to produce findings that can be replicated and that are generalizable across populations.

 

Practical outcomes of biological psychology include the booming trade in psychopharmaceuticals, an understanding of mental illness that provides viable remedies for certain very serious disorders, and diagnostic brain scanning tools that are at the leading edge of neuroscience.

 

Biopsychologists look at how your nervous system, hormones and genetic makeup affect your behavior. Biological psychologists explore the connection between your mental states and your brain, nerves and hormones to explore how your thoughts, moods and actions are shaped. So what does that mean? It means that for the biological approach, you are the sum of your parts.  You think the way you do because of the way your brain is built and because of your body’s needs.  All of your choices are based on your physical body.  The biological approach attempts to understand the healthy brain, but it also examines the mind and body to figure out how disorders like schizophrenia develop from genetic roots.

 

Describe how the nervous systems, neurotransmitters, brain structures are linked to your thoughts, feelings and behaviors in your life event

 

Module 3

Neurons (parts and functions)

dendrites –

action potential (neural impulse) –

terminal axon branches –

reuptake –

A neuron is like a _______. It either fires or it doesn’t fire. It can’t fire faster or slower or stronger or weaker.

motor neurons –

sensory neurons –

interneurons (and location of them) –

If your hand touches a hot steering wheel ________ neurons carry the message to the _____.

Your brain then uses _______ neurons to sends the message to your hand to move it.

If you hand touches fire, it triggers a ________, so the _________ will intercept the message from the sensory neurons and loop it directly back to the _________ neurons so you will move your hand really fast.

Neurotransmitters and diseases they are linked with

acetylcholine (Ach) –

serotonin –

dopamine –

Organization of nervous systems

sympathetic –

parasympathetic –

(lion story)

Endocrine System – Pituitary gland

 

Module 4

Cerebellum

Lobes of cerebral cortex and their function

frontal –

parietal –

occipital –

temporal –

Left hemisphere vs right hemisphere (which is the verbal side, which is the non-verbal side?)

Corpus callosum

Split-brain patients

Sensory cortex is most critical for our sense of __________ (e.g., hearing, vision, touch) and the _______ (which body part) takes up the most brain tissue on it.

Plasticity – definition & example

 

Evolutionary

 

Our bodies evolved over eons, slowly calibrating to the African savanna on which 98 percent of our ancestors lived and died. So, too, did our brains. Evolutionary psychology postulates that the mind is shaped by pressure to survive and reproduce. We jealously guard romantic partners and cherish our closest relatives above all others, lest we fail to pass on our genes. Men try to have as many children as they can, while women try to find a partner with good resources to have the best chance of them surviving. We easily acquire language, which is critical for cooperation and hence survival. Evolutionary psychology acknowledges these forces but stresses the ultimate (and largely unconscious) gene’s eye view of behavior.

 

The evolutionary perspective explains human behavior and thought process as resulting from evolutionary processes. The underlying assumption of biological evolution is survival of the species. Human behavior is understood in the light of the question: how does this behavior result from processes that support the survival of the species?

 

Describe how your life event reflects thoughts, feelings and behaviors that have helped our species adapt, survive and flourish in our environment

 

 

Behavior Genetics

In 2003, with the completion of the thirteen year-long Human Genome Project, scientists started a new area for research. After sequencing nearly every gene in the human body, they have new tools and information to learn more about humans than ever before.

These new tools have led to great demand for behavioral geneticists, who work to decipher the intricate ways that the environment and genes interact to influence human behavior and cause disease. A couple of decades ago, twin sets and large families were the only way to explore the role of genes in such complex human traits as intelligence. Today, researchers also have silicon chips and powerful sequencing machinery that allow them to conduct sophisticated searches for the multitude of genetic variants that may influence a single trait. They can even look at the human epigenome, the network of chemical tags that control gene expression.

Many behavioral geneticists hope to learn more about the complex relationship between genes and addiction. But researchers are also trying to answer questions related to development, personality, cognition, language acquisition, music ability and much more. Behavioral geneticists also search for genetic variants linked to such complex diseases as Alzheimer’s, childhood obesity, Type 2 diabetes and schizophrenia.

 

Describe the interaction of your genetics and your environment on your thoughts, beliefs, emotions and behaviors regarding your life event

 

Social-Cultural

 

The social/cultural perspective in psychology suggests that human behavior is influenced by social context (who is around you), environmental cues, social pressures and cultural influences. Anyone who has attended a football game will recognize that human behavior is susceptible to influence of the crowd mentality. We are all shaped by the context of our environment and influenced by the perception of authority in our social order. Social psychologists suggest that these forces are very powerful and explain a great deal about the causes of human behavior and thought processes.

