Advancing Mental Health Screening in Schools: Innovative, Field-Tested Practices and Observed Trends During a 15-Month Learning Collaborative.
Advancing Mental Health Screening in Schools: Innovative, Field-Tested Practices and Observed Trends During a 15-Month Learning Collaborative.
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DOI：
10.1002/pits.22670
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发表时间：
2022-06
影响因子：
2
通讯作者：
Hoover, Sharon A.
中科院分区：
文献类型：
--
作者：
Connors, Elizabeth H.;Moffa, Kathryn;Carter, Taneisha;Crocker, John;Bohnenkamp, Jill H.;Lever, Nancy A.;Hoover, Sharon A.
学校处于有利地位，可以通过普遍的心理健康筛查，促进对有新出现的心理健康需求的青少年进行早期识别和干预。通过筛查及早发现心理健康问题可以改善学生的长期发展和成功，但学校面临后勤挑战，并且缺乏制定当地筛查政策和实践的务实指导。本研究总结了参与为期 15 个月学习合作的 6 个学区测试的心理健康筛查实践。对 42 个计划-实施-研究-行动周期的定性分析显示，各学区测试了七个筛查实践领域的质量改进变化，所有团队至少进行一项测试，以：1) 奠定基础； 2) 确定资源、物流和管理流程。定量数据表明，接受筛查的学生总数的平均百分比从 0% 增加到 22%（范围 = 后续筛查的 270 – 4,850 名学生）。总之，这些结果表明，目前尚未开展心理健康筛查的学区如何应用小型、具体的变革测试来开发适合当地的、实用且可扩展的流程来筛查学生的心理健康问题。提供的经验教训可以为校本团队的未来方向提供指导。
Schools are well positioned to facilitate early identification and intervention for youth with emerging mental health needs through universal mental health screening. Early identification of mental health concerns via screening can improve long-term student development and success, but schools face logistical challenges and lack of pragmatic guidance to develop local screening policies and practices. This study summarizes mental health screening practices tested by six school districts participating in a 15-month learning collaborative. Qualitative analysis of 42 Plan-Do-Study-Act cycles revealed that districts tested quality improvement changes across seven screening practice areas, with all teams conducting at least one test to: 1) build a foundation; and 2) identify resources, logistics and administration processes. Quantitative data indicated that the average percentage of total students screened increased from 0% to 22% (range = 270 – 4,850 students screened at follow-up). Together, these results demonstrate how school districts not currently engaged in mental health screening can apply small, specific tests of change to develop a locally-tailored, practical and scalable process to screen for student mental health concerns. Lessons learned are provided to inform future directions for school-based teams.
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影响因子：
2.6
作者：
Connors EH;Smith-Millman M;Bohnenkamp JH;Carter T;Lever N;Hoover SA
通讯作者：
Hoover SA
影响因子：
2.6
作者：
Allen, Amanda N.;Kilgus, Stephen P.;Hodgson, Caroline
通讯作者：
Hodgson, Caroline
影响因子：
3.8
作者：
Costello, E. Jane;He, Jian-ping;Merikangas, Kathleen Ries
通讯作者：
Merikangas, Kathleen Ries
DOI：
10.1080/15374416.2019.1689824
发表时间：
2019-12-13
影响因子：
4.2
作者：
Becker-Haimes, Emily M.;Tabachnick, Alexandra R.;Beidas, Rinad S.
通讯作者：
Beidas, Rinad S.
DOI：
10.1111/j.1469-7610.1997.tb01545.x
发表时间：
1997-07-01
期刊：
JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES
影响因子：
--
作者：
Goodman, R
通讯作者：
Goodman, R