Microcredential - Secondary School Mental Health Preparedness
-
Register
- Early bird pricing available!
- Non-member - $500
- Member - $120
- Student - $120
- Certified Student - $120
- Retired - $120
- Regular Price after 12/01/2025 12:00 AM
- Non-member - $500
- Member - $175
- Student - $175
- Certified Student - $175
- Retired - $175
Microcredential Overview
This self-paced microcredential is designed to equip secondary school athletic trainers with essential knowledge and practical strategies to recognize, respond to and plan for mental health challenges among student-athletes. Through a combination of videos, research articles, discussions, and assessments, participants will gain a deeper understanding of athlete mental health and develop actionable skills to support holistic care.
Over the course of seven modules, you will explore topics including foundational mental health knowledge, ethical and legal considerations, communication strategies, stigma reduction, crisis intervention, emergency action planning and referral processes. The program emphasizes both professional reflection and real-world application.
Register Today – Course Access Begins December 1
Enrollment for the microcredential package is currently open. Participants will gain access to course materials and activities starting Dec 1.
Upon successful completion of all modules and a final assessment, participants will earn:
- 10 CEUs
- Certificate of Achievement
- A digital badge issued by the BOC, recognizing your achievement and validating your specialized knowledge
Estimated Time to Complete:
1–2 months (flexible and self-paced to accommodate your schedule)
Additional Information:
Learners will have 12 months from the date of registration to complete this offering. Users who preregister will have 12 months from when course access opens on Dec 1, 2025. Modules must be completed in sequential order, and CEUs will be awarded only upon successful completion of all required components, including the final summative assessment. Additional information can be found on the Microcredential FAQ page.
-
This video prepares secondary school athletic trainers to support adolescent mental health by exploring its definition, influencing factors, and their role in intervention. The article explores the role of athletic trainers and sports medicine teams in identifying, managing, and preventing MH conditions through education, screening, and emergency action plans. It emphasizes the importance of MHEAPs and timely referrals to MH specialists, while fostering a supportive environment.
Mental Health Foundations for the Secondary School Athletic Trainer Abstract:
This video prepares secondary school athletic trainers to support adolescent mental health by exploring its definition, influencing factors, and their role in intervention. Mental health is presented as a holistic state of well-being. Participants will examine the impact of adverse childhood experiences (ACEs) like trauma, neglect, and household challenges, as well as the importance of positive influences such as supportive relationships. Athletic trainers will learn to recognize signs of distress, provide initial support, and connect students with appropriate resources, fostering resilience and well-being in the students they serve.Learning Objectives:
- Define mental health.
- Identify common potential factors that may affect the mental health of adolescents.
- Analyze the role of the Secondary School Athletic Trainer in the treatment of mental health concerns and disorders.
- Recognize psychological concerns and behavioral signs in secondary school student-athletes, and collaborate with school professionals, mental health providers, and community resources to address them.
Interassociation Recommendations for Developing a Plan to Recognize and Refer Student-Athletes With Psychological Concerns at the Secondary School Level: A Consensus Statement Abstract:
Adolescent and young adult athletes are vulnerable to mental health (MH) conditions like depression and anxiety due to sport-specific stressors. This article explores the role of athletic trainers and sports medicine teams in identifying, managing, and preventing MH conditions through education, screening, and emergency action plans. It emphasizes the importance of MHEAPs and timely referrals to MH specialists, while fostering a supportive environment.Despite growing awareness, standardized MH screening and action plans are often lacking in sports settings. Many athletic trainers also lack sufficient training to address MH concerns effectively. This article highlights the need for a structured approach to MH education and care for athletes.
Learning Objectives:
- Develop and implement referral systems for student-athletes by working with athletic trainers, school staff, and mental health professionals to ensure timely care.
- Effectively manage mental health emergencies, ensure student-athlete safety, and navigate legal and ethical considerations, including confidentiality and mandated reporting.
- Promote mental well-being, educate student-athletes, parents, coaches, and school staff, and foster a supportive environment that reduces stigma and encourages help-seeking.
