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Nearly half (48%) of collegiate football student-athletes are African American (NCAA, 2018). African American student-athletes face adversity at their respective institutions in the forms of racism and unfair treatment (Hill, Hall & Appleton, 2010). African American male student-athletes face educational stressors, campus stressors and athletic stressors. These stressors consist of academics, family, athletics and social relationships (Miller & Hoffman, 2009). Many African American student-athletes do not seek mental health treatment due to their status on campus (Watson, 2006). However, few studies have examined mental health and barriers for African American male student-athletes when seeking mental health services. As such, the purpose of this study was to examine the role of mental health with African American male Division I football players, as well as the perceived barriers they face in seeking professional treatment. Semi-structured interviews were conducted with nine African American football student-athletes at a Division I, Power 5 institution. Research produced four major themes. Two themes were associated with the first research question. Stress and “We don’t need it.” The second research question identified weakness and silence as major themes. Data suggested that stress played a role in the lives of these participants. “We don’t need it” focused on the participants perception that they did not need mental health treatment. Participants felt that football served as therapy. Data revealed that the second research question was defined by weakness and silence.. Silence was explained by the lack of awareness and promotion of mental health services. The results of this study allow for the NCAA, Coaching Staff’s, Athletic Departments and Communities to provide assistance in seeking mental health treatment and eliminating the barriers associated with seeking mental health treatment. This study will help promote the understanding of African American male Division I football players and how they perceive the role of mental health within their lives. It will also provide clear insight to barriers that this population faces when seeking mental health services. Mental health continues to be an epidemic in the United States that deserves the attention of mental health practitioners, government agencies, the general population student-athletes, coaches and families.
The New Plantation examines the controversial relationship between predominantly White NCAA Division I Institutions (PWI s) and black athletes, utilizing an internal colonial model. It provides a much-needed in-depth analysis to fully comprehend the magnitude of the forces at work that impact black athletes experiences at PWI s. Hawkins provides a conceptual framework for understanding the structural arrangements of PWI s and how they present challenges to Black athletes academic success; yet, challenges some have overcome and gone on to successful careers, while many have succumbed to these prevailing structural arrangements and have not benefited accordingly. The work is a call for academic reform, collective accountability from the communities that bear the burden of nurturing this athletic talent and the institutions that benefit from it, and collective consciousness to the Black male athletes that make of the largest percentage of athletes who generate the most revenue for the NCAA and its member institutions. Its hope is to promote a balanced exchange in the athletic services rendered and the educational services received.
Introduction: Adolescents and young adults experience a high level of mental health conditions.These disorders appear to be increasing in number and severity. The prevalence rate for 18-25-years-olds is 8.7% in 12 months. Mental health conditions are treatable, yet many people do not seek professional help. Seeking help from a professional source is particularly important for preventing, early detection, treatment, and recovery from mental health conditions. Purpose: The purpose of this mixed-methods study is to demonstrate the prevalence of depression, explore student-athletes attitudes towards seeking mental health help, understand what factors may influence help-seeking behaviors, and explore the athlete's perceptions of the role that athletic trainers play in the assessment and referral process. Methods: An exploratory, concurrent mixed methods design was used. Survey data from the ATSPPH-SF and PHQ-9 were collected from collegiate student-athletes. A phenomenological approach will guide the qualitative research process. Semi-structured interviews will be audiotaped, transcribed, and analyzed using an interpretive thematic analytical approach. Study Participants: National Collegiate Athletic Association (NCAA) student-athletes participating at the Divsion III (DIII) level. Results: The prevalence of depression was almost 42% in the study population. There was no relationship between PHQ-9 scores and sex. Attitudes towards seeking help were generally positive. Females tend to have more favorable attitudes than males, but this finding was not statistically significant. There was no relationhship between PHQ-9 scores and ATSPPH-SF scores. Barriers to help-seeking included perceived seriousness, stigma, lack of time, accessibility, prefer to handle issues on own, and cost. Facilitators to help-seeking included perceived and nee-problems that were serious enough to warrant help and a supportive network. Clinical Importance: As we continue to address the mental health crisis, it is imperative to understand what prevents student-athletes from seeking professional psychological help and develop supportive programs to help them overcome these barriers. Certified athletic trainers, coaches, and other athletic personel need to understand the seriousness of untreated mental health conditions and be educated to recognize when an athlete may be struggling with issues beyond their control. Knowing when to refer a student-athlete to a professional is essential in preventing potential unnecessary and irreversible consequences.
Historically, African Americans consistently underutilize mental health services. This trend is also seen in the African American college population, despite easier access to mental health resources. This report examines the central barriers experienced by African Americans in seeking out mental health services, which are most often seen in the literature. Barriers explored include stigma, the foundations of counseling, cultural mistrust, and attitudes and beliefs about mental health services. The barriers are then used as a framework to discuss preventive, developmental, and community interventions. Further suggestions are made as to how to best utilize interventions to reduce the barriers experienced by African American students in seeking mental health services.
