School‐Based Psychological Screening in the Aftermath of a Disaster: Are Parents Satisfied and Do Their Children Access Treatment?

Poulsen, Kellee; McDermott, Brett; Wallis, Jeffrey R.; Cobham, Vanessa E.

doi:10.1002/jts.21987

Cited by 7 publications

(10 citation statements)

References 14 publications

(20 reference statements)

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“…Thirty studies reported on the feasibility of universal or selective screening ( Supplementary Table 5). Fourteen reported on screening programmes for behavioural and socioemotional problems (Bruhn et al 2014;Chartier et al 2008;Davis 2014;Donohue et al 2015;Edmunds et al 2005;Gilmore et al 2004;Kirk 2014;McManus 2009;Nemeroff et al 2008;Poulsen et al 2015;Romer 2012;Shortt et al 2006;Vander Stoep et al 2005;Walker et al 1994), eight on suicide risk (Eckert et al 2003;Fox et al 2013;Gould et al 2005;Hallfors et al 2006a;Miller et al 1999;Robinson et al 2011;Scherff et al 2005;Whitney et al 2011), four on substance abuse (Chatterji et al 2004;Curtis et al 2014;Hallfors et al 2006b;Hallfors et al 2000), three on depression (Chatterji et al 2004;Fox et al 2013;Lyon et al 2016), and one each on ADHD (Barry et al 2016), anxiety (Chatterji et al 2004), and eating disorders (D'Souza et al 2005).…”

Section: Universal and Selective Screeningmentioning

confidence: 99%

“…Support from teachers and superintendents increased student (3) Behaviour Screening Checklist for children who are of concern during the PSM To run subgroup analyses for these variables using exposure to disaster, parent concern, and demographic characteristics NA participation in screening, particularly for programmes that parents did not view as important (Barry et al 2016). In general, parental support for screening was strong; nearly all parents (84-89%) supported screening for depression and suicide risk (although support differed by ethnicity and parental history of mental illness) (Fox et al 2013) and over 99% of parents were satisfied with a post-disaster screening programme for behavioural and socioemotional problems (Poulsen et al 2015). Similarly, students and mental health professionals found it important to screen for risk for behavioural and socioemotional problems (Romer 2012;Shortt et al 2006).…”

Section: Universal and Selective Screeningmentioning

confidence: 99%

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Feasibility of School-Based Identification of Children and Adolescents Experiencing, or At-risk of Developing, Mental Health Difficulties: a Systematic Review

et al. 2020

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Under-identification of mental health difficulties (MHD) in children and young people contributes to the significant unmet need for mental health care. School-based programmes have the potential to improve identification rates. This systematic review aimed to determine the feasibility of various models of school-based identification of MHD. We conducted systematic searches in Medline, Embase, PsycINFO, ERIC, British Education Index, and ASSIA using terms for mental health combined with terms for school-based identification. We included studies that assessed feasibility of school-based identification of students in formal education aged 3-18 with MHD, symptomatology of MHD, or exposed to risks for MHD. Feasibility was defined in terms of (1) intervention fit, (2) cost and resource implications, (3) intervention complexity, flexibility, manualisation, and time concerns, and (4) adverse events. Thirty-three studies met inclusion criteria. The majority focused on behavioural and socioemotional problems or suicide risk, examined universal screening models, and used cross-sectional designs. In general, school-based programmes for identifying MHD aligned with schools' priorities, but their appropriateness for students varied by condition. Time, resource, and cost concerns were the most common barriers to feasibility across models and conditions. The evidence base regarding feasibility is limited, and study heterogeneity prohibits definitive conclusions about the feasibility of different identification models. Education, health, and government agencies must determine how to allocate available resources to make the widespread adoption of school-based identification programmes more feasible. Furthermore, the definition and measurement of feasibility must be standardised to promote any future comparison between models and conditions.

