How to Identify Students for School-Based Depression Intervention: Can School Record Review Be Substituted for Universal Depression Screening?
Article first published online: 24 OCT 2012
© 2012 Wiley Periodicals, Inc
Journal of Child and Adolescent Psychiatric Nursing
Volume 26, Issue 1, pages 42–52, February 2013
How to Cite
Kuo, E. S., Vander Stoep, A., Herting, J. R., Grupp, K. and McCauley, E. (2013), How to Identify Students for School-Based Depression Intervention: Can School Record Review Be Substituted for Universal Depression Screening?. Journal of Child and Adolescent Psychiatric Nursing, 26: 42–52. doi: 10.1111/jcap.12010
- Issue published online: 27 JAN 2013
- Article first published online: 24 OCT 2012
- National Institutes of Mental Health. Grant Number: R01 MH061984
- Depression screening;
- indicated intervention;
Early identification and intervention are critical for reducing the adverse effects of depression on academic and occupational performance. Cost-effective approaches are needed for identifying adolescents at high depression risk. This study evaluated the utility of school record review versus universal school-based depression screening for determining eligibility for an indicated depression intervention program implemented in the middle school setting.
Algorithms derived from grades, attendance, suspensions, and basic demographic information were evaluated with regard to their ability to predict students' depression screening scores.
The school information-based algorithms proved poor proxies for individual students' depression screening results. However, school records showed promise for identifying low, medium, and high-yield subgroups on the basis of which efficient screening targeting decisions could be made.
Study results will help to guide school nurses who coordinate indicated depression intervention programs in school settings as they evaluate options of approaches for determining which students are eligible for participation.