 

Describe how your cultural aspects influence your thoughts, beliefs, emotions and behaviors about your life event.

Cultural Aspects

· religion

· language

· gender

· sexual orientation

· socioeconomic status

 

 

· family environment

· neighborhood

· state

· region of the country

· country

· race/ethnicity

Discussion: Individual Vs. Structural-Cultural Theories

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Theories help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client’s problem in relation to social problems.

To prepare:

  • Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty. Journal of Human Behavior in the Social Environment, 16(1/2), 57–72. doi:10.1300/J137v16n01-05
  • Select a theory under the individual-related theories and a theory under the structural/cultural-related theories.
  • Complete the handout “Comparing Individual-Related and Structural/Cultural-Related Theories” to help you craft your response. (Note: You do not need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.)

By Day 3

Post:

  • Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected.
  • Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens.
  • Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.

 

Required Readings

Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.
Chapter 14: General Systems Theory (pp. 240–247)

Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty. Journal of Human Behavior in the Social Environment, 16(1/2), 57–72. doi:10.1300/J137v16n01-05

Note: You will access this article from the Walden Library databases.

Turner, F. (2011). Theory and social work treatment. In Social work treatment: Interlocking theoretical approaches (5th ed., pp. 3–13). New York, NY: Oxford University Press.

Social Work Treatment: Interlocking Theoretical Approaches, 5th Edition by Turner, F. Copyright 2011 by Oxford University Press – Books (US & UK). Reprinted by permission of Oxford University Press – Books (US & UK) via the Copyright Clearance Center.

Document: Comparing Individual-Related and Structural/Cultural-Related Theories (Word document)

Document: Worksheet: Dissecting a Theory and Its Application to a Case Study (Word document)

Document: Theory Into Practice: Four Social Work Case Studies (PDF)

Required Media

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2014). Counseling and psychotherapy theories in context and practice [Video file]. Retrieved from http://www.psychotherapy.net.ezp.waldenulibrary.org/stream/waldenu/video?vid=277

This week, watch the “Family Systems Therapy” segment by clicking the applicable link under the “Chapters” tab.

Note: You will access this video from the Walden Library databases.

Zlatan Ibrahamovic And Sports Psychology

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Zlatan Ibrahimović – Sports Psychology

Outline

 

Introduction:

· General Info

· Nationality, Birthplace, Parents

· Childhood What he wanted to do growing up?

· When did he start playing professionally?

· Which teams did he play for?

· Give some of his career statistics and maybe records?

· What trophies has he won with club football and national team of Sweden?

· Style of Play

· What is his personality like? How do people see him in the media?\

·

 

Body Paragraphs

 

Connect the following Sports Psychology Concepts (or even those not listed) to Zlatan Ibrahimović

 

 

What is his personality type? Type A, B C, or D? Give examples through research of where he shows this.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CATASTROPHE THEORY… OCCURS WHEN? WHAT DOES THE GRAPH LOOK LIKE

 

· Arousal: is a blend of physiological and psychological activity in a person and it refers to the intensity dimensions of motivation at a particular moment. It ranges from not aroused, to completely aroused, to highly aroused; this is when individuals are mentally and physically activated.

 

· Performance increases as arousal increases but when arousal gets too high performance dramatically decreases. This is usually caused by the performer becoming anxious and sometimes making wrong decisions. Catastrophes is caused by a combination of cognitive and somatic anxieties. Cognitive is the internal worries of not performing well while somatic is the physical effects of muscle tension/butterflies and fatigue through playing.

 

· The graph is an inverted U where the x line is the arousal and the y is the performance. Performance peaks on the top of the inverted U and the catastrophe happens in the fall of the inverted U

 

HIGH TRAIT ANXIETY ATHLETES… HOW DO THEY PERCEIVE COMPETITION?

 

· Anxiety: is a negative emotional state in which feelings of nervousness, worry and apprehension are associated with activation or arousal of the body

 

· Trait Anxiety: is a behavioral disposition to perceive as threatening circumstances that objectively may not be dangerous and to then respond with disproportionate state anxiety.

