La Well-Being Therapy e le tecniche di gestione dell'ansia in ambito scolastico

Quali differenze?

Translated title of the contribution: What are the differences between Well-Being Therapy and anxiety management in the school setting?

Carlotta Belaise, Elena Tomba, Emanuela Offidani, Dalila Visani, Fedra Ottolini, Alessandra Bravi, Elisa Albieri, Chiara Ruini, Chiara Rafanelli, Ernesto Caffo, Giovanni A. Fava

Research output: Contribution to journalReview article

2 Citations (Scopus)

Abstract

Background. In the last decade there has been increasing interest in the potential of early preventive interventions capable of promoting psychological well being in order to reduce the risk of childhood psychological distress. This study analyzes the differential effects of strategies for promotion of psychological well-being (Well-Being Therapy, WBT) and removal of distress (Anxiety Management, AM) in a non clinical school setting. Methods. Our sample consisted of eight classes (N=162 students) attending middle schools in Northern Italy which were randomly assigned to a protocol derived from WBT (4 classes) and to an anxiety-management protocol (AM) (4 classes). Immediately before and after both school interventions students were assessed using the Psychological Well-Being Scales (PWB), Kellner's Symptom Questionnaire (SQ) and the Revised Children's Manifest Anxiety Scale (R-CMAS). A six month follow-up was performed in the following school year, and students were re-assessed with the same psychometric instruments. Results. Our results lend support to the possibility to change attitudes to psychological well-being and distress with brief interventions in school (both well-being improving and distress removing). Conclusions. Further investigations should determine whether the combined and sequential integration of well-being and symptom oriented strategies may yield more complete and lasting effects that each strategy alone.

Original languageItalian
Pages (from-to)290-301
Number of pages12
JournalRivista di Psichiatria
Volume45
Issue number5
StatePublished - Sep 1 2010

Fingerprint

Anxiety
Psychology
Students
Manifest Anxiety Scale
Therapeutics
Psychometrics
Italy

All Science Journal Classification (ASJC) codes

  • Psychiatry and Mental health

Cite this

Belaise, C., Tomba, E., Offidani, E., Visani, D., Ottolini, F., Bravi, A., ... Fava, G. A. (2010). La Well-Being Therapy e le tecniche di gestione dell'ansia in ambito scolastico: Quali differenze? Rivista di Psichiatria, 45(5), 290-301.
Belaise, Carlotta ; Tomba, Elena ; Offidani, Emanuela ; Visani, Dalila ; Ottolini, Fedra ; Bravi, Alessandra ; Albieri, Elisa ; Ruini, Chiara ; Rafanelli, Chiara ; Caffo, Ernesto ; Fava, Giovanni A. / La Well-Being Therapy e le tecniche di gestione dell'ansia in ambito scolastico : Quali differenze?. In: Rivista di Psichiatria. 2010 ; Vol. 45, No. 5. pp. 290-301.
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abstract = "Background. In the last decade there has been increasing interest in the potential of early preventive interventions capable of promoting psychological well being in order to reduce the risk of childhood psychological distress. This study analyzes the differential effects of strategies for promotion of psychological well-being (Well-Being Therapy, WBT) and removal of distress (Anxiety Management, AM) in a non clinical school setting. Methods. Our sample consisted of eight classes (N=162 students) attending middle schools in Northern Italy which were randomly assigned to a protocol derived from WBT (4 classes) and to an anxiety-management protocol (AM) (4 classes). Immediately before and after both school interventions students were assessed using the Psychological Well-Being Scales (PWB), Kellner's Symptom Questionnaire (SQ) and the Revised Children's Manifest Anxiety Scale (R-CMAS). A six month follow-up was performed in the following school year, and students were re-assessed with the same psychometric instruments. Results. Our results lend support to the possibility to change attitudes to psychological well-being and distress with brief interventions in school (both well-being improving and distress removing). Conclusions. Further investigations should determine whether the combined and sequential integration of well-being and symptom oriented strategies may yield more complete and lasting effects that each strategy alone.",
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Belaise, C, Tomba, E, Offidani, E, Visani, D, Ottolini, F, Bravi, A, Albieri, E, Ruini, C, Rafanelli, C, Caffo, E & Fava, GA 2010, 'La Well-Being Therapy e le tecniche di gestione dell'ansia in ambito scolastico: Quali differenze?', Rivista di Psichiatria, vol. 45, no. 5, pp. 290-301.

