Abstract
Universal screening is increasingly becoming part of prevention and early intervention best practice in schools. Although the number of schools engaging in universal screening has increased over the past decade, emotional and behavioral problems are often their primary focus. Problem-focused screening, however, does not address positive contributions to mental health and is useful for only a small percentage of students. Conversely, the information obtained when assessing for strengths is relevant for all students. The inclusion of a strength-based approach in school-based universal mental health screening serves to broaden educators’ understanding of mental health and can inform reactive and proactive interventions that address problems and enhance strengths. This article discusses the knowledge and skills needed to implement universal complete mental health screening, that is, screening that assesses for students’ strengths and problems. A detailed description of complete mental health screening is provided, followed by a step-by-step implementation guide with specific considerations for practitioners who wish to engage in complete mental health screening as part of comprehensive efforts to promote the well-being of all students. Finally, the process of complete mental health screening is illustrated with a case example.
Similar content being viewed by others
References
Achenbach, T. M. (1995). Youth self-report. Burlington: University of Vermont, Research Center for Children, Youth, and Families.
Albers, C. A., Glover, T. A., & Kratochwill, T. R. (2007). Where are we, and where do we go now? Universal screening for enhanced educational and mental health outcomes [Editorial]. Journal of School Psychology, 45, 257–263. doi:10.1016/j.jsp.2006.12.003.
Anderman, C., Cheadle, A., Curry, S., Diehr, P., Shultz, L., & Wagner, E. (1995). Selection bias related to parental consent in school-based survey research. Evaluation Review, 19, 663–674. doi:10.1177/0193841X9501900604.
Antaramian, S. P., Huebner, E. S., Hills, K. J., & Valois, R. F. (2010). A dual-factor model of mental health: toward a more comprehensive understanding of youth functioning. American Journal of Orthopsychiatry, 80, 462–472. doi:10.1111/j.1939-0025.2010.01049.x.
Bruhn, A. L., Woods-Groves, S., & Huddle, S. (2014). A preliminary investigation of emotional and behavioral screening practices in K-12 schools. Education and Treatment of Children, 37, 611–634. doi:10.1353/etc.2014.0039.
Cook, C. R., Volpe, R. J., & Livanis, A. (2010). Constructing a roadmap for future universal screening beyond academics. Assessment for Effective Intervention, 35, 197–205. doi:10.1177/1534508410379842.
Cowan, K. C. (2014). School psychology awareness week: strive. Grow. THRIVE! Communiqué, 42(8), 31.
Desrochers, J., & Houck, G. (2013). Mental health screening in schools [Handout]. In J. Desrochers & G. Houck (Eds.), Depression in children and adolescents. Washington, DC: National Association of School Psychologists & National Association of School Nurses.
Dever, B. V., Raines, T. C., & Barclay, C. M. (2012). Chasing the unicorn: practical implementation of universal screening for behavioral and emotional risk. School Psychology Forum: Research in Practice, 6, 108–118.
Dew, T., & Huebner, E. S. (1994). Adolescent’s perceived quality of life: an exploratory investigation. Journal of School Psychology, 32, 185–199. doi:10.1016/0022-4405(94)90010-8.
Doll, B., & Cummings, J. A. (2008). Best practices in population-based school mental health services. Best practices in school psychology V (pp. 1333–1347). Washington, DC: National Association of School Psychologists.
Dowdy, E., Kamphaus, R., Twyford, J., & Dever, B. D. (2014). Culturally competent emotional and behavioral screening. In M. Weist, N. Lever, C. Bradshaw, & J. Owens (Eds.), Handbook of school mental health (pp. 311–322). New York, NY: Springer.
Dowdy, E., Furlong, M. J., Raines, T., Bovery, B., Kauffman, B., Kamphaus, R. W., Dever, B. V., Price, M., & Murdock, J. (2015). Enhancing school-based mental health services with a preventive and promotive approach to universal screening for complete mental health. Journal of Educational and Psychological Consultation, 25, 1–20. doi:10.1080/10474412.2014.929951.
Emmons, R. A., & McCullough, M. E. (Eds.). (2004). The psychology of gratitude. New York: Oxford University Press.
Epstein, M. H. (1999). The development and validation of a scale to assess the emotional and behavioral strengths of children and adolescents. Remedial & Special Education, 20, 258–263. doi:10.1177/074193259902000501.
Epstein, M. H., & Sharma, J. (1998). Behavioral and emotional rating scale: A strength-based approach to assessment. Austin: PRO-ED.
Foy, J. M., & Earls, M. (2005). A process for developing community consensus regarding the diagnosis and management of Attention-Deficit/Hyperactivity Disorder. Pediatrics, 115, 91–104.
Furlong, M. J., Dowdy, E., Carnazzo, K., Bovery, B., & Kim, E. (2014a). Covitality: fostering the building blocks of complete mental health. Communiqué, 42(8), 28–29.
