High Stakes on Small Shoulders: Childhood in the Shadow of High-Performance Expectations.

My early work in the psychology of high-performance sport began in the 1990s, during my PhD research into the mental health and well-being of elite athletes. Over time, this focus has expanded to include dancers, actors, musicians and other high performers across a wide range of demanding professions (e.g., surgeons, the military, emergency services, corporate executives, commercial pilots, etc).

Through working across age groups, it became quite apparent that performance-related pressures were already shaping the experiences of children and adolescents in ways that echoed the adult patterns I had seen, particularly around identity, motivation and the weight of external expectations. These dynamics were especially concerning in children, whose developmental safeguards were still in the process of forming. This led me not only to examine these dynamics but also to confront and directly address these pressures in treatment, which in turn led me to explore with many children and their adult support networks the environments that either shaped, sustained, or eroded healthy engagement in high-performance pursuits from the earliest stages of life.

The goal is to foster positive mental health through enthusiastic engagement in the activity that naturally supports the child’s confidence and excitement in approaching developmentally appropriate and personally meaningful challenges.

It’s from this experience that I came to recognise a recurring pattern in high-performance environments, particularly when it comes to children. This pattern reflects a shift away from the child’s initial connection to an activity, which is typically joyful and self-motivated, as external expectations gradually begin to take hold.

This shift doesn’t just impact child performers. When it’s established early, it usually lays the groundwork for more significant challenges in adolescence and early adulthood, when commitment to the activity solidifies and external expectations become more deeply embedded into the performer’s sense of identity. Often, this happens without the supportive conditions that made early engagement so rewarding.

The following reflections consider how those shifts unfold and how we can protect the natural flow of intrinsic motivation that sparked the child’s engagement in the first place.

A familiar dilemma

A child often begins their involvement in any activity with enthusiasm and a natural affinity for the experience. Over time, however, the space that once nurtured creativity, growth, and connection can become increasingly shaped by adult-driven goals and a growing tendency to treat the activity like a performance ladder, with benchmarks and KPI targets that echo adult workplace pressures, even though the child is engaged for reasons like joy, curiosity, and connection.

This contrast between a child’s spontaneous, emotionally anchored engagement with the activity and the adult’s tendency to impose outcome-focused structures creates a developmental gap that reflects differing perspectives between the child and the adult on the purpose of the activity, as well as distinct developmental limits in the child’s capacity to engage with adult-driven outcome-oriented expectations.

A child’s performance expectation of an activity is developmentally anchored, meaning it’s guided by the child’s stage of cognitive, emotional, and social development.

At early developmental stages, engagement in activities often includes a desire for enjoyment, belonging, and manageable challenges, rather than long-term achievement or external recognition. When adult expectations begin to eclipse or override these age-appropriate motivations, the activity can lose its emotional safety. The child might start to feel that their own experience is secondary to outcomes they didn’t choose and may not yet be developmentally equipped to manage. As this misalignment grows, so too can the child’s sense of vulnerability, resulting in emotional distress and a loss of trust in an environment where they previously felt safe.

How the environment around a child can intrude on their connection to an activity they might excel in.

What usually begins as joyful engagement in the activity for the child, can gradually be reshaped by the social environment that builds around the activity. While early participation is often anchored in curiosity, self-motivated exploration and an intrinsic drive for self-improvement, subtle shifts can occur over time. Adults may begin to focus more on measurable outcomes than on process, and the language surrounding participation can become increasingly evaluative, judgemental and critical. As this shift takes hold, goals move from being personally meaningful for the child to being externally defined and imposed by the adults.

In such environments, a child can start to feel like their participation is tied to others’ expectations rather than their own interests.

Even when the child succeeds in adult-dominated goals, they might carry the weight of responsibility rather than a sense of personal fulfilment. The child might continue to perform outwardly but become emotionally withdrawn, unsure whether their love for the activity still belongs to them or whether they’re simply meeting the expectations of others.

When children feel unable to voice any hesitation about imposed outcome goals, or to articulate feelings of fatigue or being overwhelmed without fearing disappointment from significant others, their sense of agency begins to erode. What may have once offered a space for self-expression and self-improvement can instead become defined by obligation and harsh self-monitoring.

Disrupted support adds to the risk

In some cases, children will access psychological support that they find helpful. These settings often focus on developing emotional regulation, rebuilding a sense of agency, and helping the child process their performance experience and related commitments on their own terms. This process can often create the conditions for the child to reconnect with the activity in a way that feels authentic and emotionally grounded. This includes rediscovering a natural sense of intrinsic engagement that is freely chosen and reflective of the love that initially drew them to it.

However, when therapeutic goals do not align with adult expectations for discipline, compliance, or a rapid return to structured performance, tensions can emerge.

If the intervention is not seen to support these outcomes, the therapeutic relationship may be ended prematurely, even when the child finds it meaningful. In such cases, the withdrawal of support not only removes access to trusted care but can also reinforce the impression that the child’s well-being matters only when it serves performance.

What the research tells us

This pattern is well documented. Research shows that when a child is pressured to sustain performance gains or competitive momentum that no longer feels meaningful to them, or that exceeds their developmental readiness, they are more likely to experience anxiety, emotional withdrawal, and diminished motivation (Schwebel et al., 2016). Qualitative work further illustrates that when a child’s autonomy is constrained, the activity can shift from being a source of joy to a source of stress or avoidance (Huang, 2023). These findings align with broader developmental research, which links prolonged exposure to performance-oriented environments that do not reflect a child’s values or developmental readiness with increased psychological risk (Pattee, 2022).

Achievement pressure can distort a child’s self-worth, as they begin to believe that being valued depends on outperforming others (Weissbourd et al., 2023). This concern is echoed in reports describing how environments that overemphasise external success can erode well-being and contribute to youth mental health challenges (APA, 2024; Jones, 2018).

A growing body of work also emphasises the importance of distinguishing between adult support and adult pressure.

While encouragement, emotional availability, and respect for a child’s pace can foster confidence and enjoyment, behaviours such as excessive focus on outcomes, criticism of mistakes or rigid expectations can create a threatening climate that undermines motivation and well-being (BSN Sports, 2023; Jones, 2009; Jones, 2018). In the context of dysfunctional competitive environments, it becomes vital that the child feels truly grounded in the belief that they matter more than any outcome expected of them.

Feeling genuinely valued for who they are rather than what they achieve emerges as a critical protective factor in any high-stakes performance environment.

Protecting what matters most

In these moments, the clinical task is not to guide the child back toward competition, outcomes, or externally imposed goals. It is to help preserve their relationship with the activity itself, especially the sense of meaning, agency, and psychological safety it once offered.

