Abstract: . . .  mental-health concern, but performance -enhancement specialists are limited in their psychological capabilities. "It's opened the door to people whose backgrounds aren't in psychology , so they deal with one aspect of that student-athlete's life," Carr said. As a former student-athlete herself, Carter said her background provided her familiarity . . .
. . .  believe they may need psychological assistance should consult the following: • Athletics department academic services. • Athletics department sports medicine services. • University student health and counseling services. • University medical school. • University . . .
. . .  difficulties are a product of those performance difficulties and psycho-social difficulties. By being able to address all of those, I think it enables us to take a more holistic approach to working with student-athletes." Psychologist tool kit Licensed psychologists can enhance the medical care for student-athletes by: •  . . .
. . .  sometimes provide a clinical or counseling psychologist with opportunities to be approached by athletes who may have less resistance to identifying a performance issue than identifying a mental-health concern, but performance -enhancement specialists are limited in their psychological capabilities. "It's opened the door to people whose . . .
. . .  their other difficulties. It's nice to be able to sort of go back and forth with that," Moore said. "So often, someone's psychological difficulties are a product of those performance difficulties and psycho-social difficulties. By being able to address all of those, I think it enables us to take a more holistic approach to working with . . .
. . .  student-athletes to seek them out if they have a deeper, clinical issue or value their feedback on tougher issues. "I think when you get the opportunity to do some performance enhancement, even in the midst of counseling interventions, it gives (student-athletes) more of a sense that you see them as a capable and competent and potentially successful . . .
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