A COMPARISON TO HELP IGNITE COLLABORATION

ACROSS PROFESSIONAL BOUNDARIES

Athletic Training & Student Affairs Competencies

NASPA Annual Conference 2012: Phoenix, AZPresented by: Lindsey B. Jakiel, Ed.M. & Andrew James Jakiel,

ATC

Agenda

IntroductionIcebreakerReview of learning outcomesOverview of Athletic Training professionCompetencies comparison Why collaborate?Challenges in the context of FERPA and HIPPAAction principles Questions/discussion

Introduction: Presenters

Who are we and why are we interested in this topic?

Andrew James Jakiel B.S. in athletic training with minors in health and

psychology from the University of Mount Union BOC Certified Athletic Trainer, currently works for UPMC

Hamot Medical Center in Erie, PA and as Assistant Athletic Trainer at Mercyhurst North East Junior College

ACSM Personal Trainer Accepted to M.S. in athletic training program at

California University, PA beginning Summer 2012

Introduction: Presenters

Who are we and why are we interested in this topic?

Lindsey B. Jakiel Ed.M. in higher education administration from the

University at Buffalo Currently enrolled in the University of New Orleans

(UNO) educational administration doctoral program Employed in institutional research and as an instructor

for UNIV 1001: University Success at UNO and by the non-profit organization, College For Every Student

Past professional experiences include admissions, residence life, leadership and service programs

Introduction: Abstract

Professional competencies for student affairs and athletic training will be compared in order to generate discussion on potential collaborations for better serving student athletes.

Small group and large group discussions will be an integral part of this participative presentation.

Challenges to collaboration will also be discussed.

By illuminating professional similarities, both student affairs professionals and athletic trainers (ATCs) should feel a spark of leadership has been ignited for greater collaboration.  

Supporting Literature

ATCs have direct contact with student athletes and often work with them through more than just the physical and psychological effects of injuries (Unruh, Unruh, Moorman, & Seshardi, 2005).

 Frequently, ATCs will be the first person a student athlete confides in about personal problems, academic concerns, and issues with team identity when injured. Communication by athletes to professionals is particularly important because for many athletes their identity formation as a college student is influenced by their role as an athlete (Howard-Hamilton & Sina, 2001).

ATCs understand that simply treating the physiological symptoms of injuries isn’t enough to meet the needs of today’s student athletes (Yang, Peek-Asa, Lowe, Heiden, & Foster, 2010).

Student affairs professionals have been identified as critical in supporting the holistic wellness and development of student athletes (Watson & Kissinger, 2007).

Icebreaker

Is anyone in attendance an athletic trainer (ATC), coach, former student athlete, etc.?

Group Exercise: Group 1: those familiar with athletic training as a

profession Group 2: those who are less familiar

Icebreaker

Each group will brainstorm what they think the roles of ATCs are by responding to the following questions: What do athletic trainers do? How are athletic trainers educated? With what student population(s) do athletic trainers

work?

Results of the brainstorm activity will be shared/reviewed.

Learning Outcomes

Participants will …

have a greater understanding of the athletic training profession, education, and competencies.

recognize the similarities between athletic training education competencies and student affairs professional competencies.  

understand how student affairs professionals can work as boundary-spanners with athletic trainers who are internal constituents of their institutions.

create action principals for increasing collaboration between athletic trainers and student affairs professionals.  

Learning Outcomes

Participants will…

be aware of potential challenges to collaboration.

be able to articulate how collaboration between student affairs professionals and athletic trainers can contribute to the health, wellness, and development of student athletes.

be able to return to their home institutions with deliverables (action principles) that can be used to foster collaboration with athletic trainers as well as potentially with other professionals working in athletics. 

Athletic Training Overview

Think back to our icebreaker/brainstorm exercise

How accurate were answers to the brainstorming questions from the perspective of an ATC?

What do athletic trainers do? How are athletic trainers educated? With what student population(s) do athletic trainers

work?

Competencies: Introduction

This presentation is grounded in the professional competencies of the two professions being discussed. The ACPA/NASPA Professional Competency Areas for Student

Affairs Practitioners (2010) are compared to the Athletic Training Education Competencies, 5th Ed. (2011).

The Athletic Training Education Competencies articulate the basic or minimum foundation for ATCs and as such are compared to the “basic” level of the ACPA/NASPA Professional Competency Areas for Student Affairs Practitioners.

Each presenter brings their professional lens to the other’s set of competencies, allowing for similarities and areas for potential collaboration to be examined from both perspectives.

