Relevant bibliographies by topics / Universal Mental Health Screening

Academic literature on the topic 'Universal Mental Health Screening'

Author: Grafiati
Published: 7 July 2024
Last updated: 7 July 2024

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Universal Mental Health Screening":

1

Humphrey, Neil, and Michael Wigelsworth. "Making the case for universal school-based mental health screening." Emotional and Behavioural Difficulties 21, no. 1 (January 2, 2016): 22–42. http://dx.doi.org/10.1080/13632752.2015.1120051.

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Moore, Stephanie A., Oscar Widales-Benitez, Katherine W. Carnazzo, Eui Kyung Kim, Kathryn Moffa, and Erin Dowdy. "Conducting Universal Complete Mental Health Screening via Student Self-Report." Contemporary School Psychology 19, no. 4 (July 16, 2015): 253–67. http://dx.doi.org/10.1007/s40688-015-0062-x.

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Gujral, Kritee, Nazanin Bahraini, Lisa A. Brenner, James Van Campen, Donna M. Zulman, Samantha Illarmo, and Todd H. Wagner. "VA’s implementation of universal screening and evaluation for the suicide risk identification program in November 2020 –Implications for Veterans with prior mental health needs." PLOS ONE 18, no. 4 (April 11, 2023): e0283633. http://dx.doi.org/10.1371/journal.pone.0283633.

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Importance United States Veterans are at higher risk for suicide than non-Veterans. Veterans in rural areas are at higher risk than their urban counterparts. The coronavirus pandemic intensified risk factors for suicide, especially in rural areas. Objective To examine associations between Veterans Health Administration’s (VA’s) universal suicide risk screening, implemented November 2020, and likelihood of Veterans being screened, and receiving follow-up evaluations, as well as post-screening suicidal behavior among patients who used VA mental health services in 2019. Methods VA’s Suicide Risk Identification Strategy (Risk ID), implemented October 2018, is a national, standardized process for suicide risk screening and evaluation. In November 2020, VA expanded Risk ID, requiring annual universal suicide screening. As such, we are evaluating outcomes of interest before and after the start of the policy among Veterans who had ≥1 VA mental health care visit in 2019 (n = 1,654,180; rural n = 485,592, urban n = 1,168,588). Regression-adjusted outcomes were compared 6 months pre-universal screening and 6, 12 and 13 months post-universal screening implementation. Measures Item-9 on the Patient Health Questionnaire (I-9, VA’s historic suicide screener), Columbia- Suicide Severity Risk Scale (C-SSRS) Screener, VA’s Comprehensive Suicide Risk Evaluation (CSRE), and Suicide Behavior and Overdose Report (SBOR). Results 12 months post-universal screening implementation, 1.3 million Veterans (80% of the study cohort) were screened or evaluated for suicide risk, with 91% the sub-cohort who had at least one mental health visit in the 12 months post-universal screening implementation period were screened or evaluated. At least 20% of the study cohort was screened outside of mental health care settings. Among Veterans with positive screens, 80% received follow-up CSREs. Covariate-adjusted models indicated that an additional 89,160 Veterans were screened per month via the C-SSRS and an additional 30,106 Veterans/month screened via either C-SSRS or I-9 post-universal screening implementation. Compared to their urban counterparts, 7,720 additional rural Veterans/month were screened via the C-SSRS and 9,226 additional rural Veterans/month were screened via either the C-SSRS or I-9. Conclusion VA’s universal screening requirement via VA’s Risk ID program increased screening for suicide risk among Veterans with mental health care needs. A universal approach to screening may be particularly advantageous for rural Veterans, who are typically at higher risk for suicide but have fewer interactions with the health care system, particularly within specialty care settings, due to higher barriers to accessing care. Insights from this program offer valuable insights for health systems nationwide.
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Goodman-Scott, Emily, Peg Donohue, and Jennifer Betters-Bubon. "Universal Mental Health Screening: Steps for School Counselors Through Multidisciplinary Teaming." Professional School Counseling 27, no. 1 (January 2023): 2156759X2311713. http://dx.doi.org/10.1177/2156759x231171394.

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School counselors collaborate with multidisciplinary teams to implement universal mental health screening (UMHS) in schools and this work is especially pertinent in light of the U.S. K–12 mental health crisis. Because the school counseling UMHS literature is still emerging, expanding this literature is necessary, particularly to meet students’ mental health concerns. The present study examined the qualitative experiences of school counselors and other multidisciplinary UMHS team members implementing screening. We coded data through a phenomenological lens and used deductive coding from the National Center for School Mental Health’s (2018) eight steps to UMHS. We discuss not only the results but applications and implications, geared toward school counselors at the building and district level to assist with their practice.
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Wood, Brandon J., and Terry McDaniel. "A preliminary investigation of universal mental health screening practices in schools." Children and Youth Services Review 112 (May 2020): 104943. http://dx.doi.org/10.1016/j.childyouth.2020.104943.

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Wissow, Lawrence S., Jonathan Brown, Kate E. Fothergill, Anne Gadomski, Karen Hacker, Peter Salmon, and Rachel Zelkowitz. "Universal Mental Health Screening in Pediatric Primary Care: A Systematic Review." Journal of the American Academy of Child & Adolescent Psychiatry 52, no. 11 (November 2013): 1134–47. http://dx.doi.org/10.1016/j.jaac.2013.08.013.

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Nestadt, Paul S., Patrick Triplett, Ramin Mojtabai, and Alan L. Berman. "Universal screening may not prevent suicide." General Hospital Psychiatry 63 (March 2020): 14–15. http://dx.doi.org/10.1016/j.genhosppsych.2018.06.006.

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King, Kate. "Screening children for mental health difficulties in school settings." British Journal of Child Health 2, no. 6 (December 2, 2021): 275–87. http://dx.doi.org/10.12968/chhe.2021.2.6.275.

