scholarly journals Preliminary Psychometrics of Responses to the Youth Externalizing Problems Screener

2018 ◽  
Author(s):  
Tyler L Renshaw ◽  
Clayton Cook
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Externalizing Problems ◽  
Rating Scale ◽  
Mental Health Problems ◽  
Self Report ◽  
Future Research ◽  
School Students ◽  
Initial Development ◽  
Development And Validation

This brief report presents preliminary psychometrics of responses to the Youth Externalizing Problems Screener (YEPS), which is a 10-item self-report rating scale intended for use as a screening instrument. The YEPS was designed to function as a companion measure to the Youth Internalizing Problems Screener (YIPS), facilitating the screening of broad mental health problems among students in secondary school settings. Analyses presented herein were conducted with the same small, preliminary samples of urban high-school students as those reported on for the initial development and validation of the YIPS (Sample 1: N = 177, Sample 2: N = 219; see Renshaw & Cook, 2018). Results suggest that responses to the YEPS showed a sound, unidimensional factor structure that is internally consistent, providing initial evidence for the purported internal structure of the measure. Findings also showed that YEPS scores had meaningful associations with other self-reported, theoretically relevant mental health variables, providing initial convergent evidence in favor of construct interpretation. Taken together, preliminary psychometrics support the validation argument for interpretation and use of YEPS scores as a brief measure of adolescents’ general externalizing problems. Implications for future research and practice are discussed.

scholarly journals Preliminary Psychometrics of Responses to the Youth Externalizing Problems Screener

2018 ◽  
Vol 37 (8) ◽  
pp. 1016-1022
Author(s):  
Tyler L. Renshaw ◽  
Clayton R. Cook
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Externalizing Problems ◽  
Rating Scale ◽  
Mental Health Problems ◽  
Self Report ◽  
Future Research ◽  
School Students ◽  
Initial Development ◽  
Development And Validation

This brief report presents preliminary psychometrics of responses to the Youth Externalizing Problems Screener (YEPS), which is a 10-item self-report rating scale intended for use as a screening instrument. The YEPS was designed to function as a companion measure to the Youth Internalizing Problems Screener (YIPS), facilitating the screening of broad mental health problems among students in secondary school settings. Analyses presented herein were conducted with the same small, preliminary samples of urban high-school students as those reported on for the initial development and validation of the YIPS (Sample 1: n = 177, Sample 2: n = 219). Results suggest that responses to the YEPS showed a sound, unidimensional factor structure that is internally consistent, providing initial evidence for the purported internal structure of the measure. Findings also showed that YEPS scores had meaningful associations with other self-reported, theoretically relevant mental health variables, providing initial convergent evidence in favor of construct interpretation. Taken together, preliminary psychometrics support the validation argument for the interpretation and use of YEPS scores as a brief measure of adolescents’ general externalizing problems. Implications for future research and practice are discussed.

Initial Development and Validation of the Youth Internalizing Problems Screener

2016 ◽  
Vol 36 (4) ◽  
pp. 366-378 ◽  
Author(s):  
Tyler L. Renshaw ◽  
Clayton R. Cook
Keyword(s):  
Internalizing Problems ◽  
Rating Scale ◽  
Well Being ◽  
Self Report ◽  
Latent Structure ◽  
Future Research ◽  
Depression And Anxiety ◽  
Internal Reliability ◽  
Initial Development ◽  
Development And Validation