Course Level:
EssentialCourse Domain(s):
Domain 1: Risk Reduction Wellness and Health Literacy
Domain 2: Assessment Evaluation and Diagnosis
Domain 3: Critical Incident Management
Domain 4: Therapeutic Intervention
Domain 5: Health Care Administration and Professional ResponsibilityKeywords:
Mental Health, Adolescent Well-being, Psychological Crisis, Secondary School Athletic Trainers, Adverse Childhood Experiences (ACEs), Student-Athlete Mental Health, Mental Health Advocacy, Holistic Health, Mental Health Referral Protocols, School-Based Mental Health Support, Mental Health InterventionCourse Expiration:
This premium course offering must be completed within 12 months from the purchase date. Users who preregister will have 12 months from the date course access opens.
For full details, refer to the expiration policy on our FAQ page.
Amberly Mallon, MEd, LAT, ATC
Amberly Mallon is a licensed and certified athletic trainer who currently serves as a supervisor for the Parkview Sports Medicine athletic training department and the Residency Program Director for Parkview Health's CAATE-accredited Athletic Training Residency in Rehabilitation. Amberly was born and raised in Ohio and graduated from Ohio University with her BS in Athletic Training. Upon graduating from OU, she attended Urbana University to obtain her master's in Classroom Teaching while serving as a graduate assistant athletic trainer.
Amberly worked as an athletic trainer in physician practice in orthopedic spine reconstruction before coming to SportONE/Parkview Sports Medicine in 2013 and served as a full-time secondary school athletic trainer until 2022. She works in collaboration with the Physicians, Physical Therapists, Performance Specialists, Peak Performance coaches and Nutrition department to enhance the overall wellbeing and function of athletes.
Amberly utilizes her past experiences in the clinical, high school and collegiate settings to establish a strong foundation for the management and advancement of athletic trainers.When not at work, Amberly enjoys traveling and spending time with her many nieces and nephews.
-
This course is designed to assist athletic trainers in their knowledge and awareness of mental health concerns so they can effectively refer a secondary school athlete experiencing difficulty to qualified health professionals.
Secondary School Athlete Mental Health Abstract:
Athlete mental health is increasingly important within sports medicine. Athletic trainers are often the first point of contact for athletes experiencing mental health difficulties (Neal et al., 2013; NCAA Research, 2021) during and independent of injury rehabilitation (Arvinen-Barrow & Clement, 2017). Although athletic trainers are responding to these emotional experiences, not all athletic trainers feel equipped to provide psychological assistance (Clement & Arvinen-Borrow, 2019; Young et al., 2020. Moreover, many sports medicine teams do not have mental health providers with expertise in working with athletes in their departments (Sudano et al., 2017). Therefore, athletic trainers would benefit from education regarding how to identify and refer athletes experiencing mental health difficulties to qualified mental health providers, specifically as it relates to mental health emergencies (Ostrowski et al., 2023). This course is designed to assist athletic trainers in their knowledge and awareness of mental health concerns so they can effectively refer a secondary school athlete experiencing difficulty to qualified health professionals (Haggerty et al., 2018).Learning Objectives:
- Identify mental health concerns of secondary school student-athletes.
- Understand risk & protective factors for mental health concerns.
- Apply knowledge to empower the athletic trainer in navigating mental health concerns.
Addressing Psychological Concerns to Practice Whole-Person Health Care Abstract:
Athletic trainers increasingly recognize the critical intersection between physical injury and psychological well-being. This perspective piece explores the expanding understanding of mental health within sports medicine, emphasizing the need for comprehensive patient care that addresses both physical and psychological dimensions of injury. Drawing from emerging research on sport-related injuries, particularly concussions, the article highlights the potential psychological impacts such as depression, anxiety, and identity disruption. The author discusses recent interassociation recommendations for identifying and referring student-athletes with psychological concerns, underscoring the importance of a holistic approach to athlete health. By advocating for collaborative care models and enhanced psychological screening, the piece calls for athletic trainers to broaden their professional practice beyond traditional physical rehabilitation to include mental health considerations. The narrative ultimately supports a whole-person health care approach that acknowledges the complex psychological experiences accompanying athletic injuries.Learning Objectives:
- Explain the importance of integrating physical, mental, and emotional well-being into athletic training practices.
- Identify common psychological conditions that may result from sports injuries and their potential effects on athletes' overall health.
- Analyze risk factors that may influence psychological recovery and overall well-being in athletes.
