Initial Validation of the Social Emotional Distress Survey–Secondary (SEDS-S) - Assessment for Effective Intervention

Oct 15, 2026

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Contemporary mental health assessment frameworks consider both well-being and distress, and this study provides initial validation evidence for the Social Emotional Distress Survey–Secondary (SEDS-S). The SEDS-S was created for school-based complete mental health screening using brief student self-reports. Analyses of two independent U.S. high-school samples (N=3,780) supported a one-factor distress model with good fit. Path results linked higher SEDS-S distress to greater anxiety and depression symptoms, and to lower life satisfaction and strengths.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Abstract

Study purpose and context

Measurement approach: SEDS-S

Validation results and factor structure

Associations with anxiety, depression, life satisfaction, and strengths

Implications for school screening

Initial Validation of the Social Emotional Distress Survey–Secondary to Support Complete Mental Health Screening Assessment for Effective Intervention 2018, Vol. 43(4) 241–248 © Hammill Institute on Disabilities 2018 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/1534508417749871](DOI: 10.1177/1534508417749871)[ ](DOI: 10.1177/1534508417749871)[aei.sagepub.com](aei.sagepub.com) Erin Dowdy, PhD 1, Michael J. Furlong, PhD 1, Karen Nylund-Gibson, PhD 1, Stephanie Moore, MA 1, and Kathryn Moffa, MA 1 Abstract Contemporary mental health assessment conceptualizations focus on both well-being and distress. This study presents initial validation information for the Social Emotional Distress Survey–Secondary (SEDS-S), which was designed for school-based complete mental health screening that employs brief self-report measures of well-being and distress. The SEDS-S structure was investigated using two independent samples of U.S. high school students (N = 3,780). Findings from exploratory and confirmatory factor analyses suggested a one-factor model of distress with good model fit. Path analyses revealed significant positive relations of the SEDS-S distress factor with symptoms of anxiety and depression, and a significant negative relation with life satisfaction and strengths scores. Future research directions and use in school-based screening applications are discussed. Keywords Social Emotional Distress Survey, covitality, complete mental health, school, screening Significant progress has been made toward a robust understanding of mental health, inclusive of both the absence of distress symptoms and the presence of positive health indicators (Greenspoon & Saklofske, 2001; Keyes, 2002) . This conceptualization of mental health recognizes that the absence of distress alone is insufficient to assume wellbeing, and that it is necessary to focus on social-emotional strengths and assets (Scales, 1999) . Dual-factor, or twocontinua, mental health models propose that positive (e.g., subjective well-being, social-emotional strengths) and negative (e.g., internalizing or externalizing distress) mental health indicators are related, yet distinct, constructs and that both need to be considered when assessing the mental health functioning of youths (Suldo & Shaffer, 2008) . Concurrent with this expanded conceptualization of mental health, there has been an increased understanding of the need to proactively and universally assess youths’ mental health in schools (Kamphaus, Reynolds, & Dever, 2014) . Considering research highlighting the variety of negative educational and life outcomes associated with mental health problems (e.g., Bradley, Doolittle, & Bartolotta, 2008), universal school-based screening has been proposed as an essential first step toward identifying the mental health needs of students (Glover & Albers, 2007). Then, data-based decisions can be made to inform prevention, early intervention, and promotion efforts to relieve symptoms of distress and foster youths’ thriving (Furlong, Dowdy, Carnazzo, Bovery, & Kim, 2014). Complete mental health screening is a contemporary approach to early identification that is aligned with dual-factor, expanded definitions of mental health (Furlong, You, Renshaw, Smith, & O’Malley, 2014) . In this screening approach, symptoms of distress and indicators of strengths are both assessed to provide a comprehensive picture of youths’ mental health functioning. When assessing youth’s mental health functioning, it is essential to ask the students themselves about the positive and negative aspects of their life experiences (Furlong, Dowdy, et al., 2014). In addition, students are generally viewed as the best informants when measuring internalizing symptoms or their own perceptions or feelings (Dowdy & Kim, 2012) . Complete mental health screening via student self-report provides a stru

FAQs

What is the Social Emotional Distress Survey–Secondary (SEDS-S) used for?

SEDS-S was designed for school-based complete mental health screening using brief student self-report measures of well-being and distress.

What did the factor analyses indicate about the SEDS-S structure?

Exploratory and confirmatory factor analyses suggested a one-factor model of distress with good model fit.

How does the SEDS-S distress factor relate to students’ mental health indicators?

Higher SEDS-S distress showed significant positive relations with symptoms of anxiety and depression, and significant negative relations with life satisfaction and strengths scores.

Oct 15, 2026

Upload by Mimi