Competencies: Conceptual Framework

Athletic Training

Competencies

Athletic Training Practice

Student Affairs

Competencies

Student Affairs

Practice

Collaboration Potential

Student Affairs Competencies: An Athletic Trainer's View

Advising and HelpingAssessment, Evaluation, and ResearchEquity, Diversity, and InclusionEthical Professional Practice History, Philosophy, and Values

ACPA/NASPA Professional Competency Areas for Student Affairs Practitioners. (2010). Publication of the Joint Task Force on Professional Competencies and Standards. Retrieved from http://www.naspa.org/about/boarddocs/710/competencies.pdf

Student Affairs Competencies: An Athletic Trainer's View

Human and Organizational Resources Law, Policy, and Governance LeadershipPersonal FoundationsStudent Learning and Development

ACPA/NASPA Professional Competency Areas for Student Affairs Practitioners. (2010). Publication of the Joint Task Force on Professional Competencies and Standards. Retrieved from http://www.naspa.org/about/boarddocs/710/competencies.pdf

Athletic Training Competencies: A Student Affairs Professional’s View

Primacy of the PatientTeam Approach to Practice Legal PracticeEthical Practice Advancing KnowledgeCultural CompetenceProfessionalism

Athletic Training Education Competencies. (2011). Publication of the National Athletic Trainers’ Association. Retrieved from http://www.nata.org/sites/default/files/5th-Edition-Competencies-2011-PDF-Version.pdf

Linking the Language

The language used in the descriptions of the professional competencies in student affairs and athletic training can be matched.

The ways in which new professionals are educated and acculturated to their professions through competencies is similar.

Collaboration: Why would we?

To better serve student athletes.

To build relationships across traditional organizational boundaries.

To expand one’s own knowledge as a practicing professional.

To generate new knowledge for both professions.

Challenges: HIPPA

Health Insurance Portability and Accountability Act

HIPPA protects the rights of the student athlete by preventing confidential medical information from being disclosed to the general public. Mercyhurst North East requires that all athletes sign a health information release

authorization form to allow us to release their medical records (physicals and medical conditions, x-rays, surgeries, etc.) to other medical professionals, NJCAA for hardship (medical redshirt), parents, and coaching staffs.

HIPPA also protects the athlete from having medical information being released that could potential hurt their athletic future to the media. If an athlete has signed a health release form than it is up to the discretion of the

medical professional in regard to how much information they divulge. Usually it is kept vague and described as either an upper or lower extremity injury and their return to play status is either listed as out, doubtful, or questionable return.

U.S. Department of Health and Human Service. Health Information Privacy. Retrieved from http://www.hhs.gov/ocr/privacy/hipaa/understanding/index.html

Challenges: FERPA

Family Educational Rights and Privacy Act

Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31): School officials with legitimate educational interest; Other schools to which a student is transferring; Specified officials for audit or evaluation purposes; Appropriate parties in connection with financial aid to a student; Organizations conducting certain studies for or on behalf of the school; Accrediting organizations; To comply with a judicial order or lawfully issued subpoena;  Appropriate officials in cases of health and safety emergencies; and State and local authorities, within a juvenile justice system, pursuant to specific State law.

U.S. Department of Education. (2011). Family Educational Rights and Privacy Act (FERPA). Retrieved from http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

Action Principles

Here are the action principles we developed: Encourage and empower student athletes to make the link.

ATCs need to encourage students to communicate injuries and issues with student affairs professionals (e.g., residence life professionals).

Enable horizontal communication among all those who work with student athletes. Gather all those with a stake in student athlete success around

the table– and include ATCs in the conversation! Lead the way by reaching out to the ATCs on your campus.

Find out who they are and make them student affairs allies. Can they contribute to paraprofessional staff training or

development? What about professional staff training or development?

References

ACPA/NASPA Professional Competency Areas for Student Affairs Practitioners. (2010). Publication of the Joint Task Force on Professional Competencies and Standards. Retrieved from http://www.naspa.org/about/boarddocs/710/competencies.pdf

 Athletic Training Education Competencies. (2011). Publication of the National Athletic Trainers’

Association. Retrieved from http://www.nata.org/sites/default/files/5th-Edition-Competencies-2011-PDF-Version.pdf

 Howard-Hamilton, M.F. & Sina, J.A. (2001). How College Affects Student Athletes. New Directions for Student

Services, 93, 35-45.  Unruh, S., Unruh, N., Moorman, M., Seshardi, S. (2005). Collegiate Student-Athletes’ Satisfaction With

Athletic Trainers. Journal of Athletic Training, 40(1), 52-55.

U.S. Department of Education. (2011). Family Educational Rights and Privacy Act (FERPA). Retrieved from http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

U.S. Department of Health and Human Service. Health Information Privacy. Retrieved from http://www.hhs.gov/ocr/privacy/hipaa/understanding/index.html

 Watson, J.C. & Kissinger, D.B. (2007). Athletic Participation and Wellness: Implications for Counseling College

Student-Athletes. Journal of College Counseling, 10, 153-162. Yang, J., Peek-Asa, C., Lowe, J.B., Heiden, E., & Foster, D.T. (2010). Social Support Patterns of Collegiate

Athletes Before and After Injury. Journal of Athletic Training, 45(4), 372-379.

Questions/Conversation

Any additional time will be used for question and answer session or further discussion of the presentation topic and related action principles.

Questions?Comments?

Thank You!

Thank you for your attendance and participation!

Contact us: Lindsey B. Jakiel

lindsey.jakiel@gmail.com

Andrew James Jakiel jakielandrew@gmail.com