Young Julia, Neil Elizabeth Renee, Granger Kelcey, Walker Stacy E, Chadburn Jennifer L, Eberman Lindsey E
*Indiana State University.
†Xavier University.
J Athl Train. 2020 Nov 5;58(2):156-62. doi: 10.4085/129-20.
Currently, the National Collegiate Athletic Association (NCAA) recommends written policies and procedures that outline steps to support student athletes facing a mental health challenge and the referral processes for emergency and non-emergency mental health situations.
To assess the mental health policies and procedures implemented and athletic trainers' perceived confidence in preventing, recognizing and managing routine and crisis mental health cases across all three divisions of NCAA athletics.
Cross-sectional survey design and chart review.
Online survey Participants: Athletic trainers with clinical responsibility at NCAA member institutions (n=1091, 21.5% response rate).
MAIN OUTCOME MEASURE(S): Confidence in screening, preventative patient education, recognizing and referring routine and emergency mental health conditions (5-point Likert scale: 1= not at all confident, 2= hardly confident, 3= somewhat confident, 4= fairly confident, 5=very confident) using a content-validated survey (Cronbach's α=0.904) and mental health policy and procedure chart review.
Respondents indicated they felt "fairly confident" with screening (40.21%, n=76/189) for risk of any mental health condition and "fairly confident" in implementing preventative patient education (42.11%, n=80/190). Respondents were "fairly confident" they could recognize (48.95%, n=93/190) and refer (45.79%, n=87/190) routine mental health conditions. Respondents were "fairly confident" they could recognize (46.84%, n=89/190), but "very confident" (46.32%, n=88/190) they could refer mental health emergencies. Policies lacked separate procedures for specific emergency mental health situations such as suicidal/homicidal ideation (36.1%), sexual assault (33.3%), substance abuse (19.4%), and confusional state (13.9%). Policies lacked prevention measures such as student athlete involvement (16.7%) in annual mental health education (16.7%).
While athletic trainers were generally confident in their ability to address emergency and routine mental health conditions, opportunities exist to improve policies for prevention, screening, and referral. Best practice guidelines should be used as a guide to develop policies that foster an environment of mental health wellness.
目前，美国国家大学体育协会（NCAA）建议制定书面政策和程序，概述支持面临心理健康挑战的学生运动员的步骤以及紧急和非紧急心理健康情况的转诊流程。
评估NCAA三个体育部门实施的心理健康政策和程序，以及运动训练师在预防、识别和管理常规及危机心理健康案例方面的感知信心。
横断面调查设计和图表审查。
在线调查参与者：NCAA成员机构中承担临床责任的运动训练师（n = 1091，回复率21.5%）。
使用内容效度验证的调查问卷（克朗巴哈α系数=0.904）和心理健康政策及程序图表审查，评估在筛查、预防性患者教育、识别和转诊常规及紧急心理健康状况方面的信心（5点李克特量表：1 = 完全没有信心，2 = 几乎没有信心，3 = 有些信心，4 = 比较有信心，5 = 非常有信心）。
受访者表示，他们对筛查任何心理健康状况风险“比较有信心”（40.21%，n = 76/189），对实施预防性患者教育“比较有信心”（42.11%，n = 80/190）。受访者“比较有信心”能够识别（48.95%，n = 93/190）和转诊（45.79%，n = 87/190）常规心理健康状况。受访者“比较有信心”能够识别（46.84%，n = 89/190），但“非常有信心”（46.32%，n = 88/190）能够转诊心理健康紧急情况。政策缺乏针对特定紧急心理健康情况的单独程序，如自杀/杀人意念（36.1%）、性侵犯（33.3%）、药物滥用（19.4%）和意识模糊状态（13.9%）。政策缺乏预防措施，如学生运动员参与年度心理健康教育（16.7%）。
虽然运动训练师总体上对处理紧急和常规心理健康状况的能力有信心，但仍有机会改进预防、筛查和转诊政策。最佳实践指南应用作制定促进心理健康环境政策的指南。
