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Author's abstract: Male athletes are less likely than female athletes to seek out support services (Barnard, 2016) despite experiencing a myriad of clinical and subclinical concerns including depression (Davoren & Hwang, 2014; Wolanin et al., 2016), anxiety (Davoren & Hwang, 2014), eating disorders (Joy et al., 2016; Sundgot-Borgen & Torstveit, 2004), and substance use (NCAA, 2018). To combat the increasing rates of mental health concerns, support services are becoming more readily available for collegiate athletes (Moore, 2016). However, despite the recent effort in increasing athlete mental health support, many male athletes in particular remain reluctant to seek out such services (Barnard, 2016). Prior research has focused extensively on prevalence rates of mental health-related concerns and help-seeking barriers that prevent collegiate athletes from seeking out help (Gulliver et al., 2012; Yousaf et al., 2015), yet research remains nonexistent in exploring these areas in male collegiate athletes from a practitioner’s perspective. Thus, the present study expanded on previous research by examining the experiences of 10 National Collegiate Athletic Association (NCAA) Division I practitioners working with male athletes and what strategies are most effective in making support services more accessible for them. A generic qualitative approach was employed and three major themes were identified: (a) presenting concerns, (b) influences to help-seeking, and (c) strategies to increase accessibility. The results of the study indicate that male collegiate athletes present with a number of mental health- and sport-related concerns, but are more likely to seek out support for sport-related concerns. Furthermore, several help-seeking influences, including barriers and facilitators, affect a male athletes’ willingness to seek out such services including stigma, coach and sport environment, cultural factors, lack of time and flexibility, and the source of referral. Strategies to address the aforementioned influences include destigmatization, coach training, practitioner diversity, service awareness and education, relationship building, and additional practitioners. Practical implications and recommendations for future research are also discussed.
This unique book provides a practical framework for and coverage of a broad range of mental health concerns applicable to the care of athletes, including depression, suicide, mood disorders, substance abuse and risk-taking behaviors. To this end, it presents content relevant to the care of athletes, including doping and the use of performance-enhancing drugs, the mental health impact of concussion, bullying and hazing, the impact of social media and exercise addiction, among other pertinent topics. Current basic and translational research on behavioral health and the relationship of brain to behavior are reviewed, and current treatment approaches, both pharmacological and non-pharmacological (including mindfulness training), are considered. This practical resource targets the stigma of mental in athletes in order to overcome barriers to care by presenting a definitive perspective of current concepts in the mental health care of athletes, provided by experts in the field and targeting sports medicine providers, mental health providers and primary care physicians involved in the direct care of recreational and competitive athletes at all levels.
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.
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 heartbreaking story of college athlete Madison Holleran, whose life and death by suicide reveal the struggle of young people suffering from mental illness today in this #1 New York Times Sports and Fitness bestseller *Instant New York Times Bestseller* #1 New York Times Monthly Sports and Fitness bestseller If you scrolled through the Instagram feed of 19-year-old Maddy Holleran, you would see a perfect life: a freshman at an Ivy League school, recruited for the track team, who was also beautiful, popular, and fiercely intelligent. This was a girl who succeeded at everything she tried, and who was only getting started. But when Maddy began her long-awaited college career, her parents noticed something changed. Previously indefatigable Maddy became withdrawn, and her thoughts centered on how she could change her life. In spite of thousands of hours of practice and study, she contemplated transferring from the school that had once been her dream. When Maddy's dad, Jim, dropped her off for the first day of spring semester, she held him a second longer than usual. That would be the last time Jim would see his daughter. WHAT MADE MADDY RUN began as a piece that Kate Fagan, a columnist for espnW, wrote about Maddy's life. What started as a profile of a successful young athlete whose life ended in suicide became so much larger when Fagan started to hear from other college athletes also struggling with mental illness. This is the story of Maddy Holleran's life, and her struggle with depression, which also reveals the mounting pressures young people, and college athletes in particular, face to be perfect, especially in an age of relentless connectivity and social media saturation.
