Use of Treatment and Counseling Services and Mind-Body Techniques by Students With Emotional and Behavioral Difficulties.

BACKGROUND

School-based treatment and counseling services (TCSs) can integrate mind-body techniques (MBTs) to improve children's health, wellness, and academic performance. We aimed to describe the effect of school-based TCS on MBT-use among students experiencing difficulties with concentration, emotions, behaviors, and getting along (DCEBG).

METHODS

National Health Interview Survey data were utilized (N  = 1225; N  = 1835). Logistic regression examined associations between TCS-type and MBT-use, while propensity score matching controlled for confounders in the prematch sample.

RESULTS

Compared with children without DCEBG, MBT-use was higher among children with DCEBG, but it decreased from 2007 (9.7%) to 2012 (5.1%). Receipt of school-based TCS increased from 2007 (11.3%) to 2012 (33.9%). Receipt of school-only TCS, compared with nonschool-only TCS, was associated with lower MBT-use (OR  = 0.20; OR  = 0.54). After matching, this difference remained for 2007 (t  = -2.77; t  = -2.00), but not 2012 (t  = -2.53; t  = -0.88). School-only TCS-use increased with family activity limitations; in 2012, it decreased with higher parental education. Mind-body techniques-use was higher in girls and associated with higher parental education and family activity limitations.

CONCLUSIONS

While the relative increase of MBT integration by school-based TCS is commendable and further encouraged, school mental health practitioners should account for the differential effects of family-level factors on TCS-choice and MBT-use.