# data[].attributes.body
If you create your own pallet, please share your link in the comments box!

# data[].attributes.body
What's in a name: Some ins and outs

of representing yourself (Zito, Herzog, & Shiperd)

# data[].attributes.body
How ideas of transformative learning can inform academic blogging (Hammond, 2016)

# data[].attributes.headline
Forester-Miller & Davis (2016) Ethical Decision Making Infographic

# data[].attributes.subject
Forester-Miller & Davis (2016) Ethical Decision Making Infographic

# data[].attributes.headline
Forester-Miller & Davis (2016) Ethical Decision Making White Paper

# data[].attributes.subject
Forester-Miller & Davis (2016) Ethical Decision Making White Paper

# data[].attributes.headline
APA Ethical Principles of Psychologists and Code of Conduct

# data[].attributes.subject
APA Ethical Principles of Psychologists and Code of Conduct

# data[].attributes.attachment_link.readable_text
Cite this

American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). http://www.apa.org/ethics/code/index.html

Including 2010 and 2016 Amendments

Introduction and Applicability

The American Psychological Association's (APA) Ethical Principles of Psychologists and Code of Conduct (hereinafter referred to as the Ethics Code) consists of an Introduction, a Preamble, five General Principles (A-E) and specific Ethical Standards. The Introduction discusses the intent, organization, procedural considerations, and scope of application of the Ethics Code. The Preamble and General Principles are aspirational goals to guide psychologists toward the highest ideals of psychology. Although the Preamble and General Principles are not themselves enforceable rules, they should be considered by psychologists in arriving at an ethical course of action. The Ethical Standards set forth enforceable rules for conduct as psychologists. Most of the Ethical Standards are written broadly, in order to apply to psychologists in varied roles, although the application of an Ethical Standard may vary depending on the context. The Ethical Standards are not exhaustive. The fact that a given conduct is not specifically addressed by an Ethical Standard does not mean that it is necessarily either ethical or unethical.

This Ethics Code applies only to psychologists' activities that are part of their scientific, educational, or professional roles as psychologists. Areas covered include but are not limited to the clinical, counseling, and school practice of psychology; research; teaching; supervision of trainees; public service; policy development; social intervention; development of assessment instruments; conducting assessments; educational counseling; organizational consulting; forensic activities; program design and evaluation; and administration. This Ethics Code applies to these activities across a variety of contexts, such as in person, postal, telephone, Internet, and other electronic transmissions. These activities shall be distinguished from the purely private conduct of psychologists, which is not within the purview of the Ethics Code.

Membership in the APA commits members and student affiliates to comply with the standards of the APA Ethics Code and to the rules and procedures used to enforce them. Lack of awareness or misunderstanding of an Ethical Standard is not itself a defense to a charge of unethical conduct.

The procedures for filing, investigating, and resolving complaints of unethical conduct are described in the current Rules and Procedures of the APA Ethics Committee. APA may impose sanctions on its members for violations of the standards of the Ethics Code, including termination of APA membership, and may notify other bodies and individuals of its actions. Actions that violate the standards of the Ethics Code may also lead to the imposition of sanctions on psychologists or students whether or not they are APA members by bodies other than APA, including state psychological associations, other professional groups, psychology boards, other state or federal agencies, and payors for health services. In addition, APA may take action against a member after his or her conviction of a felony, expulsion or suspension from an affiliated state psychological association, or suspension or loss of licensure. When the sanction to be imposed by APA is less than expulsion, the 2001 Rules and Procedures do not guarantee an opportunity for an in-person hearing, but generally provide that complaints will be resolved only on the basis of a submitted record.

The Ethics Code is intended to provide guidance for psychologists and standards of professional conduct that can be applied by the APA and by other bodies that choose to adopt them. The Ethics Code is not intended to be a basis of civil liability. Whether a psychologist has violated the Ethics Code standards does not by itself determine whether the psychologist is legally liable in a court action, whether a contract is enforceable, or whether other legal consequences occur.

The modifiers used in some of the standards of this Ethics Code (e.g., reasonably, appropriate, potentially) are included in the standards when they would (1) allow professional judgment on the part of psychologists, (2) eliminate injustice or inequality that would occur without the modifier, (3) ensure applicability across the broad range of activities conducted by psychologists, or (4) guard against a set of rigid rules that might be quickly outdated. As used in this Ethics Code, the term reasonable means the prevailing professional judgment of psychologists engaged in similar activities in similar circumstances, given the knowledge the psychologist had or should have had at the time.

In the process of making decisions regarding their professional behavior, psychologists must consider this Ethics Code in addition to applicable laws and psychology board regulations. In applying the Ethics Code to their professional work, psychologists may consider other materials and guidelines that have been adopted or endorsed by scientific and professional psychological organizations and the dictates of their own conscience, as well as consult with others within the field. If this Ethics Code establishes a higher standard of conduct than is required by law, psychologists must meet the higher ethical standard. If psychologists' ethical responsibilities conflict with law, regulations, or other governing legal authority, psychologists make known their commitment to this Ethics Code and take steps to resolve the conflict in a responsible manner in keeping with basic principles of human rights.

Psychologists are committed to increasing scientific and professional knowledge of behavior and people's understanding of themselves and others and to the use of such knowledge to improve the condition of individuals, organizations, and society. Psychologists respect and protect civil and human rights and the central importance of freedom of inquiry and expression in research, teaching, and publication. They strive to help the public in developing informed judgments and choices concerning human behavior. In doing so, they perform many roles, such as researcher, educator, diagnostician, therapist, supervisor, consultant, administrator, social interventionist, and expert witness. This Ethics Code provides a common set of principles and standards upon which psychologists build their professional and scientific work.

This Ethics Code is intended to provide specific standards to cover most situations encountered by psychologists. It has as its goals the welfare and protection of the individuals and groups with whom psychologists work and the education of members, students, and the public regarding ethical standards of the discipline.

The development of a dynamic set of ethical standards for psychologists' work-related conduct requires a personal commitment and lifelong effort to act ethically; to encourage ethical behavior by students, supervisees, employees, and colleagues; and to consult with others concerning ethical problems.

This section consists of General Principles. General Principles, as opposed to Ethical Standards, are aspirational in nature. Their intent is to guide and inspire psychologists toward the very highest ethical ideals of the profession. General Principles, in contrast to Ethical Standards, do not represent obligations and should not form the basis for imposing sanctions. Relying upon General Principles for either of these reasons distorts both their meaning and purpose.

Section 1: Resolving Ethical Issues

(b) Where scientific or professional knowledge in the discipline of psychology establishes that an understanding of factors associated with age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, or socioeconomic status is essential for effective implementation of their services or research, psychologists have or obtain the training, experience, consultation, or supervision necessary to ensure the competence of their services, or they make appropriate referrals, except as provided in Standard 2.02, Providing Services in Emergencies .

(c) Psychologists planning to provide services, teach, or conduct research involving populations, areas, techniques, or technologies new to them undertake relevant education, training, supervised experience, consultation, or study.

(d) When psychologists are asked to provide services to individuals for whom appropriate mental health services are not available and for which psychologists have not obtained the competence necessary, psychologists with closely related prior training or experience may provide such services in order to ensure that services are not denied if they make a reasonable effort to obtain the competence required by using relevant research, training, consultation, or study.

(e) In those emerging areas in which generally recognized standards for preparatory training do not yet exist, psychologists nevertheless take reasonable steps to ensure the competence of their work and to protect clients/patients, students, supervisees, research participants, organizational clients, and others from harm.

(f) When assuming forensic roles, psychologists are or become reasonably familiar with the judicial or administrative rules governing their roles.

2.05 Delegation of Work to Others
Psychologists who delegate work to employees, supervisees, or research or teaching assistants or who use the services of others, such as interpreters, take reasonable steps to (1) avoid delegating such work to persons who have a multiple relationship with those being served that would likely lead to exploitation or loss of objectivity; (2) authorize only those responsibilities that such persons can be expected to perform competently on the basis of their education, training, or experience, either independently or with the level of supervision being provided; and (3) see that such persons perform these services competently. (See also Standards 2.02, Providing Services in Emergencies ; 3.05, Multiple Relationships ; 4.01, Maintaining Confidentiality ; 9.01, Bases for Assessments ; 9.02, Use of Assessments ; 9.03, Informed Consent in Assessments ; and 9.07, Assessment by Unqualified Persons .)

(b) When psychologists become aware of personal problems that may interfere with their performing work-related duties adequately, they take appropriate measures, such as obtaining professional consultation or assistance, and determine whether they should limit, suspend, or terminate their work-related duties. (See also Standard 10.10, Terminating Therapy .)

Section 3: Human Relations

Section 4: Privacy and Confidentiality

(b) Unless it is not feasible or is contraindicated, the discussion of confidentiality occurs at the outset of the relationship and thereafter as new circumstances may warrant.

(c) Psychologists who offer services, products, or information via electronic transmission inform clients/patients of the risks to privacy and limits of confidentiality.

(b) Psychologists discuss confidential information obtained in their work only for appropriate scientific or professional purposes and only with persons clearly concerned with such matters.

(b) Psychologists disclose confidential information without the consent of the individual only as mandated by law, or where permitted by law for a valid purpose such as to (1) provide needed professional services; (2) obtain appropriate professional consultations; (3) protect the client/patient, psychologist, or others from harm; or (4) obtain payment for services from a client/patient, in which instance disclosure is limited to the minimum that is necessary to achieve the purpose. (See also Standard 6.04e, Fees and Financial Arrangements .)

Section 5: Advertising and Other Public Statements

(b) Psychologists do not make false, deceptive, or fraudulent statements concerning (1) their training, experience, or competence; (2) their academic degrees; (3) their credentials; (4) their institutional or association affiliations; (5) their services; (6) the scientific or clinical basis for, or results or degree of success of, their services; (7) their fees; or (8) their publications or research findings.

(c) Psychologists claim degrees as credentials for their health services only if those degrees (1) were earned from a regionally accredited educational institution or (2) were the basis for psychology licensure by the state in which they practice.

(b) Psychologists do not compensate employees of press, radio, television, or other communication media in return for publicity in a news item. (See also Standard 1.01, Misuse of Psychologists' Work .)

(c) A paid advertisement relating to psychologists' activities must be identified or clearly recognizable as such.

Section 6: Record Keeping and Fees

Section 7: Education and Training

(b) When engaged in teaching or training, psychologists present psychological information accurately. (See also Standard 2.03, Maintaining Competence .)

(b) Faculty who are or are likely to be responsible for evaluating students' academic performance do not themselves provide that therapy. (See also Standard 3.05, Multiple Relationships .)

(b) Psychologists evaluate students and supervisees on the basis of their actual performance on relevant and established program requirements.

Section 8: Research and Publication

History and Effective Date

Amendments to the 2002 "Ethical Principles of Psychologists and Code of Conduct" in 2010 and 2016

2010 Amendments

Introduction and Applicability
If psychologists' ethical responsibilities conflict with law, regulations, or other governing legal authority, psychologists make known their commitment to this Ethics Code and take steps to resolve the conflict in a responsible manner. If the conflict is unresolvable via such means, psychologists may adhere to the requirements of the law, regulations, or other governing authority in keeping with basic principles of human rights.

1.02 Conflicts Between Ethics and Law, Regulations, or Other Governing Legal Authority
If psychologists' ethical responsibilities conflict with law, regulations, or other governing legal authority, psychologists clarify the nature of the conflict , make known their commitment to the Ethics Code, and take reasonable steps to resolve the conflict consistent with the General Principles and Ethical Standards of the Ethics Code . If the conflict is unresolvable via such means, psychologists may adhere to the requirements of the law, regulations, or other governing legal authority. Under no circumstances may this standard be used to justify or defend violating human rights .

1.03 Conflicts Between Ethics and Organizational Demands
If the demands of an organization with which psychologists are affiliated or for whom they are working are in conflict with this Ethics Code, psychologists clarify the nature of the conflict, make known their commitment to the Ethics Code, and to the extent feasible, resolve the conflict in a way that permits adherence to the Ethics Code. take reasonable steps to resolve the conflict consistent with the General Principles and Ethical Standards of the Ethics Code. Under no circumstances may this standard be used to justify or defend violating human rights .

2016 Amendment

3.04 Avoiding Harm
(a) Psychologists take reasonable steps to avoid harming their clients/patients, students, supervisees, research participants, organizational clients, and others with whom they work, and to minimize harm where it is foreseeable and unavoidable.

(b) Psychologists do not participate in, facilitate, assist, or otherwise engage in torture, defined as any act by which severe pain or suffering, whether physical or mental, is intentionally inflicted on a person, or in any other cruel, inhuman, or degrading behavior that violates 3.04(a).

Contact APA Ethics Office

# data[].attributes.attachment_link.title
Ethical principles of psychologists and code of conduct

# data[].attributes.attachment_link.description
The American Psychological Association's Ethical Principles of Psychologists and Code of Conduct provides guidance for psychologists in professional, scientific and educational roles. The Ethics Code also outlines standards of professional conduct for APA members and student affiliates.

# data[].attributes.headline
AASP Code of Ethical Standards and Principles 

# data[].attributes.subject
AASP Code of Ethical Standards and Principles 

# data[].attributes.attachment_link.readable_text
The Association for Applied Sport Psychology's (AASP) is committed to the professionalization and advancement of the field of sport and exercise psychology.