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Rates of probable mental health problems in children and young people in England are increasing while failure to identify and address mental health difficulties early in life affects individuals' long-term functioning and wellbeing. Despite reported benefits of early identification and intervention, there is no school entry screening programme. The aim was to review the evidence for mental health screening and identification programmes based in schools against the UK NSC criteria. We found mixed evidence of the feasibility and acceptability of screening and limited evidence on programmes' effectiveness and cost effectiveness. While there is evidence of effective interventions, there is work to do to enable timely and equitable access to mental health support. Currently there is insufficient evidence to recommend a universal screening programme and any use of validated screening tools in schools should be accompanied by a clear pathway into early intervention services and a robust evaluation of the whole programme.
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Burt, Heather, Quynh Doan, Taryne Landry, Bruce Wright, and Kenneth W. McKinley. "The Impact of Universal Mental Health Screening on Pediatric Emergency Department Flow." Academic Pediatrics 22, no. 2 (March 2022): 210–16. http://dx.doi.org/10.1016/j.acap.2021.09.021.

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Bahraini, Nazanin, Bridget B. Matarazzo, and Lisa A. Brenner. "Universal Suicide Risk Screening to Facilitate Mental Health Treatment: VA Risk ID." Psychiatric Services 74, no. 2 (February 1, 2023): 214. http://dx.doi.org/10.1176/appi.ps.20220415.

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Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Universal Mental Health Screening":

1

Minderman, Jared L. "Universal screening of mental health: An investigation of procedures and barriers to implementation." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564753713199529.

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Storey, Elizabeth. "Relationship between Teacher Characteristics and Accuracy in Identifying Middle School Students with Symptoms of Anxiety and Depression." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6404.

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As a universal screening method, teacher nominations have been found to both miss and misidentify a substantial proportion of students with internalizing disorders such as anxiety and depression (Cunningham & Suldo, 2014; Gelley, 2014; Moor et al., 2007). Although some research has explored the accuracy of teacher nominations when used to identify students with anxiety and depression, no research examined the teacher characteristics that are potentially related to accuracy. The current study conducted a secondary analysis of an archival dataset (Gelley, 2014) to determine which characteristics of teachers (N= 19) are more closely related to accuracy in identifying middle school students (N = 233) with elevated levels of anxiety or depression. Teacher characteristics examined include: teacher self-efficacy beliefs in identifying students with anxiety and depression, teacher acceptance of the general method of asking teachers as a whole to identify students with anxiety and depression, teacher gender, years teaching, and subject taught. Multiple regression analyses were used to examine the relationships between the aforementioned teacher characteristics and teacher accuracy, defined by the conditional probability indices sensitivity, specificity, positive predictive value (PPV), and negative predictive value (NPV). The combined predictors explained 38 to 69% of the variance in those indicators of accuracy. Results indicated that in predicting sensitivity, being a language arts or math teacher (as compared to being a social studies teacher), having fewer years of professional experience, and reporting greater acceptance of method may predict higher sensitivity rates. In regards to specificity, higher teacher self-efficacy, being a social studies teacher, being male, and having fewer years of professional experience predicted higher specificity rates. In terms of PPV, having higher acceptance of method and more self-efficacy may explain higher PPV rates. Finally, in terms of NPV, having fewer years of professional experience may explain higher NPV rates. Results from this study may be used to guide collaboration and consultation with teachers in universal screenings, and may inform teacher training programs aimed to increase teacher knowledge and confidence identifying students experiencing emotional distress at school.
3

Konishcheva, Kseniia. "Novel strategies for identifying and addressing mental health and learning disorders in school-age children." Electronic Thesis or Diss., Université Paris Cité, 2023. http://www.theses.fr/2023UNIP7083.

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The prevalence of mental health and learning disorders in school-age children is a growing concern. Yet, a significant delay exists between the onset of symptoms and referral for intervention, contributing to long-term challenges for affected children. The current mental health system is fragmented, with teachers possessing valuable insights into their students' well-being but limited knowledge of mental health, while clinicians often only encounter more severe cases. Inconsistent implementation of existing screening programs in schools, mainly due to resource constraints, suggests the need for more effective solutions. This thesis presents two novel approaches for improvement of mental health and learning outcomes of children and adolescents. The first approach uses data-driven methods, leveraging the Healthy Brain Network dataset which contains item-level responses from over 50 assessments, consensus diagnoses, and cognitive task scores from thousands of children. Using machine learning techniques, item subsets were identified to predict common mental health and learning disability diagnoses. The approach demonstrated promising performance, offering potential utility for both mental health and learning disability detection. Furthermore, our approach provides an easy-to-use starting point for researchers to apply our method to new datasets. The second approach is a framework aimed at improving the mental health and learning outcomes of children by addressing the challenges faced by teachers in heterogeneous classrooms. This framework enables teachers to create tailored teaching strategies based on identified needs of individual students, and when necessary, suggest referral to clinical care. The first step of the framework is an instrument designed to assess each student's well-being and learning profile. FACETS is a 60-item scale built through partnerships with teachers and clinicians. Teacher acceptance and psychometric properties of FACETS are investigated. Preliminary pilot study demonstrated overall acceptance of FACETS among teachers. In conclusion, this thesis presents a framework to bridge the gap in detection and support of mental health and learning disorders in school-age children. Future studies will further validate and refine our tools, offering more timely and effective interventions to improve the well-being and learning outcomes of children in diverse educational settings
The prevalence of mental health and learning disorders in school-age children is a growing concern. Yet, a significant delay exists between the onset of symptoms and referral for intervention, contributing to long-term challenges for affected children. The current mental health system is fragmented, with teachers possessing valuable insights into their students' well-being but limited knowledge of mental health, while clinicians often only encounter more severe cases. Inconsistent implementation of existing screening programs in schools, mainly due to resource constraints, suggests the need for more effective solutions. This thesis presents two novel approaches for improvement of mental health and learning outcomes of children and adolescents. The first approach uses data-driven methods, leveraging the Healthy Brain Network dataset which contains item-level responses from over 50 assessments, consensus diagnoses, and cognitive task scores from thousands of children. Using machine learning techniques, item subsets were identified to predict common mental health and learning disability diagnoses. The approach demonstrated promising performance, offering potential utility for both mental health and learning disability detection. Furthermore, our approach provides an easy-to-use starting point for researchers to apply our method to new datasets. The second approach is a framework aimed at improving the mental health and learning outcomes of children by addressing the challenges faced by teachers in heterogeneous classrooms. This framework enables teachers to create tailored teaching strategies based on identified needs of individual students, and when necessary, suggest referral to clinical care. The first step of the framework is an instrument designed to assess each student's well-being and learning profile. FACETS is a 60-item scale built through partnerships with teachers and clinicians. Teacher acceptance and psychometric properties of FACETS are investigated. Preliminary pilot study demonstrated overall acceptance of FACETS among teachers. In conclusion, this thesis presents a framework to bridge the gap in detection and support of mental health and learning disorders in school-age children. Future studies will further validate and refine our tools, offering more timely and effective interventions to improve the well-being and learning outcomes of children in diverse educational settings
4

