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Ross Flowers

Acting as a liaison between a university’s counseling and psychological services and intercollegiate athletics department is an emerging alternative career path in professional psychology. This article details how a psychologist-sport psychologist liaison role can provide both psychological counseling and sport psychology consulting in a university setting. In addition, the author outlines the mission and goals of such a position, the departments within which this work is carried out, how psychology and applied sport psychology services are conceptualized and integrated, and the responsibilities and service duties of a counseling psychologist and sport psychologist to university student-athletes, coaches, and staff. It is hoped that illustrating this relationship between university counseling and psychological services and athletic departments will demonstrate how campus resources can be employed to assist student-athletes with performance enhancement, personal enrichment, and life skills development. In addition, the author offers examples of ways that athletic coaching, administration, and program development can be enhanced through cultivation of positive relationships between university counseling and psychological services, and intercollegiate athletic departments.

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Kristoffer Henriksen, Louise Kamuk Storm, Natalia Stambulova, Nicklas Pyrdol and Carsten Hvid Larsen

Targeted mental skills Goal setting, self-talk, visualization, stress management, pre-performance routines, and relaxation. Beyond mental skills A whole person approach with focus on family, school, peers, self-management and life skills. Education of coaches and parents Focus is limited to sport

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Leonardo Ruiz, Judy L. Van Raalte, Thaddeus France and Al Petitpas

; Zirin, 2005 ). It has been suggested that the academy system leaves players unprepared in terms of the life skills and resources needed to transition to productive, socially healthy lives after sport ( Danish, Petitpas, & Hale, 1993 ; Schlossberg, 1981 ; Taylor & Olgivie, 1994 ). Theoretical and

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Michelle L. Bartlett, Mitch Abrams, Megan Byrd, Arial S. Treankler and Richard Houston-Norton

to understand anger differences between athletes and non-athletes, it is also vital to be able to apply that information towards benefitting individual health and well-being. The aforementioned results show differences in anger levels based on gender. Programming regarding life skill development at

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Florence Lebrun, Áine MacNamara, Dave Collins and Sheelagh Rodgers

contexts (e.g., opportunities, needs, or benefits of life skills transfer; Kendellen & Camiré, 2019 ). In addition, this type of intervention may also provide athletes with sufficient awareness and tools to monitor, early detect, and fight against developing MHIs. However, in order to be as efficient as

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J.D. DeFreese, Travis E. Dorsch and Travis A. Flitton

sport: A systematic review . The Sport Psychologist, 21 , 127 – 151 . doi:10.1123/tsp.21.2.127 10.1123/tsp.21.2.127 Gould , D.R. , & Carson , S. ( 2008 ). Life skills development through sport: Current status and future directions . International Review of Sport and Exercise Psychology, 1

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Shelby Waldron, J.D. DeFreese, Brian Pietrosimone, Johna Register-Mihalik and Nikki Barczak

maladaptive psychosocial outcomes of sport involvement (e.g., competition stress), it is primarily postulated to be associated with positive outcomes, including: a healthy, multidimensional identity, intrinsic motivation, life skills, and social capital ( Côté, Horton, et al., 2009 ; Côté, Lidor, et

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Kendahl Shortway, Marina Oganesova and Andrew Vincent

intervention feasibly fits with the intent of the NCAA’s CHAMPS/Life Skills program. An additional intervention to consider is the “Escalation Workshop” offered through the One Love Foundation. This foundation was established after Yeardly Love, a student-athlete at the University of Virginia, was murdered at