Assessing Needs of Students and Staff

Acute – Universal Assessments

The Professional Quality of Life Scale(PROQOL)

It’s reproducible as long as it remains unchanged and credit is given to the group that created it.

  • Topic: The PROQOL is a scale used to measure the positive and negative effects one feels in relation to their work as a helper with individuals who have experienced extremely stressful events.
  • Purpose: The scale can help determine the amount of secondary trauma, burnout, traumatic stress, grief/loss, relationships and attachment, and compassion fatigue for individuals whose work involves supporting others who have experienced suffering and trauma.
  • Audience: Healthcare workers, all first responders-paramedics, fire fighters, police officers, mental health professionals, clergy, transportation staff, disaster responders and others.
  • Overview: This 30-item scale contains three subscales that measures assesses Compassion Fatigues, Burnout and Compassion Satisfaction. Compassion Satisfaction and Compassion Fatigue are two aspects of Professional Quality of Life. Compassion fatigue breaks into two parts. The first part concerns things such as such as exhaustion, frustration, anger and depression typical of burnout. Secondary Traumatic Stress is a negative feeling driven by fear and work-related trauma. It is important to remember that some trauma at work can be direct (primary) trauma. In other cases, work-related trauma may be a combination of both primary and secondary trauma. If working with others' suffering changes you so deeply in negative ways that your understanding of yourself changes, this is vicarious traumatization. Learning from and understanding vicarious traumatization can lead one to vicarious transformation.
  • Background/Situation: Developed in 1992, it is translatable into 20 languages and has been used in over 2000 cases to assess the prolonged vicarious exposure to trauma in those who do this type of work. It was developed by five key contributors who worked in education and mental health areas.

 

Acute – Universal Assessments

  • Best Practices In Universal Social, Emotional and Behavioral Screening: An Implementation Guide
  • Topic: An Implementation Guide developed to inform school and district teams, stakeholders, and states supporting implementation of universal SEB screening as a component of a comprehensive multi-tiered support system. It provides extensive information on best practices to obtain information for the student’s social, emotional and behavioral well-being using a screener and data collection with fidelity, confidentially and with purpose to support all students.
  • Purpose: Universal SEB screening provides a means for early identification of those students who may be at-risk of developing SEB problems and may benefit from earlyintervention; screening can also help to determine the response of all students to universal Tier 1 practices.
  • Audience: School Teams consisting of Administrators, Mental health Professionals, Educators, MTSS and PBIS District Coordinators and Coaches.
  • Overview: The guide is used to support the implementation of school-based universal screening practices informed by research and/or best practice to improve social, emotional, and behavioral health and related outcomes valued by students, families, and educators within a comprehensive multi-tiered system of support. It provides guidance on selecting the screener, consent, privacy, access and at-risk student identification and intention. It provides information on selection of the SEB screener resources, implementation checklist and planning guide , and sample consent and opt- out forms for parent permission.
  • Background/Situation: The Guide was compiled in order to support the charge for schools to both support and teach students so that they graduate ready to succeed in life. To ensure this long-term educational success, schools are increasingly using systematic approaches to improve student well-being. Multi-tiered frameworks are suited for proactive and integrated behavioral health service delivery focused on the social, emotional, and behavioral (SEB) needs of students. However, the effectiveness of a comprehensive, multi-tiered framework is dependent on the ability of schools to determine the SEB strengths and needs of their students early and to evaluate if students are responding to the SEB supports and intervention.

Acute – Universal Assessments

  • SHAPES Assessment Library  A free account can be created.

  • Topic: School Health Assessment and Performance Evaluation System Library contains various resources which can allow a school and/or District to obtain information of their MTSS program, staffing, financing and data systems of the school’s comprehensive mental health system data in order to assess, make needed improvements and compare with other school’s nationwide.
  • Purpose: This resource is a searchable library of free or low-cost screening and assessment measures related to school mental health, including academic, school climate, and social, emotional, and behavioral focus areas. Search filters allow you to narrow your results by focus area, assessment purpose, student age, language, reporter and cost.
  • Audience: School Administrators, Mental Health Professionals, MTSS and PBIS District Coordinators and Coaches.
  • Overview: SHAPES provides the ability for schools to MAP their school’s mental health services and supports, assess the systems quality using national performance standards, receive custom reports and strategic planning guidance and resources, access to the screening and assessment library and Trauma Responsive Schools assessment and resources, and the ability to access State dashboards in order to collaborate with other schools and districts in your region.
  • Background/Situation : The library was developed through a comprehensive review of publicly available or low-cost measures conducted by the National Center for School Mental Health. Each measure was coded according to information available in the public domain using a standardized rubric developed using a team approach. Developed out of the University of Maryland School of Medicine and the National Center for School Mental Health.