- Discuss effective methods for gathering psychosocial history during preparticipation examinations and other assessments to better support athletes.
Course Level:
EssentialCourse Domain(s):
Domain 1: Risk Reduction Wellness and Health Literacy
Domain 2: Assessment Evaluation and Diagnosis
Domain 3: Critical Incident Management
Domain 4: Therapeutic Intervention
Domain 5: Health Care Administration and Professional ResponsibilityKeywords:
Mental health, secondary school, well-beingCourse Expiration:
This premium course offering must be completed within 12 months from the purchase date. Users who preregister will have 12 months from the date course access opens.
For full details, refer to the expiration policy on our FAQ page.
Erin Haugen, PhD, LP, CMPC
Dr. Erin N. J. Haugen, PhD, LP, CMPC, is a licensed psychologist and certified mental performance consultant based in Grand Forks, ND. She is currently employed at Assessment and Therapy Associates of Grand Forks, PLLC (ATAGF), where she provides a range of mental health and performance psychology services to athletes at various competitive levels. Dr. Haugen is also the founder and CEO of Haugen Performance Consulting, PLLC, through which she offers performance psychology consultations, online training modules, and continuing education courses for athletes and professionals in the sports domain. Additionally, she serves as the Director of Mental Health & Performance Psychology for the University of North Dakota Department of Sports Medicine/Athletics, and as a Consulting Sport Psychologist for the University of Minnesota, Crookston.
-
This session is designed to equip secondary school athletic trainers with essential skills and knowledge to support the mental health of high school athletes.
Mental Health Crisis: Intervention Skills for Secondary School Athletic Trainers Abstract:
This session is designed to equip secondary school athletic trainers with essential skills and knowledge to support the mental health of high school athletes. Attendees will gain insights into current mental health trends within high school populations, enabling a comprehensive understanding of the challenges faced by student-athletes. Key strategies for developing rapport with athletes will be explored, emphasizing the importance of trust and communication in effective support.Learning Objectives:
- Identify strategies for developing rapport with athletes or patients.
- Apply reflection to a statement to clarify meaning.
- Recognize the basic human emotions and how an enhanced vocabulary about these emotions can lead to better patient care.
- Use a script to specifically ask about suicidal ideation.
- Identify a process for referring an individual for advance mental health care.
Frequency of, Confidence in, and Educational Satisfaction With Mental Illness Recognition and Referral Among Certified Athletic Trainers Abstract:
Mental illness recognition and referral are required components of professional athletic training education. However, athletic trainers (ATs) often report feeling underprepared to assist patients with mental health emergencies.Learning Objectives:
- Identify mental health challenges faced by athletes, their impact on personal and athletic well-being, and the connection to their recovery and performance.
- Discuss the implications of the findings for improving athletic training education and practice regarding mental health.
Course Level:
EssentialCourse Domain(s):
Domain 1: Risk Reduction Wellness and Health Literacy
Domain 2: Assessment Evaluation and Diagnosis
Domain 3: Critical Incident Management
Domain 4: Therapeutic Intervention
Domain 5: Health Care Administration and Professional ResponsibilityKeywords:
Mental Health Strategies, Secondary School, Suicide screeningCourse Expiration:
This premium course offering must be completed within 12 months from the purchase date. Users who preregister will have 12 months from the date course access opens.
For full details, refer to the expiration policy on our FAQ page.
Angela Mickle, PhD, ATC
Angela Mickle has served as a member of the athletic training faculty at Radford University since 2001. She is teaches a wide variety of courses in the Athletic Training program and has developed an interprofessional curriculum in psychosocial interventions. Her primary areas of interest are acute and chronic pain management, organization and administration and team based learning.
Nadine Hartig, PhD, LCSW, LPC
Nadine Hartig is a Licensed Professional Counselor (VA) and a Licensed Clinical Social Worker (CO). She holds a master’s degree in social work from the University of Wisconsin-Madison (1996) and a doctorate in Counselor Education and Supervision from the University of Northern Colorado (2004). She is a registered play therapist (RPT), Board Certified Tele-mental Health practitioner, and EMDRIA trained in EMDR.
