The rate of alcohol consumption among student-athletes places them at risk for engaging in unsafe behaviors. Although coaches play a key role in regulating alcohol use among athletes, many lack the knowledge and self-confidence to be effective. This study aimed to examine the relationship between alcohol consumption literacy and alcohol confrontation efficacy among National Collegiate Athletic Association head coaches and attempted to identify types of training and education wanted to better manage student-athlete alcohol use. A total of 518 National Collegiate Athletic Association head coaches completed alcohol consumption literacy and alcohol confrontation efficacy measures and two open-ended questions about what kind of alcohol training, information, and skills were needed. When accounting for previous education/training and gender of team coached, alcohol consumption literacy predicted all confrontation efficacy subscales. Content analysis showed coaches wanted training related to alcohol literacy, effective communication, and prevention planning. Findings have implications for designing alcohol prevention and intervention programs aimed at National Collegiate Athletic Association coaches.
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Alcohol Consumption Literacy, Alcohol Confrontation Efficacy, and the Educational and Training Needs of Coaches to Manage Student-Athlete Alcohol Misuse
Graig M. Chow, Matthew D. Bird, Stinne Soendergaard, and Todd A. Gilson
“It’s About Going From Good to Great”: Expert Approaches to Conducting a First Sport Psychology Session
Graig M. Chow, Lindsay M. Garinger, Jaison Freeman, Savanna K. Ward, and Matthew D. Bird
The aim of this study was to investigate expert practitioners’ approaches to conducting a first sport psychology session with individual clients as there is sparse empirical literature on this topic. Nine expert Certified Mental Performance Consultants completed a semistructured interview where they discussed experiences conducting a first meeting with an athlete. Primary objectives included establishing the relationship, setting guidelines and expectations, understanding the client’s background, identifying presenting concerns, and formulating the treatment plan and building skills. Building rapport was an aspect used to establish the relationship while discussing confidentiality was utilized to set guidelines. Important strategies employed to increase the perceived benefits to services included conveying the consulting approach and philosophy. Lessons learned centered around doing too much and not appreciating individual differences of clients. Findings show expert consultants aim to achieve similar broad objectives in the first session and provide a basis for best practices in this area.
A Program and Session Evaluation of Student-Athletes’ Experiences Participating in a Mental Illness Destigmatization Intervention
Graig M. Chow, Nicole T. Gabana, Charles Cox, Brandon T. Cooper, and Matthew D. Bird
Evidence-based stigma reduction interventions for student-athletes exist, but researchers have focused on assessing their effectiveness with little attention paid to understanding how participants experience such programs. The current study aimed to qualitatively evaluate a mental illness destigmatization intervention delivered to 35 National Collegiate Athletic Association Division I student-athletes. The program consisted of four weekly 1 hr empirically based sessions. Program-level results showed that participants increased their understanding of student-athlete mental health and identified actionable ways to combat stigma. Session-level results revealed intervention components impacted knowledge and application consistent with their theoretical underpinnings (i.e., mental health literacy). Practical guidelines based on the findings suggest stigma reduction interventions aimed at student-athletes should provide information specific to the athletic context (i.e., common symptoms experienced by athletes), consider content that moves beyond mental health literacy (e.g., contact-based interventions), and present opportunities for participants to apply what they have learned (i.e., roll play displaying empathy).
A Program to Reduce Stigma Toward Mental Illness and Promote Mental Health Literacy and Help-Seeking in National Collegiate Athletic Association Division I Student-Athletes
Graig M. Chow, Matthew D. Bird, Nicole T. Gabana, Brandon T. Cooper, and Martin A. Swanbrow Becker
Student-athletes are susceptible to mental health problems that disrupt optimal functioning and well-being. Despite having many protective factors, student-athletes represent an at-risk subgroup of college students who experience mental health concerns due to the distress of balancing multiple obligations. However, many student-athletes underutilize psychological services. Stigma is the main barrier preventing student-athletes from seeking help, and mental health literacy (MHL) interventions addressing knowledge and beliefs about mental disorders have traditionally been used to destigmatize mental illness. This study investigated the impact of a 4-week program on stigma, MHL, and attitudes and intentions toward seeking help with 33 National Collegiate Athletic Association Division I student-athletes. The program was composed of four science-based interventions—MHL, empathy, counter stereotyping, and contact—delivered face-to-face within a group setting. MHL, attitudes toward seeking help, and intentions to seek counseling improved from preintervention to postintervention and to 1-month follow-up. Self-stigma was reduced from preintervention to postintervention.