Conducting Universal Complete Mental Health Screening via Student Self-Report

Moore, Stephanie; Widales-Benitez, Oscar; Carnazzo, Katherine; Kim, Eui Kyung; Moffa, Kathryn; Dowdy, Erin

doi:10.1007/s40688-015-0062-x

Cited by 41 publications

(45 citation statements)

References 39 publications

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“…Results indicated that the strength-based SEHS explained 32% of the variance in the students' global subjective wellbeing, while the psychological distress-based BESS added only an additional 8% of explained variance. Adopting a well-being approach in school-based universal mental health screening would support a wider understanding of mental health and inform reactive and proactive interventions that serve both the enhancement of strengths and the resolution of problems (Moore et al, 2015). Arslan (2018) demonstrated the relation between sense of school belonging and well-being in adolescents.…”

Section: Discussionmentioning

confidence: 99%

The Role of Psychological Sense of School Membership and Postcode as Predictors of Profiles of Socio-emotional Health in Primary School Children in England

Castro-Kemp

Palikara

Gaona

et al. 2019

School Mental Health

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A dual approach to mental health in schools has been widely defended, where the assessment of psychological distress and the examination of strengths/well-being are two separate continua. In line with a well-being approach, school belonging has been referenced as an important indicator of mental health in children. This study explored the predictive role of school sense of belonging alongside other demographic variables (gender, main language spoken at home, and socioeconomic status of postcode) on the socio-emotional health profiles of primary school children in England. Children (N = 522) were recruited from three primary schools in Greater London. A survey including measures of school belonging and socio-emotional health was administered to all children. Results showed that it is possible to identify groups of students at primary school level based on socio-emotional health ratings on gratitude, zest, optimism, and perseverance. School sense of membership, as measured by the psychological sense of school membership primary (PSSM-P), was the best predictor of group membership and, together with socioeconomic status, explains 37% of the variance in socio-emotional health profiles. Belonging starts affecting well-being and socio-emotional health as early as in primary school, hence the importance of universal screening and early preventive actions to promote well-being in this age range. The study provides evidence supporting the use of the abbreviated (PSSM-P) in predicting socio-emotional health profiles, with potential to complement distress-based measures.

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Section: Discussionmentioning

confidence: 99%

The Role of Psychological Sense of School Membership and Postcode as Predictors of Profiles of Socio-emotional Health in Primary School Children in England

Castro-Kemp

Palikara

Gaona

et al. 2019

School Mental Health

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show abstract

“…Engaging in complete mental health screening requires a planned, organised implementation by a school student care team inclusive of various members dedicated to enhancing school-based mental health services. Identifying and clarifying the goals for screening, carefully selecting instruments for use, involving key stakeholders, and attending to the process for prevention and intervention planning following the screening may help assuage concerns that are often associated with mental health screening, including concerns of stigma, insufficient resources, and inadequate measures (Moore et al, 2015). A core principle of using a complete mental health screening approach is that the results should potentially have meaning and utility for all students.…”

Section: Discussionmentioning

confidence: 99%

“…Expanding beyond a primarily deficit-focused approach, contemporary mental health screening has examined a combination of students' psychological distress and subjective wellbeing (Moore et al, 2015). This 'dual-factor' approach, which examines both positive and negative symptoms of mental health (Greenspoon & Saklofske, 2001; Keyes, 2005;Suldo & Schaffer, 2008), is aligned with current definitions of mental health as the state of being 'free of psychopathology and flourishing, with high levels of emotional, psychological, and social well-being' (Keyes, 2005, p. 539).…”

Section: Dual-factor Approach To Screen For Complete Mental Healthmentioning

confidence: 99%

Exploring the Contributions of School Belonging to Complete Mental Health Screening

Moffa¹,

Dowdy²,

Furlong

2016

The Educational and Developmental Psychologist

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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.

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“…One component of this overall effort is to search for and monitor psychosocial experiences via the administration of whole-school surveys as part of universal mental health screening assessments Moore et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Validation of Psychological Resilience Youth Developement Module and Implication for Guidance and Counseling

Suranata¹,

Atmoko²,

Hidayah³

2017

GUIDENA

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This study investigated the validation of the psychological resilience scale adaptation from youth development module (RYDM) for secondary school. The psychological RYDM is measured by six factors psychological assets was strongly associated with students academic success. A sample of study is 158 seventh grade students from five secondary schools in Singaraja, Bali Province (75 or 47.4% male and 83 or 52.6% female, with age range 12-13 years). The constructs validation was conduct by exploratory factor analysis (EFA) method, with SPSS 22.0. Five iterations of the EFA reducing 18 original items to 14 items and 6 original factors to 5 factors. Five factors and 14 items produced are consistent with the conceptual basis used in the original RYDM. The stability of new five factors is formed by a split sample analysis method showed the all of the items of factors identified in the earlier testing stable adequacy of forming a common factor in this analysis in the first and second iteration. The results of analysis the item-total correlation on 14 item (n = 158) showed Cronbach's Alpha value of 0.777. Implications the study for guidance and counseling practice in schools is discussed.

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Conducting Universal Complete Mental Health Screening via Student Self-Report

Cited by 41 publications

References 39 publications

The Role of Psychological Sense of School Membership and Postcode as Predictors of Profiles of Socio-emotional Health in Primary School Children in England

The Role of Psychological Sense of School Membership and Postcode as Predictors of Profiles of Socio-emotional Health in Primary School Children in England

Exploring the Contributions of School Belonging to Complete Mental Health Screening

Validation of Psychological Resilience Youth Developement Module and Implication for Guidance and Counseling

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