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Psychother Psychosom. 2006;75(6):331-6.

Well-being therapy in school settings: a pilot study.

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1
Affective Disorders Program and Laboratory of Experimental Psychotherapy, Department of Psychology, University of Bologna, Bologna, Italy.

Abstract

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.

PMID:
17053333
DOI:
10.1159/000095438
[Indexed for MEDLINE]
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