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Implementing Suicide Prevention Training into an Athletic Training Curriculum: An Introductory Model
Journal article   Open access   Peer reviewed

Implementing Suicide Prevention Training into an Athletic Training Curriculum: An Introductory Model

Jennifer M. Plos, Kelly Crowley, Renee L. Polubinsky and Cara Cerullo
Athletic training education journal, Vol.16(2), pp.87-100
04/01/2021
DOI: 10.4085/1947-380X-19-077
url
https://doi.org/10.4085/1947-380X-19-077View
Published (Version of record) Open Access

Abstract

Context Best practice guidelines indicate the need for suicide prevention training for athletic trainers. However, no resources exist that address suicide prevention programs that are specifically designed for athletic trainers and their roles working with student-athletes and mental health crisis teams. Objective To describe an introductory model for implementing suicide prevention training into an athletic training curriculum. Background Current Commission on Accreditation of Athletic Training Education standards identify suicidal ideation as one of the behavioral health conditions that need to be addressed within athletic training curricula. Introducing educational models for implementing suicide prevention training and mental health emergency action plans (EAPs) into curricula will assist educators in preparing athletic training students to recognize and assist student-athletes who are in a suicidal crisis. Description An introductory educational model for implementing suicide prevention training into an athletic training curriculum that highlights gatekeeper training, appropriate suicide terminology, recognition of suicidal ideation in student-athletes, proper responses to student-athletes in crisis, use of experiential exercises, and development of a mental health—suicide-specific EAP. Clinical Advantage(s) Within this educational model, a threefold benefit exists for athletic training students: (1) engagement in meaningful experiential exercises to enhance their readiness to enter clinical practice with the skills and knowledge needed to recognize, assist, and refer student-athletes dealing with suicidal ideation; (2) skill development in the design, development, and implementation of a mental health—suicide-specific EAP; (3) interdisciplinary collaboration with mental health professionals that enhances appreciation for their expertise and promotes the value of each professional's role on the mental health crisis team. Conclusion(s) This introductory model for implementing suicide prevention training within an athletic training curriculum offers an instructional strategy that supports the Commission on Accreditation of Athletic Training Education standards, professional readiness for athletic training students, and interdisciplinary collaboration among mental health and athletic training professionals.
 Suicidal ideation gatekeeper training experiential mental health emergency action plan educational strategies

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