Consistent with this commitment, all AASP members must recognize their work-related professional privileges and associated responsibilities.

The AASP Ethical Code is an important component of our professional responsibilities. AASP members and visitors should become familiar with the Code.

Additional Resources

Below are past AASP Newsletter articles that deal with ethical issues in sport and performance psychology. Please use these articles to help you better understand these specific areas of ethical concern.

Questions or Concerns Related to Ethics

Members of the AASP Ethics Committee are available to answer questions that may arise when ethical uncertainties arise in your practice of sport and exercise psychology.

Concerns about the ethical behavior of any AASP member should be directed to the Chair of the Ethics Committee.

Questions regarding research ethics can be directed to the Editor of the Journal of Applied Sport Psychology.

AASP Ethics Code: Purposes and Organization

Our professional privileges originate in society's recognition of AASP members as trained persons possessing specialized knowledge and skills. Our responsibilities stem from society's belief that AASP members will:

Self-regulate our work-related conduct

Do no harm to people we work with and serve

Protect the dignity and welfare of people we work with and serve

Respect the autonomy and independence of people we work with and serve

AASP developed and adopted a code of ethics conduct in the 1990s. It is largely based on the American Psychological Association's Ethical Principles of Psychologists and code of conduct (American Psychologist, 1992, V47, #12, pp. 1597-1611.) Our code reflects the core values of our association and of society.

In general, all current AASP members agree to understand, respect and follow our ethics code in order to:

Foster the public's trust in AASP and it members, and to

Enhance the potential of AASP members to be of service to society

Clearly, no single set of guidelines can anticipate and address all ethically challenging situations related to our consulting, research, supervising, teaching, and other work-related activities. However, our code provides useful:

Proactive guidance to direct the thinking and action of its members

Reactive guidance when ethical problems or dilemmas do arise

The AASP Ethical Principles and Standards (the Ethics Code) consists of:

Introduction

Preamble

6 General Principles

26 Standards

The Introduction, Preamble and General Principles of the Ethics Code are designed to guide AASP members toward the ideals of thinking and practice in our unique field. The Standards specify the boundaries of professionally acceptable, ethical behavior.

Whereas the Preamble and the General Principles are not enforceable rules, they should be considered when contemplating ethical courses of action. In contrast, the Standards are enforceable rules that mandate specific behavioral actions on the part of AASP members.

AASP members must know that, in a number of ethically challenging situations, other ethical and legal codes may be applicable to their thinking and action. When making decisions regarding professional conduct, AASP members must consider the AASP code, other applicable ethical codes, or the law.

If the AASP code suggests a higher standard of conduct than is required by other ethical guidelines or the law, AASP members should meet that standard. If the AASP code Standard(s) appear to conflict with the requirements of law, members must communicate their commitment to the AASP Ethics Code and take steps to resolve the conflict in a responsible way. If neither law nor the Ethics Code resolves an issue, AASP members should consider other professional resources (e.g., guidelines and standards that have been adopted or endorsed by other professional physical education, sport science, and social science organizations), the dictates of their own conscience, and consultation with knowledgeable professional peers when this is warranted.
AASP Policy for Responding to Allegations of Ethical Violations

# data[].attributes.attachment_link.title
AASP Code of Ethical Principles and Standards

# data[].attributes.attachment_link.description
The Association for Applied Sport Psychology's (AASP) is committed to the professionalization and advancement of the field of sport and exercise psychology. Consistent with this commitment, all AASP members must recognize their work-related professional privileges and associated responsibilities. The AASP Ethical Code is an important component of our professional responsibilities.

# data[].attributes.body
A Thousand Little Cuts: Addressing Microaggressions in Sport
(983 Unique Page Views)

# data[].attributes.attachment_link.readable_text
Published

Creating and sustaining welcoming, inclusive, and culturally safe spaces should be of utmost importance to those who work in sport. Sporting environments that devalue, invalidate, and attack athletes' intersectional experiences and identities (i.e., the combination of race, gender, sexual orientation, etc.) only hurt, harm, and direct individuals away from activities that promote physical health and wellbeing. Further, when athletes don't feel included and safe, they can redefine sporting environments as spaces that don't value them, potentially impacting performance. In order to create a safe space, enable continued participation and enjoyment in sport, and positively impact performance, it is important for sport professionals to be knowledgeable about microaggressions.

Microaggressions can create lasting negative impressions on the experience of individuals and groups in sport. According to Sue and colleagues (2007), microaggressions are subtle, commonplace verbal and nonverbal indignities that convey cultural insensitivity and unawareness. The three types are microassault, defined as "'old fashioned,' blatant racism utilizing both verbal and nonverbal attacks that demean, devalue, and hurt the intended victim"), microinsult ("statements or reactions that denote cultural insensitivity, demean a person's heritage or identity, and convey a lack of respect for the recipient's culture"), and microinvalidation ("communication that ignores, denies, or legitamizes the negative experiences and experiential reality" of the individual) (Carter & Davila, 2017, p. 287; Sue et al., 2007). We all have committed microaggressions. While this does not necessarily make us 'bad people,' our reactions to knowing about our aggressions and taking steps to prevent future aggressions are important.

Microaggressions are perpetrated within sport by coaches, athletes, administrators, parents, and fans. For example, in his response describing the Larry Nassar sexual assault victims' experiences, former Michigan State University President John Engler publicly said, "there are a lot of people who are touched by this, survivors who haven't been in the spotlight... In some ways, they have been able to deal with this better than the ones who've been in the spotlight who are still enjoying that moment" (Jesse, 2019). Engler's positioning the spotlight as enjoyable and a motive for survivors speaking out is offensive on many levels and is an example of microinvalidation. First, it invalidates and minimizes survivors' experiences by positioning their activism as attention-seeking behavior. Second, it ignores a system that failed women. Third, it defines survivors' experiences for them. Finally, it ignores the emotional, psychological, and spiritual labor involved in activism, an inherently vigorous, time consuming, and (at times) emotionally draining activity.
The Impact of Microaggressions
Microaggressions create physical and psychological reactions (Pierce, 1988) and can make people feel othered, different, and intellectually inferior (Sue, Capodilupo, & Holder, 2008). Complicating microaggressive experiences is the perpetrator's awareness (or lack of awareness) of their actions and the recipient's understanding of the occurrence and/or hesitance to confront the perpetrator. An unfortunate side effect of microaggressions is that they are often not addressed but stored away. At times, recipients even question whether or not a microaggression actually occurred (Sue et al., 2008), leading to self-doubt and invalidation. Over time, the psychological jabs ('death by a thousand cuts') can lead to higher levels of depression, depressive symptoms (Nadal, Griffin, Wong, & Hamit, 2014), maladaptive thinking (Hunn, Harley, Elliott, & Canfield, 2015), and decreases in healthy behaviors (Pascoe & Smart Richman, 2009).
Tools for Addressing Microaggressions
If an athlete has been aggressed, first encourage him or her to acknowledge the aggression and take the time and space to process how the aggression made them feel as well as what impact it may have on their sense of self and on their perception of the perpetrator. The ambiguous nature of microaggressions often creates a confusing space for the aggressed. It is important that the athlete does not victim-blame, or question whether he or she is at fault for the aggression. They are not. If needed, athletes should identify social supports (i.e., friends, teammates, coaches, family members, etc.) to assist them in processing the event. Despite a sporting culture that reinforces 'mental toughness,' remember that athletes do not have to appear strong or resilient after an aggression. Nor is it on the athlete to support a perpetrator's awareness of the event. During these moments, focus on self is key.

If you have aggressed, first acknowledge the individual's perceptions and feelings of the microaggression. This validates that individual's lived experiences, normalizes their feelings, and reduces questioning of whether or not the incident occurred (Sue et al., 2008). Avoid intellectualizing or explaining away the incident by providing alternative explanations for your actions. This response is a form of gaslighting, which fails to provide space to validate the recipient's experience or place accountability where it's due. Finally, allow space to listen. Afterwards, process the incident with a trusted friend, mentor, or colleague. Note that the aggressed is not obligated to provide you with resources or information to explain or define the aggression; this is best done on your own time and with trusted colleagues.

Carter, L. & Davila, C. (2017). Is it because I'm Black: Microaggressive experiences against black professionals in Sport and Exercise Psychology. Professional Psychology: Research & Practice, 48(5), 287-293. http://dx.doi.org/10.1037/pro0000145

Hunn, V., Harley, D., Elliott, W., & Canfield, J. P. (2015). Microaggression and the mitigation of psychological harm: Four social workers' exposition for care of clients, students, and faculty who suffer "a thousand little cuts." Journal of Pan African Studies, 7, 41-54.

Jesse, D. (2019). Michigan State interim president to resign after remarks about Nassar victims. USA Today. Retrieved from https://www.usatoday.com/story/sports/olympics/2019/01/16/michigan-state-interim-president-under-fire/2592204002/

Nadal, K. L., Griffin, K. E., Wong, Y., & Hamit, S. (2014). The impact of racial microaggressions on mental health: Counseling implications for clients of color. Journal of Counseling and Development, 92(1), 57-66.

Pascoe, E. A., & Smart Richman, L. (2009). Perceived discrimination and health: A meta-analytic review. Psychological Bulletin, 135, 531-554. http://dx.doi.org/10.1037/a0016059

Pierce, C. M. (1988). Stress in the workplace. In A. F. Coner-Edwards & J. Spurlock (Eds.), Black families in crisis: The middle class (pp. 27-34). New York, NY: Brunner/Mazel.

Sue, D. W., Capodilupo, C. M., & Holder, A. M. B. (2008). Racial microaggressions in the life experience of Black Americans. Professional Psychology: Research and Practice, 39, 329-336. http://dx.doi.org/10.1037/0735-7028.39.3.329

Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62, 271-286. http://dx.doi.org/10.1037/0003-066X.62.4.271

By Leeja Carter
Long Island University - Brooklyn

Dr. Leeja Carter is an Assistant Professor in the School of Health Professions at Long Island University - Brooklyn (LIU) with her work addressing gendered racism in sport and culturally sensitive health approaches for women of color. A Fulbright Scholar, author, and writer, she currently serves as the Association for Applied Sport Psychology (AASP)'s Diversity and Inclusion Executive Board Division Head and the Women in Sports special interest group coordinator and has previously served as AASP's Diversity Committee Chairperson.

# data[].attributes.attachment_link.title
A Thousand Little Cuts: Addressing Microaggressions in Sport

# data[].attributes.attachment_link.description
Published Creating and sustaining welcoming, inclusive, and culturally safe spaces should be of utmost importance to those who work in sport. Sporting environments that devalue, invalidate, and attack athletes' intersectional experiences and identities (i.e., the combination of race, gender, sexual orientation, etc.) only hurt, harm, and direct individuals away from activities that promote physical health and wellbeing.

# data[].attributes.body
The Psychology of Young Athletes (podcast)

# data[].attributes.attachment_link.title
The Psychology of Young Athletes (podcast)

# data[].attributes.attachment_link.description
The Association for Applied Sport Psychology (AASP) is the leading organization for sport psychology consultants and professionals

# data[].attributes.body
Effective Communication in Critical Sport Moments: Key Principles and Cultural Considerations for Coaches

# data[].attributes.attachment_link.readable_text
Published

Effective coaches embody a combination of sport knowledge, management skills, emotional intelligence, and, perhaps most importantly, effective communication. Generally, good coaches display communication strategies such as active listening, empathy in their language, and articulating clearly when they speak. But when it comes to high-pressure situations (e.g., half-time talks) or moments of conflict, some tend to yell, reprimand, and criticize more than usual. Fletcher and Scott (2010) postulated that coaches' stress levels during competitions might affect the content of their feedback. This body of research, however, is scarce, because these conversations are usually held in places where coach-athlete interactions are not easily overheard and analyzed. Regardless, it is hard not to consider:

If a basketball team was leading or trailing by a few points at half-time, what would be the "best" thing for a coach to say?

If the coach has a team of players with mixed backgrounds who speak different languages, how can she best reach all of them in a short amount of time?

Here are three elements that impact individual and team performance for coaches to consider before speaking to athletes during a critical sport situation:

1. Purpose and Content
First, coaches should identify the purpose of their message. Is the goal to provide instruction, calm athletes down, make changes in the game plan, or help the team regain confidence? There could be one clear goal or a mixture of goals. In a half-time situation, Andrews (2015) suggests that basketball coaches divide the period into phases: assistant coaches share game analysis according to specialty while offering concise suggestions. Then, the head coach delivers instructional points and identifies key strengths of players. Finally, players ask questions and chant a process-oriented word like "execute" to focus on performance rather than outcome. This may not be a "one-size-fits-all" approach, but coaches can use it as a reference to help identify potential purposes of their communication.

2. Delivery

Avoid asking "why" questions. During critical moments, it is best to focus on what is important in the moment and for the next play. "Why" questions aim at understanding the intention behind athletes' previous actions and may not be as helpful. Moreover, they may trigger athletes' defense mechanisms and inhibit effective coach-athlete communication.

Focus on specific instructions and/or positive reinforcement. A mixture of praise and positive non-verbal feedback (like a pat on the back) is helpful in moving athletes and teams forward in tough moments. In a coaching analysis of John Wooden, he was observed spending 75% of his time giving instructional feedback, which included instructions (what to do and how to do it), hustles, and demonstrations; praise took up 7%, while verbal butt-kicking only happened 6% of the time (Gallimore & Tharp, 2004). Coaches should reinforce what is being done well and instruct athletes to repeat that behavior or strategy or give specific directions about what to do next.