She has over twenty-five years of clinical experience in a variety of settings, including universities, community mental health centers, K-12 schools, crisis settings, private practice, the State Public Defender’s Office, domestic violence and trauma centers, integrated behavioral health, and dual diagnosis treatment. She has been part of Radford University’s faculty since 2006, where she holds rank as Professor and serves as the chairperson of the Department of Counselor Education. She also serves as the Director for the Center of Integrated Health and Wellness.
She has taught across the counseling core, school counseling, couples and family counseling, and clinical mental health curricula for over fifteen years. Her areas of interest include trauma treatments, counseling children and adolescents, integrated health, wellness, supervision, leadership, sport performance, and career development.
-
One in five teens and US children and adolescents live with a mental illness. 50% of all mental illnesses begin by age 14, and 75% begin by the mid-20s. Mental health challenges in this age group include depression, anxiety, eating disorders, ADHD, and substance use disorders. Despite growing awareness, many athletic trainers lack sufficient training to effectively address MH concerns, highlighting the need for a structured approach to MH education and care in sports settings.
Mental Health Stigma Prevention for Secondary School Athletic Trainers Abstract:
One in five teens and US children and adolescents live with a mental illness. 50% of all mental illnesses begin by age 14, and 75% begin by the mid-20s. Mental health challenges in this age group include depression, anxiety, eating disorders, ADHD, and substance use disorders. Stigma associated with mental illness serves as a powerful deterrent to someone seeking help. One way to work to decrease the stigma associated with mental health problems is to educate the public about both the illnesses themselves, as well as how they can help.Learning Objectives:
- Summarize prevalence of mental illness in US youth.
- Describe strategies to decrease mental health-related stigma at the individual and institutional level.
- Summarize signs and symptoms of the most common mental health disorders in youth.
- Identify appropriate professional referral options for individuals with suspected mental illness.
The Mental Health Crisis in Sports: The Perfect Storm of Contemporary Factors Abstract:
Adolescent and young adult athletes are particularly vulnerable to mental health (MH) conditions, such as depression and anxiety, due to sport-specific stressors like injury, performance pressures, and transitions. This article explores the critical role of athletic trainers in identifying, managing, and preventing these conditions through education, early recognition, and referral systems. It emphasizes the importance of mental health emergency action plans (MHEAPs) and fostering a supportive environment to reduce stigma and encourage help-seeking behavior. Despite growing awareness, many athletic trainers lack sufficient training to effectively address MH concerns, highlighting the need for a structured approach to MH education and care in sports settings.Learning Objectives:
- Recognize the impact of mental health challenges on academic performance, athletic participation, and overall well-being.
- Define mental health literacy and its components, including recognition, management, and prevention of mental health disorders.
- Employ age-appropriate and empathetic communication when discussing mental health concerns with student-athletes.
Course Level:
EssentialCourse Domain(s):
Domain 1: Risk Reduction Wellness and Health Literacy
Domain 4: Therapeutic Intervention
Domain 5: Health Care Administration and Professional ResponsibilityKeywords:
mental health, youth, teens, stigma, depression, anxiety, eating disorder, substance abuse, support, awarenessCourse Expiration:
This premium course offering must be completed within 12 months from the purchase date. Users who preregister will have 12 months from the date course access opens.
For full details, refer to the expiration policy on our FAQ page.
Jennifer Ostrowski, PhD, LAT, ATC
Dr. Jennifer Ostrowski is a Full Professor and Director of the Doctor of Athletic Training Program at Moravian University in Bethlehem, PA. She holds an undergraduate degree in Athletic Training from Salisbury University, a Master’s degree from the University of Kentucky, and a Doctoral degree with emphasis in Sport Psychology from Michigan State University.
Dr. Ostrowski’s research centers on mental health and psychosocial aspects of injury, and therapeutic modalities. She has authored a national textbook, titled Psychosocial Strategies for Athletic Training, and over 30 peer-reviewed publications, as well as presenting more than 60 platform and webinar presentations and 40 poster presentations at professional conferences. Dr. Ostrowski’s research on therapeutic modalities has focused on superficial and deep heating modalities, including shortwave diathermy, therapeutic ultrasound, and ThermoStim probe. She has also examined muscle cooling using salted and wetted ice bags, and comparing ice to cryo-compression modalities.