· Somatic Trait Anxiety: the degree to which one typically perceived heightened physical symptoms (muscle tension)

· Cognitive Trait Anxiety: the degree to which one typically worries or has self doubt

· Concentration Disruption: the degree to which one typically has concentration disruption during competition

People usually with high trait anxiety usually have more state anxiety in highly competitive evaluative situations than do people with lower trait anxiety. Example two athletes are playing basketball and both are physically and statistically the same both have to shoot a final free throw to win the game. Athlete A is more laid back which means his trait anxiety is lower and he doesn’t view the final shot as a overly threatening. Athlete B has a high trait anxiety and because of that he perceives the final shot as very threatening. This has an effect on his state anxiety much more than expected in this specific scenario.

 

 

HIGHLY SKILLED ATHLETES EXPERIENCE LESS STATE ANXIETY AND MORE CONFIDENCE

 

· State Anxiety: an emotional state characterized by subjective consciously perceived feelings of apprehension and tension accompanied by or associated with activation or arousal of the autonomic nervous system.

· Cognitive State Anxiety: moment to moment changes in worries and negative thoughts

· Somatic State Anxiety: moment to moment changes in perceived physiological arousal

· Perceived Control State Anxiety: the degree to which one has the resources and ability to meet challenges

Example player playing basketball at the start of the game he or she may have a slightly elevated level of anxiety before tip off ( nervous  feeling heart pumping), lower level once he/she settles into the pace of the game, and then an extremely high level in the closing minute of the game (feeling nervous with his/her heart racing)

 

HOW ATHLETES PERCEIVE THEIR ANXIETY AND PERFORMANCE

 

· There is a direct relationship between a person’s level of trait anxiety and state anxiety. Research shows that the athletes who score high on trait anxiety measure a high state anxiety in competition. But this varies a highly trait anxious athlete may have a lot of experience in a particular situation and therefore not perceive it as a threat and have a high state anxiety.

 

COOPERATION AND ACHIEVEMENT

 

Achievement Motivation: Refers to a person’s efforts to master a task achieve excellence overcome obstacles perform better than other and take pride in exercising talent.

 

4 STAGE COMPETITIVE PROCESS/ OBJECTIVE AND SUBJECTIVE COMPETITIVE SITUATIONS/ MOST IMPORTANT DETERMINANT OF INTRINSIC MOTIVATION= SUBJECTIVE PERCEPTIONS OF PERFORMANCE

 

1. The objective competitive situation

· The persons objective and goal is set

· Martens states that it is better studied when the objective is told to another person

Example Athlete A runs a mile in 8 min and his goal is to hit under 8 today this is competition because only you are aware of the standard of excellence you are striving to beat. Marthens run with a friend and tell him that his goal is to run under 8 min the situation would be competitive because your friend is aware of the criteria.

 

0. The subjective competitive situation

· How the person perceives, accepts, and appraises the objective competitive situation

Example Athlete A is looking forward in competing in the UEFA Champions League, whereas another athlete, Athlete B which is facing the same objective situation may not be looking forward to competing

 

0. The response

· If the decision is not to compete then the response stops there

· Response to compete can occur at the behavioral, physiological or psychological level or at all three levels

Example Behavioral what type of opponent you might want to fight with whether it’s a tough opponent, easy, or better than you. Physiological level heart starts to beat faster and your hands become cold and clammy. Psychological motivation confidence, can be internal or external.

0. The consequences of the response

· Are seen as either positive or negative

· The perception of the consequence is more important than the objective outcome

Example Athlete A loses the match the athlete might still perceive the outcome as positive if he played well and met his own standard of excellence.

 

SUBJECTIVE COMPETITIVE SITUATION STAGES AND ELEMENTS, EXAMPLE STAGE 2

· Involves how the person perceives accepts and appraises the objective competitive situation

· Stage 2 The Subjective Competitive situation Spoke about it already scroll up for definition and example

· Competitiveness is an enjoyment of competition and desire to strive for success in competitive sport setting

· Win orientation is a focus on interpersonal comparison and winning in competition

· Goal orientation: is a focus on personal performance standards

 

EPIGENETICS

· Effects of environment and culture on gene expression

· Certain genetic behaviors will not emerge unless the right environment is present

 

SENSATION SEEKING BEHAVIOR

Sensation-seeking, also called excitement-seeking, is the tendency to pursue sensory pleasure and excitement.

· Easily bored if they do not get high levels of stimulation.

· Motivated by the immediate gratification that sensory experiences can provide.

· Tend to partake in risky behavior (drugs, extreme sports, reckless driving)

· Risk takers thus they experience more self-growth.