Give corrective feedback only if athletes are able to make changes right away. Confidence comes from believing that we are capable of completing a certain task. If coaches can support and direct athletes to make positive changes right away, athletes are likely to feel more confident. For example, a tennis coach could remind a player to stay low after a serve. Put the more in-depth, corrective comments and discussions aside until later when athletes have ample time and opportunity to make those changes.

Ensure the tone of the feedback aligns with the content. Saying "relax!" with gritted teeth brings forth a mixed message and creates confusion. If the goal is to encourage, then use light-hearted tones. If the goal is to improve athletes' energy level, speak with enthusiasm and conviction. If the coach is trying to calm athletes down, he or she should speak slowly and pause in between sentences.

3. Cultural Differences
It is also necessary for coaches to be aware of athletes' learning cultures and styles. For instance, in Hong Kong, coaches and members of soccer teams are often international, representing the local geographical area, Eastern Europe, and Western countries like Brazil and Portugal. During critical situations, the coach must be cognizant of the limited amount of time to bring the right messages across in multiple languages and/or effectively leverage translators. With adult Chinese athletes, in particular, it is helpful for coaches to recognize that they tend not to ask questions and adopt a more passive and obedient approach in their learning (Kennedy, 2010). Turkish and Spanish populations are found to embrace more diverging forms of communication, which include brainstorming and generating ideas (Alemdağ, Alemdağ, & Özkara, 2018; Lingham, Richley, & Serlavos, 2009). Since these tendencies are not absolute, it is recommended that coaches discuss preferences with their athletes before game days and come up with communication strategies that are culturally appropriate and inclusive.

Whatever communication strategy coaches decide to adopt during critical sport moments, they must identify the time available, purpose of the message, nature of the content, method of delivery, and any cultural differences. Coaches can then start implementing the optimal communication strategy in practices and scrimmages and tailor their feedback to what is most effective for them and their team.

References

Alemdağ, C., Alemdağ, S. & Özkara, A. B. (2018). The analysis of sports high school students' learning styles in terms of overall academic success. Education and Science, 43(195), 269-278.

Andrews, S. R. (2015). Emotional control and instructional effectiveness: Maximizing a time-out. A Journal for Physical and Sport Educators, 28(2), 33-37.

Gallimore, R. & Tharp, R. (2014). What a coach can teach a teacher, 1975 - 2004: Reflections and reanalysis of John Wooden's teaching practices. The Sport Psychologist, 18(2), 119-137.

Fletcher, D., & Scott, M. (2010). Psychological stress in sports coaches: A review of concepts, research, and practice. Journal of Sports Sciences, 28(2), 127-137. DOI: 10.1080/02640410903406208

Kennedy, P. (2010). Learning cultures and learning styles: myth-understandings about adult (Hong Kong) Chinese learners. International Journal of Lifelong Education, 21(5), 430-445. DOI: 10.1080/02601370210156745

Lingham, T., Richley, B. A. & Serlavos, R. S. (2009). Measuring and mapping team interaction. Cross Cultural Management: An International Journal, 16(1), 5-27. DOI: 10.1108/13527600910930013

# data[].attributes.attachment_link.title
Effective Communication in Critical Sport Moments: Key Principles and Cultural Considerations for Coaches

# data[].attributes.attachment_link.description
Published Effective coaches embody a combination of sport knowledge, management skills, emotional intelligence, and, perhaps most importantly, effective communication. Generally, good coaches display communication strategies such as active listening, empathy in their language, and articulating clearly when they speak.

# data[].attributes.body
Motivating Your Kids During COVID-19 Homeschooling

# data[].attributes.attachment_link.readable_text
Published

Parents and children alike have been thrust into a unique situation as a result of COVID-19 related school closings. Schools are implementing at-home instruction out of necessity, including daily instruction via technology, such as Zoom or Google Classroom. Further, teacher-led instruction is often brief and for many youth, the school days are significantly shorter than normal. Like many parents right now, both my partner and I work from home, our ability to get out of the house is significantly limited, and all organized sports and activities for our 4th and 6th-grade children are suspended indefinitely. So, the question I continually ask myself is, "how in the world are we going to keep the kids motivated to do anything but stare at electronic devices over the unforeseeable future?"

Through Self-Determination Theory, Ryan and Deci (2000) offer insight into motivation and how to create environments that facilitate positive behaviors. A positive motivational climate can be created by significant others, such as parents and teachers, through demonstrating autonomy support. Autonomy-supportive environments "support choice, initiation, and understanding while minimizing the need to perform and act in a prescribed manner" (Standage et al., 2006, p. 102). In other words, autonomy-supportive parents give their kids some freedom to make choices, and perhaps even take initiative to do things depending on their age, as opposed to trying to control every decision. A parent might present a few physical activity options to their children. For instance, "Do you want to come for a walk with me or ride your skateboard in the driveway?"

When parents act in an autonomy-supportive way towards their kids, they help them to have more autonomy or choice, build competence in various skills, and enhance relatedness, or connection and sense of belonging, ultimately resulting in positive forms of motivation (McDavid et al., 2012).

If giving your kids choice or demonstrating understanding has become exceedingly difficult due to our current reality, then perhaps try modeling positive behaviors. Research has shown when parents model preferred behaviors (e.g., exercising regularly, maintaining a regular work schedule and work location) that it results in a relatively small, but significant increase in self-determination for leisure-time physical activity (i.e., physical activity right after school, on the weekend, or during overall free time), leading to a large increase in leisure-time physical activity (McDavid et al., 2012). I'm sure many parents can relate; I have been much more effective at "walking the walk" than "talking the talk" over the last few weeks. This could look like exercising daily and scheduling your work-at-home days to enable productivity and execution as much as possible. By making those behaviors visible, it could help your kids say "yes" when you invite them to exercise with you or be more likely to adhere to a daily family routine.

Giving kids choice and trusting them to do the right thing is no doubt a tall task. It's often easier to give orders or consequences even though demonstrating autonomy support or modeling positive behaviors are superior approaches. I'll admit, it has been a struggle to keep my kids engaged after they finish their schoolwork, particularly in encouraging them to be physically active. To maintain an autonomous mindset, I'll often extend suggestions about the types of physical activities that they have at their disposal in and around the house rather than forcing them to do something specific. We now realize that we have been reliant on organized sports and teachers to keep our kids active and educated. Now that all parents are being asked to break this pattern, here are a few ways to engage and motivate your kids as we all stay safe at home:

1. Give choice within a daily structure: Help your kids create a daily routine while offering them choices within that structure. Outside of non-negotiables, refrain from dictating what they will do if possible. For instance, allocate one hour for physical activity and 30 minutes for reading each day while allowing them to pick when and what they want to do.

2. Be a partner: While it may be difficult for working parents, try to exercise with your kids. Consider going for a bike ride or a walk or kicking the soccer ball around in the yard. Relatedness, or connection, is a key element of self-determined motivation. Your kids are much more likely to stay active if you make it normal by being active with them.

3. Praise their accomplishments: Give your kids specific, immediate, positive feedback when they are successful. This will enhance their confidence and help motivate them to repeat positive behaviors. Maybe say, "that's a great idea, I never would have thought of that" if they create a novel activity for themselves.

Remote learning has presented parents, like me, with many new challenges on a daily basis. However, the COVID-19 situation has presented us with an opportunity to improve our motivational strategies as parents to create sustainable enjoyment for our children in the future.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

McDavid, L., Cox, A. E., & Amorose, A. J. (2012). The relative roles of physical education teachers and parents in adolescents' leisure-time physical activity motivation and behavior. Psychology of Sport and Exercise, 13, 99-107.

Standage, M., Duda, J. L., & Ntoumanis, N. (2006). Students' motivational process and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research Quarterly for Exercise and Sport, 77(1), 100-110.

# data[].attributes.attachment_link.title
Motivating Your Kids During COVID-19 Homeschooling

# data[].attributes.attachment_link.description
Published Parents and children alike have been thrust into a unique situation as a result of COVID-19 related school closings. Schools are implementing at-home instruction out of necessity, including daily instruction via technology, such as Zoom or Google Classroom. Further, teacher-led instruction is often brief and for many youth, the school days are significantly shorter than normal.

# data[].attributes.body
User-friendly template

# data[].attributes.body
Role, impact, and benefits of sport psychology.

# data[].attributes.attachment_link.readable_text
Dr. Harold Shinitzky covers the basics of sport psychology

(28 minutes) Harold E. Shinitzky Psy. D. in a Licensed Psychologist with offices in Clearwater and St. Petersburg, Florida. He has been helping to make a difference in the lives of others for nearly 25 years. He specializes in Sport Psychology and is a highly acclaimed and sought after Motivational Speaker. Dr. Shinitzky works with nationally ranked junior, collegiate, Olympic and professional athletes from every major association (PGA, NFL, MLB, NBA, and NHL). He is also an author, and his latest book is A Champion's Mindset: 15 Mental Conditioning Steps to Becoming a Champion Athlete.
For more about Dr. Shinitzky: drshinitzky.com
AUDIO PODCAST VERSION:
Or look for us on your favorite podcast provider:
Meeting Dr. Harold Shinitzky
HACKIE REITMAN (HR): Hi, I'm Dr. Hackie Reitman, welcome to another episode of Exploring Different Brains. Andoday, we have the pleasure of talking with one of the world's, if not the world's foremost sports psychology authority, Dr. Harold Shinitzky. Harold, welcome! Now, sport's psychology is something that's really, really come into its own prominence in the past several years. Explain to our audience how you got into this field.
DR. HAROLD SHINITZKY (HS): Thank you very much, it's an honor to be here.

HS: (laughs) Ditto, thank you.

HS: Yes.

HS: Well, I tell you, to say I was on the other side of the coin, I was actually an athlete. A tennis player, and we had a sport psychologist that work with our team. I'm a Midwestern boy, so my whole way of going through life is "can't we just get along?" Well in sports, that didn't quite help out when it came to competitive. So for me, the specific work was the work on the kill instinct, the ability to be laser-focused that it is a commitment to the task at hand and it really helped me to be able to kind of push through for the task which was when I was ahead to feel confident, competent, and comfortable in that position and runs through the finish line. So sports psychology was introduced to me as a player. And I was majoring in psychology. I got up to Johns Hopkins at the School of Medicine and I was doing my training there and I was the director of Prevention Services in Pediatrics. Through prevention work, I was introduced to a number of athletes who were making bad decisions. That opened up me working with numerous teams in the area. The Dunbar Poets, and we won the state championship, the DeMatha Stags in DC and won the national championship. And that's how it started to expand. I began using my clinical work and sport side for performance enhancement with athletes.

The Basics of Sports Psychology

HS: I probably say about 100%. All athletes as you move forward from beginning, intermediate, to the elite level, have to be able to be in the moment. I was talking about how we all we wake up everyday with a limited or a finite amount of energy. You can expand it well wisely or poorly. And individuals who are not mindful, who are not in the moment, tend to waste their energy. And there are three ways to waste your energy. And that's wishing, worrying, and whining. Wishing the past was different, worrying about the future that has yet to occur, or whining about things outside of our control. And so individuals who dwell on the past, you often times hear them talk about being in a slump because they're still focusing on the past, rather than being in the moment. Worrying about the future, well, that's an outcome after I take care of the process. So if I'm focused on that, and I have taken care of the here and now. And then whining about things outside of my control, we always try to help athletes control the controllables. So being mindful when being in the moment is an absolute must at all levels in particular once you reach the highest level.

HS: Absolutely, yeah. I do a lot of corporate training, and it's stunning that the individuals will create these monsters in their head. I just did a four-part series with the financial advisement group in one of the large investment companies. And there were many of the financial advisors who actually talk themselves out of doing things. They would sabotage themselves out of the fear of what might occur. And because of that, they were now focused on the future creating these obstacles that didn't exist and so they actually needed to be brought back to this reality of, "All right, what can you do to increase your probabilities of success?" "There are no guarantees but what can you do to increase your probability of success?"

HS: Oh, gosh, depends on what the subject is. Baseball players have the most superstitions. They're really, really enjoyable to talk with, to help them get empowered again, versus some of these really bizarre behaviors that they engage in. Everyone wants to have a routine but some of them get kind of ritualistic. I really, personally enjoy working with tennis, since that was a love of mine-I love the details in it-pair up figure skaters for the Olympic team-I loved working with them, they're an incredible group when you have to work with the two to become one-and then also golfers because the only thing that is occurring is the ball's not moving and you have to hit it. You're not reacting to anything around you. And it's stunning to watch those individuals improve once they start understanding these principles.

The anxiety in all sports, I would imagine, is that the number one thing you treat? Or how would you say it?