Dr. Ostrowski has been awarded several National, state, and private grants totaling nearly $100,000 to fund her therapeutic modalities research. Her research in psychosocial aspects of injury focuses on empowering athletic trainers to incorporate a psychosocial focus and concrete interventions into their clinical practice. Most of her publications center on gaps in professional education and how to incorporate psychosocial and mental health content into professional athletic training curriculums. She has been an invited speaker at several conferences and served as a subject matter expert for the NATA’s pilot Self-Assessment Module in mental health.
Dr. Ostrowski has served on the NATA Post-Professional Education Committee, the EATA Research Committee, and the BOC Exam Development Committee. She also previously served on the Board of Directors for Haven House, an organization that provides mental health services to residents throughout the Lehigh Valley area of Pennsylvania. Dr. Ostrowski is also certified as a Mental Health First Aid Instructor through the National Council for Mental Wellbeing and has been offering courses in both adult and youth mental health first aid since 2018.
-
This course equips secondary school athletic trainers with essential knowledge and skills to address psychosocial and mental health concerns in student-athletes. Key topics include mandatory reporting protocols, leveraging school resources, recognizing trusted adults within the school system, and the importance of staying informed on relevant legislation.
Mental Health in an Athletic Training Facility Abstract:
This course equips secondary school athletic trainers with essential knowledge and skills to address psychosocial and mental health concerns in student-athletes. Key topics include mandatory reporting protocols, leveraging school resources, recognizing trusted adults within the school system, and the importance of staying informed on relevant legislation. Through practical scenarios and evidence-based practices, athletic trainers will gain confidence in identifying at-risk behaviors, understanding their responsibility in crisis situations, and making appropriate referrals to support student well-being.Learning Objectives:
- Identify and explain ethical guidelines and boundaries relevant to interactions with minors.
- Create a supportive environment conducive to open communication and disclosure.
- Employ age-appropriate language and communication strategies when interacting with minors.
- Discuss the appropriate steps to take when encountering signs of distress or abuse in minors.
- Describe the legal and ethical considerations involved in relaying information to parents/guardians, including obligations to report suspected abuse or neglect while maintaining the minor's trust and privacy.
Course Level:
EssentialCourse Domain(s):
Domain 1: Risk Reduction Wellness and Health Literacy
Domain 2: Assessment Evaluation and Diagnosis
Domain 3: Critical Incident Management
Domain 4: Therapeutic Intervention
Domain 5: Health Care Administration and Professional ResponsibilityKeywords:
mental health, psychosocial support, ethical guidelines, crisis intervention, risk managementCourse Expiration:
This premium course offering must be completed within 12 months from the purchase date. Users who preregister will have 12 months from the date course access opens.
For full details, refer to the expiration policy on our FAQ page.
Adrienne Tauses, MSW, LCSW
Adrienne Tauses, PhD, LCSW, CCTP, is a recent graduate of the doctoral program at the University of Montana in Counselor Education & Supervision. She comes with 15+ years of clinical work to include wilderness therapy, equine psychotherapy, oncology, neuro trauma, grief and loss, and dual diagnosis treatment. She currently maintains a private practice in the community with a specialty in trauma and grief. She is a EMDR and Flash Technique certified practitioner as well as a certified clinical trauma professional. Additionally, Adrienne teaches at the master’s level in the counseling program and works with master’s students and those working towards licensure in a supervisorial role. Adrienne is committed to helping clients heal through depth psychotherapy focused on traumatic experiences from their past.
She maintains a research interest in how traumatic experiences can impact physical injury and how psychological distress is viewed in the culture of athletics. Her interest has driven current research agendas at the University of Montana working with collegiate athletes in a mental health setting. Mental health care continues to be stigmatized in sports culture inhibiting the ability of sports practitioners to view their athlete’s entire person which includes psychosocial impacts of traumatic experiences. This presenter is interested in creating awareness around the connection of traumatic experiences, stress response system, and subsequent physical implications in athletes. The hope is that for athletes to continue performing to their ability and creating positive outcomes as well as modeling for the masses that humans are made up of more than just their physical ability and deserve to be seen and treated that way.