Contemporary sport psychology is a rapidly developing and theoretically rich discipline, and a sophisticated and challenging profession. The Routledge International Handbook of Sport Psychology offers a comprehensive and authoritative guide to contemporary sport psychology in all its aspects. Written by a team of world-leading researchers and practitioners from five continents, including both established scholars and the best emerging talents, the book traces the contours of the discipline of sport psychology, introducing fundamental theory, discussing key issues in applied practice, and exploring the most important themes, topics and debates across the sport psychology curriculum. Uniquely, the book presents comparative studies of the history and contemporary practice of sport psychology in ten countries, including the US, UK, China, Japan, Brazil, Russia and Israel, helping the reader to understand the cultural and contextual factors that shape international practice in sport psychology. As well as covering in depth the core pillars of sport psychology, from motivation and cognition to group dynamics, the book also includes a full section on cultural sport psychology, a vital but under-explored sub-discipline that is having a profound influence on contemporary theory and practice. With 56 chapters and unparalleled range, depth and currency, the Routledge Handbook of International Sport Psychology is an essential addition to any library with a serious holding in sport psychology.
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.
Critical Race Theory in the Academy explores the deep implications of race and its effects on the expanse of the American social fabric and its fragile democratic process. This volume contributes to a more effective, powerful, and insightful theorization of racism across the social spectrum while furthering the movement for greater equity in higher education and beyond. The audience for this book is broad and should be of great interest and value to all Americans who fight against racism which is focused on the destruction of Black people and other people of color. Ideally, educators, scholars, and practitioners will be compelled to engage the ideas within this volume to break down the color line and challenge the problematic master narrative in education and other aspects of society. Critical Race Theory in the Academy offers current applications, debates, theories, strategies, and evolutions about critical race theory (CRT), with particular attention to CRT’s intersections with the field of higher education and beyond. As a part of the CRT corpus, this volume details some of the most relevant and current topics deployed in varied disciplines of the academy, confronting the complex interplay of race, racism, education, and social justice in the twenty-first century. Specifically, the authors explore topics from health disparities, politics, religion, literature, music, social work, psychology, sports, distance learning, media bias, affirmative action, to education policies, practices and scholarship. The chapters in this volume should help navigate the tensions in the academy and beyond to work toward alleviating institutionalized racism. Praise for Critical Race Theory in the Academy: "The field of Critical Race Theory is enriched by this important collection of new and original scholarship. Vernon Farmer has brought together a dynamic and eclectic mix of radical voices, from multiple disciplinary backgrounds, including both established and early career scholars. The result is a volume that constantly challenges and surprises the reader." David Gillborn Professor of Critical Race Studies University of Birmingham UK Founding Editor of Race Ethnicity & Education "Critical Race Theory in the Academy has excavated the terrain of critical race theory to unearth multiple perspectives that are central to defining the fundamental contours of the field. Each essay enhances the ways in which we read and understand the complexity of critical race theory. It will be an invaluable resource for building a critical academy." Aileen Moreton-Robinson Queens and University of Technology, Australia Author of The White Possessive: Property, Power and Indigenous Sovereignty "Vernon Lee Farmer has done it again and for the final time. He has pulled together a star-studded cast of academics of color to address an essential concern of the academy. Throughout his career, Farmer has demonstrated the uncanny ability to identify matters that require attention, and attacked them with vigor. In doing so, he provided us with high impact resources that are beneficial to the professional trajectory of scholars of color. This book is no different, and we all should race to the bookstore to add this instant classic to our personal library." Jerlando F. L. Jackson Vilas Distinguished Professor of Higher Education University of Wisconsin-Madison Former Editor, ASHE Reader Series on Higher Education "Critical Race Theory in the Academy adds substantially to our understanding of the roles that race, racism, and social justice play as we tackle the myriad problems of pre-K through higher education. For those interested in gaining a deeper understanding of the issues in higher education -- from curriculum to the lack of diversity in the professoriate -- this work provides helpful insights that can enrich conversations and problem-solving across sectors of society." Freeman A. Hrabowski, III President University of Maryland Baltimore County, Baltimore, Maryland
Mental Health in Elite Sport: Applied Perspectives from Across the Globe provides a focused, exhaustive overview of up-to-date mental health research, models, and approaches in elite sport to provide researchers, practitioners, coaches, and students with contemporary knowledge and strategies to address mental health in elite sport across a variety of contexts. Mental Health in Elite Sport is divided into two main parts. The first part focuses globally on mental health service provision structures and cases specific to different world regions and countries. The second part focuses on specific mental health interventions across countries but also illustrates specific case studies and interventions as influenced by the local context and culture. This tour around the world offers readers an understanding of the massive global differences in mental health service provision within different situations and organizations. This is the first book of its kind in which highly experienced scholars and practitioners openly share their programs, methods, reflections, and failures on working with mental health in different contexts. By using a global, multi-contextual analysis to address mental health in elite sport, this book is an essential text for practitioners such as researchers, coaches, athletes, as well as instructors and students across the sport science and mental health fields.