Collegiate athletes experience mental health concerns at similar rates to non-athlete students, however, the student-athlete population underutilizes professional mental health help with only 10% of those in need seeking services. Criticisms of the extant research on studentathlete mental health help-seeking include studies that lack theoretical guidance, and convenience samples who are not experiencing a mental health issue. The aim of this study was to conduct a theoretically driven investigation assessing factors of help-seeking associated with the Health Belief Model and Reasoned Action Approach while sampling student-athletes who identified as currently experiencing a personal or emotional health concern. More specifically, the purpose of this study was to investigate which factors of help-seeking behavior predict the likelihood that a student-athlete will seek professional help, and to identify the differences in help-seeking factors between student-athletes with a lower likelihood of seeking help compared to those with a higher likelihood of seeking help. Participants were 269 NCAA student-athletes who completed an online survey assessing factors related to their help-seeking behavior. A multiple liner regression reveled that perceived benefits, perceived susceptibility, and perceived attitudes factors were significant predictors of the likelihood that a student-athlete would seek treatment. Results from a one-way MANOVA showed significant differences between the lower likelihood and the higher likelihood of seeking help group on the perceived seriousness, perceived susceptibility, perceived benefits, instrumental barriers, stigma-related barriers, and the perceived attitudes factors. Additional information gathered in this study suggests the most frequently reported factors which prevented student-athletes from seeking help include a belief the issues they are experiencing is not that serious, or a desire to seek help from a source other than a mental health professional. Findings from this study have implications for athletic departments, campus counseling centers, and future interventions designed to enhance mental health help-seeking.
The opportunity for coaches to play an important role in supporting student-athlete mental health has been increasingly identified (Biggin et al., 2017; Gulliver et al., 2013; Henrikson et al., 2020). Findings suggest that coaches have the potential to help identify athletes who may benefit from mental health services, as well as foster an environment supportive of mental health and help-seeking (Bapat et al., 2009; Bissett et al., 2020). Recommendations have been set forth regarding how coaches may best engage in their role of supporting mental health, however, the literature lacks evidence of what collegiate coaches are actually doing to support student-athlete mental health, what they perceive their role to be, and barriers they face in fulfilling that role. The present study used a generic qualitative approach to explore the experiences of nine National Collegiate Athletic Association Division I coaches in supporting student-athlete mental health. Coaches discussed engaging in a variety of supportive behaviors consistent with recommendations for coaches. However, it appears coaches may lack engagement in supportive behaviors that take place after a referral is made. Coaches perceived multiple roles in supporting student-athlete mental health and discussed a variety of barriers including lack of self-efficacy and insufficient resources. Results of this study can be used to inform future research aimed at designing mental health education resources for coaches.
Intercollegiate athletics are a multi-million-dollar business on which many universities strive to become dependent for economic profits and marketing leverage. The increased commercialization and revenues of collegiate sports have drawn attention to the overall college experiences of student-athletes, specifically those in revenue generating sports typically football and men's basketball. Yet, the primary roles of the athletic and academic curricula should be to maximize student achievement, as well as prepare student-athletes for life after college. Like all of their peers, African American football student-athletes find themselves in highly competitive academic and athletic environments. However, they continuously encounter experiences in which their race is made salient, actions that thereby intensify their daily stresses. Student-athlete affairs personnel monitor the academic issues and stressors influencing student-athlete decisions. University student-athlete support services are then responsible for monitoring the effects of such decisions, while also being expected to understand that African American student-athletes encounter various challenges that are engrained within the history of sports in the United States, such as the deeply embedded racial tensions and concomitant negative effects of said tensions in American society. This case study explores how systemic racial inequalities impact the academic experiences of African American college football student athletes at a top Division I football program by utilizing a critical race organizational framework. No comprehensive documentation has been designed to specifically address the services that are required to assist in the academic successes of African American football student-athletes. Therefore, I will conduct one-on-one interviews with four athletic academic advisors who work with football student-athletes, as well as four focus groups each consisting of three African American football student-athletes in order to evaluate their experiences. I will then conduct follow-up one-on-one interviews with each focus group participant to give focus to their academic experiences prior to enrolling in college. The goal of this study is to provide university personnel with insights into the current academic experiences of African American football student-athletes at a Division I football program in relation to perceived racial inequalities. The findings will offer implications for policies and procedures impacting the well-being and success of African American college student-athletes, while also encouraging sport practitioners to consider how their beliefs, practices, and the current structure of sport culture may influence the athletic and academic experiences of African American student-athletes.