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Section: Universal and Selective Screeningmentioning

confidence: 99%

Section: Universal and Selective Screeningmentioning

confidence: 99%

Feasibility of School-Based Identification of Children and Adolescents Experiencing, or At-risk of Developing, Mental Health Difficulties: a Systematic Review

et al. 2020

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“…These symptoms could be highlighted due to change in routine and the immersion in stressful condition. One hypothesis is a possible change in parents and caregivers perceptions about their children [30,31]. Parent monitoring towards children after a disaster can raise, be exacerbated in an unreal way, decreased, or even be distant in the sense that they do not express concern about the possible psychological consequences for children [30][31][32][33].…”

Section: Discussionmentioning

confidence: 99%

Extreme Climate Related Disasters: two-time points evaluation of the impact in children and youth mental health

Magalhães

Malloy-Diniz

Rosa

et al. 2020

Preprint

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Worldwide, floods and drought are the most frequent extreme climate-related disasters with a potential that might affect children and adolescent mental health. This study aimed to describe mental health impact on youth exposed to flood or drought (time 1), to provide a prospective follow up of symptoms (time 2), about 15 months apart, and to compare the child response with control groups based on ranges of socioeconomic status. Posttraumatic stress symptoms (PTSS) and general behavior problems were evaluated. Sociodemographic data from 275 children and adolescents (6 to 18 years old) were described and analyzed and they were gathered in four groups Control group with higher socioeconomic status, Control group with lower socioeconomic status, Flood group, and Drought group. At time point 1, children from all groups did not substantially differ in general behavioral problems, but PTSS scores significantly differentiate the groups. At time point 2, the Flood group presented a pattern of recovery about PTSS. For the Drought group, a persistence and stability pattern of PTSS was verified. Post-disaster longitudinal studies are essential to elucidate how psychological distress progress over time and to understand the relationship between mental health and exposure to trauma.

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“…Posttraumatic stress (PTS) symptoms are a central focus of the EWE-related mental health literature, 8 and with justification: up to 71% of children experience PTS symptoms as the result of exposure to disasters. 9,10 It is important to note that whilst developing this article, the authors observed a variety of naming conventions for PTS throughout the body of literature; PTS, posttraumatic stress disorder (PTSD), and posttraumatic symptoms were all used to describe post-disaster trauma. This variance in terminology was maintained in the present article in order to remain true to the authors' descriptions.…”

Section: Psychological Symptoms and Behaviormentioning

confidence: 99%

“…While up to 71% of children report posttraumatic symptoms in the aftermath of disasters, 10,59 only 5% to 33% access counseling. 60 While barriers to and facilitators of Review 787 post-disaster treatment are not the focus of this review, we would like to highlight some prominent themes in the literature.…”

Section: Implications For Screening and Treatmentmentioning

confidence: 99%

Effects of extreme weather events on child mood and behavior

Barkin

Buoli

Curry

et al. 2021

Develop Med Child Neuro

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Extreme weather events (EWEs) are increasing in frequency and severity as the planet continues to become warmer. Resulting disasters have the potential to wreak havoc on the economy, infrastructure, family unit, and human health. Global estimates project that children will be disproportionately impacted by the changing climate – shouldering 88% of the related burdens. Exposure to EWEs in childhood is traumatic, with ramifications for mental health specifically. Symptoms of posttraumatic stress, depression, and anxiety have all been associated with childhood EWE exposure and have the potential to persist under certain circumstances. Conversely, many childhood survivors of EWE also demonstrate resilience and experience only transient symptoms. While the majority of studies are focused on the effects resulting from one specific type of disaster (hurricanes), we have synthesized the literature across the various types of EWEs. We describe psychological symptoms and behavior, the potential for long‐term effects, and potential protective factors and risk factors. Climate change‐related phenomena such as extreme weather events (EWEs) have the potential to impact mood and behavior in children. Posttraumatic stress (PTS) is the most common mental health consequence in child survivors of EWEs. PTS is often comorbid with depression and/or anxiety in this group.

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School‐Based Psychological Screening in the Aftermath of a Disaster: Are Parents Satisfied and Do Their Children Access Treatment?

Cited by 7 publications

References 14 publications

Feasibility of School-Based Identification of Children and Adolescents Experiencing, or At-risk of Developing, Mental Health Difficulties: a Systematic Review

Feasibility of School-Based Identification of Children and Adolescents Experiencing, or At-risk of Developing, Mental Health Difficulties: a Systematic Review

Extreme Climate Related Disasters: two-time points evaluation of the impact in children and youth mental health

Effects of extreme weather events on child mood and behavior

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