University of California Santa Barbara! 7/7/13!

contact: Erin Dowdy: edowdy@education.ucsb.edu! 1!

A Dual-Factor Model Approach for School-Based Mental-Health

Screening

Stephanie E. A. Mendez, A. Gizelle Orellana, Michael Furlong, Ph.D. & Erin Dowdy, Ph.D., Department of Counseling, Clinical and School Psychology

University of California Santa Barbara

Abstract �  Issue: Universal screening for complete mental

health

�  Sample: 1,711 students from one large, urban high school

�  Procedure: 2 self-report questionnaires BESS and SEHS

�  Results: BESS and SEHS combined risk

�  Implications:

�  Universal screening via a multicomponent approach (psychological distress and well-being):

�  Provides relevant information for all students

�  Provides a more complete picture of a youth’s functioning and risk

What is Complete Mental Health?

�  Traditionally, one-dimensional, deficits-focused model �  Focuses solely on negative

symptoms, ignoring strengths and other factors

�  Multicomponent model (i.e., dual-factor) �  Psychological distress and well-

being are related and independently associated with youth risk

�  Need to assess both symptoms of distress and personal strengths to form complete picture

Complete Mental Health

Other Factors

Personal Strengths

Psychological Distress

Method �  Participants

�  1,711 High School Students

�  Ages 13-18

�  72% Latino/a

�  46% Female

�  2 self-report questionnaires

�  BASC-2 Behavioral and Emotional Screening System (BESS)

�  Social Emotional Health Survey (SEHS)

�  Low/high levels of emotional and behavioral risk (BESS) crossed with low/high levels of positive psychological functioning (SEHS)

�  School performance data collected for 2012-2013 year

Our Approach to Universal Screening For Complete Mental Health

1 • BESS + SEHS

2 •  Triage Care Coordination Team

3 •  Individual Follow-up

4 •  Schoolwide Strategies & Intervention

5 •  Annual Follow-up

BASC-2 Behavioral Emotional Screening System

Behavioral Emotional

Risk

Hyperactivity/

Inattention

Internalizing Problems

School Problems

Personal Adjustment

University of California Santa Barbara! 7/7/13!

contact: Erin Dowdy: edowdy@education.ucsb.edu! 2!

Self-Awareness! Grit!Self–Efficacy!

Emotion Regulation! Empathy!Self-Control!

Belief-in-Self!

Emotional Competence!

Optimism! Gratitude!ZEST! Engaged Living!

Social Emotional Health Survey SEHS Model

Subjective Well-Being!

Family Coherence! School Support!Peer Support! Belief-in-Others!

Percent of Students by Behavioral-Emotional Risk Group by Number of Strengths

* self-efficacy, self-awareness, persistence, peer support, school support, family coherence, empathy, self-control, emotional regulation, gratitude, meaningful participation, optimism

SEHS by BESS Triage Groups Results for One High School

BESS Normal (average, < 60)

BESS Elevated (some behavior-emotional

symptoms, 60-69)

BESS Very Elevated (significant behavior-

emotional symptoms, 70+)

Low Personal Strengths

(< 85)

4. Languishing 122

2. Moderate Risk 61

1. Highest Risk 25 Low Average

Strengths (85-100)

5. Getting By 398

3. Lower Risk 56

High Average Strengths (101-115)

6. Moderate Thriving 504

9. Inconsistent 31

8. Inconsistent 3

High Strengths (115+)

7. High Thriving 248

Conclusion �  We cannot help students unless we know which ones to help

�  We need to take the time to ask all students how they are doing via a thorough universal screening

�  In order to learn about youths’ complete mental health, a multicomponent model is suggested that considers both behavioral and emotional risk and personal strengths

�  Focusing on complete mental health and schoolwide support services benefits the entire student body instead of only focusing on the few with distress or ignoring those just “getting by”

REFERENCES!Dowdy, E., Furlong, M. J., & Sharkey, J. D. (2013). Using surveillance of mental health to increase understanding of youth involvement in high-risk behaviors: A value

added analysis. Journal of Emotional and Behavioral Disorders, 21, 33–44. doi:10.1177/1063426611416817!Dowdy, E., Twyford, J. M., Chin, J. K., DiStefano, C. A., Kamphaus, R. W., & Mays, K. L. (2011).  Factor structure of the BASC–2 Behavioral and Emotional Screening

System Student Form. Psychological Assessment, 23, 379–387. doi:10.1037/a0021843!Furlong, M. J., You, S., Renshaw, T. L., O’Malley, M. D., & Rebelez, J. (2013). Preliminary development of the Positive Experiences at School Scale for elementary

school children. Child Indicators Research. Advanced online publication. doi:10.1007/s12187-013-9193-7 !Furlong, M. J., You, S., Renshaw, T. L., Smith, D. C., & O’Malley, M. D. (2013). Preliminary development and validation of the Social and Emotional Health Survey for

secondary students. Social Indicators Research. Advanced online publication. doi:10.1007/s11205-013-0373-0!Jones, C. N., You, S., & Furlong, M. J. (2013). A preliminary examination of covitality as integrated well-being in college students. Social Indicators Research, 111, 511–

526. doi:10.1007/s11205-012-0017-9!Renshaw, T. L., Furlong, M. J., Dowdy, E., Rebelez, J., Smith, D. C., & O’Malley, M. D. et al. (in press). Covitality: A synergistic conceptualization of thriving youth. In M.

J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in the schools (2nd ed.). New York, NY: Routledge/Taylor & Francis.!You, S., Furlong, M. J., Dowdy, E., Renshaw, T., Smith, D. C., & O’Malley, M. D. (2013). Further validation of the Social and Emotional Health Survey for high school

students. Manuscript under review.!