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school psychology was often a blend of educational and psychological practice; its dominant role was assessment to meet public education s need for diagnoses for special class placement. Even in the latter decades of this period, school psychology was a mix of practitioners trained and certi ed in various elds (e.g., clinical psychology, teacher education, and guidance counseling) as well as many whose training and experience were speci cally in school psychology. The Thoroughbred Years period differs from the previous period because of the rapid growth in the number of training programs, practitioners, and state and national associations, the expansion of literature, and increasing professional regulation from forces within and outside of the eld. Collectively, these changes contributed to a stable professional entity known as school psychology. Since 1970, school psychologists have been more consistently employed in positions titled school psychologist ; they work in states offering school psychology credentials to those who have completed training programs speci cally in school psychology and accredited as such and whose trainers have been school psychologists. This greater uniformity has been modal in the Thoroughbred Years, although it could be observed in more advanced locales in the latter Hybrid Years, especially in urban and suburban areas (Mullen, 1967). The Thoroughbred period was not achieved simply because of an identity made possible by more purely bred school psychologists. The Hybrid Years had many persons who championed the cause and identity of school psychology despite their own backgrounds in clinical and educational psychology, teacher education, and guidance counseling. Among the notables were Harry Baker, Jack Bardon, Ethel Cornell, Susan Gray, Leta Hollingworth, Bertha Luckey, Grace Munson, Frances Mullen, T. E. Newland, Marie Skodak, and Percival Symonds.

tional reactions), providing technique-based symptomatic relief (Corlett, 1996, p 88), but also addressing a variety of issues behind the symptoms (eg, perceptions, decisions, attributions, attitudes, meanings) An empowerment approach means helping athletes to develop coping resources and strategies to allow them to become autonomous after psychological interventions as an alternative to making athletes dependent on consultants and their services There are a number of studies demonstrating the importance of helping athletes in transition Nonetheless, there is also a lack of research assessing the effectiveness of that assistance and suggesting criteria for effective individualized career transition interventions or for organized sets of career-related psychological services Taking this into account, we first discuss some practical questions related to crisis transitions and then discuss various aspects of career transition interventions Crisis Transitions In a certain way, all career transition interventions relate to crisis transitions.

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vectors that describe the next hop to send the query results back to the requesting station Generally, if a node S sends an interest which reaches node A and B and both forward the interest to node C, then node C will set up two vectors indicating that query results matching the interest should be sent back to A and/or B The gradient modulus (or strength) is different towards different neighbors, which may result in different amounts of information being redirected to each neighbor Each gradient is related to the interest it has been set up for As the gradient set-up phase has been nished for a certain interest, future requests interested in the same attribute are used to reinforce the best (ie strongest) gradients throughout the network, so as to convey information ows through the best paths, hence avoiding future ooding.

Sport psychology consultants contribute to preventing a crisis transition or to coping with it or to handling negative consequences of a failure to cope As described earlier in the chapter, a crisis transition is conceptualized as a transition that the athlete has to cope with but is not able to do on his or her own and, therefore, needs psychological assistance and intervention In fact, not only the content but also the timing of the intervention is an important issue to prevent negative consequences of not coping with the crisis How to determine that an athlete is in a crisis transition This very practical question relates to symptoms of a crisis transition, that is, the athlete s cognitions, feelings, and behaviors that can serve as indicators (for both the actor and the observer) that the athlete is in crisis.

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As nodes may receive related information ows from different nodes in the network, they perform a sort of data aggregation or fusion to reduce the total amount of forwarded information This process may be done ef ciently as all nodes in DD are application-aware and may then be able to use the best aggregation method Finally, the base station will be eventually reached by the information ows We note that the base station must periodically re-send interests to the network in order to avoid interest loss due to unreliable wireless transmission Another DD application is to spontaneously send important detected events to some portion of the network Because of the hefty gradient set-up operations, DD is only suited for applications that require nearly continuous query answers, whereas it is too energy-expensive to implement if the gradients are to be set and used only rarely.

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