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A comprehensive examination of factors impacting collegiate athletes' utilization of psychological assessment and intervention services.

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Title: A comprehensive examination of factors impacting collegiate athletes' utilization of psychological assessment and intervention services.
Authors: Donohue, Brad (AUTHOR), Gavrilova, Elena (AUTHOR), Danlag, Alexandra (AUTHOR), Perry, Joanne (AUTHOR), Kuhn, Corey (AUTHOR), Allen, Daniel N. (AUTHOR), Benning, Stephen D. (AUTHOR)
Source: Psychology in the Schools. Mar2021, Vol. 58 Issue 3, p458-474. 17p. 2 Charts.
Subjects: Psychotherapy, College athletes, Psychological tests, Sports participation, Athletes, Mental health screening
Abstract: Although collegiate athletes underutilize mental health programming, investigators have rarely examined factors that may influence their participation in such programs. The current study examined how structured interviews and demographic factors influence collegiate athletes to use psychological programming. Two‐hundred and eighty‐nine collegiate athletes were referred to the study. They were screened for mental health and randomly assigned to one of two semi‐structured interviews based on experimental phase. Participants in Phase I received standard engagement (SE; N = 35) or SE + discussion of mental health (DMH; N = 44). Phase II participants received SE + DMH (N = 82) or SE + DMH + discussion of personal ambitions (DPA; N = 66). Phase III participants received SE + DMH + discussion about their culture of choice (DCC; N = 25) or SE + DMH + discussion of sport culture (DSC; N = 37). After receiving the respective interview participants were offered psychological assessment and intervention. χ2 analyses revealed class standing, mental health symptom severity, referral type, and type of engagement interview influenced program commitment/utilization. Logistic regression analyses indicated SE + DMH + DPA and SE + DMH + DSC uniquely improved assessment attendance whereas referrals from coaches/teammates, participation in sport performance workshops, and senior status uniquely improved assessment and intervention attendance. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A comprehensive examination of factors impacting collegiate athletes' utilization of psychological assessment and intervention services.
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  Data: <searchLink fieldCode="AR" term="%22Donohue%2C+Brad%22">Donohue, Brad</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gavrilova%2C+Elena%22">Gavrilova, Elena</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Danlag%2C+Alexandra%22">Danlag, Alexandra</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Perry%2C+Joanne%22">Perry, Joanne</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kuhn%2C+Corey%22">Kuhn, Corey</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Allen%2C+Daniel+N%2E%22">Allen, Daniel N.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Benning%2C+Stephen+D%2E%22">Benning, Stephen D.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Mar2021, Vol. 58 Issue 3, p458-474. 17p. 2 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Psychotherapy%22">Psychotherapy</searchLink><br /><searchLink fieldCode="DE" term="%22College+athletes%22">College athletes</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+tests%22">Psychological tests</searchLink><br /><searchLink fieldCode="DE" term="%22Sports+participation%22">Sports participation</searchLink><br /><searchLink fieldCode="DE" term="%22Athletes%22">Athletes</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health+screening%22">Mental health screening</searchLink>
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  Label: Abstract
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  Data: Although collegiate athletes underutilize mental health programming, investigators have rarely examined factors that may influence their participation in such programs. The current study examined how structured interviews and demographic factors influence collegiate athletes to use psychological programming. Two‐hundred and eighty‐nine collegiate athletes were referred to the study. They were screened for mental health and randomly assigned to one of two semi‐structured interviews based on experimental phase. Participants in Phase I received standard engagement (SE; N = 35) or SE + discussion of mental health (DMH; N = 44). Phase II participants received SE + DMH (N = 82) or SE + DMH + discussion of personal ambitions (DPA; N = 66). Phase III participants received SE + DMH + discussion about their culture of choice (DCC; N = 25) or SE + DMH + discussion of sport culture (DSC; N = 37). After receiving the respective interview participants were offered psychological assessment and intervention. χ2 analyses revealed class standing, mental health symptom severity, referral type, and type of engagement interview influenced program commitment/utilization. Logistic regression analyses indicated SE + DMH + DPA and SE + DMH + DSC uniquely improved assessment attendance whereas referrals from coaches/teammates, participation in sport performance workshops, and senior status uniquely improved assessment and intervention attendance. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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