 

GRIT

· Passion and persistence for long term goals

· Measure of motivation

· Mental toughness

 

UNDESIRED SIDE EFFECTS OF PUNISHMENT

· Can be degreading or shame producing and these feelings have been linked to failure or weakness

· Because of punishment, athletes are afraid of failure. They are more concerned with not failing at a task than actually winning. These athletes perform more poorly and get injured more.

· Athletes may become demotivated if they are constantly punished and may quit the team.

 

AUTOTELIC PERSONALITY

· Are individuals have a tendency to enjoy activities for its own sake they are likely to experience flow states.

· Flow state is described below

 

HEXACO PERSONALITY MODEL

· Six dimensional model of human personality

. Honesty- Humility: Sincerity, Fairness, Greed Avoidance

. Emotional Stability: Fearfulness, Sentimentalism, Anxiety, Dependence

. Extraversion: Sociability, Liveliness, Social Self-Esteem

. Agreeableness: Forgivingness, Gentleness, Patience, Flexibility

. Conscientiousness: Organization, Diligence, Perfectionism

. Openness to Experience: Inquisitiveness, Creativity, Unconventionality

 

GOAL ORIENTATION FOCUSES ON COMPARING ABILITIES & WINNING

· Compare performance with defeating others

 

TYPES OF PERFECTIONISM

· Self-oriented Perfectionism: Setting high personal standards and being strict when evaluating oneself to those standards.

· Socially Prescribed: The degree to which someone believes that a significant other holds them to very high standards and they need to meet those standards to seek approval.

· Other- oriented Perfectionism: The degree to which one holds others to extremely high standards.

 

REINVESTMENT SCALE

 

VARSITY ATHLETES AND SUBSEQUENT LIFE OUTCOMES

· Varsity Athletes are shown to have a higher grade point average and higher educational aspirations than those who don’t participate on varsity teams

 

FEEDBACK AFTER FAILURE… EFFECTIVENESS

 

WHAT IS FLOW… DIMENSIONS?

· Intrinsic motivation and a balance in the individuals perceived abilities and the challenge of the task

· Examined activities such as rock climbing, dancing, chess, music and amateur athletics people do this with great intensity but usually get little or no external reward

· Dimensions to have flow balance of challenge and skills, complete absorption in the activity, clear goals, merging of action and awareness, total concentration on the task at hand etc

· Achieving Flow

· Motivation to perform

· Achieving optimal arousal level before performing

· Maintaining appropriate focus

· Precompetitive and competitive plans and preparation

· Optimal physical preparation and readiness

· Optimal environmental and situational conditions

· Confidence and mental attitude

· Team play interaction

· Feeling good about performance

 

MOST IMPORTANT DETERMINANT OF INTRINSIC MOTIVATION… = SUBJECTIVE PERCEPTIONS

 

PUNISHMENT CAN ACT AS A REINFORCER OR REWARDS

· Be consistent with everyone when giving out punishments.

· Punish behavior, not the person

· Do not punish athletes while they are playing

 

 

GROUP NORMS / WHAT ARE GROUP NORMS?

· Norm is a level of performance pattern of behavior or belief

· Norms can either be formally established or informally developed by a group

· Norms for productivity which is the standard the effort and the performance that is accepted by the team

· Positive norms set positive examples

 

TYPES OF ATTENTIONAL FOCUS…. NATURE OF FOCUS… BROAD, NARROW ETC

· Broad Attentional Focus: Perceive several occurrences simultaneously (i.e. soccer player paying attention to multiple defenders)

· Narrow Attentional Focus: When you respond to only one or two cues (golfer planning to hit the ball)

· External Attentional Focus: Directs attention outward to an object (watching the movement of the ball in basketball)

· Internal Attentional Focus: Directed inwards towards thoughts and feelings (coach analyzing plays in his head).

 

COOPERATION GENERALLY LEADS TO HIGHER LEVEL OF ACHIEVEMENT THAN INDIVIDUALISTIC

BEHAVIOR

 

SOCIAL LOAFING

· Is the term psychologist use for the phenomenon in which individuals in a group or team put forth less than 100% effort because of losses in motivation (Lakers losing streak)

. Put less effort because they are in a group setting rather than working individually.