Whether the child is engaged in sport, music, or any other expressive pursuit, the focus should be on supporting continued participation in a way that honours their values, developmental readiness, and evolving sense of self. This may involve re-establishing autonomy, enabling voluntary engagement, or adjusting the environment to reduce pressure and restore emotional safety. By fostering these conditions, adults can help ensure the activity remains a space of vitality rather than a source of distress for the child. Failing to do so risks compromising both the child’s well-being and their long-term connection to something they once loved.

As caregivers, coaches, educators, and clinicians, we can ask:

  • Are we listening to what the child is communicating, or are we filtering their experience through our own expectations of their future potential?
  • Is our support attuned to their emotional needs, or to the trajectory we hope to see in their performance?
  • Can we make room for them to pause, shift direction, or reframe their involvement without interpreting it as failure or a lack of commitment?

Supporting a child’s autonomy does not mean lowering standards. It means recognising when participation no longer feels psychologically safe, purposeful, or freely chosen.

This includes observing behavioural signs such as withdrawal, resistance, or passivity, and emotional cues like anxiety, frustration, apathy, or shame. These responses may indicate the child is continuing not because they are interested, but because they fear disappointing someone or feel they have no choice.

Creating an environment that supports a child’s development starts with paying attention to what they are showing us. If a child becomes withdrawn, depressed, distressed, or shut down, this is not something to correct. It is a sign that something is no longer working for them. Instead of stepping in to push or redirect, adults need to pause, listen, and adjust how they are supporting the child so the experience becomes manageable again. This includes matching expectations to the child’s current capacity, offering choices that feel meaningful, and responding to emotional cues with care and understanding.

When a child is encouraged to re-engage their previously loved activity in a way that feels manageable and self-directed, the likelihood of genuine learning and lasting motivation increases. But when adults overlook the child’s signals and continue to prioritise performance or compliance, the impact becomes clear. The child may become less enthusiastic, more anxious, and show signs of diminished self-confidence. Over time, this can lead to distress, social withdrawal, a sense of being overwhelmed or burnt out and a decline in self-worth that shapes how the child approaches future learning experiences, relationships, and future opportunities for growth.

A child who knows that they can express how they feel without being dismissed, punished, or ignored is more likely to stay engaged, try new things, and take initiative when they are ready. When their emotions and experiences are recognised as valid, and adults listen instead of rushing to fix or redirect, the child begins to feel that their needs and perspectives matter and are taken seriously. In this environment, they can develop their own interests and skills at a pace that feels manageable, rather than responding to external pressures, such as working to meet someone else’s expectations, which may not reflect their emotional, cognitive, or physical capacity at that time. In such environments, when the child encounters difficulties, they are more able to respond in ways that make sense to them. They trust they will not be criticised or pushed beyond what they can manage.

This is not about lowering expectations. It’s about creating an environment where meaningful and lasting development begins. When a child feels safe in their relationships, respected in their efforts, and supported to grow at their own pace. Not only in what they do but in who they are becoming.

References

American Psychological Association. (2024). Perfectionism and the high-stakes culture of success: The hidden toll on kids and parents. Monitor on Psychology, 55(7). https://www.apa.org/monitor/2024/10/antidote-achievement-culture

BSN Sports. (2023). Pressure vs. support: Parenting in youth sports. https://blog.bsnsports.com/bsn-story/pressure-vs-support-parenting-in-youth-sports

Huang, C.-C. (2023). The effects of coach autonomy support, sports mental training, experiential avoidance, and sports anxiety among badminton college athletes. Journal of Physical Education and Sport, 23(9), 2513–2522. https://doi.org/10.7752/jpes.2023.09289

Jones, C. M. (2018). Adjustment disorder with mixed disturbance of emotion and conduct. In N. J. Pelling & L. J. Burton (Eds.), The elements of psychological case report writing in Australia (pp. 173–182). Routledge/Taylor & Francis Group. https://doi.org/10.4324/9781351258043-21

Jones, C. M., & Tenenbaum, G. (2009). Adjustment Disorder: A new way of conceptualising the overtraining syndrome. International Review of Sport & Exercise Psychology. 2(2), 181-197. https://www.tandfonline.com/doi/full/10.1080/17509840903110962

Pattee, L. (2022). Employee burnout: The dark side of performance-driven work climates. Journal of Organisational Effectiveness: People and Performance, 9(3), 345–362. https://doi.org/10.1108/JOEPP-10-2021-0274

Schwebel, D. C., Smith, M. R., & Tippett, H. (2016). Developmental perspectives on child and adolescent sport participation: Implications for injury risk. Journal of Clinical Sport Psychology, 10(3), 226–240. https://doi.org/10.1123/jcsp.2016-0021

Weissbourd, R., Jones, S. M., Anderson, T. R., Kahn, J., & Russell, M. (2023). How achievement pressure is crushing kids and what to do about it. Making Caring Common Project, Harvard Graduate School of Education. https://news.harvard.edu/gazette/story/2023/09/how-achievement-pressure-is-crushing-kids-and-what-to-do-about-it/

A Critique: The Transactional “Toughness” of Donald Trump’s Book, “The Art of the Deal” Versus the Sustainability of Healthy Collaborative Leadership

Donald Trump’s “The Art of the Deal” offers a compelling, albeit often abrasive, perspective on achieving business success. At its core lies a definition of “toughness” characterized by an uncompromising stance, assertive dominance, aggressive negotiation, and an unwavering focus on personal gain. While the book provides insights into a particular style of deal-making, a critical analysis reveals a stark contrast between its principles and the tenets of healthier, more effective leadership approaches that prioritize collaboration, ethical conduct, and long-term sustainability. This critique examines key contrasting concepts, exploring how the transactional and often adversarial strategies championed in “The Art of the Deal” stand in opposition to the more relational, ethical, and empowering foundations of collaborative leadership, ultimately arguing for the latter as a more viable path towards enduring success and positive impact.

Winning At The Expense Of Others vs. Prioritising Shared Goals

“The Art of the Deal” frequently frames business interactions as a zero-sum game, where success is often measured by “winning” and “beating” the other side. The emphasis lies heavily on individual gain, leveraging power imbalances, and employing tactics that can leave the other party feeling exploited or disadvantaged. This approach, while potentially yielding short-term victories for the dealmaker, stands in stark contrast to the principles of healthy collaborative leadership.