HS: It's probably the number one thing I treat but I want to clarify before all your listeners, and this is always a blast to share especially as a psychologist, when it comes to the sports that we're talking about, whether it's golf or tennis or anything of that nature that people play, I always like to point out that there is no such thing as stress. I like being provocative and getting a reaction. So what i talk about is what makes you stressed doesn't necessarily make me stressed, and what makes me stressed doesn't necessarily make you stressed. So the situation itself is actually neutral. It's based on your perception of the situation. And that's the definition of life. Your perception of a situation, your self-talk and how you manage it. I don't know if you've ever jumped out of a perfectly good airplane, but there are people that do it for fun. If you think there's a tiger outside your door, you're gonna be really nervous. Doesn't matter that there is a tiger, your emotions are not based on reality. Your emotions are based on perceptions of reality. And helping athletes as early as possible understand that I possess the experience, the skill, the coaching, that's all I'm focused on it this moment. I try to encourage as young as possible, it doesn't matter the name of an event, the number of people watching or the potential trophy that you could win. The name of the event doesn't change the laws of physics. Gravity is still gravity, magnetism is still there. In golf, it's still a ball, club, and the laws of physics. The name of the event isn't what i'm focusing on, it's the event of the task. The number of people, doesn't matter if there's 22 people or 22 million. None of them touch you. If I'm focusing on them, I'm not focusing on the task at hand. And the potential award, whether it's a gold medal in the olympics or a trophy at the local club, that's an aftermath. That is an outcome. What I want everyone to do is focus on the process, so I try as early as possible now to help them understand the concept to liberate them from this idea of stress.

HS: Ah, i've done this for a while.

HS: Yeah.

HS: Well you bring up a beautiful, beautiful statement. And I like to share this. It's a simple but elegant equation. Investment + perceived threat, real or imagined = anxiety. So Max was fighting, and everyone is out there with this mindset of, "Oh, my life is on the line, I'm representing my country and look good and be triumphant. I'm highly invested." There is a perceived threat. Like I said, it could be real, it could be imagined. This guy is trying to knock my head off. I could be embarrassed, change the course of history. Investment plus perceived threat, that's when you start experiencing this anxiety as we call it or arousal to the system. And if you understand that, then it makes more sense. So if you are not invested in something but there is a perceived threat, you don't care. Kid who doesn't want to go to school, the administrator says "I'm going to suspend you." It's like "hey, cool thanks." They're not invested.

And if you are invested but you don't perceive the threat, "I'm ready for the exam, I think I studied enough," and you might actually fail, as long as those two things exist, investment plus perceived threat real or imagined equals anxiety. And then the fun thing like you were just talking about it in there. Anxiety, most people just talk about it as, "you know, I have anxiety." The body doesn't know anxiety. The body doesn't know pressure. The body doesn't know tension. The body doesn't know those things. The body only knows that there is a release of certain chemicals in the body and the body becomes aroused. So adrenaline, norepinephrine, cortisol, and the body reacts, rearouses, because of some perception thought or feeling that we have. And so I always like to ask my athletes-when you talk about anxiety, which comes in one of three forms, it could be all of them together but there's three different ways. There's physical anxiety, where muscle tightness, your heart races, you start changing you breathing pattern, galvanic skin response. The whole nine yards. So physiological, you could talk about it as cognitive. I start speaking negatively to myself, worse-case scenarios, feelings, worries, dreads. So I always talk to the athletes, "So what are you experiencing? Could it be all three, could it be two of them, could it be one? Because we could address each one of those three independently."

HS: Let's just open up any of these in here. Oh, this is fun. Alright, so I'm just going to pick one out of there. Increase your probability of success. Just that simple concept right there. Too many individuals who try their best to control things outside of their control and they will anticipate and expect things based on their belief system which is fine and nice because you're striving for a goal. But there are never any guarantees in life. The only two that I know of, and we all know what those two are, death and taxes. But besides that, there are no guarantees. You could study your hardest, it doesn't guarantee an A. You could prep for the sale, but it doesn't mean that the customer is going to go with it. You could plan for a fight, etc. The only thing you could ever do is increase your probability of success. So I always like to talk with the individuals, whether they are a student in school, and they get good grades, corporations where they're talking about trying to set goals to sales, or in sports. What are the incremental steps that will increase your probability of success? You don't have to do them all everyday, but if you are doing that, they are are moving you in the direction, the trajectory of the ultimate goal, you can apply this in any situation. The book like you were saying, has universal truths. They're just all the examples are sports examples. And so people who read the book can find it does apply to your life. So I always like to say, there are no guarantees in life. The only things you ever can do is increase your probability of success.

HS: Yep! I had a young guy in one of the major SEC schools down here. And for some reason, he decided that he wanted to keep his grades around a 2.0, which is a minimum that he could keep to play in the NCAA. And he got sick, missed a quiz, dropped below it, went on suspension, couldn't play. His coach referred him to me and we were chatting. And he was a bright enough young man but he never applied himself academically. So I said "what's your goal? To get good grades, better grades." And I said, "How are you going to do that?" He said, "Well, I'm going to try harder." And I said, "I don't know what that means. I'm sure trying is really nice, but let's break it into strictly behavioral steps." And he said, "Well I can do my homework." I said, "Yeah, you can do your homework, but do you know there's also something called studying." Now he never learned the difference between those two. homework is an assignment, studying is acquiring the information. So he talked about that. And I said, "Well, go to class." And he said, "Maybe I can go to a study group before an exam," and i said, "Well you can go to the teacher's office hours." And we went back and forth on all these behavior steps that increase the probability of success. Two weeks later I saw him, I asked him how things are going, and he said, "You know, doc, that going to class helps."

HS: So yes. So it's interesting, in the beginning of the book, I talk about the sports psychology triangle. So it's behavior and cognitive, and then feelings affect, physiological it could be. But behavioral stuff, I always ask, "Are you always doing everything you could or should in order to be the best that you can be?" And in this case, when it obviously came to getting grades, he wasn't doing everything he could or should in order to become his optimal student. I do that with athletics, I do it with sales, "are you doing everything you could or should?" And in that case, I pointed out to him, we needed to look at strictly the basic behaviors. And that's applying to everybody too.

Neurodiversity in sports

HS: Well, I talk about 25 different characteristics of elite athletes. And one of them is you have to be physiologically a freak of nature. You have to be the anomaly, you are the outlier. And so the capacity to function physically and cognitively is different. So there are strengths and weaknesses, and there are some people no matter how hard they try or work they won't make it to the most elite level. And yes, I have worked with individuals who are on the spectrum. I were fortunate way back, and I hate to admit this, back in 1980, during undergrad. I had the opportunity during a rotation for autism on the spectrum, individuals in the community where I was at at the University of Iowa. And it was just great working with these individuals.

When I got to Hopkins in '88, we started working with this group of young adults who are on the spectrum. But they were slightly different than the traditional autistic individual. And they were later on in 1994, when the diagnosis came to the states, they were identified as Asperger's. And I love working with these young adults. Usually, bright, usually 135 or higher IQ. Real followers, incredibly nice individuals, concrete in the way they think, details, they miss out on the non-verbal cues. Abstractions are lost on them. They are desperately trying to get along and be accepted. But they don't understand the unwritten rules that everyone seems to know that no one teaches. And help these individuals to be able to understand, and I always like to talk about it as "Well these are just developmental milestones." It's not that you're damaged or broken or something like that, but I set it up as almost an intellectual or scientific way. "Well it's a developmental milestone." I always like to say, "In real estate, the three most important factors are location, location location." If you're on the spectrum, your most important factors are practice, practice, practice. So you want to work on sort of developing the associative cortex of the brain. Practice the behaviors so we can increase the neural pathways of the brain for that behavior. So as one of the young adults said to me, "why do I have to show my teeth and grab onto somebody's hand when I say hello?" Why do we have to? I mean as a predator, I could see showing the teeth, grasping hand for power, but I said, "You're right. You're noticing in our society to increase your probability of socially connecting, people show their teeth and grasp each other's hands." So it may not make sense to you, in terms of a natural sort of an emotional experience that I'm bonded, but intellectually. "Oh, I get it, I'm supposed to do this. 'Hi, how are you doing?'"

So I love working with these individuals because they are detail focused. They're known as little professors. They become the world's expert on eventually some inane topics, and some incredibly detailed topics. The capacity to go and pursue those as a degree can be fantastic. You don't have to become the world's experts on a subject, but you do have to find areas that are personally rewarding, and help those individuals flourish, is something that I have personally, or professionally find very rewarding.

HS: I get lucky once in a while.

Working with Olympic athletes

HS: Now a days, i have the opportunity to work with pairs olympic figure skaters. We have a skating down here in Florida, of all places. Some people find that kind of odd. But in Florida, we have a couple of them now that are kind of phenomenal facilities, fantastic coaches. The southwest facility down here, the skating rink. Fantastic coaches, from around the world, who have an opportunity to work with pairs figure skaters, to be able to move from the junior ranks, the novice levels, all the way up to national champions and on the way to the olympics. So part of my role is to be able to help with performance enhancement. How to be laser focused. How to be able to let go of the past. To be in the moment, mindfulness. The capacity to not be distracted by externals. To have a consistent self-confidence.

I always like to say to athletes, "You should never ride your highest highs, you should never ride your lowest lows. You're not as good as your favorite fa says, and you're not as bad as your worst critic says." So based on what's your average, let's use basketball for example. If i can shoot 80% free throws, and that's my average, that doesn't mean I'm always hitting 80%. It just means it's a range, and on average it's 80%. So that's my self-confidence. I always talk about what's your average. Today I might be shooting better, tonight I might not be shooting better, but I don't let my self-confidence flow on the situational outcome. But rather, what's my average. So the question is what's your average, and is it improving? So with my olympic athletes, whether they're figure skaters, a crew member on the crew team, divers, sail boat racers, for any of them, bi-athletes at the winter olympics, the capacity to be in the moment, going back to that mindfulness. When it comes to the singular event that they have been training for years, how not to get caught up in the moment. And what's rather interesting in that statement, and I'll say this for all the viewers and listeners: you cannot tell your brain what not to focus on. Your brain will only focus on what you tell it to focus on.

So if I'm a golfer and i'm trying to drive a ball 300 yards, but at 75 yards there's a small creek, and I think to myself "water hole, alright, here. Let me get my scuffed golf ball." And then I got up to the tee box, and I start saying to myself, "Don't hit it in the water." the only thing my brain is focused on is the water. It's not focusing on the form that I would normally use to hit a ball 300 yards. So if i'm telling myself "don't do something," like right now. If I ask your listeners, "Don't think of a big purple elephant, especially the one with pink polkadots," even if you're successful, you're still reminding yourself, "now I'm thinking about it." So it's not "don't focus on something," it's "no, no, what do you want to focus on?" And so we repeat that over and over. What is it that I want to focus on? So is it horizontal and I have to move to a vertical maneuver in ice skating, I have to be able to take my energy and lift. Well what's my proper positioning? Where does my arm go when I lift it vertically? How do I spot my landing ahead of time? I focus on what I need to, and I do it so frequently it becomes automatic. I'm not overthinking. i'm not paralysis through analysis, it becomes automatic at this point. So it's not "don't focus on that," it's "what do I want to focus on?" And that's probably one of the greatest things I can do with the elite athletes.

HS: Hey, it's all in the book, I'm telling you.

HS: Well I got some friends if they talk to. (laughs) I have a website, and i'm on social media. My website is www.doctorshinitzky- d-o-c-t-o-r-s-h-i-n-i-t-z-k-y-.com. And also, Facebook, my professional page. Twitter, YouTube channel, i have a couple of videos up there. I do an awful lot of presentation, so if someone wanted to reach out and call me, they can certainly reach out and call me directly. I can give that number without any problem. I enjoy working with communities. Again, when I was at Hopkins, I was the Director of Prevention Services, so my whole thing is to get the information out to the masses, which is why I wrote a book. It's my third book now. So I'm at 727-560-2697. I would love to be able to share this information with anybody who's interested. And I'm always grateful for the feedback that I get from the attendees at my presentations.

HS: It has been my honor! Thank you!

# data[].attributes.attachment_link.title
What is Sports Psychology? with Dr. Harold Shinitzky | EDB 193 - DIFFERENT BRAINS

# data[].attributes.attachment_link.description
(28 minutes) Harold E. Shinitzky Psy. D. in a Licensed Psychologist with offices in Clearwater and St. Petersburg, Florida. He has been helping to make a difference in the lives of others for nearly 25 years. He specializes in Sport Psychology and is a highly acclaimed and sought after Motivational Speaker.

