A systematic review of professional identity in sport psychology

2021 ◽  
pp. 1-27
Author(s):  
Alessandro Quartiroli ◽  
Christopher R. D. Wagstaff ◽  
Daniel R. F. Martin ◽  
David Tod
Keyword(s):  
Systematic Review ◽  
Professional Identity ◽  
Sport Psychology

A systematic review of principals’ leadership identity from 1993 to 2019

2020 ◽  
Vol 49 (1) ◽  
pp. 31-53
Author(s):  
Cristina Cruz-González ◽  
Carmen Lucena Rodríguez ◽  
Jesús Domingo Segovia
Keyword(s):  
Systematic Review ◽  
Professional Identity ◽  
Professional Practice ◽  
Educational Leaders ◽  
Leadership Identity ◽  
Race And Gender ◽  
Gender Based ◽  
And Gender ◽  
Professional Leadership ◽  
Emerging Topics

There is growing interest in the role that principals play as school leaders. Exploring how principals build their professional leadership identity is crucial to understanding their influence on school performance. A systematic review was conducted to examine how educational leaders develop their professional identity. Our objectives were: (a) to identify the factors that determine how educational leaders develop their professional identity; (b) to identify shared traits of educational leadership identity; and (c) to describe the implications that the results obtained may have for research and professional practice. A literature search on Web of Science (WOS), SCOPUS and Education Resources Information Center (ERIC) yielded a total of 38 articles published in international journals. Thematic analysis was conducted using the Nvivo software package. Emerging topics include: leadership identity of school principals as the key to educational success; influence of politics and context on the construction of principals’ professional identity; race- and gender-based barriers to the development of leadership identity; and the influence of experience, training and transition on the construction of a professional leadership identity.

scholarly journals Professional Identity in Analysis: A Systematic Review of the Literature

2014 ◽  
Vol 7 (1) ◽  
pp. 83-97 ◽  
Author(s):  
Inês Cardoso ◽  
Paula Batista ◽  
Amândio Graça
Keyword(s):  
Systematic Review ◽  
Communities Of Practice ◽  
Professional Identity ◽  
Sense Of Belonging ◽  
A Priori ◽  
Review Of Literature ◽  
Public And Private ◽  
Qualitative Nature ◽  
The Individual ◽  
Academic Search

The present study is a systematic review of literature, with the objective to map the typology of conceptual studies about professional identity, as well as the used conceptual fields and the evidence therefrom resulting. The research was made within the electronic databases ISI web of Knowledge, EBSCO (Academic Search Complete, ERIC and Sport Discus) and B-On, between 2002 and 2011. The research equation was "Professional Identity" AND "Review", in the fields ‘abstract’, ‘topic’ and ‘title’ having been integrated 22 articles. The content analysis was the technique used, with the following categories defined a priori: i) typology studies; (ii) conceptual framework around the professional identity; iii) indications for future researches about teacher's identity. The results showed a marked increase of publications in 2011, in large professional areas (teachers and nurses) and in two main stages of development (the learning and professional process), as well as a strong conceptual positioning of authors in the perspective of symbolic interactionism and in post-modernity. It was also clear that the concept of professional identity fits simultaneously in individual (personal and social) and collective dimensions. Indeed, it involves the individual, his/her relationship with the other in a given context and his/her sense of belonging to a group. Regarding the proposals for future investigations, the researches with a qualitative nature (ethnographic and longitudinal) in work places prevails, with emphasis on the observation of dynamics established in communities of practice and its speeches (public and private), in a combination of micro and macro analysis.

A systematic review exploring the reflective accounts of applied sport psychology practitioners

2021 ◽  
pp. 1-27
Author(s):  
Nick Wadsworth ◽  
Hayley McEwan ◽  
Moira Lafferty ◽  
Martin Eubank ◽  
David Tod
Keyword(s):  
Systematic Review ◽  
Sport Psychology ◽  
Applied Sport Psychology

scholarly journals Sport psychology education for sport injury rehabilitation professionals: A systematic review

2015 ◽  
Vol 16 (1) ◽  
pp. 72-79 ◽  
Author(s):  
Caroline A. Heaney ◽  
Natalie C. Walker ◽  
Alison J.K. Green ◽  
Claire L. Rostron
Keyword(s):  
Systematic Review ◽  
Sport Psychology ◽  
Sport Injury ◽  
Injury Rehabilitation ◽  
Psychology Education ◽  
Rehabilitation Professionals

The effects of low-ratio n-6/n-3 PUFA on biomarkers of inflammation: a systematic review and meta-analysis

2021 ◽  
Author(s):  
Yali Wei ◽  
Yan Meng ◽  
Na Li ◽  
Qian Wang ◽  
Liyong Chen
Keyword(s):  
Systematic Review ◽  
Fatty Acid ◽  
Polyunsaturated Fatty Acid ◽  
Meta Analysis ◽  
Chain Polyunsaturated Fatty Acid ◽  
Inflammation Markers ◽  
Pufa Supplementation ◽  
Long Chain

The purpose of the systematic review and meta-analysis was to determine if low-ratio n-6/n-3 long-chain polyunsaturated fatty acid (PUFA) supplementation affects serum inflammation markers based on current studies.

