School intervention for promoting psychological well-being in adolescence

Chiara Ruini, Fedra Ottolini, Elena Tomba, Carlotta Belaise, Elisa Albieri, Dalila Visani, Emanuela Offidani, Ernesto Caffo, Giovanni A. Fava

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124 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)522-532
Number of pages11
JournalJournal of Behavior Therapy and Experimental Psychiatry
Issue number4
StatePublished - Dec 2009

All Science Journal Classification (ASJC) codes

  • Experimental and Cognitive Psychology
  • Arts and Humanities (miscellaneous)
  • Clinical Psychology
  • Psychiatry and Mental health


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