Journal
JOURNAL OF BEHAVIOR THERAPY AND EXPERIMENTAL PSYCHIATRY
Volume 40, Issue 4, Pages 522-532Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.jbtep.2009.07.002
Keywords
Psychological well-being; Adolescence; School interventions; Psychological distress; Well-being therapy
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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. (C) 2009 Elsevier Ltd. All rights reserved.
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