부산대학교 도서관

Summary: Analyses included descriptive statistics about the students identified At-Risk and Not At-Risk, the classification accuracy of the proposed approach to universal mental health screening, and if there were meaningful differences between groups. Cross-informant reliability and discriminant validity were analyzed as well. The odds of a child being identified At-Risk using the strength-based approach under investigation was positively related to well-established measures of social-behavioral problems. Students identified as being At-Risk and Not At-Risk differed on grade point average and broad-band self-report and teacher reported measures of social, behavioral, and emotional functioning; the Youth Self-Report (YSR) and the Behavioral and Emotional Screening System (BESS). The two groups did not differ on standardized measures of academic performance, disability status, office discipline referrals, gender, or absences. Cross-informant reliability of the SEARS-SF indicated relatively weak correlations between teacher reports and child self-reports (r = .32). Discriminant validity between the SEARS-SF (student, self-report) and the YSR (student, self-report) and the BESS (teacher report) indicated moderate negative correlations (r = -.48 to -.70). Responses to social validity questions suggested that students and teachers support the integration of school-based mental health supports including universal screening procedures.