Collaborative leadership, conversely, prioritises the identification and pursuit of shared goals. The focus shifts from individual triumph to collective success, recognizing that sustainable and mutually beneficial outcomes are achieved when all parties feel their needs and interests are being considered. Instead of viewing interactions as battles to be won, collaborative leaders strive to create alignment around common objectives, fostering an environment where shared success becomes the ultimate measure of achievement. This approach builds stronger, more resilient relationships and lays the foundation for long-term partnerships, a stark departure from the potentially transactional and adversarial nature often depicted in “The Art of the Deal.”

Everyone’s An Opponent vs. We’re In It Together

“The Art of the Deal” often fosters a mindset where every individual or entity encountered in business is viewed as a potential adversary, someone to be outmanoeuvred or overcome. This inherently creates a climate of suspicion and distrust, where interactions are approached with a defensive and often combative posture. The focus is on identifying weaknesses and exploiting them to gain an advantage, reinforcing the idea that business is a constant struggle against competing interests.

In stark contrast, healthy collaborative leadership cultivates a sense of shared purpose and collective endeavor, embodied by the principle of “We’re In It Together.” This approach emphasizes building alliances, fostering trust, and recognizing the interconnectedness of stakeholders. Instead of viewing others as obstacles to overcome, collaborative leaders seek to build strong relationships based on mutual respect and shared objectives. This fosters a supportive environment where individuals and teams work synergistically towards common goals, recognizing that collective success ultimately benefits everyone involved, a direct contradiction to the adversarial stance often promoted in “The Art of the Deal.”  

Ruthless Acquisition vs Ethical Practice

“The Art of the Deal” often celebrates a relentless pursuit of acquisition and expansion, sometimes bordering on ruthlessness. The focus is on securing the deal, often with little explicit consideration for the ethical implications of the tactics employed or the broader impact on stakeholders beyond immediate transactional partners. The underlying message can be interpreted as prioritizing the accumulation of assets and power, even if it necessitates aggressive or morally ambiguous strategies.

In stark contrast, healthy collaborative leadership is firmly grounded in ethical practice. This approach emphasizes operating with integrity, transparency, and a strong moral compass. Decisions and actions are guided by principles of fairness, honesty, and a consideration for the well-being of all stakeholders. Sustainable success, in this framework, is not achieved through ruthless acquisition but through building a reputation for ethical conduct and fostering trust. This commitment to ethical practice ensures long-term viability and positive relationships, a clear divergence from the potentially exploitative undertones that can be inferred from the acquisition-driven narratives in “The Art of the Deal.”

Whatever It Takes To Get What I Want vs. Working Together For Mutual Success

A central tenet, though often unspoken, within the narratives of “The Art of the Deal” is a driving ambition to achieve personal objectives with a “whatever it takes” mentality. This individualistic and often self-serving approach prioritizes the dealmaker’s desires above all else, potentially leading to tactics that disregard the needs or well-being of others in the pursuit of a desired outcome. The focus is on personal victory, even if it means employing aggressive strategies or creating an imbalance of power.  

In direct opposition, healthy collaborative leadership champions the principle of “Working Together For Mutual Success.” This philosophy recognizes that sustainable and impactful achievements are best realized through collective effort and a focus on shared goals. Instead of a singular pursuit, collaborative leaders prioritize building strong relationships, fostering open communication, and ensuring that all stakeholders benefit from the outcomes. This approach emphasizes partnership and mutual respect, creating an environment where shared success becomes the primary driver, a stark contrast to the potentially unilateral and self-focused ambition often implied by the “whatever it takes” ethos of “The Art of the Deal.”

Overpower vs. Empower

“The Art of the Deal” frequently illustrates a strategy of seeking to gain control and advantage by overpowering opponents or counterparties. This can manifest through the aggressive use of leverage, intimidation tactics, and the assertion of dominance in negotiations. The underlying aim is often to dictate terms and secure a favorable outcome by exerting superior force or influence. This approach inherently limits the agency and potential contributions of others, creating a hierarchical dynamic where one party’s power comes at the expense of another’s.  

In stark contrast, healthy collaborative leadership centers on the principle of empowerment. This approach focuses on distributing power, fostering autonomy, and building the capacity of individuals and teams. Collaborative leaders recognize that the collective intelligence and diverse skills within a group are invaluable assets. By empowering others, providing them with the resources and support they need to succeed, and fostering a sense of ownership, collaborative leadership unlocks greater innovation, engagement, and ultimately, more sustainable and impactful results. This stands in direct opposition to the power-centric and potentially disempowering tactics often depicted in “The Art of the Deal.”

“The Art of the Deal” on the World Stage: Implications for International Relations

If the principles of “The Art of the Deal” were consistently applied to world politics, the international landscape could potentially evolve into having the following characteristics.

  • Aggressive Nationalism and Unilateralism: Nations would prioritize their own interests above all else, engaging in assertive and uncompromising diplomacy. International cooperation would be seen as secondary to national gain, potentially leading to a decline in multilateral institutions and agreements.
  • Transactional Relationships: Alliances and partnerships would be viewed as temporary and based on immediate benefit, rather than long-term strategic alignment or shared values. Nations might readily shift allegiances if a better “deal” is perceived elsewhere.
  • Public Confrontation and Media Manipulation: Leaders might use public rhetoric, social media, and state-controlled media to aggressively frame narratives, attack adversaries, and exert pressure on other nations. “Truthful hyperbole” and strategic misinformation could become common tools in international discourse.
  • Exploitation of Leverage and Weakness: Powerful nations would likely seek to exploit the vulnerabilities and weaknesses of less powerful ones to secure favourable outcomes in trade, security, and other areas. International aid and development might be used as leverage rather than purely altruistic endeavours.
  • Brinkmanship and Risk-Taking: Leaders might be willing to push international relations to the brink of conflict to extract concessions, believing that a willingness to walk away or escalate is a sign of strength. This could increase global instability and the risk of unintended consequences.
  • A Focus on Tangible Gains: International negotiations would likely centre on immediate, measurable benefits rather than intangible values like human rights, democracy, or long-term global stability unless those values could be directly leveraged for national advantage.
  • Distrust and Suspicion: A “everyone’s an opponent” mentality would likely permeate international relations, making genuine trust and cooperation difficult to establish and maintain. Diplomacy would become a constant game of strategic manoeuvring and suspicion.
  • Personalization of International Relations: The relationships and personal dynamics between world leaders could become highly influential, with deals and agreements hinging on individual personalities and perceived strengths or weaknesses. This could lead to unpredictable and potentially volatile international relations.
  • A Diminished Role for Ethics and International Law: Ethical considerations and adherence to international norms and laws might be seen as constraints rather than guiding principles, particularly if they impede a nation’s ability to secure a perceived advantage.