Storey, Elizabeth D. "Early Identification Of Students In Accelerated Curricula With Signs Of Academic And Emotional Risk: Working With Teachers To Identify At-Risk Students." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7579.

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As part of a comprehensive, multi-tiered system of support for students’ emotional, academic, and behavioral success, effective universal screenings are essential to identify students who may benefit from early intervention and targeted prevention services (Strein, Kuhn-McKearin, & Finney, 2014). Although many screening procedures and methods have been developed and evaluated for general education populations, more research is needed on screening procedures designed for one traditionally underserved population in school-based mental health services—students in accelerated curricula (namely, students in Advanced Placement classes or in the International Baccalaureate program; AP/IB). When teachers are involved in universal screening procedures, regardless of student population served, training strategies to improve teacher accuracy in identifying students at-risk have resulted in gains in teacher knowledge of mental health disorders, but not improvements in accuracy (Deacon, 2015; Moor et al., 2007; Veira et al., 2014). This study examined prevalence of academic and emotional risk among 352 9th grade AP/IB students (enrolled in AP Human Geography or IB Inquiry Skills) in seven schools. Within a subgroup of 245 students (from five schools) who also participated in a teacher nomination procedure, this study also examined the accuracy of teachers (N = 6) in identifying the students who demonstrate signs of risk academically (defined by low grade in class or overall GPA) or emotionally (defined by high levels of perceived stress and low school satisfaction). Almost one in four students (24.17%) were designated as at-risk academically for either low course grades or GPA, and almost one in three students in the sample (28.88%) met at-risk criteria for emotional risk for either low school satisfaction or high perceived stress. In terms of teacher accuracy, teachers were found to have a high sensitivity and specificity identifying students with academic risk (90% sensitivity and 90.32% specificity across all 6 teachers). Mirroring previous research, teacher accuracy identifying students at-risk emotionally was lower (42.42% sensitivity and 76.14% specificity across all 6 teachers). The study also explored patterns in at-risk students missed by teachers, based on student characteristics such as gender, race, socio-economic status, risk severity, and risk type. Due to a low sample size of teachers, analyses were unable to detect differences in the rate of students missed across different student variables. Finally, the study advanced and evaluated the effects of a brief teacher training and feedback intervention intended to increase accuracy in identifying students at-risk. Low sample sizes again precluded identification of meaningful statistical differences. Although statistical findings were limited, quantitative and qualitative acceptability measures indicated high participant acceptability and feasibility for the new intervention. Conclusions from the study may be used within a population-based framework of student mental health services, to best inform early identification methods of students in accelerated curricula at-risk for diminished academic and emotional success, and working with teachers in screening efforts. Further, future research points to continued need to evaluate the brief teacher intervention with larger sample sizes to evaluate any possible intervention effects.
5

Lochan, Alicia Ruth. "E-Mental Health - Developing a general screening tool for Mental Disorders." Thesis, Uppsala universitet, Institutionen för informatik och media, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-133427.

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Mental health care is critical and while governments are trying to increase awareness of the problem the available resources is not sufficient to confront the growing problem. The thesis proposes a design theory, using Gregor and Jones’s (2007) ‘Anatomy of a Design Theory’ framework, for the current mental illness dilemma that all societies are facing. The proposed solution is one of using information systems, together with domain knowledge and conventional instruments from the field of psychology to create a general screening tool. The design theory takes an ontological approach to defining the domain’s knowledge, using the MINI instrument along with expert knowledge to form the basis of the artifact. The artifact consists of four main entities: Background Information, Screening Questions, Pre-Requisite Questions and Other Questions. The thesis discusses the theoretical rationale for the screening took and then presents an instantiation of the artifact. This tool would be able to screen any person (with the exception of the mentally handicapped) to ascertain if they have a mental disorder as defined in the DSM-IV.
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Dulaney, Kristina. "Perinatal Mental Health: Screening, Integrated Practice, and Community Resources." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8858.

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Seedat, Farah. "Universal antenatal screening for group B streptococcus colonisation in the UK." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/103062/.

