Objectiveto test the efficacy of a new school program for the promotion of psychological well-being. In this study a school program for promoting psychological well-being has been compared to an attention-placebo intervention in a high school setting.MethodsNine classes (227 students) were randomly assigned to: a) Well-Being intervention (5 classes); b)attention-placebo (4 classes). Assessment was performed at pre and post-intervention, and after six months using: 1) Symptom Questionnaire (SQ); 2) Psychological Well-Being Scales (PWB); 3) Revised Children's Manifest Anxiety Scale (RCMAS).ResultsA significant effect of WB school intervention in improving Personal Growth (PWB), and in decreasing distress (Somatization (SQ), Physical Well-being (SQ), Anxiety (SQ), and RCMAS Physiological Anxiety) emerged.ConclusionsA school intervention based on promoting positive emotions and well-being was effective not only in increasing psychological well-being among adolescents, but also in decreasing distress, in particular anxiety and somatization.
School intervention for promoting psychological well-being in adolescence / Ruini, C; Ottolini, F; Tomba, E; Belaise, C; Albieri, E; Visani, D; Offidani, E; Caffo, Ernesto; Fava, Ga. - In: JOURNAL OF BEHAVIOR THERAPY AND EXPERIMENTAL PSYCHIATRY. - ISSN 0005-7916. - ELETTRONICO. - 40:4(2009), pp. 522-532. [10.1016/j.jbtep.2009.07.002]
School intervention for promoting psychological well-being in adolescence
CAFFO, Ernesto;
2009
Abstract
Objectiveto test the efficacy of a new school program for the promotion of psychological well-being. In this study a school program for promoting psychological well-being has been compared to an attention-placebo intervention in a high school setting.MethodsNine classes (227 students) were randomly assigned to: a) Well-Being intervention (5 classes); b)attention-placebo (4 classes). Assessment was performed at pre and post-intervention, and after six months using: 1) Symptom Questionnaire (SQ); 2) Psychological Well-Being Scales (PWB); 3) Revised Children's Manifest Anxiety Scale (RCMAS).ResultsA significant effect of WB school intervention in improving Personal Growth (PWB), and in decreasing distress (Somatization (SQ), Physical Well-being (SQ), Anxiety (SQ), and RCMAS Physiological Anxiety) emerged.ConclusionsA school intervention based on promoting positive emotions and well-being was effective not only in increasing psychological well-being among adolescents, but also in decreasing distress, in particular anxiety and somatization.File | Dimensione | Formato | |
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