The present studies report on the initial development and validation of the Youth Internalizing Problems Screener (YIPS), which is a 10-item self-report rating scale for assessing general internalizing problems and identifying depression and anxiety caseness within the context of school mental health screening. Results from Study 1 ( N = 177) demonstrated that responses to the YIPS yielded a single-factor latent structure, that scores derived from the scale had concurrent validity with scores from measures of student subjective well-being and problem behavior, and showed that scores derived from the YIPS demonstrated incremental validity in comparison with scores from another common internalizing problems screener for predicting self-reports of broad student functioning. Findings from Study 2 ( N = 219) confirmed the latent structure and internal reliability of responses to the YIPS, demonstrated that scores derived from this scale had strong associations with scores from criterion measures of depression and anxiety, and showed that YIPS scores had good-to-excellent power for accurately discriminating between youth scoring at or above the clinical caseness thresholds on criterion measures of depression and anxiety. Taken together, results suggest the YIPS shows promise as a technically adequate instrument for measuring general internalizing problems and identifying depression and anxiety caseness among secondary students. Implications for future research and practice are discussed.

scholarly journals Mental Health Problems and Associated Factors in Chinese High School Students in Henan Province: A Cross-Sectional Study

2020 ◽  
Vol 17 (16) ◽  
pp. 5944
Author(s):  
Yan Luo ◽  
Zhenti Cui ◽  
Ping Zou ◽  
Kai Wang ◽  
Zihan Lin ◽  
...  
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Associated Factors ◽  
Mental Health Problems ◽  
Health Problems ◽  
Single Parent ◽  
Henan Province ◽  
School Students ◽  
Single Parent Families

Approximately one in five adolescents experience mental health problems globally. However, studies on mental health problems in Chinese high school students are few. Therefore, this study examined the status and associated factors of mental health problems in high school students in China. A stratified two-stage cluster sampling procedure was adopted, leading to a final sample of 15,055 participants from 46 high schools in all 17 provincial cities of Henan province, China. Self-reported questionnaires were used to collect the data. A mental health problems variable was assessed using the Mental Health Inventory of Middle School Students. The positive rate of mental health problems among high school students was 41.8%, with a male predominance (43.3% versus 40.2% in females; p < 0.01). The most frequent mental health problem was academic stress (58.9%). Higher grades, physical disease, chronic constipation, alcohol consumption, engagement in sexual behavior, residence on campus, and living in nonurban areas and with single-parent families were significantly associated with higher odds of having mental health problems (p < 0.05). We suggest that the prevention of mental health problems in high school students be strengthened, especially in students with physical illnesses, unhealthy behaviors, and single-parent families.

Students’ Perception of Teachers’ Humor Predicts Their Mental Health

2020 ◽  
pp. 003329412097263
Author(s):  
Ryota Tsukawaki ◽  
Tomoya Imura
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Stress Response ◽  
Junior High School ◽  
Well Being ◽  
Self Esteem ◽  
Self Report ◽  
School Students ◽  
Aggressive Humor ◽  
Asking Questions

The aim of the present study was to determine whether two types of teacher humor (Aggressive Humor and Affinity Humor) are predictors of students’ mental health. A self-report scale was administered to 500 elementary and junior high school students in grades 4 to 9 (mean age 12.04, SD = 1.76) asking questions about perceived teacher humor, stress response, emotional well-being, and self-esteem. Aggressive humor was a significant positive predictor of stress response and a significant negative predictor of emotional well-being. Affinity humor was a significant positive predictor of emotional well-being and self-esteem. These results suggest that the teacher’s humor is related to students’ mental health. We conclude that teachers should refrain from using aggressive humor as much as possible in favor of affinity humor.

Work-Related Skills Awareness in High-School Students with Diabilities

2002 ◽  
Vol 33 (2) ◽  
pp. 17-23 ◽  
Author(s):  
Michele E. Capella ◽  
Richard T. Roessler ◽  
Karl M. Hemmerla
Keyword(s):  
High School ◽  
High School Students ◽  
Students With Disabilities ◽  
Employment Outcomes ◽  
Self Report ◽  
Future Research ◽  
School Students ◽  
Persons With Disabilities ◽  
Work Related ◽  
Expert Ratings