# data[].attributes.body
How to choose a sport psychology consultant

# data[].attributes.attachment_link.readable_text
Published

Each mental performance consultant possesses a specific set of skills that defines the scope of their competencies. Thus, when choosing a consultant, it is important for athletes, coaches/parents, and athletic administrators to consider the following guidelines:
1. Identify the types of consulting services you wish to receive.
Are you looking for someone who can develop a performance enhancement program and assist athletes during the injury rehabilitation process? Are you looking for someone to help athletes with drug and alcohol abuse problems or eating disorders? The answers to questions like these and others dealing with the types of services you are looking for will help you decide what type of consultant to interview and the competencies that person should have.
2. Determine whether a prospective consultant has the appropriate training and possesses the necessary competencies (i.e., skill sets) to deliver those services.
Professional competencies also include the amount and type of experience the consultant has had in working with athletes. Taken together (i.e., academic training, skill set, and applied experience), a consultant's competencies will usually lie along a continuum that runs from Performance Enhancement to Clinical Consulting. In general, consultants trained in the sport sciences that possess skills sets and applied experiences in mental training with athletes will have competencies that put them closer to the Performance Enhancement end of the continuum. Those trained and licensed in psychology with applied experience providing assistance with problems like drug and alcohol abuse, eating disorders, and anger management will generally possess competencies that place them closer to the Clinical Consulting end of the continuum. In some cases, professionals with academic training in one area will obtain additional training or supervised applied experiences in the other, enabling them to provide a wider variety of services for athletes. (For more on training see section below.)
3. Require supporting documentation of a prospective consultant's credentials before making a final decision.
Check with colleagues who have employed the consultant as well as with some coaches and athletes who have worked with them. Ask people whose opinion you respect and who will be honest with you to tell you about their experience with the consultant-just like you would if you were looking for a good doctor or dentist. If you are interested in hiring a performance enhancement specialist, look for AASP Certification (i.e., a CMPC ® credential) or USOC Registry membership. If you intend to hire a licensed psychologist, obtain verification that the person is licensed (or in the process of obtaining a license) to practice in your state. Any clinical or counseling psychologistx who describe themselves as sport psychologists should have specific training in sport psychology. If you are looking for an individual with a particular competency (e.g., treatment of eating disorders) find out what coursework, training, and/or certification the prospective consultant has had or currently possesses that indicates competence in that area.
Training Models in Sport Psychology
Training in applied sport psychology varies considerably from individual to individual and from academic program to academic program. Professionals who provide mental performance consulting services generally take one of two academic routes to obtain their credentials:

The sport science route (through physical education or kinesiology programs)

The psychology route (through clinical or counseling psychology programs)

The route one chooses will determine not only the emphasis of that individual's training but very likely the types and levels of consulting they can offer.

The sport science route follows a physical education/kinesiology-based track of coursework and practicum experiences, which normally include sport psychology, exercise physiology, motor learning, sport sociology, and direct contact with athletes in performance situations. While individuals who choose this option often take a number of traditional psychology courses during their programs of study, they do not usually become licensed psychologists. Sport-science trained professionals are qualified to conduct mental skills training with athletes in a variety of areas of performance psychology-such as goal setting, motivation, focus and concentration, energy management, confidence building, as well as life skills. Many hold positions as professors and some have had prior experience as competitive athletes and coaches.

The psychology route includes standard psychology coursework- such as counseling, psychological evaluation, psychopathology, therapy techniques, as well as clinical or counseling internship experiences. Individuals who choose this route most often become licensed psychologists. Each state has its own licensure requirements, and professionals must meet those requirements before practicing in that state. Licensed psychologists provide clinical or counseling assistance for individuals in areas such as depression, grief or loss, life management, and dysfunctional behaviors such as alcoholism, drug abuse, anger management, and eating disorders. Many clinical and counseling psychologists hold positions in private practice and serve a broad range of clientele as well as athletes.
Visit "Find A Certified Mental Performance Consultant® (CMPC)" on the AASP Website
The Certified Mental Performance Consultant® Finder on the Association for Applied Sport Psychology website was designed to assist people in locating a CMPC ® to address their needs. The sport, exercise, and performance psychology professionals listed in the CMPC ® Finder have met the professional criteria set by AASP. The Certified Consultant Review Committee evaluated and approved their credentials, coursework, and consulting experiences in sport and performance psychology. The finder allows you to search for a CMPC ® by geographic location, session preference (i.e., online or in-person), age group served, sport and other specializations, language spoken, and keywords.

# data[].attributes.attachment_link.title
How to Choose a Mental Performance Consultant

# data[].attributes.attachment_link.description
Published Each mental performance consultant possesses a specific set of skills that defines the scope of their competencies. Thus, when choosing a consultant, it is important for athletes, coaches/parents, and athletic administrators to consider the following guidelines: 1. Identify the types of consulting services you wish to receive.

# data[].attributes.body
The COVID-19 Pandemic: Tips for Athletes, Coaches, Parents, and the Sport Community
(28,061 Unique Blog Views)

# data[].attributes.attachment_link.readable_text
Published

Jump to Suggested COVID-19 Resources

We are in this together
Everyone in the sport community is feeling the impact of COVID-19. Events and competitive seasons at all sport levels are being canceled and training facilities are closing. Athletes, coaches, parents, and sport stakeholders are scrambling to develop contingency plans. With no live events to cover, media sources are focusing on the Coronavirus pandemic, which could be further exacerbating everyone's concerns. Fortunately, mental performance and mental health practitioners and organizations are helping to mitigate the effects of this extremely fluid situation through online support.

The emotional rollercoaster is real
In the midst of the current global crisis, it is normal to feel like you are on an emotional rollercoaster; the constant influx of information, changes to daily routines, uncertainty with personal health and the health of others coupled with rapidly changing reports, is characteristic of the ups and downs of a rollercoaster. All of which is physically and emotionally draining. The first step in managing your experience is to recognize how you feel. COVID-19 is impacting everyone differently, and the impact it is having on you is completely normal and valid.

Some common feelings are fear, anxiety, loss, relief, confusion, disappointment, exhaustion, frustration, and anger. In cities and towns across the globe, mandates to stay home and socially distance may cause you to feel physically alone, however, you are not emotionally on an island. Plenty of other people are feeling just like you and it is important to stay virtually connected. Acknowledge what you're feeling, identify those emotions, and work on trying to understand and accept them. Acknowledge what you're feeling, identify those emotions, and work on trying to understand and accept them. Anticipate that your emotions will also likely change over time as the Coronavirus pandemic evolves.

Put your basic needs first
As you attempt to manage in light of imposed societal restrictions, start by addressing your basic physiological and safety needs ( Maslow's hierarchy of needs). Take care of needs such as food, water, shelter, clothing, sleep, employment, and health as much as possible. We are all finding ourselves in uncharted territory and likely without adequate preparation. For some, basic needs like food, water, and shelter are daily luxuries and scarce during a widespread crisis.

If you find yourself in need of food or housing assistance due to the COVID-19 pandemic, there are a variety of programs and resources available. A few of note in the United States are Volunteers of America, Meals on Wheels, Feeding America, National Low Income Housing Coalition, Salvation Army, and Find Your Local VA Medical Center (for Veterans specifically).

Maintain virtual communication
It is also important to recognize that humans are hard-wired for connection. This is why it is natural to want to see and be with your family, friends, teammates, neighbors, and others. While we are currently limited in our ability to have face-to-face interactions, use virtual means such as text, FaceTime, Skype, Zoom, social media, or other types of technology to stay connected. Additionally, for any health care needs where you would traditionally see a professional in-person, consider reaching out to your providers regarding availability of telehealth services; the U.S. Department of Health and Human Services has lifted traditional telehealth restrictions at this time.

Stay updated
This unprecedented situation is evolving rapidly and new information is emerging by the hour. It is important to stay current on reputable COVID-19 updates, such as from the World Health Organization and the Centers for Disease Control and Prevention, to be aware of what this means for you and your loved ones in your geographical area. Regardless of what happens, recognize that the only thing you have control over is you, more specifically, your attitude, your effort, and your actions. We are all facing a lot of uncertainty right now, so it's even more important to have awareness of what is going on around you and focus on what you can control. Rely on your previous experience, your strengths, and your support system to respond with resilience and composure.

While you should remain vigilant to react in a timely manner, know that it is okay to take a break and disconnect from the overwhelming amount of information that is available. In other words, take some time during your day to turn off your TV and put down your smartphone in order to mentally and emotionally recover from the stress of this pandemic.

Exercise is medicine
Exercise helps to manage stress, fight off illnesses, and maintain positive mental health. While you may not be able to go to the gym to train or work out, there are other creative alternatives to help you stay physically active while social distancing. If you opt to exercise within your home, use what you have at your disposal. For example, if you do not have exercise equipment, you can use stairs, chairs, and water bottles or cans to replace weights. Seek out new, safe ideas from reputable sources such as those curated by the American College of Sports Medicine. If you have an existing health condition, make sure to respect any guidelines that your medical team has provided.

Monitor your mental and emotional health
Stressful events causing uncertainty, fear, and anxiety can contribute to a variety of emotions and lead to a slippery slope of "why me" and "what ifs." Individuals with a history of mental health concerns, those more susceptible to contracting COVID-19, and those who may be significantly economically impacted by this pandemic (e.g., hourly or low-wage workers, those experiencing homelessness, or those who are unemployed), may experience heightened mental health symptoms during this time. Also, increased stigma and xenophobia can impact the emotional well-being of racial and ethnic minority groups, particularly those within Asian communities.

Now, more than ever, it is important to pay attention to your mental health, extend compassion to others (at a safe distance), and work to create some semblance of normalcy in your day-to-day life. The following are resources to help manage the COVID-19 situation and your mental health:

Specific tips for various members of the sport community
Athletes and other Performers:

Talk it out: Identify people you trust who you feel can be sources of support and guidance during this time. Stay in touch with your coach and teammates via text, video, and social media. Connect with a mental health and/or mental performance professional for additional support in working through your current experience and concerns; use the Certified Mental Performance ConsultantⓇ (CMPC) search tool to find someone to meet with virtually.

Consider how you want to continue engaging in your sport: While keeping the latest social distancing and general recommendations in mind, you may be able to continue training to a certain degree. You can use your new-found time to rest and recover, engage in other interests, manage school or work commitments, and/or continue training or maintaining your level of fitness. It's important to consider what is best for you right now and over time as our situation progresses. You may also want to discuss this with your coaching staff, perhaps revising goals or expectations together.

Remember your "why": Even with no competition on the horizon, reflecting, remembering, and recommitting to your "why" or reason for training and competing in your sport, can help you to remain positive and motivated.

Focus on physical and mental fitness: If you decide to continue investing in your training, it may be easier to continue improving flexibility, strength, your mentality, and other areas during this time. Ask your coach, athletic trainer, or strength and conditioning coach what you can physically be doing or explore virtual training options through various apps and programs (some of which even allow you to compete virtually against other people or avatars) such as Zwift, Garmin, MapMyRun, Strava, and ErgBuddy. You can improve mental skills such as confidence, focus, goal setting, relaxation, or visualization by finding a CMPC®️ to work with one-on-one or by using an app such as Headspace, Calm, WellU, woop, or Fit Brains. If you are an athlete within a collegiate, Olympic, or Paralympic program, we recommend reaching out to administrative personnel in your department or program to ask about what sport psychology professionals are available to work with you.

Establish a daily routine: We have decent control over decisions we make about how we start and end our days as well as items we prioritize daily or weekly. Solidifying morning and evening routines, getting enough sleep, and deliberately incorporating other acts of self-care (e.g., journaling, engaging in personal hobbies, and eating nutritious foods) into our lives helps to partially reestablish feelings of control and comfort while supporting our health and well-being.

Coaches, Teachers, and Instructors:

Stay connected: Keep in touch with your team collectively and individually as much as possible. Recognize that you are likely an important, valuable part of their lives, and as such, you may be one of the few people who athletes trust and are willing to talk to about their feelings, insecurities, worries, and well-being right now. As much as you can, create space for them to share what's going on with them, listen, and ask how you can help.

Recognize the degrees of impact: It's important to consider that some athletes and their families may not feel much of an impact while others may not have a safe place to stay, access to food or other essentials, or a stable financial situation during this time of crisis, and everything in between. Additionally, the COVID-19 pandemic can take a toll on other aspects of athletes' lives, such as motivation. Some athletes will find it challenging to train alone due to their motivation being strongly tied to feelings of community with their teammates. Some athletes are feeling a significant loss due to being unable to finish their senior season or finalize a multi-year cycle of focus and dedication. Some athletes will experience a sense of relief due to injury, burnout, or performance anxiety. All of these can impact motivation; by seeking to understand athletes individually and uncovering needs, you can provide appropriate guidance.

Continue to be a resource: Based on the needs of your athletes, provide insights into continued training options, home-based workout suggestions via credible online programs or apps, healthy recipes to try, or opportunities to get outside and move such as hiking, walking, running, and biking. You may also consider creative ways for them to stay involved in their sport, such as sending sport-specific trivia questions for them to research, podcast episodes to listen to, or books to read.

Remain neutral and factual: Try to remain neutral regarding any governing body's decision to cancel or postpone events. Keep the Coronavirus pandemic in perspective to help athletes understand and rationalize any perceived unfairness or doomness. Athletes will look to you for how to respond to this crisis. Composure and resilience are key.

Practice and model self-care: Determine methods of self-care that you want to add to your daily or weekly routines moving forward. Examples are getting enough sleep, engaging in personal hobbies, eating nutritious foods, being physically active, practicing gratitude, or journaling. Done consistently, these actions will help you to feel more control and comfort, while modeling healthy, positive behaviors that you can share with your athletes.

Connect with your professional community: Professional organizations that provide resources for coaches, teachers, and instructors recognize the stress and responsibilities that have been added to your lives this year. In addition to print resources, many organizations have created free or low-cost interactive trainings and virtual opportunities to engage with peers. These connections can help provide valuable professional support and enhance your work with your athletes.

Take care of your mental health, too: Give yourself space to acknowledge your own feelings related to managing this pandemic. Rely on your support network, including other coaches, to talk about how you're doing, mitigate stress and challenges, share best practices, resources, and referrals, and troubleshoot. Certified Mental Performance Consultants®️ and/or mental health professionals are available to provide support, not only to athletes but to coaches and other support staff as well.

