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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 (N2007  = 1225; N2012  = 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 (OR2007  = 0.20; OR2012  = 0.54). After matching, this difference remained for 2007 (tprematch  = -2.77; tpostmatch  = -2.00), but not 2012 (tprematch  = -2.53; tpostmatch  = -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.