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Background: Group B Streptococcus (GBS) is the leading cause of neonatal sepsis and meningitis. Currently, the UK recommends against universal antenatal screening to prevent early-onset GBS disease (EOGBS, < 7 days). Key gaps around GBS natural history, harms from screening and a lack of high-quality data to prove screening effectiveness make it difficult to ensure the benefits of GBS screening outweigh the harms. There is also a wider gap on policy-making processes for screening. The overall aim of this thesis is to address these gaps and examine whether the UK should introduce universal GBS screening as a result. Methods: In addition to a literature review, I used two approaches: systematic review/metaanalysis and ecological trend analysis. The systematic reviews synthesised evidence on the screening policy-making processes, mechanisms of EOGBS and adverse events from intrapartum antibiotic prophylaxis (IAP) to prevent EOGBS. In the absence of RCTs, I combined ecological data on the benefits and harms of GBS screening, then analysed their trends across time compared with other prevention strategies in regression analyses adjusting for context differences. Results: Evidence from 17 countries showed that most GBS screening recommendations were not developed by screening organisations and it is not known whether screening principles and the likely unseen harms of GBS screening were considered. Seventeen studies revealed that we do not fully understand the natural history of why some mothers, but not others, transmit GBS to their neonates, or which neonates will develop EOGBS. There was consistent evidence that heavy bacterial load was associated with transmission and progression to EOGBS. Neonates colonised with serotype III were also twice as likely to develop EOGBS compared with serotype Ia and II. However, the evidence was old and at high risk of bias. The selective culture test at 35 to 37 weeks gestation is not an accurate predictor of EOGBS and at least 99% of screen-positive and treated mothers (and their neonates) would be over-treated. Seventeen observational studies and 13 RCTs showed a wide range of potential harms from IAP, including cerebral palsy, functional impairment and antibiotic resistance. However, there was little high-quality and applicable evidence to quantify the frequency of adverse events. The three ecological trend analyses combining data from 59 geographical areas showed that EOGBS incidence decreased by approximately 0.02 per 1,000 livebirths per year in areas that most recently reported GBS screening, whereas it increased by approximately 0.01 to 0.02 per 1,000 livebirths in areas most recently reporting risk-based prevention. Areas that recently did not have GBS prevention displayed conflicting EOGBS trends. By contrast, there was no evidence that screening impacted annual early-onset sepsis trends compared with other, or no prevention strategies; however, this study did not have a sufficient sample size. The was no harmful impact of GBS screening on LOGBS trends compared with other, or no prevention. There was also no evidence that screening increased early-onset E. coli incidence and the percentage of GBS cases resistant to clindamycin and erythromycin, compared with risk-based or no prevention; again, these analyses did not have a sufficient sample size. The findings of these studies must be treated with caution as some results may be due to low statistical power and others were unstable across analyses. The findings also contain numerous limitations as covariates were poorly collected in most countries. Therefore, the evidence on the benefits and harms of universal GBS screening remains inconclusive. Conclusion: GBS infection is an important health condition and its persistence, poor screening tests and the IAP harms stress the need for a better understanding of the natural history of GBS and more effective prevention. Evidence on the harms and benefits of GBS screening is limited, therefore, screening should not be introduced in the UK. Ecological trend analysis was not an adequate method to inform GBS screening decisions, however, it may be useful for screening decisions on other conditions.
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Davis, Meagan Chase. "Adolescent Depression Screening in Primary Care Practice." Thesis, The University of Arizona, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13864970.

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Purpose: The purpose of this DNP quality improvement project was to increase primary care provider knowledge about indications for adolescent depression screening.

Background: Approximately 13.3% of adolescents experienced depression in the past year. In Oklahoma alone, rates are increasing, with depression totaling 60% of all mental health illness among adolescents. Primary care providers see approximately 75% of adolescents; however, mental health conditions are missed 84% of the time. Current clinical guidelines recommend screening for adolescent depression during wellness visits or when risk factors are present.

Methods: The providers of interest were nurse practitioners, physicians, and physician assistants providing primary care to children between the ages of 12 and 17 in a private pediatric practice group consisting of three clinics. The Model for Improvement guided the process of developing, implementing, and evaluating an educational intervention through use of a pre-test/post-test quantitative design. An email invited participants to complete an anonymous pre-test survey to evaluate knowledge and beliefs surrounding adolescent depression, then view an educational presentation on adolescent depression and screening guidelines, then complete a post-survey to evaluate any changes in knowledge and intention to screen. Results were shared with clinic representatives to help refine the education for future testing cycles and other clinic sites.

Results: Data collection took place over one week. Five providers completed both the pre-test and post-test surveys. Provider knowledge scores significantly increased 29% after participating in the education and self-reported knowledge on screening increased.

Conclusions: DNP quality improvement projects like this help develop strategies to increase best practices, leading to improved patient outcomes. Nurse-led improvement programs like this contribute to healthcare literature and the advancement of the nursing profession by developing patient-centered interventions applicable to a wide variety of providers. Results may be used to develop strategies to increase and align provider practices with best standards to help promote early identification and treatment of adolescents with depression.

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Diaz, de Leon Cassandra, and de Leon Cassandra Diaz. "Toddler Mental Health Screening for the Nurse Family Partnership Program." Diss., The University of Arizona, 2018. http://hdl.handle.net/10150/626649.

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Background: Research has shown that attachment has a powerful impact on the developing brain of a child (Lieberman, 2004). Prevention focusing on the earliest signs of mental illness has the greatest potential for decreasing the risk of mental issues in later life (Ammitzbell et al., 2016). Purpose: The purpose of this project was to train nurses working at the Easter Seals Blake Foundation Nurse Family Partnership Program on the Child Behavior Checklist. The study focused on identification of children who are at risk of mental health problems, largely based on attachment problems, and provide early interventions. Design: The initial step of this study consisted of training home visiting Nurses working at a Nurse Family Partnership Program site in Pima County on the Child Behavior Checklist. The Child Behavior Checklist was meant to be implemented into the program as a secondary mental health screening tool if a child who was 18- or 24-months old was found to be “at-risk” using the Ages and Stages Questionnaire-Social and Emotional Tool. The Child Behavior Checklist, served as a more detailed screening tool if a child was found “at-risk.” Results: During this project, a training on the Child Behavior Checklist was performed. Seven nurses participated in the initial survey, which assessed their thoughts on the current protocols at the Nurse Family Partnership Program. Then their client charts were reviewed to determine if the Child Behavior Checklist was utilized. Lastly, a post survey was sent out to inquire about their thoughts and potential for implementing the Child Behavior Checklist. Implications: From the post survey, it was determined that most nurses thought the Child Behavior Checklist is a great, detailed tool to use if a child is found to be “at-risk.” However, most nurses also stated they did not need to use it due to lack of children having an “at-risk” score using the Ages and Stages Questionnaire-Social and Emotional tool.
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Dulaney, Kristina, Diana Morelen, Matthew Tolliver, and Gayatri Jaishankar. "Integrating Perinatal Mental Health Screening into the Primary Care Setting." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8856.

