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"College student-athletes are an at-risk population for negative mental health. Numerous factors are associated with an increased susceptibility to mental health issues, including academics and athletics (Breslin, Shannon, Haughey, Donnelly, & Leavey, 2017; Neal, 2012; Rice et al., 2016; Yang et al., 2007). To address the numerous mental health issues experienced by college student-athletes, the National Collegiate Athletics Association (NCAA), with the help of field experts in mental health and student wellness, developed a mental health guide to implement within athletics departments (National Collegiate Athletic Association, 2016). The document, Inter-Association Consensus Document: Best Practices for Understanding and Supporting Student-Athlete Mental Wellness, promotes training for those athletics department personnel who have direct interaction with college student-athletes. Among these, athletic trainers play a pivotal role in preventing injuries, overseeing rehabilitations, and promoting the overall well-being of college student-athletes, including both physical and mental health well-beings. Athletic trainers are in an ideal position to recognize and to refer student-athletes to advanced care for mental health issues, but lack the formal training to confidently perform these skills (Cormier & Zizzi, 2015; Kamphoff et al., 2010; Vaughan, King, & Cottrell, 2004). Additionally, there is limited research available studying athletic trainers' confidence during the referral process, both non-crisis and crisis situations. Therefore, the purpose of this study was to evaluate the referral knowledge and self-efficacy of college athletic trainers before and after completing the USA Mental Health First Aid (MHFA-USA) course, which has improved confidence levels in other populations (Massey, Brooks, & Burrow, 2014; Moffitt, Bostock, & Cave, 2014; O'Reilly, Bell, Kelly, & Chen, 2011). College athletic trainers (n = 8) participated in the MHFA-USA course and completed pre-, post- and one-month follow-up surveys as well as focus group interviews assessing mental health referral knowledge and self-efficacy levels. Results showed significant efficacy improvements from pre- to post-course, and participants maintained those improved confidence levels at one-month follow-up. Furthermore, the athletic trainers consistently stated the course was helpful and useful in intervening during mental health situations. Additional research with larger samples may provide greater insight of athletic trainers' confidence levels with referrals of college student-athletes for mental health issues with the help of the MHFA-USA course."--Abstract from author supplied metadata
Despite the prevalence of athletes reporting they would seek an athletic trainer's help, athletic trainers may not feel proficient or competent in addressing mental health with their athletes (Bird, et al., 2018). Athletic trainers need proper mental health education set to a specific standard to provide an adequate continuity of care for athlete mental health. To reach this goal, a better understanding of the link between education and experiences, and athletic trainer confidence and performance is needed to determine how to achieve this outcome in a practical manner. This study attempted to investigate the relationships between education and self-efficacy and self-efficacy and subjective performance as it relates to athletic trainers performing the skills outlined in the 2020 CAATE educational standards on mental health. The ATs surveyed reported moderate-high levels of confidence and subjective performance in their abilities to perform the five competencies (identify, refer, support, develop, & implement) outlined in the 2020 CAATE standards for mental health education. The athletic trainers surveyed reported the highest levels of confidence and subjective performance in their abilities to identify, refer, and provide support to athletes with mental health conditions, rather than developing and implementing policies and procedures on athlete mental health. The statistical analysis provides evidence for self-efficacy correlations within athletic training, which provides a case for more detailed mental health education and volume of post-certification educational opportunities related to mental health for athletic trainers.
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.
In the world of athletics, from the high school level to the professionals, it is easier for athletes and their coaches to accept a physical health ailment than a mental health issue. This reality stems from a lack of knowledge about mental health issues as well as a lack of knowledge of the appropriate steps to take when faced with an issue. There is a stigma surrounding mental health problems, and because of this, athletes avoid seeking the help that they need. Coaches and athletic trainers are in prime positions to help recognize the warning signs of mental health issues; however, training is typically not provided to these individuals. This project focuses on providing athletic departments with a professional development program focusing on specific warning signs of mental health issues in student-athletes and the role coaches and athletic trainers are able to play in helping their athletes. It is hoped that through the introduction of the Question Persuade Refer (QPR) Gatekeeper program, that coaches and athletic trainers will feel more prepared to recognize, step in and take appropriate action regarding a mental health issue with their student-athletes.
Basic and applied sciences for sports medicine encompasses the various disciplines of sports science including biochemistry and biomechanics. It will be useful to medical practitioners, sports scientists, students and sports coaches.
Be prepared to offer not only the physical rehabilitation regimen injured athletes need, but also the psychological and psychosocial support they need to recover from injuries. Here’s a user-friendly introduction to the application and practical use of psychosocial theories and techniques. You’ll develop an understanding of the research that underlies practice, and see how sports psychology is applied in clinical practice. Practical examples and suggested activities teach you how.
"The Athletic Trainer's Guide to Psychosocial Intervention and Referral provides appropriate intervention strategies and referral techniques specific to the role of an athletic trainer to initiate recovery for any patient/client experiencing a variety of psychosocial problems such as: eating disorders, anxiety issues, substance abuse, response to injury, catastrophic injuries, ergogenic aids, peer pressure, and depression."--Jacket.