Meghan Fox
Meghan Fox is a second-year master's student in Clinical Mental Health Counseling at the University of Montana, currently interning with student-athletes to provide tailored mental health support. Drawing on years of experience as a coach and a former middle school teacher, Meghan brings a unique perspective to her work.
In addition to her internship, she works directly with the University of Montana’s volleyball team, offering mental health resources and support to help athletes navigate the pressures of both sports and academics. Originally from Arlington, Virginia, Meghan is dedicated to fostering resilience and emotional well-being in athletic environments.
-
This educational session aims to bridge gaps by empowering secondary school athletic trainers to recognize and respond effectively to mental health emergencies.
Mental Health Emergency Planning Abstract:
There is a valuable opportunity to enhance athletic trainers' (ATs) understanding of mental health emergency planning. Secondary school athletic trainers can benefit from updated knowledge about the latest guidelines and best practices for mental health emergency response, which can lead to more timely and effective interventions. This educational session aims to bridge gaps by empowering secondary school athletic trainers to recognize and respond effectively to mental health emergencies. By enhancing ATs' skills and understanding of emergency procedures, the session provides information to help improve overall emergency preparedness and patient outcomes, ultimately ensuring that ATs are well-equipped to meet the mental health needs of their patients and athletes.Learning Objectives:
- Identify the need to plan for a mental health emergency in the secondary setting.
- Compare emergency action plans with policy and procedures.
- Organize information to generate policies that can be used in practice.
Clinical Commentary: Depression and Anxiety in Adolescent and Young Adult Athletes Abstract:
Mental health (MH) symptoms and disorders are common in adolescents and young adults, and athletes may be at risk due to sport-specific triggers such as injury or illness as well as stressors related to performance, transition, or retirement from sport. Anxiety and depression are reported frequently in this age group, and early recognition and treatment can improve outcomes. The medical team (eg, athletic trainers or therapists, team physicians) should be familiar with the symptoms of depression and anxiety, recognize “red flags” for these symptoms and disorders, and seek to provide screening assessments and develop MH plans and MH emergency action plans. As a part of their scope of practice, team physicians should have the initial assessment and management of patients with these MH conditions and appreciate the importance of referrals to other MH providers with expertise caring for athletes. Athletic trainers are often the first point of contact for athletes who may be experiencing MH symptoms and therefore play a key role in early recognition and referrals to team physicians for early diagnosis and treatment. Additional resources that provide more in-depth information regarding the treatment and management of anxiety and depression are provided herein.Learning Objectives:
- Identify the importance of mental health emergency planning in secondary school athletic settings and distinguish between general emergency action plans (EAPs) and mental health-specific policies and procedures.
- Recognize signs and symptoms of mental health crises that require activation of a mental health emergency action plan (MHEAP) and apply best practices for responding to these emergencies in secondary school athletic environments.
- Develop and organize effective mental health emergency policies and procedures for implementation in secondary school athletic settings.
Course Level:
EssentialCourse Domain(s):
Domain 2: Assessment Evaluation and Diagnosis
Domain 3: Critical Incident Management
Domain 5: Health Care Administration and Professional ResponsibilityKeywords:
Emergency action plan, policies and procedures, mental health emergency mandated reporterCourse Expiration:
This premium course offering must be completed within 12 months from the purchase date. Users who preregister will have 12 months from the date course access opens.
For full details, refer to the expiration policy on our FAQ page.
Mark D'Anza, MEd, LAT, ATC
Mark D'Anza is an AED Project Facilitator with the Clark County School District in Las Vegas, Nevada. This allows him to work with emergency teams at elementary, middle, and high schools to improve on-site responses. In addition, Mark is an adjunct faculty member for the Department of Kinesiology at the University of Nevada, Las Vegas, is a per diem athletic trainer for Dignity Health Physical Therapy, and is the lead AT Spotter in Las Vegas for the National Football League.
Mark serves as a member of the Sports Medicine Advisory Committee of the Nevada Interscholastic Activities Association and is the chair of the Scholarships Committee for the Far West Athletic Trainers' Association.
-
ATs Care provides peer-to-peer crisis support for athletic trainers facing the psychological impact of traumatic events. Additionally, the article emphasizes the need for a cultural shift toward destigmatizing mental health issues and advocating for self-care among healthcare providers.
