Strategies for Effectively Addressing the Behavioral/Mental Health Needs of Student-Athletes at Your Institution

1. Strategies for Effectively Addressing the Behavioral/Mental Health Needs of Student-Athletes at Your Institution APPLE Conference January 28th, 2012 Bob Corb, PhD Sport Psychology Program Director UCLA

2. By Way of Introduction: De-stygmatizing the Need for Mental Health Services • Ron Artest wins championship, thanks therapist • Pat Summitt Statement - YouTube • My situation: Me and Michael J. Fox

3. Three Questions to be Answered Today • What makes student-athletes different from non-athlete students? • What can student-athletes reasonably expect at my school? • How do I make sure student-athletes get the services they need at my school?

4. What Makes Student-Athletes Different From Non-Athlete Students? • Task of Adolescence: Establish identity • “Athlete” is part of that identity • S-As experience the world differently than non-athlete students: injuries; ATOD • Mental health needs of S-As will be similar but also differ from non-athlete students

5. Primary Clinical Concerns of Female Athletes • Depression • Relationships • Teammates • Coaching Staff • Family of Origin • Dating/Romantic • Eating Disorders/ Body Image Concerns • Self-Esteem/Self-Confidence • Relationship Violence • Transition to University/Division I Environment • Alcohol Abuse • Sexism

6. Primary Clinical Concerns of Male Athletes • Relationship issues • Substance Use/ Abuse • Alcohol • Marijuana • Steroids • Nicotine • Cocaine • Other Drugs • Anxiety • Depression and/or Suicidality • Anger Management • Declining Athletic or Academic Functioning • Injury Related Concerns

7. Other Potential Areas of Clinical Attention • Learning Disabilities • Self-esteem and/or Confidence • Performance Enhancement • Transition into College • Homesickness • Academics • Demands of Collegiate Athletics • End of Academic and/or Collegiate Career • Other???

8. What Can Student-Athletes Reasonably Expect at my School? • Level of service available to S-As determined by institution's values related to inter-collegiate athletics • Mainstreaming vs. Specialized Delivery of Services; NCAA “extra benefit” rule • III tier system w/ some exceptions

9. Division III: The Student-Athlete Experience • “Division III features student-athletes who are subject to the same admission standards, academic standards, housing, and support services as the general student body.” (ncaa.org) • S-As are in the mainstream; student psychological services may NOT be prepared to meet unique needs of student-athletes • S-As must advocate for themselves and their mental health needs

10. Division II:The Student-Athlete Experience • “Division II provides an intersection where athletically gifted students can compete at a high level, while maintaining much of a traditional collegiate experience. The Division II emphasis is on balance, with the objective of providing student-athletes a comprehensive program of learning and development. Student-athletes are encouraged to achieve excellence in their sport, in the classroom and in their community.” (ncaa.org) • S-As may bemainstreamed for financial reasons but may need specialized services; mental health needs of many S-As not being met • S-As must advocate for themselves and get the support of coaches and DIA in order to meet mental health needs

11. Division I:The Athlete-Student Experience • “Division I member institutions are expected to be nationally competitive, to offer broad-based participation opportunities for men and women, and to be as economically self-sufficient as possible.” (ncaa.org) • S-As frequently receive specialized delivery of services, which may include sport psychology (housed in DIA or CAPS) • S-As must fight stigma associated with asking for help; help is available but S-As often afraid to ask (confidentiality)

12. How do I Make Sure Student-Athletes Get the Services They Need at my School? • Understand what is reasonable to expect based on the priority your school puts on intercollegiate athletics • Wherever possible, S-As must fight the stigma associated with S-As seeking mental health services; normalize, educate, advocate • S-As must be conscientious consumers of ALL student services; establishing one’s identity includes individual responsibility

13. Division III: Specific Strategies(focus on “Educate”) • Identify faculty/staff supportive of S-As and get them involved (Psychology; Kinesiology; etc) • Make them fans of DIA and individual S-As • Teach a sport psychology class • Independent study/research • Outreach by CAPS on topics of interest (PST; ED; etc) • Work with DIA to de-stygmatize and prioritize the mental health of S-As • SAAC • Athletic trainers and sports medicine staff • Coaches as educators educating the whole person • Use outside resources: Graduate programs in Sport Psych • Individual, team, and departmental interventions • Other???

14. Division II: Specific Strategies(focus on “Advocate”) • Work w/in DIA to maximize resources • Sports medicine; strength and conditioning • Suggest outside resources (Graduate Sp Psyc programs) • SAAC/SAMs • Make connections w/ on-campus student services: Assume they want to meet S-A needs • CAPS • Health Center • Career Center • Residential Life • Academic Advising • Faculty/staff • Other???

15. Division I: Specific Strategies(focus on “Normalize”) • Expect and demand needed services w/in DIA: Identify “allies” and “gate keepers” • AS2 • Sports medicine • Strength and conditioning • CHAMPS Life Skills • Sport psychologist • SAMs • Approach on-campus resources expecting that they want to serve an under-served population but won’t know how • CAPS • Academic advising • Career Center • Residential Life • Step-Up: Bystander involvement • Other???

16. NCAA Resources • Managing Student-Athletes' Mental Health Needs • Other???

17. Bob Corb, Ph.D. Sport Psychology Program Director, UCLA rcorb@caps.ucla.edu