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dc.contributor.advisorOutland, Rafael
dc.contributor.authorManioci, Raymond
dc.date.accessioned2021-09-07T21:06:28Z
dc.date.available2021-09-07T21:06:28Z
dc.date.issued4/1/2016
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4796
dc.description.abstractThis study examined the impact of a psychoeducational group on middle school student-athlete identity. Literature regarding stigmas, academic eligibility, time commitment, athletic burnout, substance usage, role conflict, and moral orientation, was reviewed to identify challenges faced by student-athletes. Supportive programs and the benefits of psychoeducational groups were discussed to provide information on combating these challenges. This study followed a quantitative, action research design, and the Academic and Athletic Identity Scale was administered as part of a pre and post-test data collection to measure a psychoeducational intervention. The data collected showed that the psychoeducational group intervention increased academic and athletic identity recognition. Limitations and implications were discussed to provide further recommendations for future research.
dc.subjectPsychoeducational
dc.subjectMiddle School
dc.subjectStudent-Athlete
dc.subjectIdentity Recognition
dc.titleDetermining the Impact of a Psychoeducational Group on Student-Athlete Identity
dc.typecapstone
refterms.dateFOA2021-09-07T21:06:28Z
dc.description.institutionSUNY Brockport
dc.description.departmentCounselor Education
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleCounselor Education Capstone
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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