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Books on the topic "Universal Mental Health Screening":

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Stiffler, Meghan C., and Bridget V. Dever. Mental Health Screening at School. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19171-3.

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United States. Veterans Health Administration. Office of Health Information. My HealtheVet's mental health screening tools. Washington, D.C.]: Dept. of Veterans Affairs, Veterans Health Administration, Office of Health Information, 2010.

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A, Cummings Nicholas, O'Donohue William T, and Cucciare Michael A. 1976-, eds. Universal healthcare: Readings for mental health professionals. Reno, Nev: Context Press, 2005.

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Paul, Reed. Elemental: The universal art of mental health. Edinburgh: Mercat Press, 2006.

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Tarren-Sweeney, Michael. Mental Health Screening and Monitoring for Children in Care. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315102078.

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Berman, Jacquelin. Depressed older adults: Education and screening. New York, NY: Springer Pub. Co., 2011.

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Richard, Berg. Screening for brain impairment: A manual for mental health practice. New York: Springer Pub. Co., 1987.

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Franzen, Michael D. Screening for brain impairment: A manual for mental health practice. 3rd ed. New York, NY: Springer Pub. Co., 2010.

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Richard, Berg. Screening for brain impairment: A manual for mental health practice. 2nd ed. New York: Springer Pub. Co., 1994.

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Schlichting, C. L. Psychiatric screening for the submarine service: Enlisted personnel. Groton, CT: Naval Submarine Medical Research Laboratory, 1993.

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Book chapters on the topic "Universal Mental Health Screening":

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Roth, Jeffrey C., and Terri A. Erbacher. "Universal Mental Health Screening." In Developing Comprehensive School Safety and Mental Health Programs, 211–30. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003150510-16.

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Furlong, Michael J., Erin Dowdy, Stephanie Moore, and Eui Kyung Kim. "Adapting the Dual-Factor Model for Universal School-Based Mental Health Screening." In Handbook of Positive Psychology in Schools, 56–88. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003013778-6.

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Mulloy-Anderson, Maura M., N. Evangelista, J. Betkowski, and M. Weist. "Mental Health Screening." In Encyclopedia of Adolescence, 1708–14. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_188.

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Rhema, Susan Heffner, Amber Gray, Sasha Verbillis-Kolp, Beth Farmer, and Michael Hollifield. "Mental Health Screening." In Refugee Health Care, 163–71. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0271-2_12.

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Mulloy-Anderson, Maura M., N. Evangelista, J. Betkowski, and M. Weist. "Mental Health Screening." In Encyclopedia of Adolescence, 2301–8. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_188.

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Rhema, Susan Heffner, Sasha Verbillis-Kolp, Amber Gray, Beth Farmer, and Michael Hollifield. "Mental Health Screening." In Refugee Health Care, 215–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47668-7_14.

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Frick, Eckhard. "Charting Spiritual Care: Psychiatric and Psychotherapeutic Aspects." In Charting Spiritual Care, 171–80. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47070-8_10.

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Abstract Proactively addressing religious and spiritual (r/s) issues has a strong intervention effect on patients, which is generally more important than the detailed content of spiritual screenings and assessments. When asked about r/s needs or problems, patients may feel bothered, surprised, annoyed, or, conversely, satisfied, supported, acknowledged in their coping efforts. Consequently, documentation should first and foremost reflect the patient’s reaction towards the clinician’s r/s intervention and to what extent the patient wishes this interaction to be shared within the healthcare team. In psychiatry and psychotherapy, patients’ spirituality is less pathologized than in former times and more and more accepted as a universal dimension of human experience, transcending individual religions. In mental health and in other medical fields, r/s may be part of the problem or part of the solution (K. Pargament), or both. Consequently, spiritual charting should not only differentiate pathological/negative and resilient/positive coping but consists of the patient’s r/s healthcare preferences and goals as well as the role he or she attributes to the health professional.
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Song, Insu, and John Vong. "Social Networks and Automated Mental Health Screening." In Mental Health Informatics, 107–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38550-6_6.

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Tay, Alvin Kuowei, and Derrick Silove. "Screening and assessing refugee mental health needs." In Refugee mental health., 167–90. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000226-007.

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Stiffler, Meghan C., and Bridget V. Dever. "Instrumentation for Mental Health Screening." In Mental Health Screening at School, 39–75. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19171-3_4.

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Conference papers on the topic "Universal Mental Health Screening":

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Betters-Bubon, Jennifer. "Collaboration and Teamwork: Implementing Universal Screening to Meet Student Mental Health Needs." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1884140.

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Doherty, Kevin, José Marcano-Belisario, Martin Cohn, Nikolaos Mastellos, Cecily Morrison, Josip Car, and Gavin Doherty. "Engagement with Mental Health Screening on Mobile Devices." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300416.

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Elliott, Benjamin, Jim Warren, Margot Darragh, and Felicity Goodyear-Smith. "Towards a Youth Mental Health Screening Analytics Tool." In ACSW 2019: Australasian Computer Science Week 2019. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290688.3290717.