· Is seen when the individuals output cannot be independently evaluated, the task is perceived to be low or meaningful. The individuals personal involvement in the task is low, a comparison against group standards is not possible, the individual perceives his contributions are redundant

· Social loafing is contagious (Madrid team)

 

SELF-COMPETITION REFERS TO ACHIEVEMENT MOTIVATION (PERFORMANCE IN SOCIALLY EVALUATIVE SITUATIONS REFERS TO COMPETITION)

 

RINGELMANN EFFECT

· Tendency of individual members of the group to become less productive as the group size increases.

 

PENDULAR MODEL OF TEAM DEVELOPMENT

1. Orientation

2. Differentiation and Conflict

3. Resolution and Cohesion

4. Differentiation and Conflict

5. Termination

 

LINEAR PERSPECTIVE OF TEAM DEVELOPMENT

· Forming: team members familiarize themselves with other team members

· Storming: is characterized by resistance to the leader

· Norming: hostility is replaced by solidarity and cooperation

· Performing: band together team success

 

CYCLICAL APPROACH OF TEAM DEVELOPMENT

· The main element in the cyclical approach to group development is the assumption that as the group develops it psychologically prepares for its own breakup (Ex. recreational team play for a season then break up)

 

 

DIFFERENT ROLES IN GROUPS, ROLE CONFLICT, AMBIGUITY, EXIT

-Role Conflict: Wearing too many different hats and having different people expect different things.

– Role Ambiguity: Not knowing the scope of one’s responsibilities. (Players with greater role ambiguity said they were less likely to return to the team next year)

 

NORM FOR PRODUCTIVITY = LEVEL OF TEAM PERFORMANCE ESTABLISHED BY TEAM AS ACCEPTABLE

 

LOW ACHIEVERS FOCUS ON SHAME, HIGH ACHIEVERS FOCUS ON PRIDE

 

TASK COHESION AND PERFORMANCE… DIFFERENT SPORTS

· The total field of forces which act on members to remain in the group

· Task cohesion refers to the degree to which group members work together to achieve common goals and objectives

· Conceptual Model for Cohesion

· Environmental factors: refer to the normative forces holding a group together (Ex. Players are under contract, athletes hold scholarships)

· Personal Factors: refer to the individual characteristics of group members three categories demographic (member similarity, sex), cognitions and motives(attributions for responsibility, anxiety), and behavior (social loafing)

· Leadership Factors: the leadership style and behaviors that professionals exhibit and the relationships they establish with their groups

· Team Factors: refer to group task characteristics, desire for group success (Ex. group that stayed together a long time also exhibit high levels of group cohesion.)

 

TASK AND SOCIAL COHESION AND PERFORMANCE

· Social cohesion reflects the interpersonal attraction among group members

 

COLLECTIVE EFFICACY

· A belief or perception shared by members of the team about the capabilities of their teammates. In other words, a team member’s perception of whether or not the team is capable of achieving the desired result.

· Higher collective team efficacy resulted in better performance and lower levels of task anxiety, improved task engagement, and higher task satisfaction.

· Building up a team mentality towards being successful is more important than getting individual players to believe in themselves.

 

COMPETENCE MOTIVATION MODEL…. FEEDBACK & MOTIVATIONAL ATTRIBUTIONS INFLUENCE PERCEIVED COMPETENCES

· People are motivated to feel worthy or competent, and these feelings are primary determinants of motivation.

· If a soccer player feels they are skilled, they will have more interest in practicing. They will in turn become more happy and gain more enjoyment from playing. This will lead to increased motivation.

 

 

 

WAYS TO BUILD INTRINSIC MOTIVATIONS

 

 

 

 

DON’T FEEL LIKE STUDYING? WHAT WOULD YOUR ATHLETE DO?

 

 

SOCIAL-PSYCHOLOGICAL ESP ORIENTATION…FOSTERING TEAM COHESION

 

ZAJONC’S SOCIAL FACILITATION THEORY (PERFORMANCE ON WELL-LEARNED TASK IS FACILITATED BY AN AUDIENCE)

· Social Facilitation Theory: the improvement in individual performance when working with other people rather than alone

· Having an audience helps influenced performance

· An audience creates arousal in the performer which hurts performance when he or she does a difficult task that has not been learned or learned well and helps performance on well learned tasks

 

 

 

PRAISE FOR HIGH EFFORT PRODUCES… (MORE TASK PERSISTENCE, ENJOYMENT, ETC.)

 

BARRIERS TO EFFECTIVE COMMUNICATION

· Receiver not paying attention to sender

· Receiver’s tendency to evaluate and judge communication.

· Lack of trust between individuals attempting to communicate.

