Tag Archive for 'lavoro'

The junior sport psychologist job in Italy

To find a job you just have to rely on your own strength, unless you belong to that group that you settle through friends of friends. I have never belonged to this type of group and, therefore, I take the opportunity of giving some suggestions to the young psychologists who write to me and who want to do it with their own strength. Here they are, they are simple, perhaps they may seem trivial but they are actions available to everyone:

  1. know English: very well
  2. want to specialize and, above all, to do so (there are better masters in Europe than there are currently in Italy)
  3. be part of an international social network of young professionals who exchange ideas and opportunities for work and internship: www.enyssp.com
  4. map the people known, predicting how each of them could be useful to increase opportunities and knowledge in sport
  5. do internships abroad (summer or not)
  6. ask to the university professors (or others) to get to know youth experts who have managed to achieve what they wanted and talk to them for information.
  7. read the most updated manual of sport psychology and then for the articles, find the authors’ email on the internet and write to them, they will send them to you
  8. don’t listen to those who say there’s nothing to do, work hard to find your way
  9. establish a fixed time to find work in your city, then you will have to search in a wider geographical area
  10. In Italy at the moment the opportunities for collaboration in sport, for young graduates, are mainly with football schools, they need the psychologist to be classified at the highest level by FIGC (it may be useful to contact the psychologist of your Region in the youth and school section of the FIGC) and in tennis that provides the role of mental trainer to work in the clubs (information on the website of the Italian Tennis Federation)

Use your social and cognitive skills to find a job

Jobs with a high demand for cognitive and human skills, and therefore cities with a high concentration of such occupations, are generally less sensitive to recessions, according to a study by Carlianne Patrick and Amanda Weinstein. Their research is the first to show that the recovery of metropolitan areas from economic recessions depends more on the composition of skills – cognitive, social or motor skills – than on the level of education, which is more difficult to measure.

“Existing studies show that recessions reinforce trends already in place, so we looked at the data in light of multiple recessions, especially the Great Recession. With each recession, it seemed to take the economy longer to recover, and we wanted to understand that particular trend,” said Patrick. “In the Great Recession, for example, more than 8.6 million people across the country lost their jobs, but not always in proportionate amounts to their community populations.”

Researchers examined metropolitan areas with high levels of cognitive and social skills, and others with a high concentration of motor skills. They found that workers with high cognitive and/or social skills had less unemployment, especially during recessions, than those with high motor skills.

In addition, metropolitan areas, even small ones, which were fortunate to have a high concentration of workers with cognitive and social skills, were not only less likely to feel the effects of a recession, but were more likely to recover quickly from a recession.

“Occupational data shows that people with cognitive skills also tend to have people skills, and it’s the ability to relate to people that is most important in reducing the length of time it takes a city to return to pre-recession levels … Education is important but it’s not enough. It’s critical to cultivate people skills in workers with motor skills, to help them weather changing economic conditions,” Patrick said.

Because workers need high levels of cognitive and social skills to increase their chances of employment during a recession, researchers suggest that governments, particularly in cities and regions that have historically relied on motor skills, should consider training workers to build their cognitive and social skills and people to foster more resilient and recession-proof economies.

5 important lessons from the “Inside Bill’s Brain” documentary

A new Netflix documentary series details the inner workings of Bill Gates’s mind, marriage, and philanthropic work, and leaves viewers with important lessons about work, love, and finding their personal definitions of success.

Courtesy of Netflix

The numbers about the psychologists in US and Italy

In 2017, about 3.5 million people in the United States held a bachelor’s degree in psychology.1 Of those:

  • About 499,000 (14%) also held graduate degrees in psychology, with 13% earning a psychology master’s degree and 4% earning a psychology doctorate or professional degree. The overlapping 3% earned both master’s and doctoral or professional degrees.2
  • About 30% held graduate degrees in fields other than psychology, such as education, health and social services.3
  • The remaining 2 million (56%) did not earn graduate degrees.
  • The proportion of psychology bachelor’s degree holders who held a graduate degree was progressively higher from the “ages 24 or younger” group through the “ages 30–34” group, then stabilized, suggesting that the majority of people complete their graduate education by age 30.

In Italy, I found little information available from the web.