Acute – Universal Assessments

School Mental Health Screening Playbook

  • Topic: A guide that provides the action steps for Universal Screening in a school.
  • Purpose: Mental health screening in schools is a foundational element of a comprehensive approach to behavioral health prevention, early identification, and intervention. Early recognition and treatment of mental health challenges leads to better outcomes for students. Given the high prevalence and recurrence of mental health disorders, and the availability of effective treatments, it is important to identify problems early and connect students to services and supports. Schools are a critical setting for screening, consistent with the public health framework to improve population health of all students and families.
  • Audience: School Administrators, Mental Health Professionals, MTSS and PBIS District Coordinators and Coaches.
  • Overview: The guide provides rational for the importance of screening, the purpose of screening, examples of screening tools, how to build the foundation for the screening including establishments of goals, identifying resources and the logistics of the application, selection of an appropriate screening tool, the process for determining consent and assent, and the development of data collection, dissemination and follow- up.
  • Background/Situation: Created by the National Center for School Mental Health as a guide of when, how and the relevance of universal screening for students.

 

Acute – Universal Assessments

  • Ready, Set, Go, Review: Screening for Behavioral Health Risk in Schools
  • Topic: Screening for Behavioral Health Risks in Schools
  • Purpose: This toolkit is designed to guide schools through the process of developing comprehensive screening procedures, as well as provide readily available resources to facilitate the implementation of effective behavioral health screening in schools.
  • Audience: School Administrators, Mental Health Professionals, MTSS and PBIS District Coordinators
  • Overview: Practical application dictates that schools find a balance between intensity/demands on staff and stakeholders to gather the data and the overall usability of the results. It is important that each administration results in schools/districts meaningfully utilizing the data that is collected and fits within the overall student monitoring system (e.g., early warning system).
  • Background/Situation: SAMHSA 2019

 

Assessments for Students

•UCLA Brief COVID-19 Screen for Child/Adolescent PTSD

  • Topic: Child/Adolescent PTSD Assessment
  • Purpose: This self-scoring assessment is designed to determine if a child or adolescent may be experiencing post-traumatic stress disorder as a result of the 2020 Covid-19 Pandemic.
  • Audience: School-Based Mental Health Professionals
  • Overview: This assessment is not intended as a universal screener. It’s best use of for student who have exhibited behavioral concerns.
  • Background/Situation: University of California 2020 Assessments for Students
  • Conducting a Virtual Suicide Assessment Checklist
  • Topic: Child/Adolescent Online Suicide Assessment Checklist
  • Purpose: This assessment helps determine the severity of suicidal ideation.
  • Audience: School-Based Mental Health Professionals
  • Overview: This assessment is not intended as a universal screener. It’s best use of for student who have exhibited behavioral concerns. This link provides a .pdf that can be used. Through this link other resources regarding suicide prevention.
  • Background/Situation: National Association of School Psychologists 2019 Chronic Needs Assessment

 

  • ACEs student screening tool
  • Topic: Adverse Childhood Experiences
  • Purpose: Unlike assessments for immediate need, this helps determine the risks factors for difficulty in academic performance.
  • Audience: School Administrators, Mental Health Professionals, MTSS and PBIS District Coordinators
  • Overview: ACEs can have lasting, negative effects on health, well-being, and opportunity. These experiences can increase the risks of injury, sexually transmitted infections, maternal and child health problems, teen pregnancy, involvement in sex trafficking, and a wide range of chronic diseases and leading causes of death such as cancer, diabetes, heart disease, and suicide.
  • Background/Situation Center for Disease Control Violence Prevention Chronic Needs Assessment

 

  • Topic: Adverse Childhood Experiences
  • Purpose: Brief introduction to ACEs and an online assessment.
  • Audience: School Administrators, Mental Health Professionals, MTSS and PBIS District Coordinators
  • Overview: This website provides a brief introduction to the ACEs research and a brief assessment that can be taken privately by the identified audience.
  • Background/Situation: National Public Radio 2015 Chronic Needs Assessment

CDC Behavioral Risk Factors Surveillance System

Module 22 starting at page 106 has the 11 questions that can be used without violation of copyright.

