A roadmap to equitable school mental health screening.

Autor: Moore S; School of Education, University of California Riverside. Electronic address: stephanie.moore@ucr.edu., Long ACJ; Department of Psychology, Louisiana State University., Coyle S; Department of Psychology, Montclair State University., Cooper JM; Ferkauf Graduate School of Psychology, Yeshiva University., Mayworm AM; School of Education, Loyola University Chicago., Amirazizi S; Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara., Edyburn KL; Department of Psychiatry and Behavioral Sciences, University of California, San Francisco / Zuckerberg San Francisco General Hospital., Pannozzo P; Department of Student Development, University of Massachusetts Amherst., Choe D; Department of Psychology, Louisiana State University., Miller FG; Department of Educational Psychology, University of Minnesota - Twin Cities., Eklund K; Department of Educational Psychology, University of Wisconsin-Madison., Bohnenkamp J; National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine., Whitcomb S; Department of Student Development, University of Massachusetts Amherst., Raines TC; Department of Psychology, University of Nevada, Las Vegas, USA., Dowdy E; Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara.
Jazyk: angličtina
Zdroj: Journal of school psychology [J Sch Psychol] 2023 Feb; Vol. 96, pp. 57-74. Date of Electronic Publication: 2022 Dec 19.
DOI: 10.1016/j.jsp.2022.11.001
Abstrakt: Youth in the United States are experiencing mental health concerns at alarming rates. Considering the nation's legacy of racism and growing recognition of the impact of social determinants of health on educational and mental health inequities, it is imperative to re-envision how we approach mental health screening in schools to center equity. A focus on mental health screening for the sole purpose of identifying individual at-risk students ignores key contextual considerations, is ineffective in addressing health and educational inequities, and has the potential to perpetuate oppressive practices in schools. Equity-focused mental health screening requires a shift from individual- and deficit-focused approaches to systems- and holistic-focused approaches that (a) identify strengths and stressors among individuals, groups, and communities; (b) dismantle structural forms of oppression; and (c) promote positive mental health outcomes for minoritized youth. Integrating recommendations from the educational equity literature and critical school mental health frameworks, this paper identifies core considerations for equitable school mental health screening and provides guiding principles for each phase of the screening process, from screening readiness to execution to follow up. To implement these recommendations and transform school-based mental health care, schools should (a) incorporate multiple perspectives; (b) prioritize student, family, and community voices; and (c) build collaborative partnerships to co-construct a vision for equitable school mental health.
Competing Interests: Declaration of Competing Interest We have no known conflict of interest to disclose.
(Copyright © 2022 The Authors. Published by Elsevier Ltd.. All rights reserved.)
Databáze: MEDLINE
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