University of California Santa Barbara

Project Covitality

Screening

Universal screening supports prevention and early intervention practices in schools. While assessing emotional and behavioral problems is often the primary focus of school-based screening, this approach may not fully address the needs of all students. By including strength-based measures in school-based universal mental wellness screening, we empower educators and administrators with a broader understanding of mental health, enabling them to inform proactive interventions that address problems while enhancing strengths.


Dual-Factor Model

Students take an active role in modern mental health screening, evaluating both their psychological distress and subjective well-being using the dual-factor or dual-continuum mental health model.


Wellness Screening and Monitoring

Resources


Stephanie Moore, PhD. Implementing Universal Social, Emotional, and Behavioral Screening; Challenges and Opportunities


UCSB Covitality     

Student Interview Form

See Also

School Mental Health Collaborative

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

An implementation guide

Complete Mental Wellness

“Free of psychopathology and flourishing, with high levels of emotional, psychological, and social well-being” (Keyes, 2005, p. 539).

Resources


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

Dual-Factor Mental Wellness

for Grades 3-6 using the Social Emotional Health Survey–Primary and the Me and the My School


Screening Survey: Student Orientation Presentation (slides)