· Misinterpretation between sender and receiver.

· Tendency to tell people what they want to hear.

· Belief that silence is safer

· Inconsistency between action and words

 

INTERVIEWS WITH OLYMPIC ATHLETES AND MENTAL STRATEGIES

· Skills behaviors that athletes use for competition and their relationship to performance success

· Practicing specific plans for dealing with adversity

· Practice routines for dealing with unusual circumstances

· Concentrate on performance

· Mental rehearsal

· Don’t worry about other competitors

· Develop a competition plan

· Regulate arousal and anxiety

 

ICEBERG PROFILE, WHAT DOES IT LOOK LIKE?

· Iceberg profile in elite athletes shows vigor above the mean population and depression, tension, anger, fatigue, and confusion below the mean of population. Negative traits are below the surface while positive traits are above the surface.

· Successful athletes have a iceberg profile. Unsuccessful athletes usually have a flat profile.

 

VARSITY AND NON VARSITY ATHLETES HAVE SIMILAR SUCCESS IN THEIR CAREERS

 

TEAM CLIMATE = PERCEPTIONS OF TEAM MEMBER INTERPERSONAL RELATIONSHIPS

· Team climate develops from how players perceive the interrelationships among group members

· Social support provides appraisal information reassurance and companionship reduces uncertainty during times of stress

· Proximity people are more likely to bond when they are near each other

· Fairness trust

· Similarity attitudes aspirations

 

 

MALE AND FEMALE ATHLETES VS. NONATHLETES

PERSONALITY PROFILES OF ATHLETES VS. NONATHLETES

EXERCISE LEVELS AND SELF-CONCEPT… SELF-ESTEEM

MOST DIFFICULT TASK OF STRUCTURING SPORT & EXERCISE ENVIRONMENTS

 

APPROACHES TO MOTIVATION

· Motivation: the direction and intensity of one’s effort

· Trait Centred View: contends that motivated behavior is primarily a function of individual characteristic (Ex. when the coach tells the athlete he has a real winner mentality)

· Situation Centered View: contends that motivation level is determined primarily by situation (Brittany may be motivated by her aerobic class but unmotivated when it comes to a competitive sport situation)

· Interactional View: motivation results neither solely from participant factors (personality needs interests and goals) nor solely from situational factors ( coaches or teachers style or the win-loss record of a team)

 

 

WHAT IS SELF-COMPETITION?

· To compete with oneself and seek constant self- improvement and growth.

 

WHAT IS ATTRIBUTION THEORY?

· Based on how people explain their success and failures. Attributing success or failure to the following 3 categories.

. Stability: Stable (talent) or unstable (luck)

. Locus of Causality: Internal (I ran faster near the end of the race) or External (opponents were not fit enough)

. Locus of Control: I can control my stamina but not the stamina of my opponents.

 

HIGH VS. LOW ACHIEVERS AND EMOTIONAL FACTORS

· High achievers strive to do the best they can. Low achievers try and avoid failure.

. Setting challenging goals versus setting easy to achieve goals.

 

MASTERY AND OUTCOME GOAL ORIENTATION

· Mastery Goal Orientation: Focus is on improving oneself through comparison of relative past performances.

· Outcome Goal Orientation: Focusing on comparing oneself with and defeating others.

 

ZONES OF OPTIMAL STATE ANXIETY

· Athletes have a zone in which top performance occurs. Outside this zone, poor performance occurs.

· This model states that athletes can perform good at different levels of anxiety and there isn’t one particular level where optimal performances is produced.

· A particular emotion can be positive for one individual and negative for another individual.

 

SITUATIONAL STRESSES

· Event Importance: The more important the event, the more stress provoking it is.

. An event that is insignificant to most people can be very significant to someone else.

· Uncertainty: The greater the uncertainty, the greater the stress.

 

BIOFEEDBACK AND PSYCHOPHYSIOLOGICAL ORIENTATION

· Psychophysiological Orientation: believe that the best way to study behavior during sport and exercise is to examine the physiological processes of the brain and their influences on physical activity

· Psychologists typically assess heart rate, brain wave activity and muscle action potentials, determining relationships

· Biofeedback technique to learn to control some of your body’s functions such as your heart rate

· Social psychological orientation: sport and exercise psychologists assume that behavior is determined by a complex interaction between the environment and the personal makeup of the athlete or exerciser

· Cognitive Behavioral Orientation: psychology assumes that behavior is determined by both the environment and cognition thought and interpretation play an especially important role