Perceptions and Attitudes of Athletic Training Students toward a Course Addressing Psychological Issues in Rehabilitation

By Harris, Laura L.; Demb, Ada et al. | Journal of Allied Health, Summer 2005 | Go to article overview
Save to active project

Perceptions and Attitudes of Athletic Training Students toward a Course Addressing Psychological Issues in Rehabilitation


Harris, Laura L., Demb, Ada, Pastore, Donna L., Journal of Allied Health


In 1999, athletic training adopted new educational competencies and clinical proficiencies addressing the following domains: (1) risk management, (2) assessment and evaluation, (3) acute care, (4) general medical conditions and disabilities, (5) pathology of illness and injury, (6) pharmacologic aspects of injury and illness, (7) nutritional aspects of injury and illness, (8) therapeutic exercise, (9) therapeutic modalities, (10) health care administration, (11) professional development and responsibilities, and (12) psychosocial development and responsibilities. These newly adopted competencies and proficiencies have improved the academic preparation of future certified athletic trainers. However, the addition of the 12th domain, psychosocial development and responsibilities, still may not provide athletic training students with a thorough understanding of the complex issues surrounding psychological adjustment to injury. This research study examined athletic training students' perceptions and attitudes before and after completing a new course addressing psychological issues of injury. J Allied Health 2005; 34:101-109.

PAIN, limited range of motion, and decreased strength are effects and symptoms that are commonly experienced following injury. However, denial, depression, anger, anxiety, and fear can also occur as a result of injury. Although allied health professionals who perform orthopedic assessments are academically well prepared to care for the physical ailments associated with injury, some are much less adept at designing rehabilitation and treatment programs aimed at addressing psychological reactions.1 The potential for helping allied health professionals such as certified athletic trainers (ATCs) and physical therapists recognize both the physical and the psychological ramifications of injury should begin with academic preparation.

Currently, undergraduate athletic training students (ATSs) are expected to receive formal instruction in 20 different subject matter areas, and transitional clinical doctorate physical therapy (TDPT) students are expected to demonstrate competency in 20 areas.2,3 One of the revised subject matter areas in athletic training has been changed from "psychology" to "psychosocial intervention and referral."2'4 This requires that ATSs not only learn to recognize the range of psychological reactions experienced following injury and illness but also how to intervene and recognize the need for referral. For TDPT students, psychology is less specific. Competencies such as communication, individual and cultural differences, and screening indirectly incorporate psychosocial interventions.3 Yet, in order to meet the Commission on Accreditation of Allied Health Education Programs (CAAHEP) standards and guidelines for athletic training and the Commission on Accreditation in Physical Therapy Education (CAPTE) competencies for physical therapy, psychosocial subject matter could be covered in one lecture within an established course or addressed for an entire academic quarter or semester. A course specifically designed to address the psychological problems encountered throughout the rehabilitation process is not required; therefore, to include such a course would be a decision by a college or university to address the standards as established by CAAHEP or CAPTE. Such a course may increase awareness by preparing the ATS or TDPT students to meet and effectively manage the many cognitive, emotional, and behavioral challenges that arise from the grief response.5 This study was designed to provide one large midwestern National Collegiate Athletic Association (NCAA) Division I university with summative data regarding changes ATSs experienced in perception and attitude following such a course. Hence, this study attempts to answer the following questions.

1. Does an ATS's perception of an injured student-athlete's psychological response to injury change following the completion of a college course on the psychological impact of injury?

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Perceptions and Attitudes of Athletic Training Students toward a Course Addressing Psychological Issues in Rehabilitation
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.