PSAC Mental Health Policy

This policy is to be implemented in collaboration with campus-wide stakeholders who have experience working with student-athletes and mental health issues, as well as appropriate administration.

Best Practice 1: Create Healthy Environments That Support Mental Health and Promote Well-Being

CORE COMPONENTS:

• A written plan that is developed in collaboration with a licensed mental health care provider.
•  Plan includes multiple levels for mental health promotion programming, such as Individual student-athletes.
  • Teams and the personnel that comprise them.
  • Athletics departments.
  • Campus culture and policy.
  • Community, state and federal culture and policy.
• Plan considers diversity, equity and inclusion throughout all aspects of health promoting environments.

 ADDITIONAL ELEMENTS:

• Train and support coaches about mental health and their role in mental health promotion. Relevant topics may include mental health first aid, mental health literacy, trauma-informed coaching, cultural sensitivity, empathic listening and resources for supporting and promoting coach mental health.
• Provide opportunity for athlete-facing staff to have a working knowledge of trauma-informed approaches.
• Provide annual education about the importance of sleep for health and performance and strategies for improving sleep hygiene.
•  Provide guidance and support related to social media and NIL.
•  Engage recruits and their families through sharing information about mental health resources and mental health promotion initiatives.
• Develop a written plan to support student-athletes in preparing for a successful transition in or from sport.
• Consider continuous improvement processes that consider dynamic multilevel risk and protective factors of student-athlete mental health and well-being.

Best Practice 2: Procedures for Identification of Student-Athletes with Mental Health Symptoms and Disorders, Including Mental Health Screening Tools

CORE COMPONENTS:

• Use validated screening tools as part of a process to identify student-athletes experiencing psychological distress.’
• Screen all student-athletes at least once annually, with consideration for pre-participation examination screening as a baseline.
• Screening is used in consultation with a licensed mental health care provider.

ADDITIONAL ELEMENTS:

•  In addition to screening for psychological distress, screen for specific mental health disorders and risk factors
• Use screening tools that have athlete-relevant cut points and/or screening tools that have been validated in diverse populations.
• To foster trust with student-athletes, share screening information with student-athletes on an annual basis, including the purpose of screening and what happens after screening.
• Have athlete-facing staff complete evidence-based training in mental health literacy.
• Consider continuous improvement strategies that help ensure mental health screening is meeting student athlete and member school needs.

Best Practice 3: Mental Health Action Plans That Outline Referral Pathways of Student-Athletes to Qualified Providers

CORE COMPONENTS:

• Have written action plans for routine and emergency mental health care needs. Action plans address the full spectrum of mental health care, including:
  • How student-athletes with mental health symptoms are identified.
  • When and how they are referred for mental health care, including evaluation, ongoing treatment, follow up and reentry when indicated.
  • Who is involved in the identification, referral and care process. Action plans provide well-defined considerations for what constitutes a routine and/or emergency mental health condition. Action plans discuss opportunities for regular outreach, including communication, rehearsal and ongoing continuous improvement.

ADDITIONAL ELEMENTS:

• Recognize that student-athletes may have experienced or be experiencing maltreatment and/or psychosocial trauma by prioritizing student-athlete safety and trust, empowering athletes in the care process and attending to cultural and individual identity factors.
• Conduct annual outreach about action plans to all stakeholders involved.
• Provide a brief visual summary of the action plan(s).
• Include post-crisis support in the action plan(s).
• Consider non-clinical aspects of care.
• Consult with campus disability services.
• Continuous improvement strategies could consider how action plans are understood, implemented and experienced.

Best Practice 4: Licensure of Providers Who Oversee and Manage Student-Athlete Mental Health Care

CORE COMPONENTS:

• Formal evaluation and treatment of student-athletes with mental health symptoms should be performed by qualified mental health care providers acting within the scope of their clinical licensure.

ADDITIONAL ELEMENTS:

• Recognize the value of accessible providers and student-athlete choice of provider in the care process.
• Prioritize cultural sensitivity in recruitment, hiring, retention and professional development of licensed mental health care providers.
• Continuous improvement strategies could consider student-athlete experiences with accessing and utilizing mental health services, while being mindful of student athlete privacy.