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
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)