Skip to main content
SpringerLink
Log in

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

  • Chapter
  • First Online:
Increasing Psychological Well-being in Clinical and Educational Settings

Part of the book series: Cross-Cultural Advancements in Positive Psychology ((CAPP,volume 8))

Abstract

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.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Bauer, J. J., McAdams, D. P., & Pals, J. L. (2008). Narrative identity and eudaimonic well-being. Journal of Happiness Studies, 9, 81–104.

    Article  Google Scholar 

  • Brandon, C. M., Cunningham, E. G., & Frydenberg, E. (1999). Bright ideas: A school-based program teaching optimistic thinking skills in pre-adolescence. Australian Journal of Guidance and Counselling, 9, 153–163.

    Google Scholar 

  • Cardemil, E. V., Reivich, K. J., Beevers, C. G., Seligman, M. E. P., & James, J. (2007). The prevention of depressive symptoms in low-income, minority children: Two-year follow-up. Behaviour Research and Therapy, 45, 313–327.

    Article  PubMed  Google Scholar 

  • Clarke, A., & Barry, M. (2010). An evaluation of the Zippy’s friends emotional wellbeing programme for primary schools in Ireland. Health Promotion Research Centre, National University of Ireland, Galway. http://aran.library.nuigalway.ie/xmlui/bitstream/handle/10379/2170/04%20-%202010.rep.zippys.friends.main.pdf?sequence=1. Accessed Sept 2012.

  • Clarke, G. N., Hawkins, W., Murphy, M., Sheeber, L. B., Lewinsohn, P. M., & Seeley, J. R. (1995). Targeted prevention of unipolar depressive disorder in an at-risk sample of high school adolescents: A randomized trial of a group cognitive intervention. Journal of the American Academy of Child Adolescent Psychiatry, 34, 312–321.

    Article  PubMed  Google Scholar 

  • Dadds, M. R., Holland, D. E., Laurens, K. R., Mullins, M., Barrett, P. M., & Spence, S. H. (1999). Early intervention and prevention of anxiety disorders in children: Results at 2-year follow-up. Journal of Consulting and Clinical Psychology, 67, 145–150.

    Article  PubMed  Google Scholar 

  • De Jong, W. (1994). School-based violence prevention: From the peaceable school to the peaceable neighborhood. Forum, 25, 8–14.

    Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2008). Hedonia, eudaimonia, and well-being: An introduction. Journal of Happiness Studies, 9, 1–11.

    Article  Google Scholar 

  • Ertesvåg, S. K., & Vaaland, G. S. (2007). Prevention and reduction of behavioural problems in school: An evaluation of the respect program. Educational Psychology, 27, 713–736.

    Article  Google Scholar 

  • Fava, G. A. (2012). The clinical role of psychological well-being. World Psychiatry, 11, 102–103.

    Article  PubMed Central  PubMed  Google Scholar 

  • Flament, M. F., Nguyen, H., Furino, C., Schachter, H., MacLean, C., Wasserman, D., et al. (2007). Evidence-based primary prevention programmes for the promotion of mental health in children and adolescents: A systematic worldwide review. In H. Remschmidt, B. Nurcombe, M. L. Belfer, N. Sartorius, & A. Okasha (Eds.), The mental health of children and adolescents: An area of global neglect (pp. 65–135). Chichester: Wiley.

    Google Scholar 

  • Gillham, J. E., Reivich, K. J., Jaycox, L. I., & Seligman, M. E. P. (1995). Preventing depressive symptoms in school-children: Two year follow-up. Psychological Science, 6, 343–351.

    Article  Google Scholar 

  • Gillham, J. E., Reivich, K. J., Freres, D. R., Chaplin, T. M., Shatté, A. J., Samuels, B., et al. (2007). School-based prevention of depressive symptoms: A randomized controlled study of the effective-ness and specificity of the Penn Resiliency Program. Journal of Consulting and Clinical Psychology, 75, 9–19.

    Article  PubMed  Google Scholar 

  • Gillham, J. E., Chaplin, T. M., Reivich, K. J., & Hamilton, J. (2008). Preventing depression in early adolescent girls: The Penn Resiliency and Girls in Transition Programs. In C. LeCroy & J. Mann (Eds.), Handbook of prevention and intervention programs for adolescent girls (pp. 123–161). Hobokon: Wiley.

    Google Scholar 

  • Gillham, J. E., Reivich, K. J., Brunwasser, S. M., Freres, D. R., Chajon, N. D., Kash-Macdonald, V. M., et al. (2012). Evaluation of a group cognitive-behavioral depression prevention program for young adolescents: A randomized effectiveness trial. Journal of Clinical Child & Adolescent Psychology, 41, 621–639.

