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- Title
Student perceptions of the acceptability and utility of standardized and idiographic assessment in school mental health.
- Authors
Duong, Mylien T.; Lyon, Aaron R.; Ludwig, Kristy; Wasse, Jessica Knaster; McCauley, Elizabeth
- Abstract
Evidence-based assessment (EBA) comprises the use of research and theory to select methods and processes that have demonstrated reliability, validity and clinical usefulness for prescribed populations. EBA can lead to positive clinical change, and recent work has suggested that it is perceived to be useful by school mental health providers. However, virtually nothing is known about student perceptions of assessment use. Semi-structured interviews were conducted with 31 ethnically diverse middle and high school students (71% female) receiving mental health services in school-based health centers. Findings indicated that the majority of students found assessments to be useful, and perceived three primary functions of assessments: structuring the therapy session, increasing students' self-awareness and improving communication with the provider. Barriers to acceptability were also found for a minority of respondents. Some students found the nature of standardized assessments to be confining, and others expressed that they wanted more feedback from their counselors about their responses. Idiographic assessments demonstrated especially high acceptability in this sample, with students reporting that tracking idiographic outcomes increased self-awareness, spurred problem-solving and helped them to reach behavioral goals. Implications for school mental health service improvements are discussed.
- Subjects
MENTAL health; HEALTH behavior
- Publication
International Journal of Mental Health Promotion, 2016, Vol 18, Issue 1, p49
- ISSN
1462-3730
- Publication type
Article
- DOI
10.1080/14623730.2015.1079429