In essence, a world governed by “The Art of the Deal” would likely be more volatile, less predictable, and characterized by a constant struggle for dominance and advantage, potentially at the expense of global stability, cooperation, and shared values. The emphasis on unilateral action and a transactional worldview could make addressing complex global challenges like climate change, pandemics, and humanitarian crises significantly more difficult.

Conclusion

In conclusion, “The Art of the Deal” offers a glimpse into a high-stakes, often adversarial approach to business where “toughness” is equated with uncompromising self-interest and a drive to “win” through leveraging power and employing aggressive tactics. This philosophy, illustrated through the stark contrasts highlighted above reveals a fundamental divergence from the principles underpinning sustainable healthy collaborative leadership.

While the transactional approach outlined in “The Art of the Deal” might yield short-term gains for a determined individual, it often fosters a climate of distrust, undermines long-term relationships, and can compromise ethical considerations. In contrast, healthy collaborative leadership prioritizes shared success, ethical conduct, and the empowerment of individuals. By focusing on mutual benefit, building trust, and fostering a sense of collective purpose, this approach cultivates stronger, more resilient organizations and achieves more sustainable and impactful results.

Ultimately, while “The Art of the Deal” champions a self-focused, often dominant strategy, healthier and more effective leadership for long-term success lies in embracing collaboration, ethical practices, and a genuine commitment to the growth and well-being of all stakeholders. The transactional “toughness” of the former stands in stark opposition to the relational strength and enduring impact of a collaborative leadership style.

Australia Day – A time to weep or a time to laugh… a time to mourn or a time to dance?

As we all know… some Australians see the day as one of celebration and others see it as a day of mourning.

As most people who’ve experienced a bit of life know and understand, there is a profound natural phenomenon where mourning and celebration is experienced by everyone at different points in time and for different reasons throughout life. For example, it’s safe to presume that right now, at whatever point in time you might be reading this post, there will be some in the community experiencing intense mourning and others exuberant celebration for a variety of different reasons.

I can even throw a bible verse in to the mix, for those who are that way inclined, to reiterate the point… “There is a time for everything under the sun… a time to weep and a time to laugh, a time to mourn and a time to dance” (Ecclesiastes 3:1 & 4).

As a community I personally think we’re normally quite good at holding respect for this contrast whereby, whether someone is faced with mourning or celebration, we can usually hold space for both. This is because at our essence most humans can usually muster up enough empathy to offer respect and understand towards others.

But problems arise if we try to get those mourning and those celebrating in to the same room at the same time to commemorate or celebrate the events that evoked these feelings. For example, imagine if a hall was hired out but was double booked with a funeral and a 21st birthday party at the same time! Imagine if the solution was to hold both events in the same place and at the same time. It would never work! It would be wrong on so many levels, for a lot of different reasons.

The fact is… there is a time to celebrate and there is also a time to mourn. As a nation we need to find space for both. So back to the issue… should January 26th be a day of celebration or a day of mourning?

Current attempts at trying to mourn and celebrate on the same day at the same time is an unfair proposition for all concerned. Suggesting that the current date of Australia day is the only sacred date for booking the party hall for celebration misses the point too. Ignoring the pain this day evokes through its historical significance, is at best naïve, and at its worst, contemptuous.

So for sure, we need a time to celebrate… and we also need a time to mourn.

So let’s get that happening… a specific day of mourning and a specific day of celebration… for our nation’s sake and for everyone who is, or about to become, a citizen of this land of Oz.

Exercise & Mental Health

Article Written by Dr Clive M Jones - Photo by Oksana Taran on Unsplash -
Photo by Oksana Taran on Unsplash

Does Exercise Benefit Your Mental Health?

The science shows that all forms of exercise can help shift mood onto a more positive state. This includes aerobic exercise (e.g., running, walking, swimming, bicycle riding), anaerobic exercise (e.g., weight training), low intensity exercise (e.g., yoga), and all types of exercise classes and activities.

The evidence is clear that all forms of exercise, when undertaken regularly, can alleviate symptoms of anxiety and depression to similar effect, in some instances, as psychotherapy and/or drug therapy (e.g., anti-depressants).

Aerobic exercise has been found to lower states of anxiety and raise tranquillity levels to similar effect as relaxation exercise, but the effect lasts longer after aerobic exercise than after relaxation exercise.

Exercise intensity between 30-70% of maximum heart rate results in the greatest reduction of anxiety. Low intensity exercise of between 30-50% does also show a reduction in anxiety but just not as great.

While exercising once a week can produce a reduction in depression, exercise produces larger antidepressant effects when the training program is at least nine (9) weeks long and is at a frequency of three to five times per week.

Other measured benefits of exercise include:
  • greater levels of self-acceptance
  • improved positive feelings towards others (e.g., trust, caring, empathy),
  • improved sense of autonomy (i.e., self-agency and intrinsic motivation across all aspects of life), and
  • greater sense of personal fulfillment and purpose in life.

Exercise Dependence: The Dark Side Of Committing To Exercise

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Photo by Hailey Kean on Unsplash

Exercise dependence grows out of a combination of biological, psychological and social influences.

  • Biological Influences: Exercise releases endorphins and dopamine, which are the same neurotransmitters released during drug use. An exercise addict feels reward and joy when exercising due to this biological release. But when the exercise stops, the neurotransmitters ease off. So excessive commitment to exercise builds as the need to trigger the chemical release builds.
  • Psychological Influences: This includes a matrix of faulty attitudes and beliefs around self-image, body concept, and the underlying meaning and value of exercise in the person’s life. For example, when a person’s identity is held together by being seen primarily as strong and fit… they can lose sight of all other aspects of who they are and only see themselves as someone who exercises. This can result in the person believing that nothing else, other than exercise, is of value or has meaning.
  • Social Influences: This includes social pressures around the ‘perfect’ body type and a sense of belonging and value stemming primarily from being fit, strong and/or physically competitive in sport and/or notable physical prowess.
Six Signs of Exercise Addiction
  1. Exercise starts to dominate the person’s life and thoughts to the detriment of other things in their life, like their work, study, relationships, other hobbies and interests.
  2. Exercise becomes the primary, if not only way, to cope with stress and uncomfortable feelings.
  3. More effort and time need to be spent exercising to get the desired effect of dealing with stress and uncomfortable feelings.
  4. When not exercising (e.g., if sick) the person becomes more irritable, moody, and distracted etc. They ultimately feel they cannot cope because they are not able to exercise
  5. Interpersonal conflict increases whereby the exercise addict’s goal to exercise, and always think about exercise, interferes with their interpersonal relationships at home and at work.
  6. Attempts to change excessive exercise regimes fail whereby, for example, attempts to bring in the normal training cycles of off seasons, peak seasons, rest and recovery fail.
Two types of exercise addiction

Primary exercise dependence: Exercise is an end in itself, although it may include altered eating behaviours for the purpose of enhancing performance.

