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Surveillance of middle and high school mental health risk by student self-report screener.

Dever BV, Kamphaus RW, Dowdy E, Raines TC, Distefano C - West J Emerg Med (2013)

Bottom Line: A 2009 National Academies of Sciences report on child mental health prevention and treatment concluded that screening for mental health risk is an essential component of service delivery.BESS scores differentiated well between schools for overall BER and special education status, as well as between grade levels, ethnicity, and gender groups.BESS results reliably identified individual mental health risk associated with special education placement, which is documented to lead to poor school outcomes such as school dropout and lack of enrollment in post-secondary education.

View Article: PubMed Central - PubMed

Affiliation: Georgia State University, Department of Education Policy Studies, Atlanta, Georgia.

ABSTRACT

Introduction: A 2009 National Academies of Sciences report on child mental health prevention and treatment concluded that screening for mental health risk is an essential component of service delivery. To date, however, there are few practical assessments available or practices in place that measure individual child risk, or risk aggregated at the school or community level. This study examined the utility of a 30-item paper and pencil student self-report screener of behavioral and emotional risk (BER) for surveying community risk among 7 schools.

Methods: In 2010, 2,222 students in 3 middle and 4 high schools in a medium-sized school district in Georgia were administered the Behavioral and Emotional Screening System Self-Report Child/Adolescent form (BESS Student). The BESS is designed to measure 4 sub-syndromal BER factors for developing mental health disorders: inattention/hyperactivity, internalizing, school problems, and personal adjustment. Analysis of Variance and Chi Square analyses were used to assess the association between adolescent self-reported BER as an indicator of school BER, grade level, child ethnic identification and gender, socioeconomic status, and special education placement status.

Results: BESS scores differentiated well between schools for overall BER and special education status, as well as between grade levels, ethnicity, and gender groups. One high school, known by the school administration to have numerous incidents of student behavior problems, had the most deviant 4 BER domain scores of all 7 schools. Girls rated themselves as having a higher prevalence of BER (14%) than boys (12%); middle school students reported fewer difficulties than high school students.

Conclusion: Middle and high school students were capable of identifying significant differences in their own BER across schools, suggesting that universal mental health risk screening via student self-report is potentially useful for identifying aggregated community risk in a given school that may warrant differential deployment of mental health prevention and intervention strategies. BESS results reliably identified individual mental health risk associated with special education placement, which is documented to lead to poor school outcomes such as school dropout and lack of enrollment in post-secondary education.

No MeSH data available.


Related in: MedlinePlus

Factor score means and standard deviations for 4 Behavior and Emotional Screening System factors by student grade.
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f2-wjem-14-384: Factor score means and standard deviations for 4 Behavior and Emotional Screening System factors by student grade.

Mentions: The third question of interest was whether or not demographic variables, such as child race/ethnicity, gender, SES, or grade level, were strongly associated with screener scores The ANOVA by child gender was statistically significant for only the Adjustment (F = 6.79, p < 0.009) and Internalizing factors (F = 25.35, p < 0.000), where girls obtained higher scores on each. BESS scores also differed significantly by grade level for all four factors; Adjustment (F = 3.87, p < 0.004), Inattention/Hyperactivity (F = 6.23, p < 0.001), Internalizing (F = 2.82, p < 0.24), and School Problems (F = 6.99, p < 0.000). Figure 2 plots means for the 4 factors by grade level. These data reveal a trend for self-reported problems to increase in high school over levels reported by eighth graders.


Surveillance of middle and high school mental health risk by student self-report screener.

Dever BV, Kamphaus RW, Dowdy E, Raines TC, Distefano C - West J Emerg Med (2013)

Factor score means and standard deviations for 4 Behavior and Emotional Screening System factors by student grade.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC3756705&req=5

f2-wjem-14-384: Factor score means and standard deviations for 4 Behavior and Emotional Screening System factors by student grade.
Mentions: The third question of interest was whether or not demographic variables, such as child race/ethnicity, gender, SES, or grade level, were strongly associated with screener scores The ANOVA by child gender was statistically significant for only the Adjustment (F = 6.79, p < 0.009) and Internalizing factors (F = 25.35, p < 0.000), where girls obtained higher scores on each. BESS scores also differed significantly by grade level for all four factors; Adjustment (F = 3.87, p < 0.004), Inattention/Hyperactivity (F = 6.23, p < 0.001), Internalizing (F = 2.82, p < 0.24), and School Problems (F = 6.99, p < 0.000). Figure 2 plots means for the 4 factors by grade level. These data reveal a trend for self-reported problems to increase in high school over levels reported by eighth graders.

Bottom Line: A 2009 National Academies of Sciences report on child mental health prevention and treatment concluded that screening for mental health risk is an essential component of service delivery.BESS scores differentiated well between schools for overall BER and special education status, as well as between grade levels, ethnicity, and gender groups.BESS results reliably identified individual mental health risk associated with special education placement, which is documented to lead to poor school outcomes such as school dropout and lack of enrollment in post-secondary education.

View Article: PubMed Central - PubMed

Affiliation: Georgia State University, Department of Education Policy Studies, Atlanta, Georgia.

ABSTRACT

Introduction: A 2009 National Academies of Sciences report on child mental health prevention and treatment concluded that screening for mental health risk is an essential component of service delivery. To date, however, there are few practical assessments available or practices in place that measure individual child risk, or risk aggregated at the school or community level. This study examined the utility of a 30-item paper and pencil student self-report screener of behavioral and emotional risk (BER) for surveying community risk among 7 schools.

Methods: In 2010, 2,222 students in 3 middle and 4 high schools in a medium-sized school district in Georgia were administered the Behavioral and Emotional Screening System Self-Report Child/Adolescent form (BESS Student). The BESS is designed to measure 4 sub-syndromal BER factors for developing mental health disorders: inattention/hyperactivity, internalizing, school problems, and personal adjustment. Analysis of Variance and Chi Square analyses were used to assess the association between adolescent self-reported BER as an indicator of school BER, grade level, child ethnic identification and gender, socioeconomic status, and special education placement status.

Results: BESS scores differentiated well between schools for overall BER and special education status, as well as between grade levels, ethnicity, and gender groups. One high school, known by the school administration to have numerous incidents of student behavior problems, had the most deviant 4 BER domain scores of all 7 schools. Girls rated themselves as having a higher prevalence of BER (14%) than boys (12%); middle school students reported fewer difficulties than high school students.

Conclusion: Middle and high school students were capable of identifying significant differences in their own BER across schools, suggesting that universal mental health risk screening via student self-report is potentially useful for identifying aggregated community risk in a given school that may warrant differential deployment of mental health prevention and intervention strategies. BESS results reliably identified individual mental health risk associated with special education placement, which is documented to lead to poor school outcomes such as school dropout and lack of enrollment in post-secondary education.

No MeSH data available.


Related in: MedlinePlus