This study investigated the work-related skills awareness levels of high school students with disabilities by comparing expert ratings and student self-report ratings. This issue is considered important because (a) evidence indicates that lack of awareness is associated with poor employment outcomes and (b) young persons with disabilities are known to experience employment difficulties. Substantial deficits in awareness were found, with the majority of students overestimating their abilities, as hypothesized. In addition, students perceived by adult raters as having greater employability assets tended to be more accurate in their work-related skills awareness. Suggestions for interventions and future research needed in this area are included.

scholarly journals Mental health problems and the ways of solving them through the eyes of Ukrainian high school students

2019 ◽  
Vol 1 (1) ◽  
pp. 87-88
Author(s):  
Valeriya Yudina ◽  
Tetiana Danylova
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Mental Health Problems ◽  
Health Problems ◽  
School Students ◽  
Students Attitudes

This paper aims to investigate contemporary Ukrainian high school students’ attitudes toward mental health problems and ways of solving them

scholarly journals Stigmatising Attitudes Towards Depression and Alcohol Misuse in Young People: Relationships with Help-Seeking Intentions and Behavior

2019 ◽  
Vol 9 (1) ◽  
pp. 24-32 ◽  
Author(s):  
Ali Cheetham ◽  
Anthony F. Jorm ◽  
Coralie Wilson ◽  
Bonita J. Berridge ◽  
Fiona Blee ◽  
...  
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Young People ◽  
Help Seeking ◽  
Alcohol Misuse ◽  
Mental Health Problems ◽  
Helping Behavior ◽  
Adverse Outcomes ◽  
School Students ◽  
And Behavior

Background and Objective: Adolescents experiencing mental health problems often approach their peers rather than seeking professional help. A better understanding of adolescents’ stigmatising attitudes towards mental illness will help inform interventions that aim to improve the quality of advice that young people provide to their peers. In particular, there is a need for research examining adolescents’ attitudes towards alcohol misuse, given it’s increase in prevalence during this period as well as the adverse outcomes that are associated with untreated early drinking problems. Methods: High-school students (n=2447) were recruited as part of an intervention focussed on overcoming barriers to accessing help for mental health and substance use problems. Participants were presented with two vignettes that described a peer experiencing depression and alcohol misuse, respectively, and completed the General Help-Seeking Questionnaire as well as a 10-item scale measuring stigmatising attitudes. Past helping behavior was also assessed. Results: Compared to depression, a peer experiencing alcohol misuse was more likely to be considered “weak” rather than sick, and was perceived as more dangerous and unpredictable. The “weak-not-sick” and “dangerousness” dimensions of stigma predicted weaker intentions to encourage help-seeking from informal sources, while ‘dangerousness’ predicted stronger intentions to encourage formal help-seeking. Both dimensions were associated with fewer instances of past helping behavior. Conclusion: Young people stigmatise alcohol misuse more severely than depression. Overall, stigma was associated with weaker intentions to encourage peers to seek help. While perceptions of ‘dangerousness’ were associated with stronger intentions to seek help from formal sources, this association may not translate into actual helping behavior.

Youth leadership in mental health: Views from EFPT and IFMSA

2016 ◽  
Vol 33 (S1) ◽  
pp. S29-S29
Author(s):  
M. Pinto da Costa ◽  
D. Silva ◽  
S. Essafi ◽  
E. Frau ◽  
V. Berquist ◽  
...  
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Medical Students ◽  
Mental Health Problems ◽  
Active Role ◽  
Vulnerable Groups ◽  
European Federation ◽  
School Students ◽  
The World ◽  
Competing Interest

