Dalila Visani

School intervention for promoting psychological well-being in adolescence

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 Childrens 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.

Gender Differences in Psychological Well-Being and Distress During Adolescence

Several investigations report a greater prevalence of depressive and anxious symptoms and emotional distress in girls compared to boys. Furthermore, the scientific literature points out that females show lower psychological well-being levels compared to males. Since, in the most of these studies, participants were already out of adolescence or were adults and aging individuals, the aim of this investigation is to explore gender differences in the levels of psychological well-being and distress during adolescence, one of the most controversial periods of human life. Five hundred and seventy-two adolescents (313 females, 259 males; mean age 13.63 years, SD = 1.94) were recruited from various middle and high schools in Northern Italy, which volunteered to participate in the study. Subjects were administered the following self-rating scales: (1) Psychological Well-Being (PWB) Scales, (2) Symptom Questionnaire (SQ). Student t-test was used to analyze gender differences in PWB and SQ scores. Gender differences in psychological well-being levels were not found, even if on- test females tend to report lower scores in Self-Acceptance scale (PWB) than males. Girls reported higher levels of distress than boys. t-Test indicated significant gender differences in all SQ scales, except in friendliness. On retest, results were very similar. Females scored significantly higher than males in all SQ scales, except in contentment, where females reported better levels compared to previous data. This investigation points out that females reported higher levels of distress than males, but unlike the preceding studies, it also highlights that girls showed similar levels of psychological well-being compared to boys. These results suggest that adolescence is a period of the life with peculiar characteristics in boys and girls and that further investigations are needed.

Well-Being Therapy in Children with Emotional and Behavioral Disturbances: A Pilot Investigation

Anxiety, mood disorders and somatoform disorders are among the most prevalent forms of psychological suffering during childhood and adolescence. They are often associated with poor academic performance [1] and a number of negative outcomes; furthermore, if untreated, these problems can be predictors of severer anxiety and mood disorders in adulthood [2, 3] . Brent [4] has underlined how, even in the best center with the best clinicians, only 37% of the depressed adolescents involved have remitted. This highlights the need for new treatment modalities, which focus on each child’s competencies and the development of optimal functioning in youth [5, 6] . A specific psychotherapeutic strategy for enhancing well-being (well-being therapy; WBT) [7] has been developed from the multidimensional model of psychological well-being by Ryff [8] . In controlled trials on adult patients with affective disorders, WBT was found to be effective in determining remission of symptoms, improving psychological well-being and preventing episodes of relapse [9–12] . The aim of this study was to apply a modified form of WBT to a child population of patients with mood, anxiety and conduct disorders, and to test its effects in reducing symptoms and in improving new skills and competencies in children. Here, we report 4 of 14 cases who underwent this new treatment protocol, and are particularly interesting from a clinical point of view. Four male subjects, referred to a tertiary neuropsychiatric clinic, and aged from 8 to 11 years (mean = 9.50; SD = 1.72) with different diagnoses according to DSM-IV criteria (1 oppositional-defiant disorder, 1 ADHD, 1 major depressive disorder and 1 generalized anxiety disorder; GAD) were enrolled in this study. The child Psychother Psychosom 2009;78:387–390

[The use of Well-Being Therapy in childhood: clinical cases].

Anxiety, mood and somatoform disorders are among the most prevalent forms of psychological suffering during childhood and adolescence. If untreated, these problems can be predictors of more severe disorders in adulthood. New trends in clinical psychology suggest the relevance of focusing on childs competencies and developing optimal functioning in youth. A specific psychotherapeutic strategy for enhancing well-being (Well-Being Therapy; WBT) has been developed for adult patients and it was found to be effective in determining remission from affective symptoms, in improving psychological well-being and in preventing relapses. In this article we describe a modified form of WBT which has been applied for the first time to children suffering from emotional and behavioral disorders in order to test its feasibility and potential effects in reducing symptoms and in improving new skills. Four cases particularly interesting by a clinical point of view are reported. This new therapeutic approach, based on the promotion of psychological well-being seems to be a very promising intervention: children improved at post treatment and during 1 year follow-up, both in symptomatology and in social skills. The promotion of psychological well-being and optimal functioning is an innovative and relevant ingredient and could play an important role in the treatment of somatic and psychosocial symptoms in paediatric settings.