Secondary exercise dependence: Exercise is a symptom of another primary pathological condition, such as an eating disorder.

How To Keep A Positive Approach Towards Your Commitment To Exercise

The goal is to keep your commitment to exercise in check and not have it define you. It is a part of what you choose to do in your life rather than it defining who you are! 

Also, it’s about Life Balance. Life is about embracing an array of things we value and appreciate. Exercise should be just one of many things we embrace and enjoy doing. It’s then keeping all those things we embrace and enjoy, in balance.

What Are The Key ‘Take-Homes’ About Exercise & Mental Health?
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Photo by Sacha Verheij on Unsplash

All forms of exercise are great in their contribution to facilitate positive mental health and overall well-being. While it isn’t a cure all… nothing is!

The bottom line is, exercise does contribute in very significant ways to our mental health and well-being. The key is, don’t get obsessed by it. It’s about making exercise a part of your life, by just that… it’s a part of your life… it’s not everything!

Mix it up with a variety of things that you love to do. Don’t think you need to ‘tough it out’. If you lose interest, change the type of exercise you do. If you don’t feel up to exercising on the day… then don’t!

The body’s made to move, so it’s about finding how you personally like to move and at the intensity that feels comfortable for you. Have fun with it… enjoy!

If you want to learn more about high performance sport psychology Follow this link to one of my online professional development workshops in Foundations In Sport Psychology.

Self Determination: The X Factor In High Performance

The article below teases out in detail the role of Self Determination in the pursuit of high performance goals. Whether in sport, your career, personal relationships or any other aspect of your life, Self Determination is an intrinsic force that creates momentum towards high performance goals.

If you want to learn more about high performance sport psychology Follow this link to one of my online professional development workshops in Foundations In Sport Psychology.

Self Determination – The Force Behind High Performance

If you’re thinking about committing to a high-performance goal, or if you’re wanting to improve on the commitment you already have, you’ll need to make sure you’re energised by the ‘X’ factor of Self Determination.

Whether in sport, your career, personal relationships or any other aspect of your life, Self Determination is an intrinsic force that creates momentum towards high performance goals.

Ultimately, if you don’t have Self Determination, you’re not going to have the dedication and commitment to persevere through whatever it is you need to do, to get yourself performing at your best.

There’s a lot of ‘pop’ psychology out there making big claims on how to ignite the passion within to achieve the goals of your heart’s desire. While this stuff can get us pumped in the moment through all the hype… when the lights of the seminar hall turn off and we arrive home from the weekend retreat … the pump slowly deflates over time.

Real Self Determination, not the froth and bubble type, has the potential to prompt dedication and commitment towards any high-performance goal across any aspect of your life.

If you want to improve your performance in sport, work, relationships, or anything else, it’s time to get savvy with Self Determination.

Self Determination – How Do We Get It?

Photo by Jen Theodore on Unsplash

As already stated above, Self Determination is an intrinsic force. What this means is, we can’t go asking anyone else to give it to us. Intrinsic means it’s a latent force that’s already there within us.

Finding that latent force of Self Determination can be difficult because it has unique qualities relating very specifically to the individual. Because of the unique individual qualities of Self Determination, it cannot be franchised, bottled and sold to everyone in bulk.

Whatever makes you determined won’t necessarily spark dedication and commitment in anyone else. Neither will someone else’s determination spark dedication and commitment in you.

Your Self Determination is unique to you!

The bottom line is, you are not going to get persistent, long lasting Self Determination from anything other than from within yourself. It’s about finding the latent force of Self Determination that is already there within you. Then, once you find it, you can start fanning it in to flame.

Great coaches and leaders will help you find it and then will help you fan it in to flame.

Self Determination – Ok, so how do I find it?

To find Self Determination you first need to understand what you’re looking for. Basically, the intrinsic qualities of Self Determination are made up of three parts.

These three parts are wired into our DNA, becoming clearly evident from the moment we’re born, coming together over time to create Self Determination.

These three parts of Self Determination are Competence, Autonomy and Relatedness.

Competence refers to the innate drive we all have towards self-improvement. The fact is, every single one of us is driven to build competence in doing ‘stuff’ and in getting better at doing that ‘stuff’ over time.

Photo by Kate Trysh on Unsplash

The desire to build competence in doing stuff and getting better at doing it, is also referred to as task mastery. Evidence of this innate drive to build competence and mastery is easy to see from a very young age. For example, no one has to tell an infant, “You’d better start learning to talk” or “You’d better start practising so you can sit up, stand up and walk”.

Infants are innately driven to master the tasks of sitting up, standing, walking and eventually… running.

What is planted in the DNA of every human is this intrinsic desire of wanting to get better, of wanting to improve, to build competence, capacity, and task mastery in doing stuff.

Unfortunately, not everyone understands or trusts this intrinsic desire we all have in wanting to build competence. To the contrary, some of us fall into the trap of thinking that our dedication and commitment towards anything can only ever be mustered from the pressure of external forces that prompt us, or, even worse, force us in to action.

Some high-performance coaches and leaders can get caught up in to thinking they have to make their squad, team or staff dedicated and committed to training, competing or working. The reality is… that’s not how Self Determination works.

Applying external forces to try and make someone self-determined is hollow and short lived. At its most extreme, it’s abusive. At the very least it always ends up squashing any hope of self-determined dedication and commitment to building competence and capacity on the job or in the sport.

Real Self Determination comes from tapping in to that intrinsic, internal, natural drive to enhance our competence.

Autonomy refers to the innate drive we all have towards self-agency.

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This is where we are not only driven to be competent at mastering various tasks, skills and abilities, we’re also driven to choose for ourselves the sorts of tasks, skills and abilities we want to build competence in and master.

Make no mistake. Autonomous self-agency is a formidable intrinsic force. Just ask any parent of a two-year-old!

By the age of two our desire for self-agency becomes a high priority in our development and remains that way for the rest of our life. Prior to this age, most young infants can easily be redirected towards things the adults would prefer them to do. But what eventually becomes obvious, from within the growing motivations of the toddler, is their strong desire for autonomy.

Toddlers become naturally driven to direct their own behaviour towards those things they prefer to do. Stand in their way and you might be exposed to the mighty force of a toddler tantrum!

Close observation of the toddler shows they are more often than not driven towards those things they want to build competence in.

Ultimately, whether a toddler or an adult, we need to have personal choice and self-agency to be intrinsically Self Determined. When your actions are directed towards something you choose and want to master, Self Determination becomes an increasingly sustained force.

