Initial Validation of the Social Emotional Distress Survey–Secondary to Support Complete Mental Health Screening

2018 ◽  
Vol 43 (4) ◽  
pp. 241-248 ◽  
Author(s):  
Erin Dowdy ◽  
Michael J. Furlong ◽  
Karen Nylund-Gibson ◽  
Stephanie Moore ◽  
Kathryn Moffa
Keyword(s):  
Mental Health ◽  
Emotional Distress ◽  
Well Being ◽  
Health Screening ◽  
Mental Health Screening ◽  
Social Emotional ◽  
Initial Validation ◽  
Complete Mental Health ◽  
School Based ◽  
The Social

Contemporary mental health assessment conceptualizations focus on both well-being and distress. This study presents initial validation information for the Social Emotional Distress Survey–Secondary (SEDS-S), which was designed for school-based complete mental health screening that employs brief self-report measures of well-being and distress. The SEDS-S structure was investigated using two independent samples of U.S. high school students ( N = 3,780). Findings from exploratory and confirmatory factor analyses suggested a one-factor model of distress with good model fit. Path analyses revealed significant positive relations of the SEDS-S distress factor with symptoms of anxiety and depression, and a significant negative relation with life satisfaction and strengths scores. Future research directions and use in school-based screening applications are discussed.

scholarly journals Exploring the Contributions of School Belonging to Complete Mental Health Screening

2016 ◽  
Vol 33 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Kathryn Moffa ◽  
Erin Dowdy ◽  
Michael J. Furlong
Keyword(s):  
Mental Health ◽  
Life Satisfaction ◽  
Psychological Distress ◽  
School Belonging ◽  
Health Screening ◽  
Mental Health Screening ◽  
Emotional Wellbeing ◽  
Screening Process ◽  
Global Life Satisfaction ◽  
Complete Mental Health

Considering the many positive outcomes associated with adolescents’ sense of school belonging, including psychological functioning, it is possible that including an assessment of school belonging within a complete mental health screening process could contribute to the prediction of students’ future mental health status. This exploratory study used complete mental health screening data obtained from a central California high school (N= 1,159). At Time 1 (T1) schoolwide screening was used to identify complete mental health groups by applying a dual-factor strategy and concurrently measuring students’ school belonging. One year later at Time 2 (T2), social-emotional wellbeing and internal distress were assessed. Cross-sectional T1 results indicated that there were significant differences in school belonging between students who reported low global life satisfaction and those who reported average or high global life satisfaction, regardless of reported level of psychological distress. A comparison of T1 to T2 data revealed that global life satisfaction and psychological distress were predictive of wellbeing and internal distress. However, contrary to study expectations, school belonging at T1 added little to the prediction of T2 psychological distress beyond the information already provided by the T1 dual-factor screening framework. Implications for practice and future directions are discussed.

Cost Assessment of a School-Based Mental Health Screening and Treatment Program in New York City

2004 ◽  
Vol 6 (3) ◽  
pp. 155-166 ◽  
Author(s):  
Pinka Chatterji ◽  
Christine M. Caffray ◽  
Maura Crowe ◽  
Linda Freeman ◽  
Peter Jensen
Keyword(s):  
Mental Health ◽  
New York ◽  
New York City ◽  
Treatment Program ◽  
York City ◽  
Health Screening ◽  
Mental Health Screening ◽  
Cost Assessment ◽  
School Based

scholarly journals Moving Toward Implementation of Universal Mental Health Screening by Examining Attitudes Toward School-Based Practices

2020 ◽  
pp. 019874292098259
Author(s):  
Stephanie A. Moore ◽  
Erin Dowdy ◽  
Tameisha Hinton ◽  
Christine DiStefano ◽  
Fred W. Greer
Keyword(s):  
Mental Health ◽  
Screening Program ◽  
Health Screening ◽  
Mental Health Screening ◽  
Assessment System ◽  
Attitudes Toward School ◽  
Early Intervention Services ◽  
Proactive Approach ◽  
School Based ◽  
Teachers And Parents

Universal mental health screening is a proactive approach to identify students who may benefit from prevention or early intervention services. Despite known benefits, few schools are engaging in screening efforts and it is critical to examine factors that may impede or enhance implementation. Following implementation of a universal screening program across five preschools and elementary schools, this study investigated the attitudes of teachers ( N = 40) and parents ( N = 330) and found strong agreement among stakeholders about the acceptability and appropriateness of universal mental health screening. Teachers and parents expressed less willingness to regularly complete screening forms, yet teachers reported that the Behavior Assessment System for Children–Third Edition: Behavioral Emotional Screening System was a usable screening tool. Implications and future directions to enhance implementation efforts are discussed.

9/11 School-based Mental Health Screening

2002 ◽  
Author(s):  
Roy Lubit ◽  
Wendy Kuppenheimer ◽  
Mary Courtney
Keyword(s):  
Mental Health ◽  
Health Screening ◽  
Mental Health Screening ◽  
School Based

From barriers to implementation: Advancing universal mental health screening in schools

2021 ◽  
pp. 1-12
Author(s):  
John R. Burns ◽  
Ronald M. Rapee
Keyword(s):  
Mental Health ◽  
School Psychologists ◽  
Screening Program ◽  
Health Screening ◽  
Mental Health Screening ◽  
Specific Reference ◽  
At Risk Youth ◽  
School Based ◽  
Barriers To Implementation ◽  
Stage Process

Abstract In light of concerning evidence that many young people with mental disorders are not receiving appropriate mental health intervention, school-based mental health screening has been advocated as one way to improve identification of at-risk youth. Despite having much promise, universal screening in schools remains a relatively uncommon practice internationally. Various barriers that deter school psychologists and counsellors from screening have been identified, including lack of resourcing to implement screening, lack of knowledge about the mechanics of how to carry out a screening program, and concern about how to manage the anticipated increased workload generated by following up identified students. In this practice-based paper we discuss a four-stage process that guides school psychologists and counsellors in the establishment of a school-based screening program, with specific reference to overcoming perceived barriers.

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