The Ohio State University, Columbus, OH.
J Athl Train. 2003 Jan;38(1):75-82.
To integrate a psychosocial developmental theory and a psychological stage theory for challenging an injured collegiate student-athlete's personal development and to highlight future areas of research.
I searched Education Abstracts, ERIC, Social Science Citation Index, and SPORT Discus for the years 1990-2001 using the key words student-athlete,injury,psychological reaction,Chickering, and psychosocial.
Stage theories are theoretic models that outline basic reactions to a stressor, regardless of age, sex, or ethnicity. In textbooks addressing the injured athlete, the Kubler-Ross stages of bereavement constitute one of the most commonly presented stage theories addressing the psychological reaction to injury. Psychosocial theories, on the other hand, such as the Chickering and Reisser theory, are theoretic models developed in the educational literature that outline the personal development process (ie, vectors) through which adolescents and adults progress. For this review, the Kubler-Ross and Chickering and Reisser revised theories will be used to outline possible psychological reactions to injury throughout the development progression from vector 1, competence, through vector 7, integrity.
The 1999 Athletic Training Clinical Proficiencies as outlined by the National Athletic Trainers' Association Education Council require clinical proficiencies in the area of psychosocial intervention and referral, yet psychosocial theory is rarely addressed in athletic training educational curricula or texts. Presenting a universal psychosocial developmental theory, such as the Chickering and Reisser 7 vectors, and integrating a common stage theory, such as the Kubler-Ross stages of bereavement, are beneficial in providing athletic training students and athletic trainers additional skills to recognize and mediate negative psychological reactions to injury and in illuminating new areas of research.
整合一个心理社会发展理论和一个心理阶段理论,以挑战受伤大学生运动员的个人发展,并强调未来的研究领域。
我使用了“学生运动员、受伤、心理反应、 Chickering 和心理社会”等关键词,在 1990 年至 2001 年期间,在教育文摘、ERIC、社会科学引文索引和 SPORT Discus 中搜索了教育学文献、ERIC、社会科学引文索引和 SPORT Discus。
阶段理论是一种理论模型,无论年龄、性别或种族如何,都可以概述对压力源的基本反应。在讨论受伤运动员的教科书中,库伯勒-罗斯(Kubler-Ross)的悲伤阶段构成了最常提出的针对受伤心理反应的阶段理论之一。另一方面,心理社会理论,如 Chickering 和 Reisser 理论,是在教育文献中发展起来的理论模型,概述了青少年和成年人通过的个人发展过程(即向量)。在本综述中,将使用库伯勒-罗斯(Kubler-Ross)和 Chickering 和 Reisser 修订理论来概述从向量 1(能力)到向量 7(完整性)的发展过程中受伤可能产生的心理反应。
国家运动训练员协会教育委员会 1999 年提出的运动训练临床能力要求在心理社会干预和转介方面具备临床能力,但运动训练教育课程或教材中很少涉及心理社会理论。提出普遍的心理社会发展理论,如 Chickering 和 Reisser 的 7 个向量,以及整合常见的阶段理论,如库伯勒-罗斯(Kubler-Ross)的悲伤阶段,可以帮助运动训练学生和运动训练员掌握更多技能,以识别和调解受伤后的负面心理反应,并阐明新的研究领域。