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Flores, Ricardo, Avantika Shrestha, Ml Tlachac, and Elke A. Rundensteiner. "Multi-Task Learning Using Facial Features for Mental Health Screening." In 2023 IEEE International Conference on Big Data (BigData). IEEE, 2023. http://dx.doi.org/10.1109/bigdata59044.2023.10386191.

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Kalanadhabhatta, Manasa, Adrelys Mateo Santana, Lynnea Mayorga, Tauhidur Rahman, Deepak Ganesan, and Adam Grabell. "Multi-stakeholder Perspectives on Mental Health Screening Tools for Children." In CHI '24: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3613904.3642604.

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Thomas, Nikita, Akhila Perumalla, Srinivasa Rao, Venkatesan Thangaraj, Keerthi Sravan Ravi, Sairam Geethanath, Hansuk Kim, and Girish Srinivasan. "Fully Automated End-to-End Neuroimaging Workflow for Mental Health Screening." In 2020 IEEE 20th International Conference on Bioinformatics and Bioengineering (BIBE). IEEE, 2020. http://dx.doi.org/10.1109/bibe50027.2020.00109.

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Wilkes, B., S. Walsh, A. Chryssanthakis, O. Tame, M. McGowan, G. Colville, and I. Hadjikoumi. "G105(P) Screening for mental health conditions in children with epilepsy." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.102.

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Mrazik, Martin, Naidu Dhiren, Mosewich Amber, Wagner Richelle, Arends Patricia, Guskiewicz Kevin, McCrea Michael, and Register-Mihalik Johna. "9.17 Scat symptom reporting and mental health screening in collegiate athletes." In 6th International Conference on Concussion in Sport. BMJ Publishing Group Ltd and British Association of Sport and Exercise Medicine, 2024. http://dx.doi.org/10.1136/bjsports-2023-concussion.133.

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Kalanadhabhatta, Manasa, Deepak Ganesan, and Tauhidur Rahman. "Towards Accurate and Scalable Mental Health Screening Technologies for Young Children." In UbiComp/ISWC '23: The 2023 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3594739.3610763.

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Tian, Yuhe. "Analysis of Universal Preschool Education System in China." In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.139.

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Reports on the topic "Universal Mental Health Screening":

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Izumi, Jared T. Universal Screening for Social-Emotional and Behavioral Health. Iowa City, Iowa, USA: University of Iowa, Scanlan Center for School Mental Health, February 2024. http://dx.doi.org/10.17077/rep.006638.

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Wallace, Ina F. Universal Screening of Young Children for Developmental Disorders: Unpacking the Controversies. RTI Press, February 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0048.1802.

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In the past decade, American and Canadian pediatric societies have recommended that pediatric care clinicians follow a schedule of routine surveillance and screening for young children to detect conditions such as developmental delay, speech and language delays and disorders, and autism spectrum disorder. The goal of these recommendations is to ensure that children with these developmental issues receive appropriate referrals for evaluation and intervention. However, in 2015 and 2016, the US Preventive Services Task Force (USPSTF) and the Canadian Task Force on Preventive Health Care issued recommendations that did not support universal screening for these conditions. This occasional paper is designed to help make sense of the discrepancy between Task Force recommendations and those of the pediatric community in light of research and practice. To clarify the issues, this paper reviews the distinction between screening and surveillance; the benefits of screening and early identification; how the USPSTF makes its recommendations; and what the implications of not supporting screening are for research, clinical practice, and families.
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McLean, Karen, Elodie O’Connor, Rachel Ong, Corey Joseph, and Sharon Goldfeld. Health, development and learning screening and assessment tools for children and young people aged 5–18 years. The Sax Institute, May 2022. http://dx.doi.org/10.57022/julf8952.

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This Evidence Check was commissioned by the Ministry of Health to identify validated health assessment tools for physical health, mental health, development, and family violence for the Wellbeing and Health In-reach Nurse (WHIN) Coordinator program. This program is a partnership between NSW Health and the NSW Department of Education which places nurses in NSW schools to identify the health and social needs of students and coordinate early intervention and referral to services and programs. Validated assessment tools will help the nurses to identify children at risk of academic, behavioural, emotional or health-related difficulties. This Evidence Check also aims to describe how they are used in clinical practice and barriers and enablers to their effective use. Seventy-two assessment tools were found, but coverage of the areas affecting children’s wellbeing was uneven. Mental health had several promising tools, as did development for younger children. However, physical health and family violence did not have well-validated tools. There was little information on how they were used in clinical practice. Enablers for use included minimal training requirements, ease of administration and ready availability. Use of parental as well as teacher reports was seen as valuable. There is a need for further work on tools for physical health and family violence. There is also a need for information on the practicalities of the chosen tools (user acceptability, licensing, costs, and training requirements) and for clear practice guidelines.
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Bragge, Peter, Veronica Delafosse, Ngo Cong-Lem, Diki Tsering, and Breanna Wright. General practitioners raising and discussing sensitive health issues with patients. The Sax Institute, June 2023. http://dx.doi.org/10.57022/rseh3974.

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This Evidence Check was commissioned by the NSW Ministry of Health, as part of a project to improve how preventive, sensitive health issues are raised in general practice. The review looked at what is known about discussing sensitive preventive health issues from both patients and GPs perspectives and approaches and factors that have been shown to be effective. The identified evidence was generally of moderate to high methodological quality. General behaviour change approaches that are applicable to this challenge include creating non-judgemental environments that normalise sensitive health issues; simulation training; and public campaigns that reduce stigma and challenge unhelpful cultural norms. Lack of time in consultations was identified as a challenging issue. Significant system-level change would be required to extend standard consultation times; focusing on optimising workflows may therefore be more feasible. Addressing GP patient–gender mismatch through diverse GP representation may also be feasible in larger practices. The key theme identified was the use of prompting, screening or other structured tools by GPs. Collectively, these approaches have two main features. First, they are a way of approaching sensitive health conversations less directly, for example by focusing on underlying risk factors for sensitive health conditions such as obesity and mental illness rather than addressing the issues directly. Second, through either risk-factor or more general question prompts, these approaches take the onus away from GPs and patients to come up with a way of asking the question using their own words.
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Schnabel, Filipina, and Danielle Aldridge. Effectiveness of EHR-Depression Screening Among Adult Diabetics in an Urban Primary Care Clinic. University of Tennessee Health Science Center, April 2021. http://dx.doi.org/10.21007/con.dnp.2021.0003.

