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Castro-Guillen Dissertation.pdf (1.38 MB)

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Academic Predictors of the Child and Adolescent Functioning Assessment Scale in a School-Based Mental Health Program

Castro-Guillen, Evelyn
http://orcid.org/0000-0002-4327-5958
http://rave.ohiolink.edu/etdc/view?acc_num=case1459416051

Abstract Details

2016, Doctor of Philosophy, Case Western Reserve University, Social Welfare.
Academic Predictors of the Child and Adolescent Functioning Assessment Scale in a School-Based Mental Health Program Abstract By EVELYN CASTRO-GUILLEN One in five (20%) children and youth meet diagnostic criteria for a mental disorder which has been shown to be associated with functional impairment at home, school, and community. Between 75-80% of children and youth do not receive mental health services due to barriers including funding, transportation, and the lack of mental health providers in low income areas. Between 70-80% of children and youth who receive mental health services receive them at school making schools the primary provider of mental health services. This study addresses the use of the Child and Adolescent Functional Assessment Scale (CAFAS) to assess functional impairment in children and youth referred for school-based mental health services (SBMHS). The aims of the study are: (a) to identify the characteristics of students referred for school-based mental health services, (b) to explore the level of impairment of students referred for SBMHS as measured by the CAFAS total score at time of enrollment and discharge, and (3) to examine the relationship between academic variables and the discharge CAFAS total score. The study utilized a secondary data set comprised of an aggregate sample of 144 students from two urban like school districts in Los Angeles County. Available demographic data indicates the sample included 75 (41%) males, 59 (52%) females, with identified ethnicity as 82 (56%) Latino, 30 (20%) African-American and 15 (10%) Caucasian. Data analysis included a multiple regression analysis on 89 students with complete data. Findings indicate that baseline CAFAS total scores were positively associated with CAFAS total scores at discharge. Results from the multiple regression analysis demonstrated no association between discharge CAFAS total scores and school district and length of enrollment. Teacher ratings of students’ frequency of emotional upset at school were statistically significant and positively associated with discharge CAFAS total scores. Results are discussed in terms of length of enrollment, use of teacher ratings for screenings and strategies to improve the quality of SBMH data.
Elizabeth Tracy, PhD (Committee Chair)
118 p.
Education; Mental Health; Social Work
School-Based Mental Health; functional impairment; CAFAS; teacher ratings; student mental health; outcomes;

Recommended Citations

Citations

  • Castro-Guillen, E. (2016). Academic Predictors of the Child and Adolescent Functioning Assessment Scale in a School-Based Mental Health Program [Doctoral dissertation, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=case1459416051

    APA Style (7th edition)

  • Castro-Guillen, Evelyn. Academic Predictors of the Child and Adolescent Functioning Assessment Scale in a School-Based Mental Health Program. 2016. Case Western Reserve University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=case1459416051.

    MLA Style (8th edition)

  • Castro-Guillen, Evelyn. "Academic Predictors of the Child and Adolescent Functioning Assessment Scale in a School-Based Mental Health Program." Doctoral dissertation, Case Western Reserve University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1459416051

    Chicago Manual of Style (17th edition)

case1459416051
811
© 2016, all rights reserved.
This open access ETD is published by Case Western Reserve University School of Graduate Studies and OhioLINK.