Department of Psychology, University of Bologna, Italy.
J Behav Ther Exp Psychiatry. 2009 Dec;40(4):522-32. doi: 10.1016/j.jbtep.2009.07.002. Epub 2009 Jul 29.
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.
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).
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.
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.
测试一项新的学校心理健康促进计划的效果。本研究在高中环境中比较了促进心理健康的学校计划和注意安慰剂干预。
将 9 个班级（227 名学生）随机分为：a）幸福感干预组（5 个班级）；b）注意安慰剂组（4 个班级）。在干预前、干预后和 6 个月后使用以下方法进行评估：1）症状问卷（SQ）；2）心理幸福感量表（PWB）；3）修订后的儿童 manifest 焦虑量表（RCMAS）。
WB 学校干预在改善个人成长（PWB）以及减轻痛苦（躯体化（SQ）、身体幸福感（SQ）、焦虑（SQ）和 RCMAS 生理焦虑）方面具有显著效果。
基于促进积极情绪和幸福感的学校干预不仅有效提高青少年的心理幸福感，而且还能减轻痛苦，特别是焦虑和躯体化。
