Universal Screening in Positive School Mental Health Using the ASEBA Methodology for Teachers: A Pilot Epidemiological Study

School-based detection and intervention are critical components in ensuring positive mental health in children, with teachers playing an essential role in assessing students’ well-being. The current research aims to be a pilot epidemiological study on positive school mental health in Malaga, Spain,...

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Autores principales:	Antonio Cortés-Ramos, Miguel Landa-Blanco
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	universal screening school mental health ASEBA methodology positive school mental health school mental health promotion early prevention school mental health Medicine R
Acceso en línea:	https://doaj.org/article/0a38783060b44d668188fd69e753c0db
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spelling	oai:doaj.org-article:0a38783060b44d668188fd69e753c0db2021-11-25T17:48:34ZUniversal Screening in Positive School Mental Health Using the ASEBA Methodology for Teachers: A Pilot Epidemiological Study10.3390/ijerph1822118071660-46011661-7827https://doaj.org/article/0a38783060b44d668188fd69e753c0db2021-11-01T00:00:00Zhttps://www.mdpi.com/1660-4601/18/22/11807https://doaj.org/toc/1661-7827https://doaj.org/toc/1660-4601School-based detection and intervention are critical components in ensuring positive mental health in children, with teachers playing an essential role in assessing students’ well-being. The current research aims to be a pilot epidemiological study on positive school mental health in Malaga, Spain, using the Achenbach System of Empirically Based Assessment (ASEBA). Data were collected in the COVID-19 pre-pandemic setting, using the Caregiver-Teacher Report Form (C-TRF) and the Teacher Report Form (TRF) in a sample of 420 children, who were between 5 and 8 years old at the time of the data collection. In 5-year-old children, the DSM-oriented scale with the highest clinical prevalence corresponds to attention deficit and hyperactivity problems (1.13%). In this same sub-sample, clinical levels of externalizing problems (4.52%) were non-significantly more common than internalizing conditions (1.69%). As for children between 6 and 8 years old, the DSM-oriented scale with the highest prevalence of clinical scores corresponds to anxiety problems (4.12%) and conduct problems (2.88%). Clinical levels of externalizing problems (9.47%) were non-significantly more prevalent than internalizing problems (6.58%). The results present 95% confidence intervals prevalence data in the general population and sex-differentiated descriptive statistics. The results are discussed according to their implication for school mental health.Antonio Cortés-RamosMiguel Landa-BlancoMDPI AGarticleuniversal screening school mental healthASEBA methodologypositive school mental healthschool mental health promotionearly prevention school mental healthMedicineRENInternational Journal of Environmental Research and Public Health, Vol 18, Iss 11807, p 11807 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	universal screening school mental health ASEBA methodology positive school mental health school mental health promotion early prevention school mental health Medicine R
spellingShingle	universal screening school mental health ASEBA methodology positive school mental health school mental health promotion early prevention school mental health Medicine R Antonio Cortés-Ramos Miguel Landa-Blanco Universal Screening in Positive School Mental Health Using the ASEBA Methodology for Teachers: A Pilot Epidemiological Study
description	School-based detection and intervention are critical components in ensuring positive mental health in children, with teachers playing an essential role in assessing students’ well-being. The current research aims to be a pilot epidemiological study on positive school mental health in Malaga, Spain, using the Achenbach System of Empirically Based Assessment (ASEBA). Data were collected in the COVID-19 pre-pandemic setting, using the Caregiver-Teacher Report Form (C-TRF) and the Teacher Report Form (TRF) in a sample of 420 children, who were between 5 and 8 years old at the time of the data collection. In 5-year-old children, the DSM-oriented scale with the highest clinical prevalence corresponds to attention deficit and hyperactivity problems (1.13%). In this same sub-sample, clinical levels of externalizing problems (4.52%) were non-significantly more common than internalizing conditions (1.69%). As for children between 6 and 8 years old, the DSM-oriented scale with the highest prevalence of clinical scores corresponds to anxiety problems (4.12%) and conduct problems (2.88%). Clinical levels of externalizing problems (9.47%) were non-significantly more prevalent than internalizing problems (6.58%). The results present 95% confidence intervals prevalence data in the general population and sex-differentiated descriptive statistics. The results are discussed according to their implication for school mental health.
format	article
author	Antonio Cortés-Ramos Miguel Landa-Blanco
author_facet	Antonio Cortés-Ramos Miguel Landa-Blanco
author_sort	Antonio Cortés-Ramos
title	Universal Screening in Positive School Mental Health Using the ASEBA Methodology for Teachers: A Pilot Epidemiological Study
title_short	Universal Screening in Positive School Mental Health Using the ASEBA Methodology for Teachers: A Pilot Epidemiological Study
title_full	Universal Screening in Positive School Mental Health Using the ASEBA Methodology for Teachers: A Pilot Epidemiological Study
title_fullStr	Universal Screening in Positive School Mental Health Using the ASEBA Methodology for Teachers: A Pilot Epidemiological Study
title_full_unstemmed	Universal Screening in Positive School Mental Health Using the ASEBA Methodology for Teachers: A Pilot Epidemiological Study
title_sort	universal screening in positive school mental health using the aseba methodology for teachers: a pilot epidemiological study
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/0a38783060b44d668188fd69e753c0db
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Universal Screening in Positive School Mental Health Using the ASEBA Methodology for Teachers: A Pilot Epidemiological Study

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