Abstract
This chapter provides a review of dual-factor mental health research for use in schools along with a new, proposed adaptation for use in universal school-based mental health screening. Providing a historical perspective, the evolution of dual-factor approaches to assessment is discussed focusing on the importance of including a balanced approach to mental health inclusive of the information on student well-being and distress. Limitations of current dual-factor applications are provided along with a suggested alternative approach for use. A modified 3 × 3 dual-factor approach was examined among a sample of U.S. adolescents and found to be related to the critical quality of life indicators. The importance of attending to students who are in the middle ranges of life satisfaction and distress is emphasized, along with the importance of examining life satisfaction. The chapter concludes with implications for using dual-factor approaches when conducting universal mental health screening in schools.
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