Athletic Directors and Sports Administrators:

Recognize the additional stressors: The current crisis has changed all the rules by which we engage in and play sports. Athletes, coaches, athletic support staff, and families are all struggling with not only the loss of playing time, but also the uncertainty of what full return to play will look like and when it will occur. Coaches and athletic trainers are working to maintain athletes' health and fitness while trying to navigate implementing essential COVID-19 protocols.

Maintain open communication: As individuals continue to work from home, visit offices on staggered schedules, and avoid gatherings, the sense of isolation and detachment can grow, even in small departments. Despite the circumstances, there are a number of ways you can support your staff and stay connected.

Encourage self-care: Sport is often a busy, outcome-driven enterprise. While centered around performance and physical activity, ironically coaches and sports administrators are not always known for making time for their own self-care. Further, talking about and acknowledging emotions are often seen as weaknesses in the sport culture. You can set an example by openly acknowledging the current challenges and creating space within your department for your staff to be vulnerable.

Seek out additional resources: While managing and developing the coaches and athletic department staff is a part of your responsibilities, this does not mean that you need to provide all of the services and support on your own. Consult with your department's sport psychology professional or reach out to a Certified Mental Performance Consultant®️ (CMPC) to solidify and strengthen mental health and/or mental performance resources, referral pathways, and support for your staff and athletes.

Model best practices: As an administrative leader, crisis management is always part of your job, so it's time to leverage that experience. Staff, coaches, and athletes will continue to look to you for information around safety protocols, appropriate decision-making, and how to effectively respond to this crisis. While there are certainly large demands on your time and energy, periodically pause to evaluate your own mental and physical health and make adjustments as needed. Through these deliberate actions and considering your impact on the sport community you serve, you can positively impact the safety, well-being, and productivity of your program and your people.

Parents and Guardians:

Maintain awareness and initiate action: Utilize COVID-19 updates to determine how the pandemic will continue to impact you and your family. Respect and support the decisions made by various governing bodies about sport and performance events that align with current Coronavirus recommendations. As new information or changes arise, use that as an opportunity to initiate or continue conversations with your family about facts, expectations, and feelings.

Be a positive role model: No matter how young or old your children are, they will likely look up to you to determine how to respond under these circumstances. This is an opportunity to show them how to productively express emotions while managing stress and uncertainty. Show them resilience, rather than panic and despair. Help your children keep the pandemic in perspective instead of fueling any negative emotions over sport-specific decisions and updates. Be open and available to talk to, listen, and support your children. Be "all in" during these moments to help them feel valued and heard.

Encourage self-care, creativity, and meaning-making: Check with your children about where they need dedicated support from you (i.e., with schoolwork). Outside of distance learning and perhaps training guidance from their coach, they likely have a lot of extra time on their hands; it's important to help them find productive, positive, meaningful ways to spend that time, rather than logging hours and hours of screen time. You could help brainstorm alternative ways to engage in hobbies or activities, provide suggestions for self-care, or offer to help them stay active by playing games, throwing a baseball in the yard, or working on dribbling skills in the driveway, for example. Staying busy helps them to avoid focusing all of their attention on negative ramifications of the pandemic such as event cancellations, school closures, and social isolation. Not being able to compete could be a potential identity crisis for some athletes. While it is important to let your children process such feelings if this is what they are experiencing, helping them find ways to be productive and take care of themselves physically and mentally can help ease the pain and confusion they might be feeling.

Take care of yourself, too: Establish your own self-care routine so that you are able to effectively manage stress and regulate your emotions while supporting your family. Virtually stay in touch with other parents, particularly ones who have children with similar ages and/or parents from your kids' teams, to support each other, normalize your feelings, and problem solve.

Reach out for help if needed: If your child is struggling and would benefit from additional support, look to your local community for resource recommendations. You may also consider searching for a Certified Mental Performance ConsultantⓇ (CMPC) and/or mental health professional who can provide online services during this stressful period.

In this time of uncertainty, focus on what you can control, even when it feels as if there is little you can control. Utilize your networks and these tips to take it one day at a time. As we keep moving forward, remember that kindness is always free and we will get through this by supporting each other. "Always be kind, for everyone is fighting a hard battle." - Plato
Other Suggested Resources
Authors
Thank you to the following Association for Applied Sport Psychology members for their contributions (in alphabetical order):

Megan Byrd, PhD, CMPC - Web Presence Committee Member
Leeja Carter, PhD - Diversity & Inclusion Division Head
Kristen Dieffenbach, PhD - Fellow
Natalie Durand-Bush, PhD - President and Fellow
Kensa Gunter, PsyD, CMPC - President-Elect
Brandonn Harris, PhD, CMPC - Certification Council Chair
Caitlyn Hauff, PhD - Web Presence Committee Member, Eating Disorders Special Interest Group Co-Coordinator
Abby Keenan, MS, CMPC - Web Presence Committee Chair, Business Ownership Special Interest Group Member
Michele Kerulis, EdD, LCPC, CMPC - Web Presence Committee Member, Media in Sport Special Interest Group Coordinator, Ethics Committee Member

# data[].attributes.attachment_link.title
The COVID-19 Pandemic: Tips for Athletes, Coaches, Parents, and the Sport Community

# data[].attributes.attachment_link.description
Published Jump to Suggested COVID-19 Resources We are in this together Everyone in the sport community is feeling the impact of COVID-19. Events and competitive seasons at all sport levels are being canceled and training facilities are closing. Athletes, coaches, parents, and sport stakeholders are scrambling to develop contingency plans.

# data[].attributes.body
Run 1 Tag 1 on Global Running Day

# data[].attributes.attachment_link.readable_text
June 3 marks Global Running Day and this year runners are asked to Run 1 Tag 1 to play a game of virtual motivational tag. The movement asks participants to run a mile for someone who inspires them and then tag a friend to do the same. (Tag using #Run1Tag1 and #GlobalRunningDay.)

The running community has inspired millions across the globe through events like Dare2Tri's paratriathlon training camp, Didi Hirsch's Alive and Running, Back on My Feet's Workforce Development, and Abbott's World Majors. In a time of social distancing, runners can feel a sense of community through New York Road Runners 1M run, an example of NYRR's ongoing virtual running programs.

Some people feel intimidated to try organized running events but movies like Brittany Runs a Marathon provide relatable stories for new runners and a realistic perspective of how to begin an exercise program. (Make sure you have your physician's clearance before beginning an exercise program.) People run for many different reasons. A simple internet search of "why I run" will provide over 2 million hits. Many of these include motivational stories, running for others, running for self, running for charity, and running to achieve physical and psychological goals.

To play virtual tag this Global Running Day, think of someone who inspires you and dedicate your mile to that person. Tag a friend (or several) and ask them to do the same. This motivation can help people share gratitude with each other in a unique, fun, and healthy way.
Motivational Running Statistics
6,615 - Number of Six Star Runners who have run the six World Majors in Tokyo, Boston, London, Berlin, Chicago, and New York

250,000 - number of children nationwide impacted by New York Road Runners programming

410,000 - Dollars raised by Team Imerman Angels so no one faces cancer alone

942,000 - Miles Run through Back on My Feet

8.2 million - Number of runners who ran their first 5K!
Pledge to participate in #GlobalRunningDay here.

# data[].attributes.attachment_link.description
June 3 marks Global Running Day and this year runners are asked to Run 1 Tag 1 to play a game of virtual motivational tag. The movement asks participants to run a mile for someone who inspires them and then tag a friend to do the same. (Tag using #Run1Tag1 and #GlobalRunningDay.)

# data[].attributes.body
Dr. Megan Byrd
https://chp.georgiasouthern.edu/hk/megan-byrd/

# data[].attributes.attachment_link.description
Megan Byrd is an assistant professor in the Department of Health Sciences and Kinesiology. Explore her contact information and academic profile.

# data[].attributes.body
Dr. Michele Kerulis https://www.drmichelekerulis.com/about-dr-kerulis

# data[].attributes.attachment_link.readable_text
About Dr. Michele Kerulis

Dr. Michele Kerulis is an associate professor with the Family Institute at

Northwestern University and specializes in general mental health,

sport & exercise, and lifestyle & wellness. Her years of

experience as an athlete, fitness professional, and counselor have

created the foundation for her belief that the skills necessary to

achieve success in sport and performance are the same skills

necessary to achieve excellence in life.

Sport and Exercise

Starting her early career as a fitness instructor, Dr. Kerulis quickly

became a thought-leader in sport and exercise. Through

her academic, professional, and clinical roles, she became a content

expert in the field. She developed a Chicago-based graduate master's

program in counseling with a specialty in sport & health psychology where her students were eligible for clinical licensure (LCPC) in IL and to become certified through the Association for Applied Sport Psychology (AASP) and the National Board for Certified Counselors (NBCC). Several of her graduates have and continue to present at professional conferences, publish their work, and have developed successful businesses of their own.

Dr. Kerulis is certified through the Association for Applied Sport Psychology (AASP) as a Certified Mental Performance Consultant (CMPC) and a member of the United States Olympic and Paralympic Committee Sport Psychology Registry. Her involvement in AASP includes Media in Sport Special Interest Group Coordinator, member of the Web Presence Committee, and member of the Ethics Committee. In 2021, she was named a Fellow within the Association for Applied Sport Psychology. Dr. Kerulis serves as the Mental Health Professional for the U.S. Soccer Federation.

A Leader in Counseling

Dr. Kerulis has held many elected leadership positions in local, regional, and national associations including Past President, Illinois Counseling Association; Executive Committee two-time committee member, American Counseling Association (ACA); ACA Treasurer, Chair of the Midwest Region, and Midwest Representative to the Governing Council (ACA). Other involvements in professional associations include Association for Multicultural Counseling and Development (AMCD, ACA, Treasurer and Bylaws Committee Chair, Midwestern Representative); was a board member with Illinois Counseling Licensure and Discipline Board, Illinois Mental Health Counseling Association, and Illinois Counselor Educators and Supervisors. In 2023, Dr. Kerulis was honored as a Fellow of the American Counseling Association.

Dr. Kerulis is Core Faculty Member, Social Media/Marketing Specialist, and Director of Community Engagement with Counseling@Northwestern, the CACREP-Accredited Master of Arts in Counseling Program from The Family Institute at Northwestern University. She serves as the content expert in counseling ethics and is faculty editor of the Counseling@Northwestern blog which was named one of the best counseling blogs of 2017.

In addition to her professional and academic appointments, Dr. Kerulis serves as a media expert for sport and exercise psychology, lifestyle and wellness, and general mental health, and has appeared on outlets such as ABC Chicago, CBS New York, Miami, & Chicago, WGN Chicago, The Wall Street Journal, and TMZ.

Education & Certifications

B.S. Psychology, Loyola University Chicago

M.A. Sport & Exercise Psychology, Arizona School of Professional Psychology

Ed.D. Counselor Education & Supervision, Northern Illinois University

Licensed Clinical Professional Counselor (LCPC), IL

Licensed Mental Health Counselor (LMHC), FL

Association for Applied Sport Psychology Certified Mental Performance Consultant (CMPC)

Dr. Kerulis can help you with issues related to:​

# data[].attributes.attachment_link.description
About Dr. Michele Kerulis Dr. Michele Kerulis is an associate professor with the Family Institute at Northwestern University and specializes in general mental health, sport & exercise, and lifestyle & wellness.

# data[].attributes.body
Stress management tips

# data[].attributes.attachment_link.title
Dr. Harold Shinitzky: Stress management tips

# data[].attributes.body
3 Keys to managing social isolation

# data[].attributes.attachment_link.title
3 Keys to managing social isolation, 1)... - Harold Shinitzky

# data[].attributes.attachment_link.description
3 Keys to managing social isolation, 1) Enjoyables, 2) Productivity, and 3) Compassion. Be safe.

# data[].attributes.body
The stress of dealing with the coronavirus pandemic is impacting all members of society. No one is a bottomless pit of giving. We need to recharge our batteries.

# data[].attributes.attachment_link.title
The stress of dealing with the... - Harold Shinitzky

# data[].attributes.attachment_link.description
The stress of dealing with the coronavirus pandemic is impacting all members of society. No one is a bottomless pit of giving. We need to recharge our...

# data[].attributes.body
How to Show Up for Yourself

# data[].attributes.attachment_link.readable_text
A large part of my role as a counselor and a professor is helping people understand and make meaning of their experiences. At times, this includes supporting people as they bask in the joy of life's highs and, at other times, helping them process the devastation of life's lows.

Throughout my more than 15 years as a counselor, I have used a variety of techniques and drawn upon the philosophies of theorists to create meaningful client experiences in the sacred space of the counseling session. I have dedicated my career to decreasing stigma related to talking about therapy and mental health. I feel honored to be a trauma and crisis therapist, clinical supervisor, wellness counselor, association leader, and advocate for populations of all ages, from the chronically mentally ill to the fully functional.

My goal is to inspire as many people as possible to take care of themselves so they can care for others. With this in mind, you can only imagine how thrilled I was to be invited to facilitate discussion with more than 400 audience members at TEDxChicago Women and provide a private workshop for the event sponsors. My role was to help the audience digest and integrate what they heard from speakers into a meaningful and personalized message they could cherish and put into action the moment they walked out of the auditorium.

