School-based detection and intervention are critical components in ensuring positive mental health in children, with teachers playing an essential role in assessing students’ well-being. The current research aims to be a pilot epidemiological study on positive school mental health in Malaga, Spain, using the Achenbach System of Empirically Based Assessment (ASEBA). Data were collected in the COVID-19 pre-pandemic setting, using the Caregiver-Teacher Report Form (C-TRF) and the Teacher Report Form (TRF) in a sample of 420 children, who were between 5 and 8 years old at the time of the data collection. In 5-year-old children, the DSM-oriented scale with the highest clinical prevalence corresponds to attention deficit and hyperactivity problems (1.13%). In this same sub-sample, clinical levels of externalizing problems (4.52%) were non-significantly more common than internalizing conditions (1.69%). As for children between 6 and 8 years old, the DSM-oriented scale with the highest prevalence of clinical scores corresponds to anxiety problems (4.12%) and conduct problems (2.88%). Clinical levels of externalizing problems (9.47%) were non-significantly more prevalent than internalizing problems (6.58%). The results present 95% confidence intervals prevalence data in the general population and sex-differentiated descriptive statistics. The results are discussed according to their implication for school mental health.
【저자키워드】 universal screening school mental health, ASEBA methodology, positive school mental health, school mental health promotion, early prevention school mental health, 【초록키워드】 COVID-19, Anxiety, mental health, children, Intervention, Prevalence, clinical, Research, Spain, General population, assessment, Critical, Data collection, attention deficit, problems, 95% confidence interval, problem, Epidemiological study, hyperactivity, component, report, positive, teacher, Malaga, System, prevalent, TRF, highest, collected, form, condition, 【제목키워드】 Screening, School, Universal,