Anonymous versus Self-Identified Response Formats for School Mental Health Screening

Autor/inn/en	Wagle, Rhea; Dowdy, Erin; Furlong, Michael J.; Nylund-Gibson, Karen; Carter, Delwin; Hinton, Tameisha
Titel	Anonymous versus Self-Identified Response Formats for School Mental Health Screening
Quelle	In: Assessment for Effective Intervention, 47 (2022) 2, S.112-117 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Wagle, Rhea) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508420959439
Schlagwörter	Mental Health; Screening Tests; Student Surveys; High School Students; Test Format; High Schools; Test Validity; Differences; California + Suchen Sie Ihr Suchwort? Psychohygiene; Screening-Verfahren; Schülerbefragung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Testentwicklung; Testvalidität; Unterscheiden; Kalifornien
Abstract	Schools are an essential setting for mental health supports and services for students. To support student well-being, schools engage in universal mental health screening to identify students in need of support and to provide surveillance data for district-wide or state-wide policy changes. Mental health data have been collected via anonymous and self-identified response formats depending on the purpose of the screening (i.e., surveillance and screening, respectively). However, most surveys do not provide psychometric evidence for use in both types of response formats. The current study examined whether responses to the Social Emotional Health Survey--Secondary (SEHS-S), a school mental health survey, are comparable when administered using anonymous versus self-identified response formats. The study participants were from one high school and completed the SEHS-S using self-identified (n = 1,700) and anonymous (n = 1,667) formats. Full measurement invariance was found across the two response formats. Both substantial and minimal latent mean differences were detected. Implications for the use and interpretation of the SEHS-S for schoolwide mental health are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01