scholarly journals Sport-life Balance and Mental Health in University Student-athletes: A Comparative Study by Admissions Pathway

2021 ◽  
Vol 31 (3) ◽  
pp. 3_341-3_349
Author(s):  
Hirokazu ARAI ◽  
Tatsuo SUGIMOTO ◽  
Masayuki MASUDA ◽  
Shotaro KAMANO ◽  
Akira TOKUYASU
Keyword(s):  
Mental Health ◽  
Comparative Study ◽  
Student Athletes ◽  
University Student ◽  
Life Balance

Mental health protective factors among flourishing Canadian women university student-athletes

2021 ◽  
Vol 52 ◽  
pp. 101847
Author(s):  
Kurtis Pankow ◽  
Tara-Leigh F. McHugh ◽  
Amber D. Mosewich ◽  
Nicholas L. Holt
Keyword(s):  
Mental Health ◽  
Protective Factors ◽  
Student Athletes ◽  
University Student

Mental Health Services for Canadian University Student-Athletes: An Exploratory Survey

2019 ◽  
Vol 13 (3) ◽  
pp. 469-485 ◽  
Author(s):  
Sara L. Giovannetti ◽  
Jessica R.G. Robertson ◽  
Heather L. Colquhoun ◽  
Cindy K. Malachowski
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Student Athletes ◽  
Service Planning ◽  
University Student ◽  
Health Issues ◽  
Athletic Department ◽  
Mental Health Issues ◽  
National Mental Health

University student-athletes are equally vulnerable to mental health challenges compared to their non-athlete peers, but they access mental health services with less frequency. This study sought to explore the mental health issues experienced by Canadian student-athletes in order to address the question: how can Canadian universities better meet the mental health needs of student-athletes? An electronic survey was distributed to student-athletes at a large Canadian university. Data from 113 respondents were analyzed using descriptive statistics and content analysis. Stress and pressure were reported as the most prevalent contributors to mental health issues, and 47% of respondents indicated that there was a time in which they wanted to seek services for their mental health, but chose not to. Respondents identified mental health education for coaches and designating a healthcare professional within the athletic department as beneficial resources. Findings from this study can inform local and national mental health service planning for student-athletes.

scholarly journals Levels of Psychological Distress of Canadian University Student-Athletes

2019 ◽  
Vol 49 (1) ◽  
pp. 47-59 ◽  
Author(s):  
Philip Sullivan ◽  
Mishka Blacker ◽  
Jessica Murphy ◽  
John Cairney
Keyword(s):  
Mental Health ◽  
Psychological Distress ◽  
Student Athletes ◽  
The United States ◽  
National Sample ◽  
University Student ◽  
Average Score ◽  
Psychological Distress Scale ◽  
Distress Scale ◽  
Kessler Psychological Distress Scale

The mental health of Canadian university students is fairly well researched, but there is relatively little evidence concerning the mental health of Canadian university student-athletes. Recent research in the United States and Canada has suggested that mental health (e.g., anxiety and depression) differs between student-athletes and student non-athletes. However, the results are ambivalent as to whether student-athletes experience more or less psychological distress than their non-athlete peers. To address this gap, the purpose of the current study was to measure the levels of psychological distress in a national sample of 284 university student-athletes. Each athlete completed the Kessler Psychological Distress Scale (K6; Kessler et al., 2002) via a secure online platform. The average score on the K6 for student-athletes was 8.2 out of 24; 19.8% of the sample surpassed the cut-off for assessing the prevalence of severe mental illness. A regression analysis found that gender, starting status, and scholarship status significantly predicted levels of psychological distress. Females, non-starters, and student-athletes without a scholarship were associated with increases in K6 scores.

scholarly journals Competing against COVID-19: have we forgotten about student-athletes’ mental health?

2021 ◽  
pp. bjsports-2021-104218
Author(s):  
Nicholas Grubic ◽  
Shagun Jain ◽  
Valentina Mihajlovic ◽  
Jane S Thornton ◽  
Amer M Johri
Keyword(s):  
Mental Health ◽  
Student Athletes

Exploring the concurrent use of standardised and idiographic measures to assess cognitive behavioural therapy in a university student with autistic spectrum condition – a single case experimental design

2021 ◽  
Vol 14 ◽  
Author(s):  
Nicola Birdsey ◽  
Linda Walz
Keyword(s):  
Mental Health ◽  
Experimental Design ◽  
Social Anxiety ◽  
University Students ◽  
Single Case ◽  
Cognitive Model ◽  
Behavioural Therapy ◽  
University Student ◽  
Cognitive Behavioural ◽  
Spectrum Condition

Abstract Limited research has directly addressed the challenges of higher education for students with autism, who face additional difficulties in navigating social, personal and academic obstacles. With more students experiencing mental health difficulties whilst at university, therapeutic interventions on offer need to be suitable for those accessing support. Cognitive behavioural therapy (CBT) is widely used to support university students, as it is firmly established as an effective treatment for a range of issues, including social and generalised anxiety in typically developing populations (NICE, 2013; NICE, 2019). However, the efficacy of CBT for individuals with autistic spectrum condition (ASC) is less well known, despite the high prevalence rates of anxiety in this population. This paper seeks to address a gap in the literature and uses a single-case (A-B) experimental design over 16 sessions to reduce co-morbid social and generalised anxiety in a university student with high-functioning ASC. Clark’s (2001) cognitive model of social anxiety and Wells’ (1997) cognitive model of generalised anxiety were employed to formulate anxiety experienced in this case. Standardised outcome measures were used for social anxiety, i.e. the Social Phobia Inventory (SPIN), and generalised anxiety, i.e. the Generalised Anxiety Disorder-7 (GAD-7), in conjunction with idiographic ratings to assess the impact of therapy. Findings indicate that CBT was an acceptable and useful intervention with mixed results; discrepancies were found between clinical change recorded on standardised measures compared with idiographic ratings. This paper discusses the use of standardised measures of anxiety for individuals with ASC and identifies directions for further research. Key learning aims (1) To appreciate the unique mental health challenges of university students with ASC. (2) To identify psychological interventions that are suitable for individuals with ASC. (3) To consider the value in employing more than one evidence-based cognitive model of anxiety when clients present with co-morbid mental health issues. (4) To question the utility of using standardised outcome measures compared with idiographic measures in therapy.

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