Extending Psychotherapeutic Strategies to People With Disabilities

McDowell, William A.; Bills, George F.; Eaton, Marc W.

doi:10.1002/j.1556-6676.1989.tb01347.x

Cited by 4 publications

(6 citation statements)

References 6 publications

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“…Several researchers already have emphasized the importance of increasing counselors' sensitivity to the issues that clients with disabilities routinely face (e.g., Greenwood, 1987;Hulnick & Hulnick, 1989;Livneh & Sherwood, 1991;McDowell, Bills, & Eaton, 1989). For example, Livneh and Sherwood (1991) stressed the importance of adapting counseling interventions to meet the special needs of clients with disabilities.…”

mentioning

confidence: 99%

How College Students With and Without Disabilities Perceive Themselves and Each Other

Kelly

Sedlacek

Scales

1994

Jour of Counseling & Develop

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This study explored how college students with (n = 80) and without disabilities (n = 76) rated themselves, how each group rated members of the other group, and how each group perceived that the other group would rate them on a 24‐item personality instrument that was designed to assess five factors of personality: extraversion, agreeableness, conscientiousness, emotional stability, and culture. Results revealed that the two groups rated each other in a stereotypical manner: Students with disabilities were seen as more conscientious and cultured than were students without disabilities, whereas students without disabilities were seen as more extraverted and emotionally stable than were students with disabilities. When the students rated themselves, however, no such differences between the two groups emerged. Implications of the results for clinical practice are discussed.

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confidence: 99%

How College Students With and Without Disabilities Perceive Themselves and Each Other

Kelly

Sedlacek

Scales

1994

Jour of Counseling & Develop

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“…Factors that may have contributed to the successful outcome were: • During therapy sessions with Mr. D. the therapist paid close attention to the communication strategies suggested by McDowell, Bills and Eaton (1989) (Table 2), and used words and phrases commonly used by Mr. D. The book describing the components of therapy that was written by the therapist also used his preferred phrases and familiar vocabulary. • To enhance the likelihood of successful generalisation to the performance setting (i.e., a tournament) the practice and rehearsal components were conducted using real 'props' (e.g., tennis racquets) and settings (e.g., on a court) wherever possible.…”

Section: Three Rules Of Good Sporting Behaviourmentioning

confidence: 99%

“…However, as with many case studies employing an AB design no definite findings can be attributed to the intervention. (McDowell, Bills & Eaton, 1989) 1…”

Section: Three Rules Of Good Sporting Behaviourmentioning

confidence: 99%

Learning How To Be A Good Sport: An Intervention Aimed at Increasing Sportsperson-like Behaviour

Mohr¹

2001

Behav. change

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This paper describes the use of cognitive-behavioural therapy to assist a very experienced Special Olympics tennis player control his unacceptable on-court behaviour. In 10 weekly sessions he was taught to relax both on and off court, change his gloomy self statements and negative predications of his future behaviour, analyse and learn three essential elements of good sporting behaviour and practised these skills under low stress conditions. He assisted in the writing of a book, which described all the stages of his therapy, and he looked at the book often between therapy sessions. At an interstate championship held 3 months later the player won all his early matches but lost in the final series. However he was able to practise relaxation skills and positive self-statements, and perform all the elements of good sporting behaviour.

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“…In order to gear programming to the athlete's needs and wishes, the athletelsport psychologist relationship must be characterized by effective communication. It is important to develop rapport with clients on the behavioral, content, and cultural levels of communication in order to demonstrate respect and develop an atmosphere of mutual trust (McDowell et al, 1989). Several suggestions for effective communication, which are also good advice for working with athletes who do not have disabilities, can be identified:…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Given that many individuals with mental retardation display poor motivation, and considering that sport experiences lead to improved self-esteem and self-reliance, one might suggest that involvement in a structured sport training program (including PST) could improve an athlete's overall level of independence. In applying PST to the problem of motivation, a good example comes from the field of rehabilitation medicine, in which guided imagery has been used extensively to deal with problems of motivation and refinement of newly acquired behaviors among persons with lities (McDowell et al, 1989).…”

Section: Review Of the Literaturementioning

confidence: 99%

Applied Sport Psychology and Persons with Mental Retardation

Travis

Sachs

1991

The Sport Psychologist

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One of the largest groups of persons with disabilities is that of persons with mental retardation. More than 1,000,000 athletes with mental retardation, for example, participate in Special Olympics each year. Sport psychology can help with performance enhancement as well as enhancing the quality of the sport experience for persons with mental retardation. Additionally, participation in exercise and sport can result in increased benefits such as enhanced self-esteem, self-reliance, and willingness to take risks. The literature in this area is reviewed, and extensive suggestions on working with athletes with mental retardation are offered. Due to the cognitive limitations that are one characteristic of persons with mental retardation, the sport psychologist faces particular challenges in providing sport psychology services for this population. A case study is provided to illustrate some of the challenges and rewards in working with athletes with mental retardation.

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Extending Psychotherapeutic Strategies to People With Disabilities

Cited by 4 publications

References 6 publications

How College Students With and Without Disabilities Perceive Themselves and Each Other

How College Students With and Without Disabilities Perceive Themselves and Each Other

Learning How To Be A Good Sport: An Intervention Aimed at Increasing Sportsperson-like Behaviour

Applied Sport Psychology and Persons with Mental Retardation

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