I listened carefully as speakers took the stage to share their passions. I drew engagement ideas that were easy to understand and apply. When it was my turn to appear from the shadows of stage right and greet the audience on that beautifully lit famous red circle, I was energized as I knew I had a special message to share. I am pleased to share this message with you, too, and hope to inspire you to define what showing up means to you as you identify your own dominoes to leave a positive impression on the world. What I noticed is that people are emotionally stronger than they think.

More than a billion people have watched TED Talks (Ludewig, 2017) for accessible and innovative information and inspiration. Some researchers have called the presentations "addictive" (Mercer, 2013), with a radically different format than traditional presentations and stagnant panels of the past. The sparse backdrop inspires a singular focus on the speaker and their message. Despite the singularity of the spotlight, the delivery of the speaker's message is unique in its presentation. Some have characterized the time-limited, targeted exposition as "edutainment" (Ludewig, 2017), considering the engaging, often humorous use of storytelling to illustrate what is important to all of us. The universal, relevant, and casual quality of TED Talks garner audiences beyond science or technology (Romanelli, 2014; Tsou, 2014). Since studies found that TED Talks inspire more individual growth and less communal development (Denskus & Esser, 2014), it is critical for viewers to disseminate what the message means to them, how they are transformed by it, and how they want to share it with the people around them.

The theme of TEDxChicago Women was Showing Up. Each audience member made the decision to show up on that day - just like you decided to read this article - to learn something about how they can show up and shine brighter in their day-to-day lives.

The first step in understanding the concept is to determine what showing up means to us personally. Perhaps showing up looks like an internal process for some people, whereas, it could be externalized for others. Some people may envision showing up as being open to opportunities in the present moment. Much like the audience that attended the TEDx talk, you could learn something new or increase your understanding with our presence of mind. Others may conceive of showing up as being available or in service to the people around them. They could see their personal actions as a way to express their commitment to others in small and large ways. Whether we think of showing up from an individual or collective perspective, I suggest the act of showing up starts with the person and then expands beyond the individual through critical acts of kindness (Dossey, 2017).

Individually, we can ask ourselves what it takes for us to show up for ourselves first. How do we attend to our own needs before we reach out to others? We must ask ourselves if we have tended to our own needs before being the caretaker for others. This process involves critical insight, so how do we get there? Researchers contend we must love ourselves before we can begin the process of knowing ourselves (Bransen, 2015). Perhaps our distraction and investment in technology as a society moves us farther away from understanding our basic needs. Have we become so focused on what our life looks like from a viewer's standpoint, that we have forgotten how it feels inside? It seems self-love could be overlooked in our fast-paced society; nevertheless, self-love is more than being compassionate with ourselves. Expressions of self-love such as meditation contribute toward our sense of safety, security, and agency, which in turn provide us with the strength to be present with our uncomfortable feelings as well as our comfortable feelings (Boellinghaus, Jones & Hutton, 2013). Researchers found that positive affirmations can offset negative perceptions of ourselves (Powell, Simpson, Overton, 2014). Other researchers demonstrated that self-care strategies such as being out in nature, prayer, and letting go also reduce stress, prevent burnout, and establish a stronger personal connection (Giovanni, 2017). Considering this, what is your game plan for increasing self-love today?

By examining our motives for showing up, we can recognize our personal catalysts for change. Maybe we value a sense of community and that is what brought us together today. Researchers discussed the benefits of "caritas," a concept describing both love and charity, an internal and external form of love and service (Giovanni, 2017, p174). Perhaps our acts of service that produce a positive impact on the world are the impetus for our presence of mind. Kindness has been found to be linked to a person's trustworthiness (Thielman & Hilbig, 2015); therefore, we can embody the same values of self-love out in the world as we show up for others. Alternatively, we may seek the human connection for a sense of fulfillment or reward. There is something special about the presence of being together and enhancing the humanity behind our actions.

Now that we have identified the positive effects of showing up, we can isolate the barriers that prevent us from utilizing this skill and infusing kindness in our everyday life. When we remove ourselves from the human connection by either social isolation or by withdrawing in technology, we disconnect from developing relationships. Ultimately, our attachment with others is the fuel to help increase the strength of the bonds that we have to make real change in the world. The synergy created by human kindness is a powerful catalyst for healing. Kindness can also negate social anxiety on a long-term basis (Trew & Alden, 2015). The ripple effect of simple communications can provide hope and transformation.

Once we understand how we show up, the next step is to identify our own dominoes. When we show up for ourselves and others, ripple effects of goodness are generated. What is one small thing we can do to impact someone else? That impact can domino into a positive effect. The domino can increase the positivity we see in the world when it sometimes feels like the world is flooded with negativity. What is one thing you can do today to inspire the domino effect for lasting, positive change?

During my TEDxWomen facilitation, the audience shared their dominoes, including paying attention to yourself so you can be a domino for others to inspire conversation. Although these seem like pebbles, they are ripple effects with reach beyond your knowledge. More than just feeling happy or grateful in the moment, kindness has a lasting and profound effect on people. Norman, Rosillo, and Skelton (2016) suggested that kindness is directly correlated with healing. Through their research in hospital settings, they discuss interpersonal connection infused with kindness as "sacred encounters" (Norman et al., 2016, p. 408).

Think about your own domino, and I ask you the same question I asked my TEDxChicago Women audience - "How can you show up for yourself so that you have the energy and presence to share that good space with other people to help create a positive impact on them and so they can do so for others.?"

When we show up, we have a positive impact on the world.
REFERENCES
Boellinghaus, I., Jones, F., & Hutton, J. (2013). Cultivating self-care and compassion in psychological therapists in training: The experience of practicing loving-kindness meditation. Training and Education in Professional Psychology, 7(4), 267-277.

Bransen, J. (2015). Self-knowledge and self-love. Ethical Theory and Moral Practice, 18(2), 309-321.

Denskus, T. & Esser, D. (2014). TED Talks on international development: Science communication, 'digital solutionism' and social change. http://dx.doi.org/10.2139/ssrn.2467192

Dossey, L. (2017). Whatever happened to dindness? Explore: The Journal of Science and Healing, 13(6), 355-361.

Giovannoni, J. (2017). Perspectives: Compassion for others begins with loving-kindness toward self. Journal of Research in Nursing, 22(1-2), 173-178.

Kerulis, M. (2018, Dec. 4). Michele Kerulis: Showing Up [Video file]. Retrieved from: https://www.youtube.com/watch?v=myikP-rECcg&feature=youtu.be

Ludewig, J. (2017). TED Talks as an emergent genre. CLCWeb: Comparative Literature and Culture, (19)1.

Mercer, A. (2013). TED Talks: Ideas worth spreading. Canadian Music Educator, 60.

Norman, V., Rossillo, K., & Skelton, K. (2016). Creating healing environments through the theory of caring. AORN Journal, 104(5), 401-409.

Powell, P., Simpson, J., & Overton, P. (2015). Self-affirming trait kindness regulates disgust toward one's physical appearance. Body Image, 12(1), 98-107.

TEDx Chicago (n.d.) TedxChicago Women 2018, Retrieved from: https://www.tedxchicago.com/copy-of-tedwomenxchicago-2018

Thielmann, I., & Hilbig, B. (2015). The traits one can trust: Dissecting reciprocity and kindness as determinants of trustworthy behavior. Personality and Social Psychology Bulletin, 41(11), 1523-1536.

Trew, J., & Alden, L. (2015). Kindness reduces avoidance goals in socially anxious individuals. Motivation and Emotion, 39(6), 892-907.
Citation for this content: Northwestern University's online Master of Arts in Counseling program.

# data[].attributes.attachment_link.description
A large part of my role as a counselor and a professor is helping people understand and make meaning of their experiences. At times, this includes supporting people as they bask in the joy of life's highs and, at other times, helping them process the devastation of life's lows.

# data[].attributes.body
Why blogging?

# data[].attributes.body
An Easy Format for Blogging. Share your blogging ideas with us in the chat box!

# data[].attributes.attachment_link.readable_text
PURPOSE
The purpose of the AASP Blog is twofold: (1) to be an educational resource within the AASP website by offering interesting and timely topics for a public audience (athletes and other performers, coaches, and parents), and (2) to promote the expertise of AASP membership by providing them with opportunities to write posts.

If you are an AASP member and have content for sport and performance psychology practitioners, teachers, and researchers, please consider submitting to the AASP Newsletter. You may contact the Newsletter Editor for more information.

AUTHOR REQUIREMENTS
To submit a blog post, authors must be an AASP member. Undergraduate students who are AASP members must have a sport psychology professor or supervisor review and sign off on their work prior to submission.

EVALUATION CRITERIA
Submissions will be evaluated based on the following criteria:

Readability

Posts shoud include one idea per paragraph, descriptive headings (as needed), bulleted lists, avoidance of excessive or unexplained jargon, and a strong take-home message or closing paragraph

Posts should be applicable to and understood by a public audience (e.g., athletes and other performers, coaches, and parents)

Read this for examples of how to make a post readable for the web

Length
Posts should be approximately 500 - 800 words in length

Informed by scholarship

Content should be in-line with current research

Providing a small number (maximum 3) of key references is encouraged

Fairness to Membership
Posts are not for individual promotion, but to promote the field and educate the public

Clarity
Content should be clear, coherent, and consistent throughout

Professionalism

Multimedia
Posts should include at least one picture/image and may also include a linked audio/video clip. If your upload is not your own, ensure that multimedia is free to use and attributed correctly. Sources for Creative Commons images include (but are not limited to):

Links

Content can include relevant links to other pages, either within the AASP website (preferred) or to external resources and websites

Links should provide more information on the particular topic and not be used for direct monetary gain (e.g., linking to your book on Amazon)

EDITING AND PUBLISHING
Minor edits may be made to submissions for spelling, grammar, and/or adherence to American Psychological Association (APA) 7th edition style. If revisions beyond editorial are necessary, feedback will be provided to the submitting author(s).

If republishing the content elsewhere (e.g., author's own website), please link to the AASP blog post by including, "Originally published on Association for Applied Sport Psychology Blog." If the content was published elsewhere first, AASP can link to and credit the original source. Please note that self-plagiarism will not be permitted; content submitted must be original content. Authors will have the opportunity to provide a link to their own website in the author biography section.

SUBMIT A BLOG POST
Members can submit blog posts at any time. The submission form is also linked from the member dashboard under Publications: "AASP Blog: Submit an Article". There are four submission deadlines throughout the year after which submissions will be reviewed:

# data[].attributes.attachment_link.description
PURPOSE The purpose of the AASP Blog is twofold: (1) to be an educational resource within the AASP website by offering interesting and timely topics for a public audience (athletes and other performers, coaches, and parents), and (2) to promote the expertise of AASP membership by providing them with opportunities to write posts.

# data[].attributes.attachment_link.readable_text
By Samantha Holder, Carolena Charalambous
Published

With COVID-19 limiting in-person team building activities, is there a way to foster team cohesion without all team members being in the same place? Now is the time to get creative and reconsider approaches to building cohesive team environments.

# data[].attributes.attachment_link.title
AASP Blog for Athletes, Coaches, and Parents

# data[].attributes.attachment_link.description
By Samantha Holder, Carolena Charalambous Published With COVID-19 limiting in-person team building activities, is there a way to foster team cohesion without all team members being in the same place? Now is the time to get creative and reconsider approaches to building cohesive team environments.

# data[].attributes.body
This is a great sample to examine when creating your social media poilcies.

# data[].attributes.attachment_link.readable_text
I have uploaded my Social Media Policy and have made some minor updates to my current Office Procedures and Agreement for Psychotherapy Services.

If you are a current client, I will update you on the changes and have you sign a new Acknowledgment of Notifications form to indicate that you are aware of these changes when we next meet.

# data[].attributes.attachment_link.title
Social Media Policy & Updates to Office Procedures - Dr. Keely Kolmes

# data[].attributes.attachment_link.description
I have uploaded my Social Media Policy and have made some minor updates to my current Office Procedures and Agreement for Psychotherapy Services. If you are a current client, I will update you on the changes and have you sign a new Acknowledgment of Notifications form to indicate that you are aware of these changes ...

# data[].attributes.body
Substance Abuse "I don't have a problem"
http://drshinitzky.com/29/

# data[].attributes.body
mmbyrd@georgiasouthern.edu

# data[].attributes.attachment_link.description
Megan Byrd is an assistant professor in the Department of Health Sciences and Kinesiology. Explore her contact information and academic profile.

# data[].attributes.attachment_link.readable_text
My Approach

I use evidence-based practices to ensure excellent sessions. I specialize in helping high achievers gain insight into the way their experiences, thoughts, behaviors, and emotions relate to mental health and wellness.

This psychodynamic perspective helps people understand how their past experiences, both positive and negative, play a role in their current personal and professional relationships and circumstances. Understanding these patterns helps people learn how to lead even more successful lives.

Hi, I am Dr. Michele Kerulis, a professor of counseling and sport psychology, author, private practice clinical therapist, and public speaker. Starting my early career as a fitness instructor, I quickly became a thought-leader in sport and exercise and counseling through my academic, professional, and clinical roles.

Getting Help

I want to know. How can I help you?

I understand that life can be hectic.

That's why I offer services in five different ways,

so more people can learn my tips and techniques to creating a life you love!

See below for ways to get started.

One-on-one counseling or sport-focused, in-person or via a HIPPA-compliant video conference.

