TY - JOUR AU - Harris, Laura L. A2 - Harris, Laura L. DB - BISp DP - BISp KW - Collegesport KW - Entwicklung KW - Forschung, empirische KW - Literaturanalyse KW - Literaturübersicht KW - Rehabilitation, posttraumatische KW - Sportpsychologie KW - Sportverletzung KW - Theorie KW - Verhaltenspsychologie LA - eng TI - Integrating and analyzing psychosocial and stage theories to challenge the development of the injured collegiate athlete TT - Integration und Analyse psychosozialer Theorien und Stufentheorien zur Hinterfragung der Entwicklung des verletzten Collegesportlers PY - 2003 N2 - Objective: To integrate a psychosocial developmental theory and a psychological stage theory for challenging an injured collegiate student-athlete's personal development and to highlight future areas of research. Data Sources: I searched Education Abstracts, ERIC, Social Science Citation Index, and SPORT Discus for the years 1990–2001 using the key words student-athlete, injury, psychological reaction, Chickering, and psychosocial. Data Synthesis: Stage theories are theoretic models that outline basic reactions to a stressor, regardless of age, sex, or ethnicity. In textbooks addressing the injured athlete, the Kubler-Ross stages of bereavement constitute one of the most commonly presented stage theories addressing the psychological reaction to injury. Psychosocial theories, on the other hand, such as the Chickering and Reisser theory, are theoretic models developed in the educational literature that outline the personal development process (ie, vectors) through which adolescents and adults progress. For this review, the Kubler-Ross and Chickering and Reisser revised theories will be used to outline possible psychological reactions to injury throughout the development progression from vector 1, competence, through vector 7, integrity. Conclusions: The 1999 Athletic Training Clinical Proficiencies as outlined by the National Athletic Trainers' Association Education Council require clinical proficiencies in the area of psychosocial intervention and referral, yet psychosocial theory is rarely addressed in athletic training educational curricula or texts. Presenting a universal psychosocial developmental theory, such as the Chickering and Reisser 7 vectors, and integrating a common stage theory, such as the Kubler-Ross stages of bereavement, are beneficial in providing athletic training students and athletic trainers additional skills to recognize and mediate negative psychological reactions to injury and in illuminating new areas of research. Verf.-Referat L2 - http://www.ncbi.nlm.nih.gov/pmc/articles/PMC155515/pdf/attr_38_01_0075.pdf SP - S. 75-82 SN - 1062-6050 JO - Journal of athletic training IS - 1 VL - 38 M3 - Elektronische Ressource (online) M3 - Gedruckte Ressource ID - PU201012009338 ER -