<p> The path to expertise has been quantified on several occasions (Ericsson, Krampe, and Tesch-R&ouml;mer, 1993; Ericsson 2001; Ericsson &amp; Charness, 1994; Ericsson 2008) as well as explored through qualitative retrospective methods (Bloom 1985; Kreiner, Phillips, &amp; Orlick 1993; Hayman et. al. 2014). However, little research has investigated the experience of elite performers as they attempt to maximize their performance over time. The purpose of this study was to examine how elite golfers think about, structure, and experience practice intended to maximize performance throughout a long career.</p><p> The researcher utilized a phenomenological approach to explore the lived experience of five PGA Tour players as they reflected on their practice experience thus far. The central themes found were: a) tailoring practice, b) <i> achieving balance, c) staying engaged, d) being proactive</i>. The core thematic findings spring from two results: 1. The most effective practice for elite golfers are highly individualized, and 2. effective practice for these players is reached when they proactively tailor their approach to pursue appropriate balance and achieve consistent engagement. These findings may benefit golfers, golf coaches, and applied sport psychology practitioners. Theoretical implications and possibilities for future research are discussed. </p><p>

<p> This phenomenological study examined first-generation Latina women who developed a bicultural strategy when choosing professional careers. A qualitative research methodology sought to analyze the participants&rsquo; academic and career planning journey, the challenges they encountered, the support they received from their families, and how utilizing a bicultural strategy aided them in attaining their career goals. Five Latina women were interviewed with ages ranging from 30 to 50. Several key findings were found to be congruent with research literature such as acculturation influence on ethnic identity, ethnic identity as protective factors from discrimination, and the influence of traditional cultural values in pursuing college careers. Data was analyzed through the lens of developmental and acculturation theories. The findings revealed the participants&rsquo; demonstrated bicultural competence in how they negotiated with their families for support, and how they separated from their families influence to support their own professional goals. Family support was a significant factor for the participants&rsquo; successful navigation of career goals. Minimal family support revealed participants compensating by achieving higher standards for themselves. Based on the results of this study it is recommended that academic counselors and psychotherapists recognize the difficulty of Latina women living between two worlds and make efforts to increase their sensitivity of cultural gender role pressures that influence their career decisions. </p><p>

<p> An online survey was utilized where 31 participants answered questions about their Facebook usage and activities. In addition, information was provided about their partner and issues that stemmed from Facebook such as relationship strain and depressive symptoms. Moreover, time spent on Facebook was also examined. Results indicated a correlation between Facebook activities and levels of depression, meaning that participants reported experiencing depressive symptoms after engaging in Facebook activities and viewing their partner&rsquo;s Facebook profile. In addition, the results revealed that there was no significant association between time spent on Facebook and levels of depression. In other words, those who reported spending more time on Facebook did not report experiencing increased depressive symptoms or relationship strain. The social comparison theory posits that if individuals cannot evaluate themselves using physical standards, they will attempt to do it using social standards, especially when they experience uncertainty about their attitudes and opinions. Results revealed that individuals were less likely to access Facebook when they were unsure of their own thoughts, feelings, and intuition about the relationship. The results of this study indicated that Facebook activities can negatively affect relationships and cause individuals to experience depressive symptoms. More attention should be paid to Facebook usage and to the activities and behaviors of its users. Despite the positive effects of utilizing social network sites, negative experiences can occur due to the nature of the environment.</p><p>

<p> This study examined the differences in playfulness between girls and boys, ages 36 &ndash; 60 months, diagnosed with autism spectrum disorder (ASD), and their neurotypical peers. Previous literature had noted differences in playfulness between children with ASD and neurotypical children, but none differentiated the playfulness between girls and boys with ASD or did not include girls with ASD in the study. Caregivers completed an online version of the Children&rsquo;s Playfulness scale. Data for 50 girls diagnosed with ASD, 45 neurotypical girls, 56 boys with ASD, and 49 neurotypical boys were analyzed using a 2 x 2 factorial ANOVA. Post hoc testing was done for differences for specific questions. The study revealed that significant differences exist between the playfulness of girls and boys with ASD, similar to the gender differences that exist between neurotypical children. Significant differences were noted in the areas of physical spontaneity, social spontaneity, cognitive spontaneity, and manifest of joy. These findings suggest that much of what is known about the play behaviors of children with ASD may not be reflective of girls with ASD. The play behaviors of children are used to help identify some of the criteria for determining the presence of ASD in children. If the play behaviors in girls differ from that of boys, girls with ASD may be misdiagnosed, diagnosed later, or not be diagnosed at all. As a result, they may not receive intervention or support that could be beneficial for optimal development. Further research is needed in this area to accurately identify and quantify the play behaviors of girls with ASD. This will enable researchers to develop a diagnostic measure for girls so that the possibility that they are misdiagnosed, diagnosed later, or not be diagnosed is minimized.</p><p>

Thesis (Ph.D.) -- University of Canberra, 2007.

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology of the School of Education, 2009. / Title from PDF t.p. (viewed on Feb. 5, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2600. Adviser: David B. Estell.

