Differential effects of well-being promoting and anxiety-management strategies in a non-clinical school setting.

Department of Psychology, University of Bologna, Italy.
Journal of anxiety disorders (Impact Factor: 2.68). 02/2010; 24(3):326-33. DOI: 10.1016/j.janxdis.2010.01.005
Source: PubMed

ABSTRACT The aim of the present study was to examine the differential effects of strategies for promotion of psychological well-being (Well-Being Therapy, WBT) and removal of distress (Anxiety Management, AM) in a non-clinical school setting.162 students attending middle schools in Northern Italy were randomly assigned to: (a) a protocol derived from WBT; (b) an anxiety-management protocol (AM). The students were assessed immediately before and after the interventions, and after 6 months using: Psychological Well-Being Scales (PWB), Symptom Questionnaire (SQ) and the Revised Children's Manifest Anxiety Scale (RCMAS). In school children, well-being and symptom focused interventions produced slightly different effects on psychological dimensions. WBT, by facilitating progression toward positive and optimal functioning, may integrate symptom-centered strategies.

  • [Show abstract] [Hide abstract]
    ABSTRACT: The present study examined the psychometric properties of the Persian translation of the Screen for Child Anxiety-Related Emotional Disorders-child version (SCARED-C) in a community sample of 557 children, aged 9-13 years, in the city of Isfahan, Iran. In addition to the SCARED-C, all the participants completed the Revised Children's Manifest Anxiety Scale (RCMAS) and the Children's Depression Inventory (CDI). The SCARED-C demonstrated moderate to high internal consistency (alpha=0.59-0.80) and good convergent and divergent validity. The one-factor and the five-factor model of the SCARED-C fitted the data moderately. However, the five-factor model had a significantly better fit than the one-factor model (Δχ(2)=287.346, df=10, P<.001). These findings showed that SCARED-C can be used as a reliable and valid measure of anxiety symptoms among children in Iran.
    Journal of anxiety disorders 06/2013; 27(5):469-474. · 2.68 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: Quality of Life Therapy and Coaching (also known as Quality of Life Therapy) is a comprehensive, manualized, theory-based, and, according to Diener (2013) and Seligman (Flourish, Free Press, NY, 2011, p. 292), evidence-based approach to well being, happiness, and positive psychology intervention suitable for both coaching and clinical applications. Clients are taught strategies and skills aimed at helping them to identify, pursue, and fulfill their most cherished needs, goals, and wishes in sixteen valued areas of life said to comprise human well-being and happiness. Quality of Life Therapy and Coaching is “manualized” in the form of the book entitled Quality of Life Therapy (Frisch 2006), providing step-by-step instruction in assessing well-being, tailoring interventions, and monitoring progress, outcome, and follow-up with the evidence-based well-being assessment, the Quality of Life Inventory or QOLI®. This article describes Quality of Life Therapy and Coaching and reviews developments and research since the publication of the manual in 2006. Randomized controlled trials bearing on the empirical support of Quality of Life Therapy and Coaching and the related assessment, the Quality of Life Inventory, are reviewed. The steps in Quality of Life Therapy and Coaching are delineated in the context of an illustrative case and an underlying theory which attempts to integrate findings from the fields of well-being, positive psychology, happiness, quality of life, social indicators research, psychotherapy, and coaching. Future applications and research are suggested which may identify the effective components of Quality of Life Therapy and Coaching and assess their direct impact on health and illness, encourage the use of evidence-based assessments and interventions on the part of well being coaches and therapists, and create health care delivery systems in which well being assessments and interventions are conducted concurrently with symptom-oriented tests and treatments.
    Social Indicators Research 11/2013; · 1.26 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: The evaluation of eudaimonic well-being in adolescence is hampered by the lack of specific assessment tools. Moreover, with younger populations, the assessment of positive functioning may be biased by self-report data only, and may be more accurate by adding significant adults' evaluations. The objective of this research was to measure adolescents' well-being and prosocial behaviours using self-rated and observer-rated instruments, and their pattern of associations. The sample included 150 Italian high school adolescents. Observed-evaluation was performed by their school teachers using the Strengths and Difficulties Questionnaire. Adolescents completed Ryff's Psychological Well-being Scales and Symptom Questionnaire. Pearson' r correlations and Linear regression were performed. Self-rated dimensions of psychological well-being significantly correlated with all observer-rated dimensions, but Strengths and Difficulties Emotional symptom scale. Multiple linear regression showed that the self-rated dimensions Environmental Mastery and Personal Growth, and surprisingly not Positive Relations, are related to the observer-rated dimension Prosocial Behaviour. Adolescents with higher levels of well-being in specific dimensions tend to be perceived as less problematic by their teachers. However, some dimensions of positive functioning present discrepancies between self and observer-rated instruments. Thus, the conjunct use of self-reports and observer-rated tools for a more comprehensive assessment of students' eudaimonic well-being is recommended.
    SpringerPlus 01/2014; 3:490.