Furlong, M. J., You, S., Renshaw, T. L., Smith, D. C., & O’Malley, M. D. (2014b). Preliminary development and validation of the Social and Emotional Health Survey for secondary students. Social Indicators Research, 117, 1011–1032. doi:10.1007/s11205-013-0373-0.
Gilman, R., & Huebner, E. S. (1997). Children’s reports of their life satisfaction: convergence across raters, time and response formats. School Psychology International, 18, 229–243. doi:10.1177/0143034397183004.
Gilman, R., Huebner, E. S., & Laughlin, J. E. (2000). A first study of the multidimensional students’ life satisfaction scale with adolescents. Social Indicators Research, 52, 135–160. doi:10.1023/A:1007059227507.
Glover, T. A., & Albers, C. A. (2007). Considerations for evaluating universal screening assessments. Journal of School Psychology, 45, 117–135. doi:10.1016/j.jsp.2006.05.005.
Greenspoon, P. J., & Saklofske, D. H. (2001). Toward an integration of subjective well-being and psychopathology. Social Indicators Research, 54, 81–108.
Huebner, E. S. (1991). Initial development of the student’s life satisfaction scale. School Psychology International, 12, 231–240. doi:10.1177/0143034391123010.
Huebner, E. S. (1994). Preliminary development and validation of a Multidimensional Life Satisfaction Scale for children. Psychological Assessment, 6, 149–158. doi:10.1037/1040-3590.6.2.149.
Huebner, E. S., & Alderman, G. L. (1993). Convergent and discriminant validation of a children’s life satisfaction scale: its relationship to self- and teacher-reported psychological problems and school functioning. Social Indicators Research, 30, 71–82. doi:10.1007/BF01080333.
Huebner, E. S., Laughlin, J. E., Ash, C., & Gilman, R. (1998). Further validation of the Multidimensional Student Life Satisfaction Scale. Journal of Psychoeducational Assessment, 16, 118–134. doi:10.1177/073428299801600202.
Huebner, E. S., Gilman, R., Reschly, A. L., & Hall, R. (2009). Positive schools. In S. J. Lopez & C. R. Synder (Eds.), The Oxford handbook of positive psychology (2nd ed., pp. 561–568). New York: Oxford University Press.
Jenkins, L. N., Demaray, M. K., Wren, N. S., Secord, S. M., Lyell, K. M., Magers, A. M., Setmeyer, A. J., Rodelo, C., Newcomb-McNeal, E., & Tennant, J. (2014). A critical review of five commonly used social-emotional and behavioral screeners for elementary or secondary schools. Contemporary School Psychology, 18, 241–254. doi:10.1007/s40688-014-0026-6.
Kamphaus, R. W., & Reynolds, C. R. (2007). BASC-2 behavioral and emotional screening system. Minneapolis: Pearson Assessment.
Keyes, C. L. M. (2005). Mental illness and/or mental health? Investigating axioms of the complete state model of health. Journal of Counseling and Clinical Psychology, 73, 539–548. doi:10.1037/0022_006X.73.3.539.
Kim, E. K., Furlong, M. J., Dowdy, E., & Felix, E. D. (2014). Exploring the relative contribution of the strength and distress components of dual-factor complete mental health screening. Canadian Journal of School Psychology, 29, 127–140. doi:10.1177/0829573514529567.
King, K. R., & Reschly, A. L. (2014). A comparison of screening instruments: predictive validity of the BESS and BSC. Journal of Psychoeducational Assessment, 32, 687–698. doi:10.1177/0734282914531714.
Laurent, J., Catanzaro, S. J., Joiner, T. E., Jr., Rudolph, K. D., Potter, K. I., Lambert, S., Osborne, L., & Gathright, T. (1999). A measure of positive and negative affect for children: scale development and preliminary validation. Psychological Assessment, 11, 326–338. doi:10.1037/1040-3590.11.3.326.
LeBuffe, P. A., & Shapiro, V. A. (2004). Lending “strength” to the assessment of preschool social-emotional health. The California School Psychologist, 9, 51–61. doi:10.1007/BF03340907.
Levitt, J. M., Saka, N., Romanelli, L. H., & Hoagwood, K. (2007). Early identification of mental health problems in schools: the status of instrumentation. Journal of School Psychology, 45, 163–191. doi:10.1016/j.jsp.2006.11.005.
Lyons, M. D., Huebner, E. S., Hills, K. J., & Shinkareva, S. V. (2012). The dual-factor model of mental health: further study of the determinants of group differences. Canadian Journal of School Psychology, 27, 183–196. doi:10.1177/0829573512443669.
