Ruini Chiara, Belaise Carlotta, Brombin Chiara, Caffo Ernesto, Fava Giovanni A
Affective Disorders Program and Laboratory of Experimental Psychotherapy, Department of Psychology, University of Bologna, Bologna, Italy.
Psychother Psychosom. 2006;75(6):331-6. doi: 10.1159/000095438.
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.
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.
Both school-based interventions resulted in a comparable improvement in symptoms and psychological well-being.
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.
人们对恢复力和心理健康的心理生物学机制越来越感兴趣。可以想象，在学校环境中激活这些机制可能会带来长期益处，无论是在发展过程方面还是在预防困扰方面。本研究旨在应用并测试一种源自幸福疗法（WBT）的校本干预方案与认知行为策略相比的疗效。
对111名学生进行学校干预，这些学生被随机分配到：（a）一个使用源自认知行为疗法的理论和技术的方案；（b）一个源自WBT的方案。干预前后使用两个自评量表进行评估：凯尔纳症状问卷和赖夫心理健康量表。
两种校本干预在症状和心理健康方面都带来了相当的改善。
这种新的增进幸福感的策略可能在预防学校环境中的心理困扰以及促进儿童的最佳人类功能方面发挥重要作用。
