Article

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 pp.326-33
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.

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Keywords

6 months
 
Anxiety Management
 
anxiety-management protocol
 
interventions
 
non-clinical school setting.162 students
 
Northern Italy
 
positive
 
psychological dimensions
 
psychological well-being
 
Psychological Well-Being Scales
 
Revised Children's Manifest Anxiety Scale
 
school children
 
Symptom Questionnaire
 
symptom-centered strategies
 
WBT
 
well-being
 
Well-Being Therapy