Module 4: Promoting Mental Health in Adolescence

Teenagers in a CircleDevelopmental Screening in Adolescence

Few developmental tests are known to be culturally bias-free. When administering tests to members of culturally diverse groups, it is essential to be sensitive and well informed.

Be sure to:

  • Become knowledgeable about the culture and language of the child being tested
  • Respect the family's cultural values
  • Consult the norming procedures that accompany the testing manual
  • Ensure all tests, evaluation materials, and procedures are given in the native language of the child’s family or through other modes of communication (when feasible)


American Academy of Pediatrics and Bright Futures recommend at all adolescent visits:
  • Psychosocial/behavioral assessment
  • Alcohol and drug use assessment

Screening and Assessment Tools

The following tools can be used to assess risks in adolescence:

Resource for Providers

Area of Interest: Use of Clinical Screening Tools for Case Identification Information appears in a pop up window

Clinical screening tools can increase the identification of psychosocial problems and mental disorders in primary care settings. Moreover, such tools can provide an important framework for discussing psychosocial issues with families. These screening tools can be grouped into three general categories:

  • Broad psychosocial tools that assess overall functioning, family history, and environmental factors; deal with a wide range of psychosocial problems; and identify various issues for discussion with the child or adolescent and family. An example of this type of tool is the Pediatric Intake Form, which can be used to assess such issues as
    parental depression and substance use, gun availability, and domestic violence (Kemper and Kelleher, 1996a, 1996b).
  • Tools that provide a general screen for psychosocial problems or risk in children and adolescents. An example of this type of tool is the Pediatric Symptom Checklist (Jellinek et al., 1988, 1999).
  • Tools that screen for specific problems, symptoms, or disorders. The Conners’ Rating Scales for ADHD (Conners, 1997) and the Children’s Depression Inventory (Kovacs, 1992) are examples of this type of screening tool.

Often a broader measure such as the Pediatric Symptom Checklist is used first, followed by a more specific tool focused on the predominant symptoms for those that screen positive on the broader measure. (Some of the more specific tools may not be readily available to primary care health professionals or may require specialized training.)

Source: Bright Futures in Practice: Mental Health—Volume I, Practice Guide

Guidelines for Adolescent Preventive Services (GAPS)

Copyright Georgetown University Georgtown University Adolescence