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Parker, L. S. (1995). Ethical concerns in the research and treatment of complex disease. Trends in Genetics, 11(12), 520 523. Parrott, A. C., & Roberts, G. (1991). Smoking deprivation and cigarette reinstatement: Effects upon visual attention. Journal of Psychopharmacology, 5, 404 409. Paterson, D., & Nordberg, A. (2000). Neuronal nicotinic receptors in the human brain. Progress in Neurobiology, 61(1), 75 11. 1 Petraitis, J., Flay, B. R., & Miller, T. Q. (1995). Reviewing theories of adolescent substance use: Organizing pieces in the puzzle. Psychological Bulletin, 117(1), 67 86. Philpott, M. (1996). Not guilty, by reason of genetic determinism. In H. Tam (Ed.), Punishment, excuses and moral development (pp. 95 12). Aldershot, England: Avebury. 1 Pianezza, M. L., Sellers, E. M., & Tyndale, R. F. (1998). Nicotine metabolism defect reduces smoking. Nature, 393(6687), 750. Picciotto, M. R., Zoli, M., Rimondini, R., Lena, C., Marubio, L. M., Pich, E. M., et al. (1998). Acetylcholine receptors containing the beta2 subunit are involved in the reinforcing properties of nicotine. Nature, 391(6663), 173 177. Pich, E. M., Pagliusi, S. R., Tessari, M., Talabot-Ayer, D., Hooft van Huijsduijnen, R., & Chiamulera, C. (1997). Common neural substrates for the addictive properties of nicotine and cocaine. Science, 275(5296), 83 86. Plomin, R., & Rutter, M. (1998). Child development, molecular genetics, and what to do with genes once they are found. Child Development, 69(4), 1223 1242. Pomerleau, O. F., Downey, K. K., Stelson, F. W., & Pomerleau, C. S. (1995). Cigarette smoking in adult patients diagnosed with attention de cit hyperactivity disorder. Journal of Substance Abuse, 7(3), 373 378. Puska, P., Korhonen, H., Vartiainen, E., Urjanheimo, E. L., Gustavsson, G., & Westin, A. (1995). Combined use of nicotine patch and gum compared with gum alone in smoking cessation: A clinical trial in North Karelia. Tobacco Control, 4, 231 235. Quaid, K. A., Dinwiddie, H., Conneally, P. M., & Nurnberger, J. I., Jr. (1996). Issues in genetic testing for susceptibility to alcoholism: Lessons fromAlzheimer s disease and Huntington s disease. Alcoholism: Clinical and Experimental Research, 20(8), 1430 1437. Roberts, D. L. (1988). Natural tobacco avor. Recent Advances in Tobacco Science, 14, 49 13. 1 Robins, L., Helzer, J., Cottler, L., & Goldring, E. (1988). NIMH Diagnostic Interview Scheduled Version III (DIS-III-R). St Louis, MO: Washington University Medical School, Department of Psychiatry. Robinson, S. F., Marks, M. J., & Collins, A. C. (1996). Inbred mouse strains vary in oral self-selection of nicotine. Psychopharmacology, 124(4), 332 339. Robinson, T. E., & Berridge, K. C. (1993). The neural basis of drug craving: An incentive-sensitization theory of addiction. Brain Research. Brain Research Reviews, 18(3), 247 291. Sabol, S. Z., Nelson, M. L., Fisher, C., Gunzerath, L., Brody, C. L., Hu, S., et al. (1999). A genetic association for cigarette smoking behavior. Health Psychology, 18(1), 7 13.
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crisis transitions based on the analysis of 552 athletic career narratives (Stambulova, 2000). This classification includes 15 types of crisis transition cases, depending on the content of transition demands (e.g., relationship crisis, crisis of change, crisis of break, crisis of failure, crisis after a big success, crisis of injury/overtraining/illness, moral crisis). To summarize, both normative and nonnormative transitions have a potential to turn into a crisis if the athlete is not able to cope effectively. Normative transitions are predicted by career stage models (see Table 32.1); nonnormative transitions are classified post hoc from empirical data. A set of crisis symptoms might help to determine a proper time for interventions. Some specific features and strategies related to preventive and crisis-coping perspectives in career transition interventions are presented next. Preventive Perspective in Career Transition Interventions Preventive interventions aim at preparing athletes in advance for normative and nonnormative transitions by developing their resources for effective coping. Intervention usually involves assessment, career planning and goal setting, education and counseling, mental and life skills training, and strengthening the social support system. Prevention of crisis transitions is one of the key purposes of career transition programs developed around the world (Lavallee, Kremer, Moran, & Williams, 2004; Wylleman, Alfermann, et al., 2004; Wylleman et al., 1999;). In particular, these programs focus on preparing athletes for athletic career termination and starting an occupational career, or helping athletes to coordinate sport and education or work. As reported in the literature (Carr & Bauman, 1996; Lavallee & Andersen, 2000; Petitpas, Brewer, & Van Raalte, 1996), major theoretical frameworks for preventive interventions include the dynamic psychosocial model (Erikson, 1950), the human adaptation to transition model (Schlossberg, 1981, 1984), the athletic career termination model (Taylor & Ogilvie, 1994, 2001a), the developmental model (Wylleman & Lavallee, 2004), and, most often, the life development intervention model (Danish et al., 1993). Preventive interventions address several interrelated aspects: helping athletes to anticipate their normative and nonnormative athletic and nonathletic transitions and their possible demands, educating athletes about a transition process, analyzing athletes actual coping resources, anticipating potential barriers in the transition, planning ways to cope, and developing new resources both internal and external for coping with forthcoming demands. All these
terms degraded minutes, severely errored seconds, and errored seconds are used as a convenient and concise performance objective identi er. Their usage is not intended to imply the acceptability, or otherwise, of this level of performance. b The 1-min intervals mentioned in the table and in the notes are derived by removing unavailable time and severely errored seconds from the total time and then consecutively grouping the remaining seconds into blocks of 60. The basic 1-s intervals are derived from a xed time pattern. c The time interval T(L), over which the percentages are to be assessed, has not been speci ed since the period may depend on the application. A period of the order of any one month is suggested as a reference. d For practical reasons, at 64 kbps, a minute containing four errors (equivalent to an error ratio of 1.04 10 6 ) is not considered degraded. However, this does not imply relaxation of the error ratio objective of 1 10 6 . Source: CCITT Rec. G.821 (Ref. 12).
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