Predictors of Frequent Middle School Health Room Use

Joost, Jane C.; Grossman, Linda S.; McCarter, Robert; Verhulst, Steven J.; Winsted-Hall, Deborah; Mehl, Robert

doi:10.1097/00004703-199308010-00010

Cited by 7 publications

(7 citation statements)

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“…Despite finding that students with chronic health concerns were equally represented among academic ability groups, Joost et al (1993) found students in the average academic grouping were 4.25 times more likely to visit the health office five or more times per year than gifted students. Regular education students with lower than average ability were 7.57 times more likely than gifted students to be frequent visitors, and special education students were 8.69 times more likely than gifted students to be frequent visitors to the health room (Joost et al, 1993). Schneider, Friedman, and Fisher (1995) examined the reasons high school students (n ¼ 186) gave for visiting the health office and examined the associations of these complaints with psychosocial problems.…”

Section: Frequent Visitorsmentioning

confidence: 66%

“…School health service utilization studies first documented “frequent visitors” as a phenomenon in school-age children. Although frequent visitors to school health services (five or more times per year) are a minority of the student population, they comprise the majority of health office visits (Joost et al, 1993; Wolk & Kaplan, 1993). Joost et al (1993) found health office visits were inversely correlated to lower academic ability in middle school students.…”

Section: Literature Reviewmentioning

confidence: 99%

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Frequent Visitors

Shannon¹,

Bergren²,

Matthews³

2010

The Journal of School Nursing

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There is a gap in the nursing literature regarding children who frequently visit school nurses' offices with recurrent unexplained physical symptoms. A review of the scientific health literature was undertaken to examine the clinical presentation, associated variables, and implications for school nurses regarding children who are frequent school health office visitors with somatic symptoms. This subset of students with medically unexplained symptoms accounts for disproportionate use of primary care and school health resources. Common somatic complaints in school-age children, such as headache and stomachache, are associated with the psychosocial variables of anxiety and depression, childhood adversity, and school stress. Effective and practical treatment approaches to this complicated child health issue require accurate identification, appropriate referral, screening for associated conditions, and individualized treatment plans. Research to identify effective interventions for frequent health office visitors is needed.

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Section: Frequent Visitorsmentioning

confidence: 66%

Section: Literature Reviewmentioning

confidence: 99%

Frequent Visitors

Shannon¹,

Bergren²,

Matthews³

2010

The Journal of School Nursing

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“…Consequently, there is a growing recognition of the potential for school nurses to provide clinical care to anxious youth. Indeed, the majority of school nurses’ office visits consist of children often referred to as “somatizers” or “frequent flyers,” who over-utilize school health services due to frequent, vague physical complaints (Joost, Grossman, McCarter, & Verhulst, 1993; Wolk & Kaplan, 1993) which may be masking mental health concerns. According to the National Association of School Nurses (NASN, 2005), school nurses were found to be uniquely qualified and poised to conduct initial assessments, advocate for mental health services, educate parents/teachers, and implement brief interventions.…”

mentioning

confidence: 99%

Enhancing the Capacity of School Nurses to Reduce Excessive Anxiety in Children: Development of the CALM Intervention

Drake

Stewart

Muggeo

et al. 2015

Child Adoles Psych Nursing

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PROBLEM Excessive anxiety is among the most common psychiatric problems facing youth. Because anxious youth tend to have somatic complaints, many seek help from the school nurse. Thus, school nurses are in an ideal position to provide early intervention. This study addresses this problem and describes the plans to develop and test a new intervention (Child Anxiety Learning Modules; CALM), delivered by school nurses, to reduce child anxiety and improve academic functioning. METHODS An iterative development process including consultation with an expert panel, two open trials, and a pilot randomized controlled study comparing CALM to usual care is proposed. Feedback will be solicited from all participants during each phase and data on outcome measures will be provided by children, parents, teachers, and independent evaluators. FINDINGS Data will be collected on intervention satisfaction and feasibility. Primary outcomes that include child anxiety symptoms, classroom behavior, and school performance (e.g., attendance, grades, standardized test scores) will be collected at pre- and post-interventions and at a 3-month follow-up evaluation. CONCLUSIONS Pediatric anxiety is a common problem that school nurses frequently encounter. Consequently, they are well positioned to play a key role in enhancing access to behavioral health interventions to reduce anxiety and may therefore make a significant positive public health impact.

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“…Although the “frequent visitors” (5 or more times per year) are a minority of the student population, they comprise the majority of health office visits . More importantly, increased health room use is associated with progressive lowering of academic ability …”

mentioning

confidence: 99%

“…5 More importantly, increased health room use is associated with progressive lowering of academic ability. 6 The school health room is one component of a Comprehensive School Health Program (CSHP) ''designed to protect and promote the health and well-being of students . .…”

mentioning

confidence: 99%