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crisis transitions based on the analysis of 552 athletic career narratives (Stambulova, 2000) This classification includes 15 types of crisis transition cases, depending on the content of transition demands (eg, relationship crisis, crisis of change, crisis of break, crisis of failure, crisis after a big success, crisis of injury/overtraining/illness, moral crisis) To summarize, both normative and nonnormative transitions have a potential to turn into a crisis if the athlete is not able to cope effectively Normative transitions are predicted by career stage models (see Table 321); nonnormative transitions are classified post hoc from empirical data A set of crisis symptoms might help to determine a proper time for interventions Some specific features and strategies related to preventive and crisis-coping perspectives in career transition interventions are presented next.

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Biopsychosocial perspective of panic according to Barlow (1988).

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Preventive Perspective in Career Transition Interventions Preventive interventions aim at preparing athletes in advance for normative and nonnormative transitions by developing their resources for effective coping Intervention usually involves assessment, career planning and goal setting, education and counseling, mental and life skills training, and strengthening the social support system Prevention of crisis transitions is one of the key purposes of career transition programs developed around the world (Lavallee, Kremer, Moran, & Williams, 2004; Wylleman, Alfermann, et al, 2004; Wylleman et al, 1999;) In particular, these programs focus on preparing athletes for athletic career termination and starting an occupational career, or helping athletes to coordinate sport and education or work.

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Figure 10-4

As reported in the literature (Carr & Bauman, 1996; Lavallee & Andersen, 2000; Petitpas, Brewer, & Van Raalte, 1996), major theoretical frameworks for preventive interventions include the dynamic psychosocial model (Erikson, 1950), the human adaptation to transition model (Schlossberg, 1981, 1984), the athletic career termination model (Taylor & Ogilvie, 1994, 2001a), the developmental model (Wylleman & Lavallee, 2004), and, most often, the life development intervention model (Danish et al, 1993) Preventive interventions address several interrelated aspects: helping athletes to anticipate their normative and nonnormative athletic and nonathletic transitions and their possible demands, educating athletes about a transition process, analyzing athletes actual coping resources, anticipating potential barriers in the transition, planning ways to cope, and developing new resources both internal and external for coping with forthcoming demands All these.

that subtraits are not derivative structures but etiologically distinct entities The emphasis of trait theory on global dispositions, such as extraversion and neuroticism, may have been misplaced or, at least, needs to be supplemented with greater attention to the significance of subtraits and their contribution to trait structure Thus far, little attention has been paid to conceptualizing their relationship to higher order structures or to developing methods to identify them Most trait theories, including the five-factor model, have relied on rational analysis to identify subtraits presumably because they were considered merely subcomponents of a higher order domain and hence reflected largely arbitrary distinctions Given consistent evidence of specific genetic influences, greater attention needs to be given to identifying and defining these fundamental building blocks of personality.

An etiological approach suggests that just as domains may be defined as clusters of traits sharing a common genetic influence, subtraits may be defined as clusters of behaviors (or test items) sharing the same specific genetic influence This definition offers a criterion to refine the item content of a scale to foster convergent and discriminant validity Having demonstrated that the lower order traits are not merely subcomponents of the higher order domains but have a distinct genetic component besides a common component shared with other traits forming the same domain, we are left with intriguing questions about how the common and specific genetic components are organized to form the coherent constellations of traits described by trait theories and about the nature or status of the higher order constructs.

Do the common genetic factors give rise to phenotypic structures or mechanisms with a distinct biological and psychological basis, as assumed by most trait models With this model, the common genetic component underlying a domain is assumed to have an indirect effect on subtraits via this higher order structure Or, do the common genetic entities have a direct influence on the expression of specific components and the resulting trait This is a critical issue for trait models of personality..

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