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

Characteristics of the Frequency-Following Response to Speech in Neonates and Potential Applicability in Clinical Practice: A Systematic Review

2020 ◽  
Vol 63 (5) ◽  
pp. 1618-1635
Author(s):  
Céline Richard ◽  
Mary Lauren Neel ◽  
Arnaud Jeanvoine ◽  
Sharon Mc Connell ◽  
Alison Gehred ◽  
...  
Keyword(s):  
Systematic Review ◽  
Cochrane Library ◽  
Neurodevelopmental Outcomes ◽  
Frequency Following Response ◽  
Ovid Medline ◽  
Published Evidence ◽  
Mesh Terms ◽  
Potential Applicability ◽  
Clinical Potential

Purpose We sought to critically analyze and evaluate published evidence regarding feasibility and clinical potential for predicting neurodevelopmental outcomes of the frequency-following responses (FFRs) to speech recordings in neonates (birth to 28 days). Method A systematic search of MeSH terms in the Cumulative Index to Nursing and Allied HealthLiterature, Embase, Google Scholar, Ovid Medline (R) and E-Pub Ahead of Print, In-Process & Other Non-Indexed Citations and Daily, Web of Science, SCOPUS, COCHRANE Library, and ClinicalTrials.gov was performed. Manual review of all items identified in the search was performed by two independent reviewers. Articles were evaluated based on the level of methodological quality and evidence according to the RTI item bank. Results Seven articles met inclusion criteria. None of the included studies reported neurodevelopmental outcomes past 3 months of age. Quality of the evidence ranged from moderate to high. Protocol variations were frequent. Conclusions Based on this systematic review, the FFR to speech can capture both temporal and spectral acoustic features in neonates. It can accurately be recorded in a fast and easy manner at the infant's bedside. However, at this time, further studies are needed to identify and validate which FFR features could be incorporated as an addition to standard evaluation of infant sound processing evaluation in subcortico-cortical networks. This review identifies the need for further research focused on identifying specific features of the neonatal FFRs, those with predictive value for early childhood outcomes to help guide targeted early speech and hearing interventions.

Treating Velopharyngeal Inadequacy Using Bilateral Buccal Flap Revision Palatoplasty

2019 ◽  
Vol 4 (5) ◽  
pp. 878-892
Author(s):  
Joseph A. Napoli ◽  
Linda D. Vallino
Keyword(s):  
Systematic Review ◽  
Obstructive Sleep Apnea ◽  
Sleep Apnea ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
A Priori ◽  
Sufficient Evidence ◽  
Obstructive Sleep ◽  
Before And After ◽  
Buccal Flap

Purpose The 2 most commonly used operations to treat velopharyngeal inadequacy (VPI) are superiorly based pharyngeal flap and sphincter pharyngoplasty, both of which may result in hyponasal speech and airway obstruction. The purpose of this article is to (a) describe the bilateral buccal flap revision palatoplasty (BBFRP) as an alternative technique to manage VPI while minimizing these risks and (b) conduct a systematic review of the evidence of BBFRP on speech and other clinical outcomes. A report comparing the speech of a child with hypernasality before and after BBFRP is presented. Method A review of databases was conducted for studies of buccal flaps to treat VPI. Using the principles of a systematic review, the articles were read, and data were abstracted for study characteristics that were developed a priori. With respect to the case report, speech and instrumental data from a child with repaired cleft lip and palate and hypernasal speech were collected and analyzed before and after surgery. Results Eight articles were included in the analysis. The results were positive, and the evidence is in favor of BBFRP in improving velopharyngeal function, while minimizing the risk of hyponasal speech and obstructive sleep apnea. Before surgery, the child's speech was characterized by moderate hypernasality, and after surgery, it was judged to be within normal limits. Conclusion Based on clinical experience and results from the systematic review, there is sufficient evidence that the buccal flap is effective in improving resonance and minimizing obstructive sleep apnea. We recommend BBFRP as another approach in selected patients to manage VPI. Supplemental Material https://doi.org/10.23641/asha.9919352

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