ArticleThe international journal of mental health promotion
Student Perceptions of the Acceptability and Utility of Standardized and Idiographic Assessment in School Mental Health.
Article in The international journal of mental health promotion. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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Who cites it
12 citing papers in PubMed, 22 citations in OpenAlex.
- Working with goals in youth mental health and substance use service: A review of current practice guidelines and recommendations.JCPP advances · 2026Article
- Taking measurement-based care to school: Evaluating teacher-report versions of the behavior and feelings survey and the top problems assessment.Psychological assessment · 2026Article
- Value-based care for behavioral health: A more measured approach to achieve true value.Npj mental health research · 2026Review
- Personalized and collaborative use of digital measurement-based care tools enhances engagement among young adults: a mixed-methods study.BMC health services research · 2025Article
- How low can you go? Examining the effects of brief online training and post-training consultation dose on implementation mechanisms and outcomes for measurement-based care.Implementation science communications · 2022Article
- Complexity and potentials of clinical feedback in mental health: an in-depth study of patient processes.Quality of life research : an international journal of quality of life aspects of treatment, care and rehabilitation · 2021Article
- Middle and High School Student Perspectives on Digitally-Delivered Mental Health Assessments and Measurement Feedback Systems.Administration and policy in mental health · 2020Article
- Reliability, Validity, and Factor Structure of the Current Assessment Practice Evaluation-Revised (CAPER) in a National Sample.The journal of behavioral health services & research · 2019Article
- A Digital Feedback System to Support Implementation of Measurement-Based Care by School-Based Mental Health Clinicians.Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53 · 2019Article
- Intentional research design in implementation science: implications for the use of nomothetic and idiographic assessment.Translational behavioral medicine · 2017Review
- Advancing Evidence-Based Assessment in School Mental Health: Key Priorities for an Applied Research Agenda.Clinical child and family psychology review · 2016Review
- "It is not just about the alcohol": service users' views about individualised and standardised clinical assessment in a therapeutic community for alcohol dependence.Substance abuse treatment, prevention, and policy · 2016Article
Corrections and comments
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Authors and funding
5 authors at 2 institutions in 1 country.
Funding
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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.