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This article describes the implementation of the Developmental Pathways Screening Program (DPSP) and an evaluation of program feasibility, acceptability, and yield. Using the Mood and Feelings Questionnaire (MFQ) and externalizing questions from the Youth Self Report (YSR; Achenbach, 2001), universal classroom-based emotional health screening was implemented with students as they began middle school. Of all sixth graders enrolled in four participating Seattle schools, 861 (83%) were screened. Students who screened positive for emotional distress (15% of students screened) received onsite structured clinical evaluations with children's mental health professionals. Seventy-one percent of students who were evaluated were found to be experiencing significant emotional distress, with 59% warranting referral to academic tutoring, school counselor, and/or community mental health services. Successful implementation of in-class screening was facilitated by strong collaboration between DPSP and school staff. Limitations of emotional health screening and the DPSP are discussed, and future steps are outlined.
Recent research reveals that as many as 1 in 10 children suffer from a mental, behavioral, or learning problem that interferes with their ability to function effectively in school or in the community. Despite the evidence showing how critical good emotional health is to a child's development and academic success (Bearman, Jones, & Urdry 2003; Glied & Pine, 2002; Vander Stoep et al., 2000), a very low proportion of children with emotional disorders are identified and treated (Costello et al., 1996; Leaf et al., 1996). The President's New Freedom Commission Report promotes early screening for mental health problems and reduction of disparities in mental health services (National Mental Health Information Center, 2002).
Schools have been called upon to play an aggressive role in early detection (Duncan, Forness, & Hartsough, 1995). Universal screening carried out in public school settings can reach large segments of the child population, including those who do not have health insurance or coverage for mental health treatment. Low-income and minority children are likely to attend public schools, are at increased risk of mental health conditions (McLeod & Shanahan, 1996; McLoyd, 1990), and may have little access to early identification and treatment (Surgeon General, 2000). Furthermore, adolescents are more prone to seek health care at school than in clinical settings (Adelman & Taylor, 1991), and the school environment is perceived by youth to be supportive...