The implications of not having personal choice and self-agency are debilitating. Their absence only serves to undermine intrinsic motivation.

Dedication and commitment need to be directed towards those things you choose to gain competence and mastery in. Once this match of competence and autonomy merge, it builds on that important intrinsic force of Self Determination.

A great example of this combined dynamic of competence and autonomy is in the story of Sir Donald Bradman. Australian representative cricketer and one of the greatest cricket batsmen of the century.

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Sir Donald Bradman once shared how his commitment and dedication to mastering the task of cricket batting emerged.

It all started when he was a child with his self-determined, autonomously driven, interest in hitting a ball up against the wall of his house with a stick. He shared how his unique interest in this task led very quickly to a strong desire towards greater task mastery of this ball hitting skill.

He talked about how excited he was as a child to get home from school, pick up the tennis ball, run outside, find a stick and start hitting the ball up against the wall.

He would practice for hours every day after school, finding great satisfaction in the sense of growing competence and task mastery in this new skill. His mother would call him in for dinner, but he’d be having too much fun trying to keep the ball bouncing between the stick and the wall for as long as he could. Eventually, as dusk set in, it’d get too dark to see the ball properly, so he’d go inside and have dinner.

His mother didn’t understand why he become so determined to master that specific task with the ball, stick and wall. In many ways he didn’t understand it either. All he knew was that he loved doing it and he enjoyed the satisfaction of getting better at it.

Sport Psychology calls this self-determined drive of Sir Donald Bradman’s childhood Harmonious Passion.

Harmonious passion is the biproduct of healthy Self Determination. Pep-talks should aim to help you find where that passion lies. They should not try to manufacture that passion for you.

Relatedness refers to the innate drive we have towards authentic and fulfilling connection with others.

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This aspect of Self Determination refers to the intrinsic drive for connection. This component of Self Determination is a very subtle albeit very powerful force.

The intrinsic force of relatedness is considered so powerful because we can sacrifice so much to get it and lose hope in so much if we feel it’s out of reach.

From the moment we’re born, when our eyes see the blurry outline of another person’s face and we feel the touch of another person’s skin, we are intrinsically driven to connect.

The qualities of connection we strive for include things like a sense of belonging, a shared sense of living life together, mutual respect and feeling cared for and valued by others.

The intrinsic force of relatedness drives team dynamics and interpersonal relationships between team-mates, coaches and support staff.

Dedication and commitment to high performance goals are easier to sustain when our relationships with others are healthy and fulfilling. We are also freed up to take risks, make mistakes and fail in our attempts at task mastery when important relationships are secure.

Self Determination – Does it really need to be that hard?

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Self Determination is a natural driving force that combines our innate desire for mastering tasks (competence), that we personally value and choose for ourselves (autonomy) in the context of enriched connections with others (relatedness).

Self Determination is not something we need to force out of ourselves. To put it another way, it’s not about trying to be determined about being determined. All that will do is create a gruelling knot of angst and frustration in our belly.

Self Determination is a natural driving force embedded in our DNA. If we find it hard to muster Self Determination towards anything, the problem is that we and others are getting in the way of it.

Self Determination is found through being mindful and respectful of who we really are and what we truly value and are drawn towards. When we let go of the external pressures of expectations, we begin to see that spark of Self Determination.

Photo by Sebastian Staines on Unsplash

It seems counterintuitive, doesn’t it? Letting go of expectations to be self-determined? But when we let go of expectations… whereby we let go of that pressure to prove something to ourselves and others… we are freed up to engage in those things we truly value and get a lot of satisfaction out of mastering. It’s only at that point we start to become a formidable force in Self Determination.

If you want to learn more about high performance sport psychology Follow this link to one of my online professional development workshops in Foundations In Sport Psychology.

The Psychology Of Injury Online Workshop

Psychosocial Considerations of the Injury Rehabilitation Process

FIND OUT MORE BY FOLLOWING THIS LINK TO THE ONLINE WORKSHOP WEBSITE

COURSE SUMMARY

This online workshop introduces you to pertinent psychological and social factors that impact the injury rehabilitation process. A must for practitioners across all disciplines.

COURSE DESCRIPTION

Psychosocial Considerations of Injury Rehabilitation

As a self-paced learning module, this online workshop takes an estimated 2hrs 30min to complete and includes nine (9) short instructional videos, additional reading material and related quizzes.

FIND OUT MORE BY FOLLOWING THIS LINK TO THE ONLINE WORKSHOP WEBSITE

Participant Feedback

“I now have the confidence to provide support to a teenage client who has recently sustained a spinal injury and her mother”

“I liked that information was broken down into small videos focused on a single concept. Much easier to take on board the information. Also, the use of articles to support the concepts was effective.”

“Good course that most physios should consider when working an MSK setting.”

“Easy to access and each module was under 30 mins so i could complete a module in a lunch break”.

“Flexibility to be able to complete it whenever i could fit it in and around my normal day-to-day routine.”

“Easy to follow, evidence-based.”

“The questions helped reflect on what I had learned and the structure was good”

“Quiz at the end of each section was helpful for summarising the topic covered.”

“A nice introductory course. I’m keen to explore other materials from this source.”

“Great value for money. Thanks Clive.”

PARTICIPANT RATINGS

Average Rating for Each Learning Objective = 4.62 (out of 5)

  1. Establish an introductory understanding of the psychosocial framework of injury rehabilitation = 4.64
  2. Identify common similarities and differences in the emotional state of injured patients = 4.18
  3. Recognise the important role of psychosocial assessment and treatment as a multidisciplinary team approach to injury rehabilitation = 4.64
  4. Successfully identify different types of psychological reaction to injury = 4.75
  5. Recognise the various types of loss that may be experienced by the patient as a consequence of their injury = 4.75
  6. Identify common signs of poor adjustment to injury = 4.88
  7. Recognise fundamental psychosocial strategies for coping with injury = 4.5

FIND OUT MORE BY FOLLOWING THIS LINK TO THE ONLINE WORKSHOP WEBSITE

Endorsed Areas of Psychological Practice: What Do They Mean?

In Psychology, there is a difference between a legislated title (endorsement) and a caseload demographic (scope of practice).

There are currently nine legislated titles of endorsement in Australia. These legislated titles can only be used by those who are registered with that endorsed title. These are: Clinical Psychology, Clinical Neuropsychology, Community Psychology, Counselling Psychology, Education & Developmental Psychology, Forensic Psychology, Health Psychology, Organisational Psychology and Sport & Exercise Psychology.

I have two endorsed areas of practice. So I can call myself a Counselling Psychologist and a Sport & Exercise Psychologist.

