Does Including School Belonging Measures Enhance Complete Mental Health Screening in Schools?

Autor/inn/en	Moffa, Kathryn; Dowdy, Erin; Furlong, Michael J.
Titel	Does Including School Belonging Measures Enhance Complete Mental Health Screening in Schools?
Quelle	(2018), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mental Disorders; Screening Tests; School Health Services; Barriers; Access to Health Care; Student School Relationship; Adolescents; Mental Health; Stress Variables; Symptoms (Individual Disorders); High School Students; Well Being; Stress Management; California; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Mental illness; Geisteskrankheit; Screening-Verfahren; Schuleingangsuntersuchung; Schüler-Lehrer-Beziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Psychohygiene; Psychiatrische Symptomatik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Well-being; Wellness; Wohlbefinden; Stressmanagement; Stressbewältigung; Kalifornien
Abstract	Approximately one out of every three or four youths worldwide will meet the criteria for a formal mental health disorder in their lifetime (Costello, Mustillo, Keller, & Angold, 2004). Considering that approximately half of all mental disorders have onset by 14 years of age (World Health Organization, 2014), it is important to be mindful of how to identify, treat, and prevent symptoms in early adolescence. Recognizing the barriers to accessing private mental health care (e.g., geographic location, cost, and stigma), and coupled with findings that most youths do not seek help when they experience psychosocial distress (Christina et al., 2000), schools are ideal locations in which to implement efforts to prevent and respond to youths' mental health needs (Manassis et al., 2010). This recommendation for school-based services is aligned with findings that many school associated negative developmental outcomes are linked with psychological distress, including difficulties with social relationships, lack of initiative with schoolwork, and low academic achievement (Fröjd et al., 2008). Robust research findings indicate that youths' feelings of school belonging (a) can mitigate negative developmental outcomes (Lester, Waters, & Cross, 2013), (b) protect against psychological distress (Gratis, 2013; Pittman & Richmond, 2007), and (c) are associated with a range of positive psychological and educational developmental outcomes (Allen & Bowles, 2012). As such, it is possible that considering school belonging as part of schoolwide mental health screening could contribute unique information in support of prevention and intervention strategies to improve adolescents' mental health. Though previous research indicates that school belonging is positively associated with academic achievement (Furrer & Skinner, 2003) and positive mental health indicators (Pittman & Richmond, 2007; Vieno, Perkins, Smith, & Santinello, 2005), the potential additive predictive effects of students' school belonging when included within a school-based, universal complete mental health screening framework has not yet been thoroughly investigated. [This paper was published in: K. Allen (Ed.) and C. Boyle (Ed.), "Pathways to Belonging" (p65-81). Leiden, Netherlands: Brill.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04