The world today is more challenging than ever before. Discrimination, stigma, and ever-changing lifestyles are just a few examples of elements that have a profound impact on the mental health status of our global population. Even though the burden of mental illness is well documented and increasing, mental health remains a neglected area of health worldwide.Youth Associations, like the International Federation of Medical Students’ Associations (IFMSA) and the European Federation of Psychiatric Trainees (EFPT) recognize the importance of tackling this problem, taking an active role on promoting education in our communities, tackling stigma and advocating for more action. Medical students worldwide, from Slovenia, Australia, Lebanon, Brazil, Quebec and Grenada – among at least 42 other countries, organise expansive, creative and engaging mental health projects.With particular interest we can mention the winner of the last Rex Crossley Award, attributed to a Slovenian project ‘in Reflection’: a suicide prevention project, which tackles the different factors associated with vulnerable groups through a series of workshops and campaigns that seek to destigmatize the mental health problems and offer the opportunity to high school students to get the help they need.This talk will give an insight into strengths, weaknesses and challenges faced by youth in tackling mental health, specially in the role of the IFMSA, displaying some of our most interesting and innovative projects from future mental health leaders around the world, together with the initiatives of EFPT.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Predictors of Success Among High School Students in Advanced Placement and International Baccalaureate Programs

2018 ◽  
Vol 62 (4) ◽  
pp. 350-373 ◽  
Author(s):  
Shannon M. Suldo ◽  
Elizabeth Shaunessy-Dedrick ◽  
John Ferron ◽  
Robert F. Dedrick
Keyword(s):  
Mental Health ◽  
High School Students ◽  
General Education ◽  
Advanced Placement ◽  
International Baccalaureate ◽  
Mental Health Problems ◽  
Subsequent Development ◽  
Self Report ◽  
School Factors ◽  
Factors Associated

Research has shown that students in Advanced Placement (AP) classes and International Baccalaureate (IB) programs experience higher levels of stress compared to students in general education classes. Elevated stress can serve as a risk factor for students’ academic and mental health problems. Given the documented stress of these students, additional investigations are needed to more fully understand how students experience these curricula and the factors associated with positive student outcomes. Thus, we set out to identify factors associated with success among AP/IB students, with an emphasis on exploring potentially malleable factors that could be targeted with existing or newly developed interventions. Data were collected via self-report measures and school records from 2,379 students (Grades 9-12) enrolled in AP or IB in 20 school programs in one state. We examined the relationships among 34 predictors (e.g., stressors, coping styles, student engagement, family factors, school factors, and demographic features) of success. Success was represented by five outcomes in two domains: mental health (life satisfaction, psychopathology, school burnout) and academic (GPA, AP/IB exam scores). Better outcomes in both domains were associated with higher levels of achievement motivation and cognitive engagement, as well as lower levels of parent–child conflict, stress from major life events, and use of avoidance coping strategies. Higher levels of affective engagement, use of approach coping, and authoritative parenting were robust predictors of positive mental health outcomes and unrelated (in multivariate analyses) to academic outcomes. Findings have implications for subsequent development of intervention efforts targeting factors associated with student success.

Psychometrics of the Revised College Student Subjective Wellbeing Questionnaire

2016 ◽  
Vol 33 (2) ◽  
pp. 136-149 ◽  
Author(s):  
Tyler L. Renshaw
Keyword(s):  
College Student ◽  
Subjective Wellbeing ◽  
Rating Scale ◽  
Mental Health Problems ◽  
School Connectedness ◽  
Higher Order ◽  
Self Report ◽  
Future Research ◽  
Academic Satisfaction ◽  
Response Options

The College Student Subjective Wellbeing Questionnaire (CSSWQ) is a 15-item self-report rating scale for measuring four classes of college-specific wellbeing behavior: academic efficacy, academic satisfaction, school connectedness, and college gratitude. The present study investigated the psychometrics of a revised version of this measure, which included an additional item measuring academic satisfaction (for the purposes of balancing the number of items across subscales) and standardized the response options for all items to a unified 7-point Likert-type scale (for the purposes of enhancing administration feasibility and scoring interpretability), with a sample of current U.S. college students ( N = 401). Results indicated that responses to the revised version of the CSSWQ had adequate data–model fit to the proposed higher-order measurement model, that all factors were characterized by strong latent construct reliability, and that the higher-order factor demonstrated convergent validity with several domain-general measures of wellbeing and mental health problems. Implications for future research and practice are discussed.

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