School intervention for promoting psychological well-being in adolescence.
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.
Ruini
Chiara
C
Department of Psychology, University of Bologna, Italy. chiara.ruini@unibo.it
Ottolini
Fedra
F
Tomba
Elena
E
Belaise
Carlotta
C
Albieri
Elisa
E
Visani
Dalila
D
Offidani
Emanuela
E
Caffo
Ernesto
E
Fava
Giovanni A
GA
D000223:Adaptation, Psychological; D000293:Adolescent; D000294:Adolescent Behavior; D015928:Cognitive Behavioral Therapy / Q000379:methods*; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D019964:Mood Disorders / Q000523:psychology / Q000628:therapy*; D011569:Psychiatric Status Rating Scales; D012572:School Health Services; D012574:Schools; D012649:Self Concept; D011795:Surveys and Questionnaires