But what does that actually mean?

Stating a legislated title (e.g., Forensic, Counselling, Clinical, Sport & Exercise, Education & Developmental, etc) does not inform the client of the caseload demographic the psychologist actually works with and has training, experience and skill working with.

The psychologist’s legal and ethical obligation to accurately inform the client of their capacity to assist, goes way above and beyond the use of a one-dimensional legislated pronoun of endorsement. So while there might be nine legislated areas of endorsement, the scope of a psychologist’s practice is a lot more difficult to pin down.

For example, while some psychologists may not be able to use the pronoun of ‘Forensic’ in their title, when asked about their scope of practice in that field they are ethically and legally obliged to let the client know if they do work in the forensic setting and have a caseload demographic of forensic cases.

An interesting phenomenon in Australia is that most psychologists who work clinical caseloads are not endorsed with the legislated title of Clinical. In this instance, the psychologist can state they work clinical caseloads but cannot use the legislated title of ‘Clinical.

To accurately communicate the caseload if not having an endorsed title in that scope of practice, the endorsed word (e.g., clinical or forensic) can be used as an adjective or adverb but not as a pronoun. E.g., the psychologist may work clinical caseloads or work as a psychologist in the forensic setting, but they are not by law able to use the title Clinical Psychologist or Forensic Psychologist.

But it gets far more nuanced than that.

For example, an endorsed sport and exercise psychologist may work with eating disorders while a psychologist who is clinically endorsed might not have that in their scope of practice. That same clinical psychologist may work with OCD while that same sport and exercise psychologist may not. A Forensic Psychologist may work with narcissism while an Education & Developmental Psychologist may have developed a lot of experience in the developmental path and behaviours of psychopaths. Another psychologist without any endorsed title might be highly skilled and experienced working with borderline personality disorder through a Dialectic Behaviour Therapy approach, while a psychologist with counselling endorsement may not work with borderline cases but has a lot of experience with major depression or drug and alcohol rehab. In these examples, the title of endorsement fades into the distance from being relevant.

The undeniable fact is that an endorsed title DOES NOT clarify for the client or the public the actual scope of practice of the psychologist.

Presumptions of skill through excessive use of one-dimensional endorsed pronouns can be risky in overly dumbing down the complexities of the psychologists, skills, training and experience applied through their scope of practice.

Ultimately the psychologist’s ethical duty is to ensure the client is offered an accurate representation of their scope of practice that includes their skill, experience and training in the field of practice the client is seeking assistance in.

In this context, there is far more to the responsibility of informing the client of practice scope than a single word or phrase in a title.

A Better Place

Life is deep, rich and fulfilling. It is precious and priceless. We need to be in awe of one another and take care in our interactions with each other. Respect, compassion and empathy are the higher order qualities of our existence that need to resonate across all relationships, families, workplaces, governments, institutions and societies.

Australian Psychology: Expert Practice & ‘4+2’ Pathway

The 4+2 pathway is one of a few training pathways currently available in Australia for students who aim to register and practice as a psychologist. The +2 of the 4+2 pathway involves two years of intently focused supervised provisional practice, often taken up after completing a four-year degree in psychology instead of a two year post graduate master’s degree in psychology.

While there are very few formal restrictions of practice currently in place for the 4+2 trained psychologist within Australia, there is a growing stigma towards those who follow this training pathway that suggests to prospective employers, government agencies and the public that the 4+2 trained psychologist is less skilled with greater limits in capacity to practice when compared to their master’s degree trained colleagues.

Feeding in to this stigma of the 4+2 trained psychologist is how the Australian Psychological Society (APS) and the Psychology Board of Australia (PsyBA) defines the 4+2 trained psychologist as a ‘general practicing psychologist‘ while denying opportunity to have formal acknowledgement and recognition of expertise developed through the +2 provisional training pathway and/or through the many years of refined expertise that has developed through their chosen fields of specialised practice.

As a science, it’s important we do not fall in to the trap of ill-informed stereotypes and prejudice. Unfortunately, it seems we have done so in the growing stigma faced by psychologists following the 4+2 pathway to registration and expert practice.

In this brief article, I would like to redress two (2) presumptions that are often made in the argument against the 4+2 pathway with a focus on how we train practice expertise.

Presumption One: The +2-training pathway is not an effective training pathway to springboard in to expert practice as a psychologist.

Presumption Two: A master’s degree is the ‘gold pass’ standard approach for the training of practice expertise in psychology.

Ultimately, I would like to suggest that both presumptions are just not true.

IN REDRESS OF PRESUMPTION ONE (i.e., the +2 training pathway is not effective training); it is critically important to firstly understand the teaching model around situated learning and the underlying principles of approach that the +2 of the 4+2 training pathway is based.

Basically, situated learning is the teaching strategy of learning on the job in the context of a supervisor overseeing the student’s learning and development. Its primary aim, as an educational approach, is to facilitate very specifically within the learner successful mastery of the practice setting. It is ultimately the educational pathway of choice from which the novice develops in to an expert.

Specifically, regular exposure to the complexity and ambiguity of the real world of practice facilitates the development of complex cognition and associated action processes most typically used by experts (Lave and Wenger 1991).

Ultimately advocates of the situated learning process argue that any knowledge and skill required to practice effectively must be taught in context and not in the abstract. Learners must use associated skills and tools in the same way practitioners do and therefore need to become “cognitive apprentices” in that discipline’s community and its culture (Lave & Wenger, 2002).

Two key principles of situated learning required for the development of skilled professional practice includes: (1) knowledge being presented in an authentic context and (2) learning that includes social interaction and collaboration from within the authentic context. (Lave, 2002; p.151). Since authentic context and social interaction are critical components of situated learning, student psychologists need to be involved and regularly immersed in the relevant community of professional practice.

The social interaction and associated learning that occurs in communities of psychological practice between experts and novices is crucial and should begin with the student psychologist observing members of the psychology practice community and then slowly move the student psychologist from the periphery of that practice community in to being fully participating members, applying practice skills effectively and in context.

By it’s very nature, the +2 pathway or the 4+2 psychology training model is a highly valid and reliable situated learning approach offering student psychologists an excellent way to develop authentic, practice based expertise.

IN REDRESS OF PRESUMPTION TWO (master’s being the ‘gold standard’ of training as opposed to the situated learning process of the +2 pathway); I firstly need to flag that I am in a minority of academics teaching in psychology who have a master’s degree in education.

In this context, I am quite intrigued that while many see master’s training as the gold pass standard of training for specialist work as a psychologist, the specialist areas of teaching psychology and research supervision in psychology does not require, as a fundamental prerequisite, a master’s degree in education before the psychologist can practice in the specialised field of degree program development, subject teaching and research supervision.