<p> The digital landscape that we inhabit offers new ways of cultivating relationships. Humans are programmed to seek social acceptance and avoid social rejection. Facebook taps into this core motivation by offering variable social rewards. Habits are eventually formed that keep users coming back for more rewards. What impact does habituated Facebook use have on relationships and other criteria defined by well-being theories?</p><p> The sample for this study was 36 students who were recruited to participate in one or two phases of a sequential mixed methods study. The quantitative phase involved two surveys: the first, a validated instrument; the second, a 38-question survey created for the study to inquire about research participants&rsquo; experience using Facebook. For the qualitative phase, four students from the first phase were interviewed to further explore their experience with Facebook and well-being.</p><p> A central accomplishment of this study was the creation of a new Facebook well-being survey (FWBS). The design of this survey guided the data analysis which uncovered the key findings of this study. Results were divided into four categories of time that participants spent using Facebook per day. Half of the categories, including the largest, showed a positive correlation between well-being and the amount of time spent creating content.</p><p> Overall, participants reported that they spend significantly more time consuming (65%) than creating (35%) Facebook content. The FWBS asked participants to rank their favorite Facebook features from most to least used. Private and public messages were the most popular with Likes ranking high for the creation of content. Participants with very high well-being scores mostly used messaging features while those with very low well-being scores spent their time using other Facebook features in addition to messaging.</p><p> Emotions and relationships were the well-being components most impacted by Facebook. Sixty-five percent of participants reported they have unhealthy Facebook habits. Facebook can help with loneliness but is also a distraction, time-killer, and social-crutch. Unless Facebook is used wisely and sparingly it reduces well-being. To be a socially engaged in the Millennial Generation a Facebook account is not optional.</p>

<p> Achievement in youth across America has been defined by youth report card grades and standardized test scores, with higher scores typically being the gateway to college, scholarships, and future financial success. There is abundant evidence that shows parenting factors and the parent-child relationship are correlated with high academic achievement in youth. Therefore, the aim of this study was to investigate if the effects of high parent-child agreement on youth self-esteem and self-efficacy significantly correlated with high youth academic achievement on classroom achievement scores. Data from Dr. Judy Ho&rsquo;s The STAGES Project in student&rsquo;s entering the 6^th grade was utilized in examining the parent-child relationship and youth academic achievement. Youth and parent report on the State Self-Esteem Scale (SSES) and New General Self-Efficacy Scale (NGSE), both scored using the Likert scale, were utilized to calculate agreement scores. Parent-child agreement on the measures was scored using the total difference between parent and child scores on each measure. Three youth academic indicators from the youths&rsquo; 2011-2012 report cards were used to assess academic achievement of English grades, Math grades, and GPA semester grades. No significant relationships were found between parent-child agreement on youth self-esteem or self-efficacy, and the academic indicators examined in this study.</p>

<p> Two studies tested hypotheses regarding the idea that humor promotes cognitive flexibility. Two components of humor are argued to promote cognitive flexibility. First, the positive emotion associated with humor may enhance cognitive flexibility. Second, the processing of humor may exercise complex cognitive processing, thus making similar processing more efficient on subsequent tasks. Participants in Experiment 1 read humorous sentences or one of two types of non-humorous sentences. Participants in Experiment 2 viewed captioned images that varied in the presence of positivity and incongruity. Results of both studies do not support the idea that humor promotes cognitive flexibility, nor do they show evidence that humor promotes cognitive flexibility because of the positive emotion or incongruity associated with it. Explanations for the failure to find support for hypotheses focus on the stimuli used in non-humor conditions and the stimuli and method of measuring cognitive flexibility. Alternative methods of testing the hypotheses are also offered, such as investigating sense of humor as a personality trait, using different types of humor and a different method of measuring cognitive flexibility. This project hoped to provide elementary evidence for the notion that humor is beneficial for health, but did not do so. It is hoped that future research can elucidate the relationship between humor and health.</p>

<p> Over recent decades, adolescent athletic participation has grown in the United States. The rise in participation means that mental health clinicians who work with adolescents are likely increasingly coming in contact with young athletes facing issues directly related to sports. The issues facing adolescent athletes create additional challenges that should be addressed in treatment to improve overall psychological well-being and to promote healthy development. In order to best meet the general mental health needs of these clients, clinicians need to be aware of the unique stressors and issues they frequently face. A resource manual was created to guide clinicians working with elite male athletes between the ages of 12 and 18 years in order to help them realize the benefits and avoid the adverse consequences that may be associated with elite-level sports participation. The manual was developed to be a resource for mental health clinicians seeking help in understanding the challenges faced by elite-level adolescent male athletes, guidance in identifying therapeutic interventions likely to be effective in addressing those challenges, and clarification of the mental skills training typically conducted by sport psychologists. The manual&rsquo;s content was informed by both a review of the relevant scholarly literature and by interviews conducted with a former elite adolescent athlete, a sports psychologist, and a mental health clinician who has worked with male adolescent athletes. Following a discussion of some strengths, limitations, and potential modifications to the current manual, plans for evaluating and disseminating it are described.</p>