1. Strategies for Effectively Addressing the Behavioral/Mental Health Needs of Student-Athletes at Your Institution APPLE Conference January 28 th, 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 Ron Artest wins championship, thanks therapist Ron Artest wins championship, thanks therapist  Pat Summitt Statement - YouTube Pat Summitt Statement - YouTube Pat Summitt Statement - YouTube  My situation: Me and Michael J. Fox Me and Michael J. FoxMe 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? 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 be mainstreamed 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.  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??? Division II: Specific Strategies (focus on “Advocate”)

15.  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??? Division I: Specific Strategies (focus on “Normalize”)

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

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