Symptom Profiles and Mental Health Services Received Among Referred Adolescents

Splett, Joni W.; George, Melissa W.; Zaheer, Imad; Weist, Mark D.; Evans, Steven W.; Kern, Lee

doi:10.1007/s12310-017-9244-1

Cited by 16 publications

(11 citation statements)

References 61 publications

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“…School-based universal screening for early identification and prevention of social, emotional, and behavioral concerns has been advocated as part of addressing the need for access to mental health services. 3,6,15 Universal social, emotional, and behavioral screening has the potential to direct mental health services to the students who need them much earlier than traditional systems of teacher referral. If both identification of risk and intervention can occur earlier in a student's life at school, there is a greater likelihood of altering a potentially negative trajectory.…”

Section: Implications For School Healthmentioning

confidence: 99%

“…Research suggests that although a large number of children and adolescents meet the diagnostic criteria for mental health disorders, only a fraction receive mental health services . For educators, a major problem regarding this dearth of support for young people's social, emotional, and behavioral concerns is the possible interference with positive academic outcomes .…”

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confidence: 99%

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Exploring the Alignment of Behavior Screening Policies and Practices in US Public School Districts

Auerbach

Chafouleas

Briesch

et al. 2020

Journal of School Health

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BACKGROUND Although recent studies provide information regarding state‐level policies and district‐level practices regarding social, emotional, and behavioral screening, the degree to which these policies influence screening practices is unknown. As such, the purpose of this exploratory study was to compare state‐ and district‐level policies and reported practices around school‐based social, emotional, and behavioral screening. METHODS We obtained data for the present study from three sources: (1) a recent systematic review of state department of education websites; (2) a national survey of 1330 US school districts; and (3) a Web search and review of policy manuals published by the 1330 school districts. Comparative analyses were used to identify similarities and differences across state and district policies and practices. RESULTS Of the 1330 districts searched, 911 had policy manuals available for review; 87 of these policy manuals, which represented 10 states, met inclusion criteria, and thus, were included in analyses. Discrepancies were found across state and district policies and across state social, emotional, and behavioral screening guidance and district practices, but consistencies did exist across district policies within the same state. CONCLUSION District‐level guidance around social, emotional, and behavioral screening appears to be limited. Our findings suggest a disconnect between state‐ and district‐level social, emotional, and behavioral screening guidance and district reported practices, which signifies the need to identify the main influences on district‐ and school‐level screening practices.

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Section: Implications For School Healthmentioning

confidence: 99%

mentioning

confidence: 99%

Exploring the Alignment of Behavior Screening Policies and Practices in US Public School Districts

Auerbach

Chafouleas

Briesch

et al. 2020

Journal of School Health

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“…However, teachers report inadequate training and knowledge to identify students' SEB needs in schools (Reinke, Stormont, Herman, Puri, & Goel, 2011). Thus, there is a need to develop effective training programs for teachers regarding identification of SEB concerns (Reinke et al, 2011) especially given that at least 25% of students exhibiting mental health concerns do not receive necessary treatment and the gap is greater for students within internalizing behavior concerns than those with externalizing (Splett et al, 2018). This problem of students not receiving services can be due to both the teachers' identification of the behavior and level of concern regarding the behavior, as discussed by Loades and Mastroyannopoulou (2010)…”

Section: Teacher Training and Knowledge On Student Mental Healthmentioning

confidence: 99%

Teacher School Mental Health Literacy Survey: A Validation Study

Mastrorio

Trainor

Splett

2020

UFJUR

Self Cite

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Since teachers play an instrumental role in identifying students with social-emotional or behavioral (SEB) concerns, there is a need to assess and improve teachers’ knowledge in relation to children’s mental health. This study examines the psychometric properties of one such measure Teacher School Mental Health Literacy Survey (TSMHLS) within a sample of pre-service teachers (n = 38.) The survey assesses the mental health literacy of teachers as it relates to students and within the classroom context. Data analyses were run to explore the internal reliability, discriminant validity, and feasibility of the survey. Analyses indicate moderate to high reliability (Cronbach’s alpha=.743), providing psychometric support for the use of the TSMHLS with pre-service teachers. Pre-service teachers’ discrimination between clinical symptomology and typical development was significant, providing further support for the survey’s use in understanding pre-service teachers’ knowledge of SEB concerns. Finally, feasibility was assessed through average completion time for the online survey (24 minutes), and results indicate that the survey could be feasibly implemented during pre-service teacher training. These findings lend support to the TSMHLS as an appropriate measure to evaluate pre-service teachers’ knowledge of student mental health.

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“…The need for more informed mental health screening in schools dovetails nicely with recent theoretical frameworks of school attendance problems that focus in part on multitiered interventions. Many school districts have adopted multitiered systems of support (MTSS) models for prevention and intervention of mental health concerns (Splett et al, 2018). MTSS models typically focus on prevention (Tier 1), early intervention for emerging, acute, or mild to moderate problems (Tier 2), and intensive intervention for chronic and severe problems (Tier 3) (Eagle et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Internalizing Symptoms as Predictors of School Absenteeism Severity at Multiple Levels: Ensemble and Classification and Regression Tree Analysis

Fornander

Kearney

2020

Front. Psychol.

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School attendance problems are highly prevalent worldwide, leading researchers to investigate many different risk factors for this population. Of considerable controversy is how internalizing behavior problems might help to distinguish different types of youth with school attendance problems. In addition, efforts are ongoing to identify the point at which children and adolescents move from appropriate school attendance to problematic school absenteeism. The present study utilized ensemble and classification and regression tree analysis to identify potential internalizing behavior risk factors among youth at different levels of school absenteeism severity (i.e., 1+%, 3+%, 5+%, 10+%). Higher levels of absenteeism were also examined on an exploratory basis. Participants included 160 youth aged 6-19 years (M = 13.7; SD = 2.9) and their families from an outpatient therapy clinic (39.4%) and community (60.6%) setting, the latter from a family court and truancy diversion program cohort. One particular item relating to lack of enjoyment was most predictive of absenteeism severity at different levels, though not among the highest levels. Other internalizing items were also predictive of various levels of absenteeism severity, but only in a negatively endorsed fashion. Internalizing symptoms of worry and fatigue tended to be endorsed higher across less severe and more severe absenteeism severity levels. A general expectation that predictors would tend to be more homogeneous at higher than lower levels of absenteeism severity was not generally supported. The results help confirm the difficulty of conceptualizing this population based on forms of behavior but may support the need for early warning sign screening for youth at risk for school attendance problems.

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Symptom Profiles and Mental Health Services Received Among Referred Adolescents

Cited by 16 publications

References 61 publications

Exploring the Alignment of Behavior Screening Policies and Practices in US Public School Districts

Exploring the Alignment of Behavior Screening Policies and Practices in US Public School Districts

Teacher School Mental Health Literacy Survey: A Validation Study

Internalizing Symptoms as Predictors of School Absenteeism Severity at Multiple Levels: Ensemble and Classification and Regression Tree Analysis

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