Universal Wellness Screening-Monitoring

Screening and Monitoring


Universal screening supports prevention and early intervention practices in schools. Assessing emotional and behavioral problems is often the primary focus of school-based screening — however, this problem focus does not address the interests of a small percentage of students.  Including  strength-based measures in school-based universal mental wellness screening broadens educators’ understanding of mental health and informs proactive interventions that address problems and while enhance strengths.

Universal Complete Mental Wellness Screening Via Student Self-Report:

Rationale and Step-by-Step Approach

California Department of Education Universal Social, Emotional, and Behavioral  Screening for Monitoring and Early Intervention

See Also

School Mental Health Collaborative

Best practices in universal screening for social, emotional, and behavioral outcomes: An implementation guide

Key References

Dowdy, E., Furlong, M. J., Raines, T. C., Price, M., Murdock, J., … Bovery, B. (2014). Enhancing school-based mental health services with a preventive and promotive approach to universal screening for complete mental health. Journal of Educational and Psychological Consultation, 25, 1–20. doi:10.1080/10474412.2014.929951

Dowdy, E., Williams, L., Dever, B., Moore, S., Kamphaus, R., Raines, T., & Furlong, M. J. (2016). Universal self-report screening in high school to predict internalizing symptoms. School Psychology Review, 45, 458–476. https://doi.org/10.17105/SPR45-4.458-476

Moore, S. A., & Widales-Benitez, O., & Carnazzo, K. W., Kim, E. K., Moffa, K., & Dowdy, E. (2016). Conducting universal complete mental health screening via student self-report. Contemporary School Psychology, 19, 253–267. doi:10.1007/s40688-015-0062-x

Contemporary mental health screening examines a combination of students’ psychological distress and subjective well-being (Moore et al., 2015). This model is called the “dual-factor” model (DFM; Greenspoon & Saklofske, 2001; Keyes, 2005; Suldo & Schaffer, 2008)—being “free of psychopathology and flourishing, with high levels of emotional, psychological, and social well-being” (Keyes, 2005, p. 539).

Key References

Furlong, M. J., Fullchange, A., & Dowdy, E. (2017). Effects of mischievous responding on the results of school-based mental health screening: I love rum raisin ice cream, really I do! School Psychology Quarterly, 32, 320–335. doi:10.1037/spq0000168

Kim, E., Dowdy, E., Furlong, M. J., & You, S. (2018). Complete mental health screening: Psychological strengths and life satisfaction in Korean students. Child Indicators Research, 12, 1–15. First online, 23 May 2018. doi:10.1007/s12187-018-9561-4

Kim, E., Dowdy, E., Furlong, M. J., & You, S. (2017). Mental health profiles and quality of life outcomes among Korean adolescents. School Psychology International, 38, 98–116. doi.org/10.1177/0143034316682296

Kim, E. K., Dowdy, E., & Furlong, M. J.  (2014). An exploration of using a dual-factor model in school-based mental health screening. Canadian Journal of School Psychology, 29, 127–140. doi:10.1177/0829573514529567

Dual-Factor Screening Approach

Covitality Survey Student Orientation Presentation (slides)