Specifically, while students who choose to pursue formal endorsement in an area of psychology practice within Australia need to complete a specialist master’s degree as a compulsory ‘must have gold pass’ to formal recognition in that specialist field, psychologists with the very serious responsibility of training other psychologists through university degree programs, post graduate research projects and practice placements do not need a specialist master’s degree in education to be considered an expert in this field.

The reason post graduate training in education is not required of academic psychologists who write university programs, teach and supervise research projects & practice placements is because psychology academics learn how to teach on the job, through a situated learning approach.

The pathway to specialised practice as an academic in psychology within the university setting will often begin after the student psychologist completes their 4th year of psychology training whereby the novice academic will then take on a provisional practice approach to both teaching and research as a PhD student whereby they will pick up teaching some tutorials while doing their PhD and then move on to more responsibility in teaching and research supervision as their capabilities build while they continue learning through the situated learning approach on the job.

The situated learning approach in the teaching of academics is considered valid and reliable in the development of practice expertise in the crucial role of psychology teaching, degree program development, research and practice placement supervision.

The PhD as an example of a Situated Learning Model of Approach

To clarify further the quality of education within the +2-pathway, it’s important to understand that the highest degree anyone can obtain – a PhD – is based purely on the situated learning model of teaching and learning.

How do academics become expert researchers? Through being fully immersed in the practice environment of research via the situated learning process of the PhD project and being cognitively apprenticed by a principal supervisor through on the job training in research. That’s how a PhD works. Being fed knowledge in class room lectures is a very basic and limited form of education. Hence why the highest degree anyone can obtain from a University focuses more on a situated learning approach … because overall it is a higher form of learning that has a greater influence on the development of expertise. Ultimately the +2 path of the 4+2 applies the same learning model of approach as a PhD.

Equivalent Treatment Outcomes Across the +2 and Master’s Trained Psychologist Treating Under Medicare Better Access

Various forms of research over decades have done very little to support the simple notion of quality educational practice being most likely through a master’s degree program. Most specifically, those variables found to be most critical in the development of practice expertise can be applied through master’s programs and the +2 pathway equally.

Government Commissioned Research offers further clarity on the equivalence in treatment outcomes across all psychologists trained through different pathways. While the research was published in 2011 the findings have been met with some unusual resistance with the data being defined by some as ‘catnip‘ for those “professional groups who are sometimes more interested in protecting their members’ access to public funding of their work than they are in making an unbiased evaluation of what might be the best type of mental health system for the Australian community.”

Such criticism misses the important role outcome research has in assessing the quality of government health care initiatives.

The table below is an extract from the original research commissioned by the Australian Government (Pirkis, 2011; p. 734) and offers a very clear and comprehensive overview of the following:

  • Pre/post measures and mean group differences derived from the K-10 and the three (3) subscales of the DASS (i.e., Depression, Anxiety & Stress)
  • Comparisons across clinical, generalist and GP treatment groups, and
  • Comparisons between mild, moderate and severe pre-treatment client groups.

The 2011 research examined pre/post treatment measures using the K-10 and the three (3) subscales of the DASS (i.e. Depression, Anxiety & Stress). Results of the research showed a clear reduction in symptoms post treatment across all measures of the K-10 and DASS and across both groups of psychologists (i.e., both generalists and clinical).

It was noted in the pre/post scores of symptom reduction the ‘clinical’ and ‘generalist’ psychologist groups were equivalent in treatment outcomes across mild, moderate and severe cases while the GP group had a lower symptom reduction post treatment across all cases.

Ultimately the findings of this research showed that:

  • all groups (i.e., clinical psychologists, generalist psychologists and GP’s) showed symptom reduction (as measured by the K-10 & DASS) post treatment
  • The psychologist group combined (i.e., clinical and generalist) showed greater symptom reduction post treatment compared to the GP group
  • There was no difference in post treatment measures between the clinical and generalist groups of psychologists.

At the very least these findings offer further support to the notion that 4+2 trained psychologists hold their own in practice expertise.

CONCLUSION

The question needs to be asked… what drives the push of the compulsory master’s degree for specialist endorsement in psychology? And an additional sideline question… what has some academics compelled to use the derogatory term of ‘catnip’ to define the data from a very standard methodological research approach typically used by academics to determine, for Governments, the quality of treatment outcomes in health care initiatives?

Particularly when the 4+2 pathway is a high quality situated learning approach that is already effectively applied not only through the +2-pathway but also through its application in the training of academics (in their capacity to teach, research and develop psychology programs) and with the PhD student as a cognitive apprentice of research.

Ultimately the 4+2 pathway is a very legitimate and highly effective form of education that does develop practice expertise across all specialist fields of psychology and therefore should be upheld and promoted as such.

Processes should be established to ensure the 4+2 trained psychologist can gain specialist college membership and nationally endorsed registration in their specific area of practice. To do otherwise simply ignores the science of situated learning and the role such learning has in the development of expertise.

Understanding Panic Attacks

Panic attacks can actually feel very normal and healthy in context. For example, if you were about to bungee jump or if you were being chased by a lion or if you were standing at the edge of an exit door of a plane kilometres up in the sky ready to parachute for the very first time, then the ‘panic’ experienced would feel quite normal.

In these instances it is the situation, rather than our response to the situation, that stands out as the concern. In all these examples we would most likely feel quite panicky… but at the same time it would make sense and seem reasonable enough to feel that way under the circumstances. So we would not label it as a panic attack. We would instead couch it in the narrative of a normal and understandable reaction to being chased by a lion or jumping from a plane with a parachute or cliff face tied to a bungee chord.

Preconceived ideas of when we should or shouldn’t feel panic

Our preconceived ideas of the ‘right’ places to ‘panic’ become a key issue that compounds the distress of a panic ‘attack’ whereby it is often not so much the actual feeling of panic, but rather the lack of ‘apparent’ reason for having it that ends up perpetuating the freak out.

When experiencing a panic attack we usually don’t know why we are having it and so it seems completely out of context and therefore compounds how weird and freaky it feels. This only serves to ‘scare’ us all the more. And this, in turn, perpetuates the need to ruminate with intense worry over why we are so incredibly freaked out and panicky for no apparent reason.

Beyond the bungee jump – Understanding the complexity of fears

When experiencing a panic attack, the amazing thing about the human mind is that it doesn’t need obvious things like a bungee jump, parachute drop or hungry lion to get us into a state of panic. As humans we have so many things, a lot less obvious, that can worry us to the point of feeling quite agitated, threatened, scared and panicky.

Continue reading “Understanding Panic Attacks”