The tendency to continue with the studies after the bachelor degree is also evident from the data coming from the Italian Associaton of Psychologists, according to which almost all of the approximately 105,000 psychologists are registered in section A of the register, reserved for those who have in their CV not only the three-year degree but also the graduate degree, plus a year’s training and passing the State examination for professional qualification. Only a few hundred are enrolled in section B, which provides for various limitations on professional practice and which can be accessed only with a three-year degree (bachelor), accompanied by semi-annual training and due state examination. Of the 105,000 enrolled in the register, however, only 60,000 actually carry out the profession of psychologist: there is therefore a difficulty in actively entering the labor market is obvious.

Italian sport psychologists talk about their job

New trends in Sport psychology, special issue of the Italian Journal, Movimento, 3, 2018

17 Italian sport psychologists talk of your job in sport answering at four questions:

  • What motivated you to start the career of sport psychologist?
  • What do you like of this job in SP?
  • Which are the SP areas where you like to work.
  • Describe your current job in PS.
The experts involved are the following:
Giovanna Barazzutti, Emiliano Bernardi, Sara Biondi, Gladys Bounous, Edoardo Ciofi, Cristiana Conti, Sarah Corazzi, Sergio Costa, Sara Landi, Sammy Marcantognini, Stefania Ortensi, Barbara Rossi, Daniela Sepio, Flavia Sferragatta, Matteo Simone, Cecilia Somigli e Graziella Zitelli.

+ wellbeing with 5minutes of movement each work hour

This research showed that it’s better to move 5m each hour of work. The benefits are evident and improve the global wellbeing.

Audrey Bergouignan et al. (2016). Effect of frequent interruptions of prolonged sitting on self-perceived levels of energy, mood, food cravings and cognitive function. International Journal of Behavioral Nutrition and Physical Activity, 13:113

While physical activity has been shown to improve cognitive performance and well-being, office workers are essentially sedentary. We compared the effects of physical activity performed as (i) one bout in the morning or (ii) as microbouts spread out across the day to (iii) a day spent sitting, on mood and energy levels and cognitive function.

Methods

In a randomized crossover trial, 30 sedentary adults completed each of three conditions: 6 h of uninterrupted sitting (SIT), SIT plus 30 min of moderate-intensity treadmill walking in the morning (ONE), and SIT plus six hourly 5-min microbouts of moderate-intensity treadmill walking (MICRO). Self-perceived energy, mood, and appetite were assessed with visual analog scales. Vigor and fatigue were assessed with the Profile of Mood State questionnaire. Cognitive function was measured using a flanker task and the Comprehensive Trail Making Test. Intervention effects were tested using linear mixed models.

Results

Both ONE and MICRO increased self-perceived energy and vigor compared to SIT (p < 0.05 for all). MICRO, but not ONE, improved mood, decreased levels of fatigue and reduced food cravings at the end of the day compared to SIT (p < 0.05 for all). Cognitive function was not significantly affected by condition.

Conclusions

In addition to the beneficial impact of physical activity on levels of energy and vigor, spreading out physical activity throughout the day improved mood, decreased feelings of fatigue and affected appetite. Introducing short bouts of activity during the workday of sedentary office workers is a promising approach to improve overall well-being at work without negatively impacting cognitive performance.

Carlo Ancelotti’s work philosophy

Carlo Ancelotti is the new coach of Napoli, his goals and how he will work are  already fairly well described in his philosophy of work and which differentiates it significantly from Sarri:

  • Educate the team to pursue victory through a creative and offensive game
  • Encourage the development of a positive work environment
  • Build a strong team spirit by stimulating a large capacity for sacrifice and mutual commitment
  • Support the individual sense of responsibility (assessed on the basis of the actions and behaviors)
  • Protect the tradition and the principles of the club
  • Work to give continuity to the successes of the club
  • Compete for all important trophies
  • Build a clear identity and a style of play which take account of  the club’s tradition
  • Build good relationships between the various work teams
(by Carlo Ancelotti, Il mio albero di Natale)

The culture of mental toughness

The development of mental toughness has often been regarded as a strictly individual factor and we have few information to understand how the sport organizations show and build their culture of toughness and how this promotes the athletes’ toughness .

The article by Eubanks, Nesti e Littlewood (2017), A culturally informed approach to mental toughness development in high performance sport, IJSP, 48, 206-222, revived some new insights about this topic.

The purpose is to explore the importance of culture in the development of Mental Toughness (MT). This is done by means of a critical review of the current literature that exists in relation to the conceptualisation, definition and development of the concept. We argue that despite recent advances in our understanding, most research into MT has focused on the characteristics of mentally tough individuals. Although important and useful, the role of the environment, culture and context, and how these impact MT and its development has been given somewhat less attention and is perhaps not well integrated into practice.

