TY - JOUR
T1 - School intervention for promoting psychological well-being in adolescence
AU - Ruini, Chiara
AU - Ottolini, Fedra
AU - Tomba, Elena
AU - Belaise, Carlotta
AU - Albieri, Elisa
AU - Visani, Dalila
AU - Offidani, Emanuela
AU - Caffo, Ernesto
AU - Fava, Giovanni A.
N1 - Funding Information:
This study was supported by a grant from Fondazione Cassa di Risparmio di Cesena and SOS Telefono Azzurro Bologna, to Dr Fava.
PY - 2009/12
Y1 - 2009/12
N2 - Objective: to 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. Methods: Nine 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). Results: A 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. Conclusions: A 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.
AB - Objective: to 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. Methods: Nine 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). Results: A 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. Conclusions: A 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.
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U2 - 10.1016/j.jbtep.2009.07.002
DO - 10.1016/j.jbtep.2009.07.002
M3 - Article
C2 - 19683703
AN - SCOPUS:70350574565
SN - 0005-7916
VL - 40
SP - 522
EP - 532
JO - Journal of Behavior Therapy and Experimental Psychiatry
JF - Journal of Behavior Therapy and Experimental Psychiatry
IS - 4
ER -
