School intervention for promoting psychological well-being in adolescence

J Behav Ther Exp Psychiatry. 2009 Dec;40(4):522-32. doi: 10.1016/j.jbtep.2009.07.002. Epub 2009 Jul 29.

Abstract

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.

Publication types

  • Randomized Controlled Trial
  • Research Support, Non-U.S. Gov't

MeSH terms

  • Adaptation, Psychological*
  • Adolescent
  • Adolescent Behavior
  • Cognitive Behavioral Therapy / methods*
  • Female
  • Humans
  • Interpersonal Relations
  • Male
  • Mood Disorders / psychology
  • Mood Disorders / therapy*
  • Psychiatric Status Rating Scales
  • School Health Services
  • Schools*
  • Self Concept
  • Surveys and Questionnaires