Well-being therapy in school settings: a pilot study.
BACKGROUND
There is increasing interest in the psychobiological mechanisms of resilience and psychological well-being. It is conceivable that activation of such mechanisms in the school setting may entail long-term benefits, both in terms of the developmental process and of prevention of distress. This study wants to apply and test the efficacy of a school-based intervention protocol derived from well-being therapy (WBT) compared to cognitive-behavioral strategies.


METHODS
School interventions were performed in a population of 111 students randomly assigned to: (a) a protocol using theories and techniques derived from cognitive-behavioral therapy; (b) a protocol derived from WBT. Assessment before and after interventions was performed using two self-rating scales: Kellner's Symptom Questionnaire and Ryff's Psychological Well-Being Scales.


RESULTS
Both school-based interventions resulted in a comparable improvement in symptoms and psychological well-being.


CONCLUSIONS
This new well-being-enhancing strategy could play an important role in the prevention of psychological distress in school settings and in promoting optimal human functioning among children.
Ruini
Chiara
C
Affective Disorders Program and Laboratory of Experimental Psychotherapy, Department of Psychology, University of Bologna, Bologna, Italy.
Belaise
Carlotta
C
Brombin
Chiara
C
Caffo
Ernesto
E
Fava
Giovanni A
GA
D000293:Adolescent; D015928:Cognitive Behavioral Therapy / Q000379:methods*; D003863:Depression / Q000517:prevention & control* / Q000628:therapy; D005260:Female; D006293:Health Promotion; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D019964:Mood Disorders / Q000517:prevention & control* / Q000628:therapy; D010865:Pilot Projects; D012572:School Health Services / Q000458:organization & administration*; D012574:Schools