The Role of Psychological Well-being in Childhood Interventions

The high worldwide prevalence of mental disorders in childhood and adolescence is well documented, even though the majority of available data pertain to youth living in developed countries. If untreated, these conditions could herald more severe disorders in adulthood. Indeed, they often remain under-recognized and do not receive appropriate treatment. This chapter gives a brief overview of the main evidence-based psychotherapies for affective disorders in youth, considering both the ingredients of traditional protocols and new therapeutic approaches, which aim to cultivate positive emotions, cognitions, and behaviors. This is in line with a more comprehensive conceptualization of remission and recovery in childhood, which should not be limited to symptoms reduction, but also encompasses the improvement of well-being and resilience.

School Programs for the Prevention of Mental Health Problems and the Promotion of Psychological Well-being in Children

Childhood and adolescence provide key opportunities to promote optimal functioning and prevent mental health disorders. Schools represent an ideal setting for this goal. The main effective, evidence-based school interventions are listed in the chapter, but a paucity of interventions specifically focused on well-being according to the eudaimonic perspective emerged. Recently, a new school program for the promotion of psychological well-being and optimal human functioning has been developed: The Well-Being Therapy (WBT) school intervention. Its applicability and effectiveness were tested in controlled studies, documenting that enhancing specific well-being dimensions among students may result in reducing distress and anxiety and improving developmental processes.

[Promoting psychosocial well-being in adolescence. A controlled study].

INTRODUCTION In the recent years a large body of literature has focused its attention to the study of the positive aspects of adolescence, in particular quality of life, happiness and social functioning. The school is an ideal setting for promoting learning abilities, educational processes and also optimal human and social development. AIM A new school program for the promotion of psychological well-being has been tested and compared to an attention-placebo intervention in a high school setting. METHODS Nine classes (227 students) were enrolled in the study and randomized to: a) School Well-Being Therapy intervention (5 classes); b)attention-placebo (4 classes). 1) Symptom Questionnaire (SQ); 2) Psychological Well-Being Scales (PWB); 3) Revised Childrens Manifest Anxiety Scale (RCMAS) were administered at pre- and post-intervention, and after six months. RESULTS WBT school intervention was associated to an improved Personal Growth (PWB), and to decreased distress (Somatization (SQ), Physical Well-being (SQ), Anxiety (SQ), and RCMAS Physiological Anxiety). DISCUSSION AND CONCLUSIONS A school intervention focused on the promotion of positive emotions and psychological well-being has resulted to be effective not only in increasing these dimensions in high school students, but also in decreasing distress, in particular anxiety and somatization.

Contents Vol. 78, 2009

M. Bagby, Toronto, Ont. R. Balon, Detroit, Mich. P. Bech, Hillerød M. Biondi, Roma M. Bouvard, Chambery G. Chouinard, Montréal, Qué. P.M.G. Emmelkamp, Amsterdam S. Fassino, Torino M. Fava, Boston, Mass. H.J. Freyberger, Greifswald/Stralsund S. Grandi, Bologna D. Hellhammer, Trier J.I. Hudson, Belmont, Mass. I.M. Marks, London M.W. Otto, Boston, Mass. E.S. Paykel, Cambridge C. Rafanelli, Bologna C.D. Ryff , Madison, Wisc. U. Schnyder, Zürich J. Scott, Newcastle T. Sensky, London T. Th eorell, Stockholm E. Vieta, Barcelona T. Wise, Falls Church, Va. R. Zachariae, Aarhus Offi cial Journal of the International College of Psychosomatic Medicine (ICPM) Offi cial Journal of the International Federation for Psychotherapy (IFP)