During the holiday season there is emphasis on happiness and well-being, particularly in children. But while happiness is a fleeting mood, psychological well-being underlies it. A new study which has been conducted at the University of Bologna and is published in the current issue of the Journal of Behavior Therapy and Experimental Psychiatry shows that brief psychological interventions in school may increase well-being and these results persist after 6 months.
The aim of this study was to test the efficacy of a new school program for the promotion of psychological well-being. 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). At the end of the investigation, 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.
Source: Journal of Psychotherapy and Psychosomatics,