One-on-one coaching online or in person to help you develop balance and achieve your goals

Join a workshop or webinar and be part of a broader community with shared goals

Read one of my publications at your own pace or sign up to receive my latest articles

Subscribe to my email list, so you never miss a new blog post once it publishes

I encourage you to prioritize wellness even when it is not easy. Wellness, like other lifestyle aspects, can be strengthened with time and practice.

# data[].attributes.attachment_link.title
The Field of Sport Psychology | Dr. Michele Kerulis

# data[].attributes.attachment_link.description
Dr. Kerulis is a content expert in the fields of sport psycholgy and counseling. Her years of experience have created the foundation for her belief that the skills necessary to achieve success in sports and performance are the same skills necessary to achieve excellence in life.

# data[].attributes.body
What I Love (and Hate) About Early Morning Workouts

# data[].attributes.attachment_link.readable_text
I am a night owl and hate waking up early for anything, however, I know that I am so much more productive when I have an early morning workout so I force myself out of bed and get ready to hit the gym. That can be easier said than done, especially in harsh Chicago winters. Lucky for me, I have a short walk to the gym. I tend to easily reach a state of flow when I workout which, for me, results in great thoughts and ideas. After a great workout, I think about what I love (and hate) about my morning workouts.

I am always tired when it's time to get out of bed. Always. Yet I remind myself that my health is a priority, shut off my snooze, and begin my morning routine.

I feel better when I start moving around and splash cold water on my face. I hate the process of pushing off my super warm blanket and physically getting out of bed. Once I'm actually out of bed and shake off my sleepy brain I feel a lot better. Cold water on my face increases my alertness and gives me the motivation to get dressed and head to the gym.

I feel a sense of accomplishment - it's only 5:30 am and I haven't even started my workout yet. Really. The fact that I was able to wake up so early and actually get to the gym feels great. I'd rather spend mornings snuggled up in my blanket, but it feels wonderful that I achieved the first goal of the day (getting to the gym) before my day even began. What was really cool about my last early morning workout was that I had a successful workout and wrote an article because I had so much creative energy (and it wasn't even 8:00 AM!).

I feel great during my workout and have a mind-clearing experience that gets me ready for the day. Beginning a workout is hard. My mind is ready but my body is still half asleep - I hate that. I slowly but steadily begin the workout for the day (like treadmill intervals and light lifting) and soon enough I find myself reaching a state of flow as my mind becomes totally distant from what seemed to be a tough decision to get out of bed for an early morning workout. I feel great, my mind is clear, and I finish my workout ready to get on with my day.

I always come up with ideas when I work out. Always. Every time I workout I come up with really cool ideas. Not all of the ideas are doable, but they are pretty cool nonetheless. A recent idea was thinking about how I hate my early alarm and how I love my workouts. I feel like my creative flow is heightened during workouts which is an even more compelling reason for me to stick with early morning exercise. I reach a flow state when I write as well, and considering I have multiple pieces in progress at any given time, I will accept all of the flow that comes my way.

I've never regretted getting up early for a workout. Never. When I hesitate about getting out of bed for my early morning workouts I have a pep talk with myself about how awesome I feel during exercise and post-workout. This is enough for me to shut off my snooze and begin my morning routine. I always feel good after a workout - even workouts that are not as strong as I am capable of completing. The success, in my opinion, is that I try, day after day, to live a healthy lifestyle and that I commit to my lifestyle. My workouts fluctuate in the level of difficulty, duration, and effort, yet I continue to pursue health so that I may continue to help others achieve their own goals and dreams. I've never regretted getting up early for a workout. Never.

Dr. Kerulis is a professor with Counseling@Northwestern.

# data[].attributes.attachment_link.title
What I Love (and Hate) About Early Morning Workouts

# data[].attributes.attachment_link.description
I am a night owl and hate waking up early for anything, however, I know that I am so much more productive when I have an early morning workout so I force myself out of bed and get ready to hit the gym. That can be easier said than done, especially in harsh Chicago winters.

# data[].attributes.body
You can view this ebook to see an example of using a workbook in the mainstream space.

# data[].attributes.attachment_link.readable_text
Claim your free copy of my e-book, Demystify Mental Health, and start your new mindset today.

My passion has always been helping people reach their goals, succeed when they thought they could only fail, and connect to deeper meaning in their lives. This is what matters most.

​

Consider this free workbook as my way of encouraging people to challenge their perceptions, decrease stigma, and rethink mental health. It is not a mystery and does not impact just some of us.

# data[].attributes.attachment_link.title
Demystify Mental Health | Dr. Michele Kerulis

# data[].attributes.attachment_link.description
Claim your free copy of my e-book, Demystify Mental Health, and start your new mindset today. My passion has always been helping people reach their goals, succeed when they thought they could only fail, and connect to deeper meaning in their lives. This is what matters most.

# data[].attributes.headline
Click here for the Zoom recording of this presentation

# data[].attributes.subject
Click here for the Zoom recording of this presentation

# data[].attributes.attachment_link.title
Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

# data[].attributes.body
Why Do People Laugh During a Crisis? The Philosophy of Humor (6,470 views)

# data[].attributes.attachment_link.readable_text
"The restoration of humor is one clear mark that a person is getting healthy because I think ... finding something funny means being able to distance yourself ... being able to manipulate ... being able to think about things in multiple ways, which really is the core of a healthy, well-lived human life." -Dr. Steven Gimbel, philosophy of humor expert

The Pandemic of 2020

The first quarter of 2020 will go down in history as the period of time when the COVID-19 pandemic dominated people's lives. Sporting events, fitness centers, high school proms, international conferences, schools, universities, restaurants and bars, entertainment venues, and many other businesses deemed "non-essential" were forced to close per state government orders, including shelter-in-place orders and stay-at-home-orders. People have been asked to honor social-distancing practices to help flatten the curve and slow down the spread of the highly communicable virus. Our world's doctors, nurses, first responders, sanitation workers, and essential food service workers have been asked to continue serving our communities.

It is an understatement to say that we are in a brand new world filled with uncertainties, fear, and a medical crisis. Our very way of living has changed rapidly, and we do not have the answers we want. People are struggling to understand COVID-19, also known as the coronavirus, and there seems to be two dominant voices of online communication: One has been called alarmist (constant posting about the dangers of the current situation), and the other has been called careless (an "it can't happen to me" mentality).

Whenever there is an extreme dichotomy like this, there is also a happy medium with which people can begin to understand the scary nature of what we are facing. I am not here to spring a debate about whether or not we are in crisis-it is clear that we are. I believe that people must learn how to sort through internet junk and learn which sources are non-biased and factual. Many people write posts about what they are feeling and include their own values-spin into their words. It is OK to share your ideas; it is not OK to spread fake news and fear.

It is vital for people to turn to reputable resources, including the World Health Organization and the Centers for Disease Control, to receive up-to-date and accurate information about the state of the health crisis in your country and in your community.

Jokes About Coronavirus

In writing about humor, by no way am I making light of the current situation. Instead, I am taking this opportunity to hold space for a discussion about why people crack jokes during serious and what sometimes seems to be inappropriate times.

Like any global story, COVID-19 became widely known, and the term "coronavirus" became part of our daily vocabulary. Questions about how the virus spread began to arise and people asked questions about the link between the virus and Corona beer. Some of the first posts to go viral were from the beverage company who produces Corona and reminded people on Twitter:
"Again, you don't get the coronavirus by drinking our beer ... Symptoms of drinking Corona include gagging, craving Taco Bell ..."
Corona, like many other large companies, chose to use humor to address an issue that could have (and has had) a negative impact on their brand.

Some people think this was in bad taste, and others appreciated the clever puns aimed at people mistaking their beer as a way to become exposed to the virus. This crisis, however, is no laughing matter. As soon as the seriousness of the virus became clear, Corona quickly changed their tweets, and as of this writing, the tweet shown above has been removed.

Why is it OK to crack jokes at times and not OK at other times? I, like most people, enjoy hearing funny jokes, and I love laughing. I can even poke fun at myself and have done so several times when public speaking. I'll say something funny (at least, I think it's funny) and the audience will either laugh or not laugh. I'm fine with either because I know my sense of humor is cheesy, and that's fine by me.

I will sometimes turn to laughter or sarcasm in stressful times because laughing makes me happy. It's by no means a sense of escape or way to make light of a serious situation-rather, it is a way to communicate with people about shared values and bring lightness into a difficult time.

Social distancing and shelter-in-place orders have resulted in people remaining home and indoors. Because a lot of my work is remote, I am used to creating a productivity schedule, but this intensity of isolation is hard for even me. One thing I find helpful is listening to audiobooks, music, and podcasts. To decrease the sense of being alone, I turned to Spotify and listened to some of my favorite podcasts.

The Philosophy of Humor

One podcast that caught my attention is The Thoughtful Counselor, Episode 161: The Philosophy of Humor, Theories of Ridiculousness with Steven Gimbel and Alfredo Palacious (a collaboration with Theory of Change podcast). This episode was particularly interesting to me, given the attempts at humor I have read online lately.

This episode featured Dr. Gimbel, a philosophy professor who specializes in the philosophy of humor, and Dr. Palacious, an assistant professor of counseling. Some people might think that listening to two professors talk about philosophy and counseling might be hard to follow, but this episode was easy to follow, conversational, and informative. I encourage you to take a listen and reflect on how you use humor in your own life.

Dr. Gimbel made several important points when discussing humor:

"When you share a joke with someone, there is a sense of connectedness. This was called joke intimacy by Professor Ted Cohen. This type of intimacy can be shared with someone you know or with a stranger. For instance, if you see something funny, you might look around to see if anyone else noticed-you might lock eyes with a stranger, and you both giggle. You've developed joke intimacy through a shared experience of laughter." Dr. Gimbel explained, "There is a sort of bond there, that happens with humor, which builds a sense of human community."

Jokes are funny because they are based on a sense of common background, experiences, values, and shared belief structure. We see examples of common background jokes on shows like The Big Bang Theory when Sheldon tells physics jokes that are not funny to people without physics backgrounds (lack of shared background and experience).

There is a neurobiological aspect of humor. Laughing brings joy and pleasure, which is associated with thoughts (cognitive) and feelings (emotional). When people make us laugh, we can develop a bond based on the joyful thoughts and feelings associated with that person.

It is important to know the difference between joking and bullying. For example, bullying includes racial jokes and superiority jokes. This is about laughing at someone, at that person's expense, as opposed to laughing with someone.

What you find funny could say something about your coping strategies. Laughing and humor are a direct reflection of our values, and sometimes humor serves as a coping mechanism.

Laughing, according to Professor Robert Provine, is "incredibly contagious." Sharing laughter with people is one way to bring joy into difficult situations.

Please see Part 2, "Why Do People Laugh During a Crisis? The Role of Humor," to learn about theories of humor; linking humor, counseling, and COVID-19; and my conclusion.

# data[].attributes.attachment_link.title
Why Do People Laugh During a Crisis? The Philosophy of Humor

# data[].attributes.attachment_link.description
"The restoration of humor is one clear mark that a person is getting healthy because I think ... finding something funny means being able to distance yourself ... being able to manipulate ... being able to think about things in multiple ways, which really is the core of a healthy, well-lived human life."

# data[].attributes.headline
A Champion's Mindset. You can view this page to see examples of writing for a mainstream audience

# data[].attributes.subject
A Champion's Mindset. You can view this page to see examples of writing for a mainstream audience

# data[].attributes.attachment_link.readable_text
Think back to your last big game. Remember your heart pounding when it all came down to the last moment. Would you be triumphant or frustrated? All athletes want to master the secrets of the professionals because when they are in the heat of competition, they tighten up and struggle to perform at their best. Negative thinking becomes their Achilles heel. The good news is by working with a sports psychologist, world-class athletes develop mental conditioning skills that help them reach their highest goals. In A Champion's Mindset©, I will share 15 mental conditioning steps that help you reach your optimal performance during your biggest competitive moments. You will learn the strategies to conquer the most common challenges. These 15 mental conditioning steps will come alive through helpful techniques, practical lessons, evidence-based research and real-life entertaining stories from athletes I have coached. You will learn to: * Master the Sports Psychology Triangle * Manage stress, thoughts and emotions * Develop mental toughness * Set realistic goals * Value maintaining an optimistic attitude After working with Olympians, professionals and elite nationally ranked junior athletes, I have found the earlier in your growth as an athlete you develop and master these 15 mental conditioning steps, the more successful you will be in the competitive arena and beyond. Now is the time to take your game to the next level as you develop A Champion's Mindset©.

# data[].attributes.attachment_link.title
A Champion's Mindset: 15 Mental Conditioning Steps to Becoming a Champion Athlete

# data[].attributes.attachment_link.description
Think back to your last big game. Remember your heart pounding when it all came down to the last moment. Would you be triumphant or frustrated? All athletes want to master the secrets of the professionals because when they are in the heat of competition, they tighten up and struggle to perform at...

# data[].attributes.headline
Let's Blog! Understanding the How Tos of Sport Psychology Blogging

# data[].attributes.subject
Let's Blog! Understanding the How Tos of Sport Psychology Blogging

# data[].attributes.body
Michele Kerulis, Megan Byrd, & Harold Shinitzky
(Click below to enlarge slides)

# data[].attributes.attachment_link.title
Let's Blog! Understanding the How Tos of Sport Psychology Blogging

# data[].attributes.body
Dr. Harold Shinitzky
http://drshinitzky.com/about/