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Background Diabetes mellitus (DM) and depression are important comorbid conditions that can lead to more serious health outcomes. The American Diabetes Association (ADA) supports routine screening for depression as part of standard diabetes management. The PHQ2 and PHQ9 questionnaires are good diagnostic screening tools used for major depressive disorders in Type 2 diabetes mellitus (DM2). This quality improvement study aims to compare the rate of depression screening, treatment, and referral to behavioral health in adult patients with DM2 pre and post-integration of depression screening tools into the electronic health record (EHR). Methods We conducted a retrospective chart review on patients aged 18 years and above with a diagnosis of DM2 and no initial diagnosis of depression or other mental illnesses. Chart reviews included those from 2018 or prior for before integration data and 2020 to present for after integration. Sixty subjects were randomly selected from a pool of 33,695 patients in the clinic with DM2 from the year 2013-2021. Thirty of the patients were prior to the integration of depression screening tools PHQ2 and PHQ9 into the EHR, while the other half were post-integration. The study population ranged from 18-83 years old. Results All subjects (100%) were screened using PHQ2 before integration and after integration. Twenty percent of patients screened had a positive PHQ2 among subjects before integration, while 10% had a positive PHQ2 after integration. Twenty percent of patients were screened with a PHQ9 pre-integration which accounted for 100% of those subjects with a positive PHQ2. However, of the 10% of patients with a positive PHQ2 post-integration, only 6.7 % of subjects were screened, which means not all patients with a positive PHQ2 were adequately screened post-integration. Interestingly, 10% of patients were treated with antidepressants before integration, while none were treated with medications in the post-integration group. There were no referrals made to the behavior team in either group. Conclusion There is no difference between the prevalence of depression screening before or after integration of depression screening tools in the EHR. The study noted that there is a decrease in the treatment using antidepressants after integration. However, other undetermined conditions could have influenced this. Furthermore, not all patients with positive PHQ2 in the after-integration group were screened with PHQ9. The authors are unsure if the integration of the depression screens influenced this change. In both groups, there is no difference between referrals to the behavior team. Implications to Nursing Practice This quality improvement study shows that providers are good at screening their DM2 patients for depression whether the screening tools were incorporated in the EHR or not. However, future studies regarding providers, support staff, and patient convenience relating to accessibility and availability of the tool should be made. Additional issues to consider are documentation reliability, hours of work to scan documents in the chart, risk of documentation getting lost, and the use of paper that requires shredding to comply with privacy.
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McCarthy, Sean T., Aneesa Motala, Emily Lawson, and Paul G. Shekelle. Prevention in Adults of Transmission of Infection With Multidrug-Resistant Organisms. Rapid Review. Agency for Healthcare Research and Quality (AHRQ), April 2024. http://dx.doi.org/10.23970/ahrqepc_mhs4mdro.

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Objectives. This rapid review summarizes literature for patient safety practices intended to prevent and control the transmission of multidrug-resistant organisms (MDROs). Methods. We followed rapid review processes of the Agency for Healthcare Research and Quality Evidence-based Practice Center Program. We searched PubMed to identify eligible systematic reviews from 2011 to May 2023 and primary studies published from 2011 to May 2023, supplemented by targeted gray literature searches. We included literature that addressed patient safety practices intending to prevent or control transmission of MDROs which were implemented in hospitals and nursing homes and that included clinical outcomes of infection or colonization with MDROs as well as unintended consequences such as mental health effects and noninfectious adverse healthcare-associated outcomes. The protocol for the review has been registered in PROSPERO (CRD42023444973). Findings. Our search retrieved 714 citations, of which 42 articles were eligible for review. Systematic reviews, which were primarily of observational studies, included a wide variety of infection prevention and control (IPC) practices, including universal gloving, contact isolation precautions, adverse effects of patient isolation, patient and/or staff cohorting, room decontamination, patient decolonization, IPC practices specifically in nursing homes, features of organizational culture to facilitate implementation of IPC practices and the role of dedicated IPC staff. While systematic reviews were of good or fair quality, strength of evidence for the conclusions was always low or very low, due to reliance on observational studies. Decolonization strategies showed some benefit in certain populations, such as nursing home patients and patients discharging from acute care hospitalization. Universal gloving showed a small benefit in the intensive care unit. Contact isolation targeting patients colonized or infected with MDROs showed mixed effects in the literature and may be associated with mental health and noninfectious (e.g., falls and pressure ulcers) adverse effects when compared with standard precautions, though based on before/after studies in which such precautions were ceased. There was no significant evidence of benefit for patient cohorting (except possibly in outbreak settings), automated room decontamination or cleaning feedback protocols, and IPC practices in long-term settings. Infection rates may be improved when IPC practices are implemented in the context of certain logistical and staffing characteristics including a supportive organizational culture, though again strength of evidence was low. Dedicated infection prevention staff likely improve compliance with other patient safety practices, though there is little evidence of their downstream impact on rates of infection. Conclusions. Selected infection prevention and control interventions had mixed evidence for reducing healthcare-associated infection and colonization by multidrug resistant organisms. Where these practices did show benefit, they often had evidence that applied only to certain subpopulations (such as intensive care unit patients), though overall strength of evidence was low.
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Travis, Amanda, Margaret Harvey, and Michelle Rickard. Adverse Childhood Experiences and Urinary Incontinence in Elementary School Aged Children. University of Tennessee Health Science Center, October 2021. http://dx.doi.org/10.21007/con.dnp.2021.0012.

