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Transcript of BASC-2 Behavioral Emotional Screening Systemmichaelfurlong.info/2-ed_mjf_apa_la_poster_slid.pdf ·...
University of California Santa Barbara! 7/7/13!
contact: Erin Dowdy: [email protected]! 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: [email protected]! 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.!