Develop life-saving skills to recognize warning signs of mental health crises, provide initial support, and connect struggling teammates with appropriate professional resources
Mental health first aid skills enable you to recognize early warning signs of psychological distress, provide initial support during mental health crises, and connect struggling teammates with appropriate professional resources. Research shows that peer-delivered first aid can significantly improve outcomes and reduce stigma compared to exclusively professional intervention models, with athletes often first disclosing mental health concerns to teammates rather than coaches or professional staff. This makes peer first aid skills crucial for early intervention and appropriate resource connection in athletic contexts.
The evidence is clear: Athletic environments create unique mental health risks including performance pressure, injury concerns, identity challenges, and intense interpersonal relationships, while also providing opportunities for early detection through daily close contact and shared experiences. Studies demonstrate that trained peer responders can recognize mental health crises 3-4 weeks earlier than untrained individuals, significantly improving treatment outcomes and reducing crisis severity. The ALGEE framework (Assess, Listen, Give reassurance, Encourage professional help, Encourage self-help) provides structured approach to mental health first aid that balances supportive presence with appropriate boundary-setting.
In this lesson, you'll: Learn to recognize warning signs for depression, anxiety, eating disorders, substance abuse, and suicide risk as they may appear in athletic contexts, master the ALGEE protocol for providing psychological first aid without attempting amateur diagnosis or treatment, practice responding to realistic mental health crisis scenarios with appropriate supportive language and actions, understand when situations require immediate professional intervention and how to access emergency services, and develop knowledge of available resources including campus counseling, community mental health providers, and crisis intervention hotlines specific to athletic populations.
This lesson is based on Mental Health First Aid protocols adapted for athletic populations, suicide prevention research demonstrating the effectiveness of gatekeeper training, studies showing peer support improves help-seeking behavior and reduces stigma, and clinical guidelines for recognizing and responding to mental health crises. The warning sign information reflects DSM-5 criteria and sports medicine research on athlete mental health presentations.
Recognize warning signs of common mental health conditions in athletic contexts including depression, anxiety, eating disorders, and suicide risk
Apply the ALGEE first aid protocol to provide initial support while maintaining appropriate boundaries
Connect struggling teammates with professional resources and emergency services when needed
Mental health first aid fills the critical gap between when someone first experiences distress and when they receive professional treatment, with research showing that early intervention during this window significantly improves long-term outcomes and reduces crisis severity. Athletes often disclose mental health concerns to teammates before approaching coaches or professionals due to trust, daily contact, and fear of negative consequences from authority figures, making peer first aid skills essential for comprehensive team mental health support.
Assess for risk of suicide or harm | Listen nonjudgmentally | Give reassurance and information | Encourage appropriate professional help | Encourage self-help and other support strategies. This framework provides structured approach to mental health first aid that balances supportive presence with appropriate boundary-setting and professional resource connection.
Mental health first aid provides initial support and resource connection—NOT diagnosis or treatment. Your role is to offer caring presence, help ensure safety, provide information about available resources, and encourage professional help-seeking. Attempting to diagnose conditions or provide therapy without training can worsen situations and delay appropriate professional care.
Research shows that trained peer responders recognize mental health crises 3-4 weeks earlier than untrained individuals, significantly improving treatment outcomes. Early intervention during initial symptom development prevents escalation to crisis levels, reduces treatment duration, and improves long-term recovery prospects. Your awareness and willingness to act can literally save lives.
Athletic contexts create unique mental health challenges including identity threats during injury, perfectionism driving eating disorders, substance use for performance or recovery, and suicide risk during career transitions. Mental health symptoms may manifest differently in athletes—declining performance, social withdrawal from team, or excessive training can signal psychological distress requiring attention and support.
Earlier crisis recognition by trained peer responders vs. untrained individuals—significantly improving outcomes
Of elite athletes experience anxiety or depression symptoms—making peer support crucial
Of athletes first disclose mental health concerns to teammates rather than coaches or professionals
Higher help-seeking rates when peers normalize mental health discussions and encourage support
Learn specific warning signs for common mental health conditions as they may appear in athletic contexts:
1. DO NOT LEAVE PERSON ALONE
2. CALL 988 (Suicide & Crisis Lifeline) IMMEDIATELY
3. NOTIFY COACHES, ATHLETIC TRAINER, OR CAMPUS SECURITY
4. REMOVE ACCESS TO MEANS (weapons, medications) IF SAFELY POSSIBLE
5. STAY CALM, LISTEN WITHOUT JUDGMENT, EXPRESS CARE
Learn the five-step mental health first aid approach:
What to do: If you're concerned about someone, directly ask: "Are you thinking about suicide?" or "Are you thinking about hurting yourself?" This does NOT increase risk—it shows you care and creates opening for help.
Risk Assessment: Look for warning signs listed above. If ANY suicide risk indicators present, treat as emergency and get immediate professional help. Do not leave person alone.
What to do: Give your full attention. Listen to understand, not to respond or fix. Avoid interrupting, judging, or dismissing their feelings. Use phrases like "I hear you," "That sounds really hard," "Thank you for telling me."
What to avoid: Don't minimize ("Others have it worse"), don't problem-solve immediately, don't share your own story to compare, don't judge their emotions or coping methods.
What to do: Reassure that mental health struggles are common and treatable. Provide accurate information about available resources. Express confidence in their ability to get through this with appropriate support.
Examples: "What you're experiencing is more common than you might think," "Professional help really works for most people," "You don't have to go through this alone."
What to do: Encourage them to connect with campus counseling, team physician, athletic trainer, or community mental health services. Offer to help make appointments or accompany them to first visit if helpful.
Resources: Campus counseling centers, athletic department mental health professionals, community therapists, crisis hotlines, primary care physicians, team chaplains or trusted coaches.
What to do: Suggest self-care activities (sleep, exercise, healthy eating), social connection with supportive teammates, stress management techniques they already know work for them, and maintaining routine as much as possible.
Balance: Self-help supplements but doesn't replace professional treatment. For serious concerns, professional help is essential—self-care alone isn't sufficient.
Practice responding appropriately to realistic mental health situations:
Situation: A talented teammate's performance has declined significantly over the past month. They're arriving late to practice, missing team events, and seem withdrawn. When you ask if they're okay, they say "I'm fine, just tired."
Situation: You notice a teammate has lost significant weight, always makes excuses to avoid team meals, and you've heard them vomiting in the bathroom after eating. When others comment on their weight loss, they become defensive and say they're "just eating healthier."
Situation: A teammate texts you late at night: "I can't do this anymore. Everyone would be better off without me. I'm sorry for everything." When you call, they sound calm and say they've "figured out a way to end the pain."
Correct Response:
Situation: A teammate shows up to practice appearing intoxicated. This isn't the first time—you've noticed increasing alcohol use, missed classes, and they've been defensive when anyone asks about their drinking.
Assess your development in life-saving crisis intervention knowledge: