scholarly journals Anonymous Versus Self-Identified Response Formats for School Mental Health Screening

2020 ◽  
pp. 153450842095943
Author(s):  
Rhea Wagle ◽  
Erin Dowdy ◽  
Michael J. Furlong ◽  
Karen Nylund-Gibson ◽  
Delwin Carter ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Survey ◽  
Emotional Health ◽  
School Mental Health ◽  
Well Being ◽  
Health Screening ◽  
Mental Health Screening ◽  
Response Formats ◽  
Mean Differences ◽  
Psychometric Evidence

Schools are an essential setting for mental health supports and services for students. To support student well-being, schools engage in universal mental health screening to identify students in need of support and to provide surveillance data for district-wide or state-wide policy changes. Mental health data have been collected via anonymous and self-identified response formats depending on the purpose of the screening (i.e., surveillance and screening, respectively). However, most surveys do not provide psychometric evidence for use in both types of response formats. The current study examined whether responses to the Social Emotional Health Survey–Secondary (SEHS-S), a school mental health survey, are comparable when administered using anonymous versus self-identified response formats. The study participants were from one high school and completed the SEHS-S using self-identified ( n = 1,700) and anonymous ( n = 1,667) formats. Full measurement invariance was found across the two response formats. Both substantial and minimal latent mean differences were detected. Implications for the use and interpretation of the SEHS-S for schoolwide mental health are discussed.

scholarly journals Social-Emotional Health of University Students and the Importance of Its Research

2017 ◽  
Vol 7 (2) ◽  
pp. 79-85
Author(s):  
Mária Mehešová
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
University Students ◽  
Health Survey ◽  
Emotional Health ◽  
Well Being ◽  
Children And Youth ◽  
Social Emotional ◽  
Psychological Indicators ◽  
Questionnaire Method

Abstract Introduction: Health and well-being are crucial for individuals, a particular country as well as the whole society. Therefore, it is important to focus research on it, and the Social-Emotional Health Survey - Higher Education used on the sample of university students is a good example of it. Purpose: The aim of the article is to bring information on the current issues of social-emotional health in Slovakia and the possibilities of its measuring with the emphasis on the brand new international questionnaire method Social-Emotional Health Survey - Higher Education (SEHS-HE) by M. Furlong. Methods: The method measures four basic dimensions and twelve psychological indicators of social-emotional health of university students. It helps to find the strengths and health predictions of students. Conclusions: Mental health of young people is the priority of the Slovak National Treating Program for Children and Youth, from which goes the necessity to identify the mental health of various groups of people especially of children and youth, to support it and to create the conditions for its optimal development.

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 Refining school mental health screening using mixture modeling : evaluation for use in applied settings

2020 ◽  
Author(s):  
◽  
Caroline G. Hodgson
Keyword(s):  
Mental Health ◽  
Universal Screening ◽  
Screening Program ◽  
School Mental Health ◽  
Mixture Modeling ◽  
Health Screening ◽  
Mental Health Screening ◽  
School Intervention ◽  
Latent Subgroups ◽  
And Behavior

Universal socioemotional and behavior screening procedures continue to gain momentum and adoption in schools; however, a major research-to-practice gap remains in translating these data into meaningful interventions for identified students. Despite advances in methodology in school psychology research, parallel efforts have not been made to translate screening data into highly individualized, data-based interventions. The current study sought to apply person-centered analytic strategies to an existing youth mental health screening tool (EIS-Student; Reinke et al., 2020) to determine the extent to which empirically-derived latent subgroups could reveal clinically relevant conclusions in universal screening data. The sample was drawn from existing universal screening data from fall 2018 EIS-Student participants across nine high schools in a single Midwestern county (n = 5,860). Results revealed a stable 7-factor structure for the EIS-Student as well as a 5 latent profiles. Profiles corresponded with meaningfully different scores on subscales of mental health risk from the EIS-Student, and significant relationships were observed between profile membership and academic and behavioral outcomes. Characteristics of each profile are discussed for possible clinical conceptualization and applications within a socioemotional screening program. Implications for universal screening efforts are discussed, including the use of mixture modeling to identify subgroups of student need, the value of person-centered analyses in school intervention decision-making, and considerations for key stakeholders in applied contexts.

Preliminary Validation of the Subjective Academic Problems Scale: A New Tool to Aid in Triaging School Mental Health Screening Results

2017 ◽  
Vol 33 (3) ◽  
pp. 242-256 ◽  
Author(s):  
Tyler L. Renshaw
Keyword(s):  
Mental Health ◽  
Rating Scale ◽  
Mental Health Problems ◽  
School Mental Health ◽  
Measurement Model ◽  
Health Screening ◽  
Mental Health Screening ◽  
Self Report ◽  
Academic Problems ◽  
Behavior Rating Scale

The purpose of the present study was to investigate the preliminary structural, convergent, and incremental classification validity of responses to the Subjective Academic Problems Scale (SAPS), which is a seven-item self-report behavior rating scale intended for use as a triaging tool within secondary-level school mental health screening contexts. Findings from psychometric analyses carried out with Sample 1 ( N = 177) indicated that responses to the SAPS were characterized by a unidimensional measurement model and that scores derived from the scale had convergent validity with scores from several other self-reported measures of student wellbeing and mental health problems. Results from analyses conducted with Sample 2 ( N = 219) confirmed the unidimensionality of responses to the SAPS measurement model and demonstrated that SAPS scores had incremental validity, when used in conjunction with scores from a self-report internalizing problems screener, for identifying students with greater levels of mental health risk. Implications for future research and practice are discussed.

scholarly journals Applicability of the Dual-Factor Model of Mental Health in the Mental Health Screening of Chinese College Students

2021 ◽  
Vol 11 ◽  
Author(s):  
Rong Xiao ◽  
Chao Zhang ◽  
Qiaozhen Lai ◽  
Yanfei Hou ◽  
Xiaoyuan Zhang
Keyword(s):  
Mental Health ◽  
College Students ◽  
Factor Model ◽  
Short Form ◽  
Well Being ◽  
Health Screening ◽  
Mental Health Screening ◽  
Satisfaction With Life Scale ◽  
Subjective Well Being ◽  
Chinese College Students

Traditional mental health models focus on psychopathological symptoms. In contrast, a dual-factor model of mental health integrates psychopathology and subjective well-being into a mental health continuum, and it is adjustment and supplement for traditional mental health research paradigm. The present study explores the applicability of a dual-factor model of mental health in mental health screening of Chinese college students. To assess mental health statuses of 2,065 college students, we used Flourishing Scale Chinese Version, Satisfaction With Life Scale, the seven-item Patient Health Questionnaire, the Mental Health Continuum–Short Form, and Purpose in Life Test–Short Form. Results showed that the dual-factor model of mental health has a good fit index. Also, a feasible screening scale was addressed. The results indicate the importance of addressing both subjective well-being and psychopathology in evaluating mental health screening of college students.

Mental health screening system using intranet setting in a company.

1999 ◽  
Author(s):  
Minoru Arai ◽  
Daisuke Mori ◽  
Tetsu Kawamura ◽  
Hideo Fumimoto ◽  
Masagi Shimazaki ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Screening ◽  
Mental Health Screening ◽  
Screening System ◽  
A Company
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