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ISSN: 2161-0487

Journal of Psychology & Psychotherapy
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Commentary

Commentary: Universal Screening for Social, Emotional and Behavioral Risk in Schools Using Protective Factors

Julie Q Morrison1* and Jennifer L Rollenhagen2

1University of Cincinnati, College of Education, Criminal Justice, and Human Services, School Psychology Program, USA

2Michigan’s Integrated Behavior and Learning Supports Initiative, USA

*Corresponding Author:
Julie Q Morrison
University of Cincinnati, College of Education
Criminal Justice, and Human Services
School Psychology Program, P.O. Box 210068
Cincinnati, USA
Tel: 45221-0068
E-mail: [email protected]

Received date: May 02, 2017; Accepted July 05, 2017; Published July 13, 2017

Citation: Morrison JQ, Rollenhagen JL (2017) Commentary: Universal Screening for Social, Emotional and Behavioral Risk in Schools Using Protective Factors. Family Therapy. J Psychol Psychother 7:314. doi:10.4172/2161-0487.1000314

Copyright: © 2017 Morrison JQ, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Abstract

Universal screening systems in schools are an essential component of a multi-tiered system of supports (MTSS) framework is a comprehensive service delivery model designed to meet the academic and behavioral needs of students in schools. Universal screening data are used to drive decisions in the interest of reducing risk and promoting positive outcomes for students. This commentary reviews the considerations for selecting screening approaches for assessing social, emotional and behavioral risk within a proactive MTSS framework and advocate for the use of universal screening systems that involve the development of local norms, including local norms for the presence of protective factors. An increasing body of research supports the value of protective factors (e.g. connected with teachers and school, empathy, engagement, pro-social peer groups) as a means of addressing students’ needs proactively through a competency-based lens.

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