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Table 2-1. (Continued )
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Bredemeier, B., Weiss, M., Shields, D., & Cooper, B. (1987). The relationship between children s legitimacy judgments and their moral reasoning, aggression tendencies, and sport involvement. Sociology of Sport Journal, 4, 48 60. Bredemeier, B., Weiss, M., Shields, D., & Shewchuk, R. (1986). Promoting moral growth in a summer sport camp: The implementation of theoretically grounded instructional strategies. Journal of Moral Education, 15, 212 220. Carpendale, J., & Krebs, D. (1992). Situational variation in moral judgment: In a stage or on a stage Journal of Youth and Adolescence, 21, 203 224. Carpendale, J., & Krebs, D. (1995). Variations in level of moral judgment as a function of type of dilemma and moral choice. Journal of Personality, 63, 289 313. Colby, A., & Kohlberg, L. (1987). The measurement of moral judgment (2 vols.). Cambridge, England: Cambridge University Press. Conroy, D., Silva, J., Newcomer, R., Walker, B., & Johnson, M. (2001). Personal and participatory socializers of the perceived legitimacy of aggressive behavior in sport. Aggressive Behavior, 27, 405 418. Danish, S. (1996). Interventions for enhancing adolescents life skills. Humanistic Psychologist, 24, 365 381. Danish, S. (1997). Going for the goal: A life skills program for adolescents. In T. Gullotta & G. Albee (Eds.), Primary prevention works (pp. 291 312). Newbury Park, CA: Sage. Danish, S. (2002). Teaching life skills through sport. In M. Gatz (Ed.), Paradoxes of youth and sport (pp. 49 60). Albany: State University of New York Press. Danish, S., & Nellen, V. C. (1997). New roles for sport psychologists: Teaching life skills through sport to at-risk youth. Quest, 49, 10 113. Danish, S., Petitpas, A., & Hale, B. D. (1992). A developmentaleducational intervention model of sport psychology. Sport Psychologist, 6, 403 415. Danish, S., Petitpas, A., & Hale, B. D. (1995). Psychological interventions: A life developmental model. In S. M. Murphy (Ed.), Sport psychology interventions (pp. 19 38). Champaign, IL: Human Kinetics. Davis, H., & Baskett, G. (1979). Do athletes and non-athletes have different values Athletic Administration, 13, 17 19. DeBusk, M., & Hellison, D. (1989). Implementing a physical education self-responsibility model for delinquency-prone youth. Journal of Teaching Physical Education, 8, 104 112. Duda, J. L. (2001). Achievement goal research in sport: Pushing the boundaries and clarifying some misunderstandings. In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 129 182). Champaign, IL: Human Kinetics. Duda, J. L., Balaguer, I., & Castillo, I. (2004, September). Achievement goals, sources of moral motivation, and civic responsibilit y among high-level Spanish athletes. Paper
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panic and fear with going to church, the grocery store, and the bank. When Mary had her first panic attack at church, she associated the church with the uncomfortable and frightening feelings that accompany panic, thereby causing her to avoid the church in the future. Panic attacks in other places such as the grocery store, on the bus, and in the bank all become associated through classical conditioning, resulting in more and more avoidance of various places. Furthermore, generalization occurs, for example, although Mary may have had a panic attack at one specific branch office of a bank, she feels fearful of entering any bank. A therapist using a classical conditioning approach may choose to treat Mary s anxiety with systematic desensitization (SD; Wolpe, 1958). The therapist would ask Mary to create a hierarchy of anxiety-provoking situations from less anxiety-provoking situations such as walking on the sidewalk outside of her home to extremely anxiety-provoking situations such as flying in an airplane. The therapist would train Mary in a relaxation procedure and then pair relaxation with each of the anxiety-provoking situations that she would imagine. Thus, each step of the hierarchy would be paired with relaxation using classical conditioning strategies.
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People sometimes must be willing to give up even values that are deeply embedded in the self if those values create too much con ict and distress in their lives. However, the choice between continued effort and giving up presents opportunities for things to go awry. It is possible to stop trying too soon, thereby creating potentially serious problems for oneself (Carver & Scheier, 1998). It is also possible to hold on to goals too long, thereby preventing oneself from taking adaptive steps toward new goals. But both continued effort and giving up are necessary parts of the experience of adaptive self-regulation. Each plays an important role in the ow of behavior. Hierarchicality and Importance Can Impede Disengagement Disengagement is sometimes precluded by situational constraints. However, a broader aspect of this problem stems from the idea that behavior is hierarchically organized, with goals increasingly important higher in the hierarchy, and thus harder to disengage from. Presumably, disengaging from concrete values is often easy. Lower order goals vary, however, in how closely they link to values at a higher level, and thus in how important they are. To disengage from low-level goals that are tightly linked to higher level goals causes discrepancy enlargement at the higher level. These higher order qualities are important, even central to one s life. One cannot disengage from them, disregard them, or tolerate large discrepancies between them and current reality without reorganizing one s value system (Greenwald, 1980; Kelly, 1955; McIntosh & Martin, 1992; Millar, Tesser, & Millar, 1988). In such a case, disengagement from even very concrete behavioral goals can be quite dif cult. Now recall again the affective consequences of being in this situation. The desire to disengage was prompted by unfavorable expectancies. These expectancies are paralleled by negative affect. In this situation, then, the person experiences negative feelings (because of an inability to make progress toward the goal) and is unable to do anything about the feelings (because of an inability to give up). The person simply stews in the feelings that arise from irreconcilable discrepancies. This kind of situation commitment to unattainable goals seems a sure prescription for distress. Watersheds, Disjunctions, and Bifurcations Among Responses An issue that bears some further mention is the divergence in the model of the behavioral and cognitive responses to favorable versus unfavorable expectancies. We have long argued
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Part III Understanding Visual Basic for Applications
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