La Well-Being Therapy e le tecniche di gestione dell'ansia in ambito scolastico : Quali differenze? / Belaise, Carlotta; Tomba, Elena; Offidani, Emanuela; Visani, Dalila; Ottolini, Fedra; Bravi, Alessandra; Albieri, Elisa; Ruini, Chiara; Rafanelli, Chiara; Caffo, Ernesto; Fava, Giovanni A.

In: Rivista di Psichiatria, Vol. 45, No. 5, 01.09.2010, p. 290-301.

Research output: Contribution to journalReview article

TY - JOUR

T1 - La Well-Being Therapy e le tecniche di gestione dell'ansia in ambito scolastico

T2 - Quali differenze?

AU - Belaise, Carlotta

AU - Tomba, Elena

AU - Offidani, Emanuela

AU - Visani, Dalila

AU - Ottolini, Fedra

AU - Bravi, Alessandra

AU - Albieri, Elisa

AU - Ruini, Chiara

AU - Rafanelli, Chiara

AU - Caffo, Ernesto

AU - Fava, Giovanni A.

PY - 2010/9/1

Y1 - 2010/9/1

N2 - Background. In the last decade there has been increasing interest in the potential of early preventive interventions capable of promoting psychological well being in order to reduce the risk of childhood psychological distress. This study analyzes the differential effects of strategies for promotion of psychological well-being (Well-Being Therapy, WBT) and removal of distress (Anxiety Management, AM) in a non clinical school setting. Methods. Our sample consisted of eight classes (N=162 students) attending middle schools in Northern Italy which were randomly assigned to a protocol derived from WBT (4 classes) and to an anxiety-management protocol (AM) (4 classes). Immediately before and after both school interventions students were assessed using the Psychological Well-Being Scales (PWB), Kellner's Symptom Questionnaire (SQ) and the Revised Children's Manifest Anxiety Scale (R-CMAS). A six month follow-up was performed in the following school year, and students were re-assessed with the same psychometric instruments. Results. Our results lend support to the possibility to change attitudes to psychological well-being and distress with brief interventions in school (both well-being improving and distress removing). Conclusions. Further investigations should determine whether the combined and sequential integration of well-being and symptom oriented strategies may yield more complete and lasting effects that each strategy alone.

AB - Background. In the last decade there has been increasing interest in the potential of early preventive interventions capable of promoting psychological well being in order to reduce the risk of childhood psychological distress. This study analyzes the differential effects of strategies for promotion of psychological well-being (Well-Being Therapy, WBT) and removal of distress (Anxiety Management, AM) in a non clinical school setting. Methods. Our sample consisted of eight classes (N=162 students) attending middle schools in Northern Italy which were randomly assigned to a protocol derived from WBT (4 classes) and to an anxiety-management protocol (AM) (4 classes). Immediately before and after both school interventions students were assessed using the Psychological Well-Being Scales (PWB), Kellner's Symptom Questionnaire (SQ) and the Revised Children's Manifest Anxiety Scale (R-CMAS). A six month follow-up was performed in the following school year, and students were re-assessed with the same psychometric instruments. Results. Our results lend support to the possibility to change attitudes to psychological well-being and distress with brief interventions in school (both well-being improving and distress removing). Conclusions. Further investigations should determine whether the combined and sequential integration of well-being and symptom oriented strategies may yield more complete and lasting effects that each strategy alone.

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M3 - Review article

VL - 45

SP - 290

EP - 301

JO - Rivista di Psichiatria

JF - Rivista di Psichiatria

SN - 0035-6484

IS - 5

ER -