ATs Care Abstract:
ATs Care provides peer-to-peer crisis support for athletic trainers facing the psychological impact of traumatic events. Accessible via the NATA website, ATs Care offers educational resources on critical incident stress management (CISM), training in psychological first-aid, and direct crisis intervention. The program's nationwide network of certified ATs delivers support through phone calls, on-site interventions, debriefings, and follow-ups. ATs can report incidents confidentially through an online form, ensuring rapid access to support when needed. Additional training, including CEUs, is available on NATA EducATe, equipping ATs to navigate crises and support each other effectively.Learning Objectives:
- Describe the purpose of ATs Care and its role in supporting athletic trainers after traumatic events.
- Identify and access key resources, including CISM training, peer support, and reporting tools.
- Navigate the ATs Care website to utilize resources and prepare for critical incidents.
Does the Mental Health and Well-Being of the Athletic Trainer Affect Patients? Abstract:
This editorial explores the impact of mental health and well-being on athletic trainers' ability to provide effective patient care. It highlights the stigma surrounding mental health within the profession, the pervasive risk of burnout, and its consequences, including emotional exhaustion, depersonalization, and medical errors. Additionally, the article emphasizes the need for a cultural shift toward destigmatizing mental health issues and advocating for self-care among healthcare providers. Despite recognizing these challenges, limited research exists on practical, evidence-based interventions to support mental health and mitigate burnout among athletic trainers. Addressing this gap could enhance both provider well-being and patient outcomes, ensuring more resilient and effective healthcare delivery in athletic settings.Learning Objectives:
- Identify mental health challenges commonly faced by athletic trainers and their potential impact on personal and professional well-being.
- Recognize the importance of prioritizing self-care and seeking support to maintain mental health and resilience.
- Advocate for strategies to reduce mental health stigma and prevent burnout among athletic trainers.
Course Level:
EssentialCourse Domain(s):
Domain 1: Risk Reduction Wellness and Health Literacy
Domain 2: Assessment Evaluation and Diagnosis
Domain 3: Critical Incident Management
Domain 4: Therapeutic Intervention yKeywords:
ATs Care, Peer-to-Peer Crisis Support, Critical Incident Stress Management (CISM), Psychological First-Aid, Post-Traumatic StressCourse Expiration:
This premium course offering must be completed within 12 months from the purchase date. Users who preregister will have 12 months from the date course access opens.
For full details, refer to the expiration policy on our FAQ page.
EJ Hairston, MS, LAT, ATC
E.J. Hairston is currently the Director of Sports Medicine for the Waxahachie Indians in Waxahachie, TX. Previously, he spent eight year as an associate athletic trainer at the University of North Texas. Hairston handled the daily operations of the athletic training room and worked primarily with men’s basketball, men’s golf and assisted with football. Prior to North Texas, Hairston worked at Stetson University and Western Carolina University as an assistant athletic trainer.
A native of Lexington, N.C., Hairston graduated from Greensboro College in 2000 with a bachelor’s degree in sport and exercise studies with an emphasis in athletic training. He later returned to school to complete his master’s degree in 2006 from North Carolina Central University in physical education with an emphasis in athletics administration. While completing his master’s degree, Hairston was an intern athletic trainer at North Carolina State University, working with softball in its inaugural campaign.
After completing his master’s degree, Hairston accepted his first full-time staff position as an assistant athletic trainer at Western Carolina University, where he worked with women’s soccer for two years. He then moved to Florida to work with baseball and men’s basketball at Stetson University. Also during his time there, he worked as the strength and conditioning coordinator for two years. -
Complete the microcredential evaluation and final assessment in order to receive your Statement of Credit and Certificate of Achievement.
Microcredential Evaluation
To comply with BOC standards and receive CEUs, this evaluation must be completed in full. Please ensure all questions, including those that are open-ended, are answered thoroughly.Final Assessment
You will have a maximum of three opportunities to complete the final assessment. If all three attempts are unsuccessful, the microcredential will be marked as failed and will remain in your dashboard until its expiration date. Additional attempts will not be granted. However, once the microcredential package expires, you will have the option to repurchase if you wish to retake the modules and reattempt the final assessment.Course Expiration:
This premium course offering must be completed within 12 months from the purchase date.
For full details, refer to the expiration policy on our FAQ page.