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Adaptation and validation of the youth internalizing and externalizing problems screener in Portugal: a unified psychological health screening tool
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Orientador(es)
Resumo(s)
Research points to the importance of school-based universal screening focused on psychological health and well-being dimensions to reach a baseline that allows for the allocation of pupils on adequate interventions and supports, and monitors their response to intervention. When screening for mental health problems, it is recommended to screen for internalizing and externalizing behaviors. This study conducted an adaptation and validation of the Youth Internalizing and Externalizing Problems Screener (YIEPS) in the Portuguese context, following three main steps: translation, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Data was collected in 10 schools, with a final sample of 942 adolescents randomly split into two subsamples. Initially, EFA was conducted on one subsample and then CFA was conducted on the other. Results support a bifactor model with two specific factors (internalizing and conduct problems) and a general mental health problems factor, eliminating items pertaining to attention problems and hyperactivity-impulsivity. This adapted measurement model showed good internal consistency, reliability, concurrent and divergent validity with other measures of mental health problems, and psychosocial functioning. The YIEPS-Portuguese can be used in Portuguese schools to screen for psychological health difficulties, in addition to other measures to screen for the complete mental health of pupils.
Descrição
Palavras-chave
Measure Mental health problems Universal mental health screening Validation Youth internalizing and externalizing problems screener
Contexto Educativo
Citação
Serrão, R., Dias, P., Andrés, A., & Bowe, M. et al. (in press). Adaptation and validation of the youth internalizing and externalizing problems screener in Portugal: a unified psychological health screening tool. International Journal of School and Educational Psychology. https://doi.org/10.1080/21683603.2025.2606337