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Exploring a dual-factor mental health screening model with children in grades 5-10
Tyler L Renshaw1, Sarah J Bolognino2, Kelly N Clark2
1Department of Psychology, Utah State University.
School Psychology (Washington, D.C.)
|September 12, 2024
Summary
The dual-factor mental health model shows most students have complete mental health. This screening model effectively identifies students
Area of Science:
- Psychology
- Child and Adolescent Mental Health
- Educational Psychology
Background:
- The dual-factor mental health (DFMH) model distinguishes between psychological distress and well-being.
- Understanding mental health status in youth is crucial for academic and social development.
- Previous research has explored DFMH, but validation in diverse school-aged populations is ongoing.
Purpose of the Study:
- To examine the prevalence of DFMH statuses in a nationally representative sample of U.S. students.
- To assess the criterion validity of a DFMH screening model using academic, behavioral, and emotional indicators.
- To provide evidence for the DFMH model's utility in school-based mental health screening.
Main Methods:
- Utilized a nationally representative sample of 5,949 U.S. students in grades 5-10.
- Employed a 10-item self-report risk survey to classify students into four DFMH statuses.
- Analyzed criterion validity by comparing DFMH groups on academic, behavioral, and emotional outcomes.
Main Results:
- Most students (71.2%) were classified as having complete mental health.
- Students in the complete mental health group showed the most favorable outcomes.
- Symptomatic but content students fared better than troubled or vulnerable students.
Conclusions:
- The DFMH screening model demonstrates validity and utility in a large, representative sample of youth.
- Findings support the use of the DFMH model for identifying mental health status in school settings.
- Further research should explore longitudinal outcomes and intervention strategies based on DFMH classification.
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