Mental health checkups for children and adolescents: A means to identify, prevent, and minimize suffering associated with anxiety and mood disorders.

Abstract

Early identification of disease and intervention when necessary are a cornerstone of contemporary medical practice. This approach has been successful in reducing suffering associated with the progression of unchecked medical problems to full-blown disease. Many healthcare systems, in turn, support this approach via routine checkups. The same cannot be said for mental health care. This article evaluates a school-based mental health checkup approach in the context of anxiety and depression in children and adolescents. We outline how checkups can identify children with emotional disorders, along with risk factors that, if left unchecked, may contribute to eventual onset. We conclude by discussing the benefits and limitations of this approach.

Test Anxiety Prevention and Intervention Programs in Schools: Program Development and Rationale

“…Taken together the findings add an important piece of evidence for the potential benefit of targeting test anxiety symptoms in school settings. The need and utility of school-based mental health screenings for anxiety-related problems has been recognized at the national level and is seen as a cutting edge step in prevention (see Fox et al, 2008). However, a common obstacle in developing school-based mental health screenings is that policy makers (e.g., school principals, school boards) have to be convinced of the need for such screenings and intervention.…”

“…Specifically, an empirical science based school counseling practice suggests that counselors specifically and systematically assess youth about the internalizing problems that may be interfering with their school success, particularly in high-risk contexts because these children are often not identified otherwise (see also Fox et al, 2008;Weems, 2008a). Our work has focused on test anxiety because stakeholders (e.g., teachers, parents, students) generally understand and agree that it is an important focus for schools.…”

“…However, realization of the need to identify and prevent anxietyrelated problems in school settings is growing. For example, Fox, Halpern, and Forsyth (2008) make a convincing theoretical call for school-based screenings for anxiety and mood disorders as many children with these problems go undetected unless they are formally assessed. Despite this, an important practical obstacle is that policy makers, school officials, and parents have to be made aware of the need for such screenings and the programs have to be practical and sustainable.…”

“…Finally, the utility of asking children directly via child reports of internalizing symptoms is emphasized and we explain that youth have been consistently found to be valid reporters of these problems (e.g., Weems, Zakem, Costa, Cannon, & Watts, 2005) and that there is no evidence of lasting harmful effects of asking about their anxiety. Ultimately, we believe that empirical science-based school counseling practice requires that youth are specifically and systematically queried about the internalizing problems that may be interfering with their school success, particularly in highrisk contexts (see also Fox et al, 2008;Weems, 2008a).…”

“…The Negative Impact-High Potential Gain Rationale Convincing policy makers of the benefit of anxiety-focused screenings may be facilitated by highlighting the potentially lasting and negative impact of anxiety disorders on child health, social adjustment, and academic achievement (see also Fox et al, 2008;Weems, 2008a). Test anxiety can be a way to demonstrate the importance and relevance of anxiety problems to school officials (i.e., principals, counselors, teachers, and parents understand their children's need to do well on tests) and as a way of directly helping students in their school setting.…”