Psychosocial Concerns Following Trauma in High School Student Athletes: Experiences of Certified Athletic Trainers
Bibliographic record
Abstract
Athletic trainers are uniquely positioned to provide necessary psychosocial interventions and referral strategies as mental health concerns gain greater attention and prevalence in high school student-athletes. Athletic training education programs require athletic trainers to develop competence in several standards, including: recognizing, referring, and supporting student-athletes with behavioral and mental health concerns. Yet, even with training, many athletic trainers have a perceived lack of knowledge, confidence, and preparation related to the psychosocial content area. This study explored the experiences of certified athletic trainers’ preparedness to address psychosocial concerns in high school student-athletes. Using a qualitative methodology, interviews were conducted with state-licensed and board-certified high school athletic trainers who had lived experiences addressing psychosocial concerns in student-athletes. In addition, a phenomenological approach was utilized to capture the essence of shared experiences by practicing athletic trainers relative to their academic and clinical experiences in identifying and managing mental health concerns. Six major themes and one subtheme emerged from the data: (1) Interactions with Psychosocial Concerns, (1a) Athletic Trainers’ Perceptions of Experiences, (2) Use of Psychosocial Strategies, (3) Collaboration with the Interprofessional Team, (4) Training and Preparation, (5) Enhance Education and Exposure, and (6) Knowledge of Psychosocial Techniques. This phenomenological study helped answer questions related to experiences of athletic trainers’ preparedness to address psychosocial concerns in the secondary school setting and captured their views on training related to psychosocial educational standards. Results of this study can be used to inform athletic trainers and athletic training education program directors of ways to enhance the athletic training profession and educational training.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.010 | 0.009 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".