  • Topic: Adverse Childhood Experiences
  • Purpose: To identify risk factors related to exposure to potentially traumatic experiences during childhood
  • Audience: school-based mental health professional, school administrators, and other mental health professionals
  • Overview: Module 22 of this survey includes 11 questions related to exposure to childhood trauma which is obtained through an interview. Responses are scored as “Yes,” “No,” “Don’t know/not sure,” and “Refused.”
  • Background/Situation: The BRFSS questionnaire was designed by a working group of BRFSS state coordinators and CDC staff. The questionnaire is approved by all state coordinators. Currently, the questionnaire has three parts: 1) the core component, consisting of the fixed core, rotating core, and emerging core, 2) optional modules, and

3) state-added questions. All health departments must ask the core component questions without modification in wording; however, the modules are optional. The fixed core is a standard set of questions asked by all states that includes questions on demographic characteristics, plus queries on current health behaviors, such as tobacco use and seatbelt use. The rotating core is made up of two distinct sets of questions, each asked in alternating years by all states, addressing different topics. In the years that rotating core topics are not used, they are supported as optional modules. The emerging core is a set of up to five questions that are added to the fixed and rotating cores. Emerging core questions typically focus on “late breaking” issues. These questions are part of the core for one year and are evaluated during, or soon after the year concludes to determine their potential value in future surveys.

School Wide Planning

  • School Mental Health Planning for the 2020-21 School Year During COVID-19 webinar held by the School Based Health Alliance.
  • Topic: Planning for school-based mental health services, in the context of COVID-19, for the 2020-2021 school year
  • Purpose: To help school, district, and state education and behavioral health leaders plan for the mental health needs of the entire school community (including students, school staff, and families) and implement multi-tiered mental health promotion, prevention and intervention supports and services in the 2020-21 school year.
  • Audience: School-based mental health professionals, school nurses, school administrators
  • Overview (Topics covered by the webinar):
    • Alliance Statement on COVID-19
    • Federal and State Policy Changes
    • Letters to Congress
    • National SBHC Sponsors
    • School Health & School Personnel Resources
    • Social Media Pages to Follow
    • Symptom & Intervention Resources
    • Miscellaneous Resources
  • Background/Situation: One of the most useful resources presented was SHAPE, the School Health Assessment and Performance Evaluation System, which includes a School Mental Health Profile; this can be used as a universal, Tier 1 screener. It also incorporates the Trauma Responsive Schools Implementation Assessment which includes as assessment of the eight key domains of trauma-responsive schools and districts:
    • Whole school safety planning
    • Prevention/early intervention trauma programming
    • Whole school prevention planning
    • Targeted trauma-informed programming
    • Whole school trauma programming
    • Staff self-care
    • Classroom strategies
    • Family and community engagement School Wide Planning

•Resource

Mapping

Topic: Resource Mapping allows for a review of current resources available in a school before other resources are added.

Purpose: Resource mapping is a strategy for identifying and analyzing the programs, people, services, and other resources that currently exist in a school.

Audience: Educational Leaders, Administrators

Overview: Practical guide to catalogue available resources which includes reproducible worksheets

Background/Situation: This tool provides reflective consideration of current resources.

 

School Wide Planning

  • A National Panel Of SSW, Educators, & School Health Experts Talk About Reopening: Free Webinar June 18th 7 P.M. Central
  • Topic: Medical (and SSW) Guidance for School Reopening
  • Purpose: Panelists explored best practices for mitigating health risks as state departments of education and school districts across the country work to safely reopen schools.
  • Audience: school nursing, school social work, pediatrics, and educational leadership
  • Overview: From the summary: On June 18, 2020 the RestartED Team hosted their third in a series of Virtual “Town Hall’ discussions with educators and professionals devoted to rethinking, reimagining and restarting our schools in a post- pandemic society.
  • Background/Situation: www.schoolsocialwork.net June. 2020. Resilience

 

  • Resiliency in the Face of Disaster: Strategies for Survivors and Responders
  • Topic: Ensuring resilience during a disaster.
  • Purpose: The purpose of this presentation aims to educate crisis teams on mitigating hazards, enhancing preparedness, ensuring effective emergency responses and aiding in rapid recovery. It includes the following topics:
    • Disaster reactions
    • Risk factors
    • Signs of distress
    • Characteristics of disaster responders
    • Resilience
  • Audience: Legislators, Administrators, Mental Health Providers
  • Overview: This PowerPoint presentation by the Center for Mental Health Services explores potential responses of crisis team members, provides insights on how to support these team members and further provides evidence for supporting community members in crisis.
  • Background/Situation: FEMA Conference, April 2010 Resilience

Harvard University Center on the Developing Child Resilience

  • Topic: Resilience in children
  • Purpose: Preventing and addressing toxic stress.
  • Audience: Parents, Caregivers, Teachers Administrators, Mental Health Providers, Administrators
  • Overview: Science tells us that some children develop resilience, or the ability to overcome serious hardship, while others do not. Understanding why some children do well despite adverse early experiences is crucial, because it can inform more effective policies and programs that help more children reach their full potential.
  • Background/Situation: This is one of nine articles on Toxic Stress andResilience.