School intervention for promoting psychological well-being in adolescence

被引：120

作者：

Ruini, Chiara ^{[1
]}

Ottolini, Fedra ^{[1
]}

Tomba, Elena ^{[1
]}

Belaise, Carlotta ^{[1
]}

Albieri, Elisa ^{[1
]}

Visani, Dalila ^{[1
]}

Offidani, Emanuela ^{[1
]}

Caffo, Ernesto ^{[2
]}

Fava, Giovanni A. ^{[1
]}

机构：

[1] Univ Bologna, Dept Psychol, I-40127 Bologna, Italy

[2] Univ Modena & Reggio Emilia, Mother Infant Dept, Modena, Italy

来源：

JOURNAL OF BEHAVIOR THERAPY AND EXPERIMENTAL PSYCHIATRY | 2009年 / 40卷 / 04期

关键词：

Psychological well-being; Adolescence; School interventions; Psychological distress; Well-being therapy; COGNITIVE-BEHAVIOR THERAPY; DEPRESSIVE SYMPTOMS; MENTAL-HEALTH; PREVENTION; HAPPINESS; DISORDER; CHILDREN; MODEL; TRIAL;

D O I：

10.1016/j.jbtep.2009.07.002

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

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.

引用

页码：522 / 532

页数：11

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