Athletic Trainers’ Ability To Recognize, Refer, And Follow Up With Collegiate Student-athlete Mental Health Disorders

Abstract

As primary care providers to collegiate student-athletes, athletic trainers must recognize, aid in the treatment of, and manage collegiate student-athlete mental health disorders. PURPOSE: Determine (1) Athletic Trainers’ (ATs) competency and knowledge of basic mental health disorders (2) ATs’ competency and knowledge of depression and (3) ATs’ current practices in referring student athletes to counseling or sport psychology services. METHODS: The Athletic Trainers Depression Recognition Survey contained both quantitative and qualitative items. A total of 114 District 9 ATs out of 990 surveyed (42 male, 72 female) responded. RESULTS: At the time of this survey, 49.5% of ATs surveyed had a student-athlete in psychological counseling. 87.6% said they were able to recognize the five stages of grief. 52.7% of ATs stated that they had never heard of the DSM-V. 51.4% of ATs surveyed said that it is very important for certified athletic trainers to be competent in recognizing mental health disorders. 76.3% of ATs surveyed said that they had dealt with a student-athlete battling depression. 54% of ATs surveyed said it was very important to establish a professional relationship with a student-athlete that presents with a mental health disorder in order to diagnose/refer to a physician. 78.8% of ATs surveyed stated that their student-athletes rely on them for mental health support after a season ending injury, and approximately 97.4% of ATs have treated a student-athlete with a season ending injury. 97.3% of ATs surveyed said that student-athletes should be educated on mental health disorders seasonally and/or yearly. 91% said that additional psychological training would help distinguish the difference in a student-athlete’s behavior. When asked if there is a mental health disorder treatment plan in place, 75.7% of ATs said they did not have a treatment plan. CONCLUSION: Half of the athletic trainers surveyed are aiding in the treatment of a student-athlete with a mental health disorder. However, they do not have the training or perceived ability to recognize a mental health disorder, nor do they have a mental health disorder treatment plan in place. There seems to be a disparity between knowledge, treatment, referral, and follow-up for ATs’. Future research should determine the availability of mental health disorder treatment and follow-up plans for ATs’ in all NATA districts at NCAA and NAIA institutions.