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1. Konig U. SiGe and GaAs as competitive technologies for RF-applications. Proceedings of the Bipolar/BiCMOS Circuits and Technology Meeting (BCTM), 1998. p. 87 92. 2. Yuan JS. SiGe, GaAs, and InP heterojunction bipolar transistors. New York: John Wiley and Sons, Inc.; 1999. 3. Liu W. Fundamentals of III V devices: HBTs, MESFETs, and HFETs/HEMTs. New York: John Wiley and Sons, Inc.; 1999. 4. Cressler JD, Niu G. Silicon germanium heterojunction bipolar transistors. Boston: Artech House, Inc.; 2003. 5. Singh R, Harame D, Oprysko M. Silicon germanium: technology, modeling and design. New York: John Wiley and Sons; 2004. 6. Early JM. Maximum rapidly-switchable power density in junction triodes. IRE Transactions on Electronic Devices 1959;ED-6:322. 7. Early JM. Speed in semiconductor devices. IRE National Convention, March 1962.
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psychopathology. The next section covers general assessment and screening for psychopathology, networking of referral sources, and methods for handling emotionally or cognitively based emergencies. Penultimately, we propose a conceptual paradigm or framework from which to view the sport psychology consultant s work. The final section of the chapter is devoted to a discussion of professional issues that is intended to foster an appreciation of the overlap and relatedness among sport psychology consultants regardless of their educational or theoretical backgrounds. A PRACTICE PHILOSOPHY We believe that successful professional practice of any type depends on practitioner awareness and understanding of the theoretical roots underlying daily decisions and actions. The work involved in acquiring a personal theoretical and practical orientation must predate situations where effective decisions and actions are necessary. One does not have the luxury to ponder various theories on crisis intervention when a client is obviously overwhelmed, in tears, and sitting in front of you asking for your help. Likewise, it is not advisable to reflect on the latest theoretical debates on performance enhancement when giving a presentation to athletes interested in how they can get better at their specific sport. The philosophical foundations are best considered and discussed with teachers and mentors during formal education and with colleagues during one s professional career. The result is a philosophy underlying interventions that evolves and is intertwined with the practitioner s development as a person and a professional. Poczwardowski, Sherman, and Ravizza (2004) offered a conceptual framework useful for professional philosophy
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