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Purpose/Background: Adverse Childhood Experiences (ACEs) have an impact on health throughout the lifespan (Filletti et al., 1999; Hughes et al., 2017). These experiences range from physical and mental abuse, substance abuse in the home, parental separation or loss, financial instability, acute illness or injury, witnessing violence in the home or community, and incarceration of family members (Hughes et al., 2017). Understanding and screening for ACEs in children with urinary incontinence can help practitioners identify psychological stress as a potentially modifiable risk factor. Methods: A 5-month chart review was performed identifying English speaking patients ages 6-11 years presenting to the outpatient urology office for an initial visit with a primary diagnosis of urinary incontinence. Charts were reviewed for documentation of individual or family risk factors for ACEs exposure, community risk factors for ACEs exposures, and records where no related documentation was included. Results: For the thirty-nine patients identified, no community risk factors were noted in the charts. Seventy-nine percent of patients had one or more individual or family risk factors documented. Implications for Nursing Practice This chart review indicates that a significant percentage of pediatric, school-aged patients presenting with urinary incontinence have exposure to ACEs. A formal assessment for ACEs at the time of initial presentation would be helpful to identify those at highest risk. References: Felitti VJ, Anda RF, Nordenberg D, Williamson DF, Spitz AM, Edwards V, Koss MP, Marks JS. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: the adverse childhood experiences (ACE) study. Am J Prev Med. 1998;14:245–258 Hughes, K., Bellis, M.A., Hardcastle, K.A., Sethi, D., Butchart, D., Mikton, C., Jones, L., Dunne, M.P. (2017) The effect of multiple adverse childhood experiences on health: a systematic review and meta-analysis. Lancet Public Health, 2(8): e356–e366. Published online 2017 Jul 31.doi: 10.1016/S2468-2667(17)30118-4 Lai, H., Gardner, V., Vetter, J., & Andriole, G. L. (2015). Correlation between psychological stress levels and the severity of overactive bladder symptoms. BMC urology, 15, 14. doi:10.1186/s12894-015-0009-6
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Lehotay, Steven J., and Aviv Amirav. Ultra-Fast Methods and Instrumentation for the Analysis of Hazardous Chemicals in the Food Supply. United States Department of Agriculture, December 2012. http://dx.doi.org/10.32747/2012.7699852.bard.

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Original proposal objectives: Our main original goal was to develop ultra-fast methods and instrumentation for the analysis of hazardous chemicals in the food supply. We proposed to extend the QuEChERS approach to veterinary drugs and other contaminants, and conduct fast and ultra-fast analyses using novel 5MB-MS instrumentation, ideally with real samples. Background to the topic: The international trade of agricultural food products is a $1.2 trill ion annual market and growing. Food safety is essential to human health, and chemical residue limits are legislated nationally and internationally. Analytical testing for residues is needed to conduct risk assessments and regulatory enforcement actions to ensure food safety and environmental health, among other important needs. Current monitoring methods are better than ever, but they are still too time-consuming, laborious, and expensive to meet the broad food testing needs of consumers, government, and industry. As a result, costs are high and only a tiny fraction of the food is tested for a limited number of contaminants. We need affordable, ultra-fast methods that attain high quality results for a wide range of chemicals. Major conclusions, solutions and achievements: This is the third BARD grant shared between Prof. Amirav and Dr. Lehotay since 2000, and continual analytical improvements have been made in terms of speed, sample throughput, chemical scope, ease-of-use, and quality of results with respect to qualitative (screening and identification) and quantitative factors. The QuEChERS sample preparation approach, which was developed in conjunction with the BARD grant in 2002, has grown to currently become the most common pesticide residue method in the world. BARD funding has been instrumental to help Dr. Lehotay make refinements and expand QuEChERS concepts to additional applications, which has led to the commercialization of QuEChERS products by more than 20 companies worldwide. During the past 3 years, QuEChERS has been applied to multiclass, multiresidue analysis of veterinary drug residues in food animals, and it has been validated and implemented by USDA-FSIS. QuEChERS was also modified and validated for faster, easier, and better analysis of traditional and emerging environmental contaminants in food. Meanwhile, Prof. Amirav has commercialized the GC-MS with 5MB technology and other independent inventions, including the ChromatoProbe with Agilent, Bruker, and FUR Systems. A new method was developed for obtaining truly universal pesticide analysis, based on the use of GC-MS with 5MB. This method and instrument enables faster analysis with lower LaDs for extended range of pesticides and hazardous compounds. A new approach and device of Open Probe Fast GC-MS with 5MB was also developed that enable real time screening of limited number of target pesticides. Implications, both scientific and agricultural: We succeeded in achieving significant improvements in the analysis of hazardous chemicals in the food supply, from easy sample preparation approaches, through sample analysis by advanced new types of GC-MS and LCMS techniques, all the way to improved data analysis by lowering LaD and providing greater confidence in chemical identification. As a result, the combination of the QuEChERS approach, new and superior instrumentation, and the novel monitoring methods that were developed will enable vastly reduced time and cost of analysis, increased analytical scope. and a higher monitoring rate. This provides better enforcement, an added impetus for farmers to use good agricultural practices, improved food safety and security, increased trade. and greater consumer confidence in the food supply.
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Universal Screening for Maternal Mental Health Disorders. 2020 Mom, March 2022. http://dx.doi.org/10.15868/socialsector.40013.

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Breast cancer screening: women with poor mental health are less likely to attend appointments. National Institute for Health Research, June 2021. http://dx.doi.org/10.3310/alert_46400.

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