The notion of Mental Toughness (MT) being broadly represented by “the ability to achieve personal goals in the face of pressure from a wide range of different stressors” (Hardy et al., 2014).

One of the criticisms frequently levelled at psychology as an academic discipline is that it often focuses on the individual, and forgets, or ignores the environment within which the individual exists.

Culture may be best seen as the hidden yet influential force, involving core values, beliefs, and traditions that operates as a type of soft power, which shape the working practices, ideas, strategies and philosophies of groups and individuals.

Weinberg et al. (2011) focused on the views of ten National Collegiate Athletic Association head coaches, who reported that a tough physical practice environment, a positive men-tal environment and an environment that provided mental toughness awareness and learning opportunities were fundamental to MT development.

The authors said that is clear that the optimum environments to build MT are those that are imbued with a challenging and stimulating culture, where personal responsibility is emphasised in all things.

 

In Italy master in PS don’t help to find work

In Italia la questione della formazione in psicologia dello sport degli psicologi continua a essere un problema non risolto. Tralasciando quelli il cui solo scopo è di fare lavorare i formatori che v’insegnano, anche quelli meglio strutturati hanno notevoli limiti.

Vediamo quali sono a mio avviso:

  1. La quasi totalità propone una formazione centrata a insegnare competenze che dovranno servire per lavorare nell’ambito della prestazione di livello assoluto ed essenzialmente con gli atleti, ignorando la consulenza con gli allenatori o l’organizzazione sportiva. In tal modo molti aspetti del mondo sportivo di alto livello non vengono considerati e i giovani laureati avranno, di conseguenza, difficoltà a interagire con una parte fondamentale (gli allenatori, i dirigenti) dell’ambiente degli atleti.
  2. Due ambiti importanti di lavoro vengono tralasciati nella formazione in psicologia dello sport. Il primo riguarda i programmi di avviamento allo sport (6-12 anni) e l’età dell’adolescenza. Questo ambito, è tra l’altro uno di quelli più facilmente aperti agli psicologi ma in cui è necessario avere delle competenze specifiche mentre quelle riguardanti l’alto livello non sono spendibili se pensiamo all’infanzia e vanno comunque adeguate anche nelle diverse età dell’adolescenza. In queste fasce di età, inoltre, il rapporto con i genitori rappresenta un altro fattore con cui si deve interagire in modo costruttivo. Il secondo ambito importante riguarda, lo sport come diritto di cittadinanza e come fattore di benessere. Anche in questo settore gli psicologi non acquisiscono competenze, se non una generica convinzione che lo sport è un fattore essenziale per la vita di ognuno e della comunità.
  3. Un campo in cui gli psicologi non hanno competenze specifiche riguarda la metodologia dell’allenamento e l’insegnamento sportivo. Com’è possibile interagire con gli allenatori (molti dei quali oggi sono laureati in scienze motorie che hanno sostenuto diversi esami di psicologia) se non si conosce il loro mondo e se non si ha consapevolezza di come s’imparano i gesti sportivi, di cosa sia l’apprendimento motorio o di quale sia l’interazione fra preparazione fisica e psicologia?
  4. Un ulteriore aspetto limitativo dei master odierni è la mancanza di un tirocinio supervisionato per un tempo adeguato (almeno di quattro mesi) presso un’organizzazione sportiva. Ciò che è comune in qualsiasi altro tipo di master, è invece pressoché assente nei master in psicologia dello sport.
  5. Un ultimo aspetto limitante le proposte formative attuali, riguarda l’assenza di come lo psicologo dovrebbe proporsi nell’ambito territoriale e professionale in cui intende svolgere la sua attività. Il tema è quello del marketing di se stessi, essenziale, poiché bisogna sapere come proporsi, come costruire il proprio network professionale, come scrivere un progetto e negoziare un budget, come interagire con i dirigenti di un società sportiva che probabilmente hanno un’idea generica di quali servizi lo psicologo dello sport potrebbe offrire.
A mio avviso, la mancanza di questi ambiti formativi riduce notevolmente le opportunità di promozione e diffusione di questo ambito lavorativo, lasciando lo psicologo in una condizione di minorità rispetto alle altre professionalità che da tempo operano in modo consolidato nello sport.

Happiness

“Happiness does not come automatically. It is not a gift that good fortune bestows upon us and a reversal of fortune takes back. It depends on us alone. One does not become happy overnight, but with patient labor, day after day. Happiness is constructed, and that requires effort and time. In order to become happy, we have to learn how to change ourselves.”

Luca & Francesco Cavalli-Sforza