Masten, A. S., Hubbard, J. J., Gest, S. D., Tellegen, A., Garmezy, N., & Ramirez, M. (1999). Competence in the context of adversity: pathways to resilience and maladaption from childhood to late adolescence. Development and Psychopathology, 11, 143–169. doi:10.1017/S0954579499001996.
Meier, J. H. (1975). Screening, assessment, and intervention for young children at developmental risk. In N. Hobbs (Ed.), Issues in the classification of children (Vol. 2). San Francisco: Jossey-Bass.
Murphy, J. M. (2005). Successful developmental screening experiences: Model case studies. Presented at A Public Health Approach to Social/Emotional/Behavioral Issues in Youth: Early Identification of Developmental Challenges, Washington, DC.
National Association of School Psychologists. (2010a). Model for comprehensive and integrated school psychological services. Bethesda: National Association of School Psychologists.
National Association of School Psychologists. (2010b). Principles for professional ethics. Bethesda: National Association of School Psychologists.
Nemeroff, R., Levitt, J. M., WonPat-Borja, A. J., Bufferd, S. J., Setterberg, S., & Jensen, P. S. (2008). Establishing ongoing, early identification programs for mental health problems in our schools: a feasibility study. Journal of the American Academy of Adolescent Psychiatry, 47, 328–338. doi:10.1097/CHI.0b013e318160c5b1.
Nickerson, A. B., & Fishman, C. E. (2013). Promoting mental health and resilience through strength-based assessment in U.S. schools. Educational and Child Psychology, 30, 7–17.
Renshaw, T. L., & Cohen, A. S. (2014). Life satisfaction as a distinguishing indicator of college student functioning: further validation of the two-continua model of mental health. Social Indicators Research, 117, 319–334. doi:10.1007/s11205-013-0342-7.
Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior assessment system for children (2nd ed.). Circle Pines: American Guidance Service.
Scales, P. C. (1999). Reducing risks and building developmental assets: essential actions for promoting adolescent health. Journal of School Health, 69, 113–119. doi:10.1111/j.1746-1561.1999.tb07219.x.
Severson, H. H., Walker, H. M., Hope-Doolittle, J., Kratochwill, T. R., & Gresham, F. M. (2007). Proactive, early screening to detect behaviorally at-risk students: issues, approaches, emerging innovations, and professional practices. Journal of School Psychology, 45, 193–223. doi:10.1016/j.jsp.2006.11.003.
Smith, S. R. (2007). Making sense of multiple informants in child and adolescent psychopathology: a guide for clinicians. Journal of Psychoeducational Assessment, 25, 139–149. doi:10.1177/0734282906296233.
Strack, F. (1992). “Order effects” in survey research: Activation and information functions of preceding questions. In N. Schwarz & S. Sudman (Eds.), Context effects in social and psychological research (pp. 23–34). New York: Springer-Verlag.
Suldo, S. M., & Shaffer, E. J. (2008). Looking beyond psychopathology: the dual-factor model of mental health in youth. School Psychology Review, 37, 52–68.
Unger, J. B., Gallaher, P. G., Palmer, P. H., Baezconde-Garbanati, L., Trinidad, D. R., Cen, S., & Johnson, C. A. (2004). No news is bad news: characteristics of adolescents who provide neither parental consent nor refusal for participation in school-based survey research. Evaluation Review, 28, 52–63. doi:10.1177/0193841X03254421.
Vannest, K. J. (2012). Implementing interventions and progress monitoring subsequent to universal screening. School Psychology Forum: Research in Practice, 6, 119–136.
Venning, A., Eliott, J., Kettler, L., & Wilson, A. (2013). Complete mental health in south Australian youth: Prevalence, measurement, and promotion. In C. L. M. Keyes (Ed.), Mental well-being: International contributions to the study of positive mental health (pp. 29–50). New York: Springer Science+Business Media.
Waters, E., Stewart-Brown, S., & Fitzpatrick, R. (2003). Agreement between adolescent self-report and parent reports of health and well-being: results of an epidemiological study. Child: Care, Health and Development, 29, 501–509. doi:10.1046/j.1365-2214.2003.00370.x.
You, S., Furlong, M. J., Dowdy, E., Renshaw, T. L., Smith, D. C., & O’Malley, M. D. (2014). Further validation of the social and emotional health survey for high school students. Applied Research in Quality of Life, 9, 997–1015. doi:10.1007/s11482-013-9282-2.
Acknowledgments
The authors would like to thank East Valley High school for their continued partnership and graduate students at the University of California, Santa Barbara for their support in designing resources presented as examples in this manuscript.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Moore, S.A., Widales-Benitez, O., Carnazzo, K.W. et al. Conducting Universal Complete Mental Health Screening via Student Self-Report. Contemp School Psychol 19, 253–267 (2015). https://doi.org/10.1007/s40688-015-0062-x
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40688-015-0062-x