Universal Screening for Student Mental Health: Selection of Norming Group

被引:0
作者
Plant, Meagan Z. [1 ]
Clark, Kelly N. [1 ]
机构
[1] Louisiana State Univ, Baton Rouge, LA USA
关键词
norm-referenced assessment; universal screeners; mental health; LIFETIME PREVALENCE; GENDER-DIFFERENCES; BEHAVIOR; RISK; ADOLESCENTS; DISORDERS; CHILDREN; SUICIDALITY; ELEMENTARY; ADJUSTMENT;
D O I
10.1177/15345084241265632
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The prevalence of student mental health concerns has increased the need for universal mental health screening to promote access to services. Some screeners determine risk status by comparing student scores to norming samples based on age (i.e., combined-gender) or on age and gender (i.e., separate-gender). This study examined scores on the Behavior Assessment System for Children-Third Edition, Behavioral and Emotional Screening System (BASC-3 BESS) using combined-gender and separate-gender norms for high school students (N = 594). There were no statistically significant differences in adolescents' self-reported BASC-3 BESS raw scores or risk status classification across genders. These findings suggest that school teams are likely to identify students' mental health status similarly, regardless of whether they use BESS separate-gender or combined-gender norms, although some students' risk status is expected to vary. These findings have the potential to inform best practice recommendations for school-wide screenings of mental health and identification of students at risk. Additional implications, limitations, and future directions are discussed.
引用
收藏
页码:3 / 15
页数:13
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