    Article  Google Scholar 

  • Hains, A. A., & Ellmann, S. W. (1994). Stress inoculation training as a preventative intervention for high school youths. Journal of Cognitive Psychotherapy, 8, 219–232.

    Google Scholar 

  • Harris, V. W., & Sherman, J. A. (1973). Use and analysis of the “Good Behavior Game” to reduce disruptive classroom behavior. Journal of Applied Behavior Analysis, 6, 405–417.

    Article  PubMed Central  PubMed  Google Scholar 

  • Hawkins, J. D., Catalano, R. F., Kosterman, R., Abbott, R., & Hill, K. G. (1999). Preventing adolescent health-risk behaviors by strengthening protection during childhood. Archives of Pediatrics & Adolescent Medicine, 153, 226–234.

    Article  Google Scholar 

  • Jenkins, R., & Barry, M. M. (2007). Implementing mental health promotion. London: Churchill Livingstone/Elsevier.

    Google Scholar 

  • Kam, C. M., Greenberg, M. T., & Walls, C. T. (2003). Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Promoting Alternative Thinking Skills Curriculum. Prevention Science, 4, 55–63.

    Article  PubMed  Google Scholar 

  • Kendall, P. C. (1994). Treatment of anxiety disorders in children: A randomized clinical trial. Journal of Consulting and Clinical Psychology, 62, 100–110.

    Article  PubMed  Google Scholar 

  • Keyes, C. L., Shmotkin, D., & Ryff, C. D. (2002). Optimizing well-being: The empirical encounter of two traditions. Journal of Personality and Social Psychology, 82, 1007–1022.

    Article  PubMed  Google Scholar 

  • Kumpfer, K. L., Alvarado, R., Smith, P., & Bellamy, N. (2002). Cultural sensitivity and adaptation in family-based prevention interventions. Prevention Science, 3, 241–246.

    Article  PubMed  Google Scholar 

  • Lowry-Webster, H. M., Barrett, P. M., & Dadds, M. R. (2001). A universal prevention trial of anxiety and depressive symptomatology in childhood: Preliminary data from an Australian study. Behavior Change, 18, 36–50.

    Article  Google Scholar 

  • Lowry-Webster, H. M., Barrett, P. M., & Lock, S. (2003). A universal prevention trial of anxiety symptomatology during childhood: Results at 1-year follow-up. Behavior Change, 20, 25–43.

    Article  Google Scholar 

  • McGrath, H., & Noble, T. (2003). BOUNCE BACK! A classroom resiliency program for schools. Book 1: The teacher’s handbook. Sydney: Pearson Education.

    Google Scholar 

  • McMahon, R. J., & Rhule, D. M. (2004). The prevention of conduct problems. In P. Graham (Ed.), Cognitive behavior therapy for children and families (2nd ed., pp. 481–503). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Meichenbaum, D., & Deffenbacher, J. L. (1988). Stress inoculation training. Counseling Psychologist, 16, 69–90.

    Article  Google Scholar 

  • Merry, S. N., Hetrick, S. E., Cox, G. R., Brudevold-Iversen, T., Bir, J. J., & McDowell, H. (2011). Psychological and educational interventions for preventing depression in children and adolescents. Cochrane Database Systematic Review, 12, CD003380.

    Google Scholar 

  • Mrazek, P. J., & Haggerty, R. J. (Eds.). (1994). Reducing risks for mental disorders: Frontiers for preventive intervention research. Washington, DC: National Academy Press.

    Google Scholar 

  • Ortega, R., & Lera, M. J. (2000). The Seville anti-bullying in school project. Aggressive Behaviour, 26, 113–123.

    Article  Google Scholar 

  • Patel, V., Flisher, A. J., Hetrick, S., & McGorry, P. (2007). Mental health of young people: A global public-health challenge. Lancet, 369, 1302–1313.

    Article  PubMed  Google Scholar 

  • Patton, G., Franzcp, M. D., Bond, L., Butler, H., & Glover, S. (2003). Changing schools, changing health? Design and Implementation of the Gatehouse Project. Journal of Adolescent Health, 33, 231–239.

    Article  PubMed  Google Scholar 

  • Ruini, C., & Fava, G. A. (2012). Role of well-being therapy in achieving a balanced and individualized path to optimal functioning. Clinical Psychology and Psychotherapy, 19, 291–304.

    Article  PubMed  Google Scholar 

  • Ruini, C., Belaise, C., Brombin, C., Caffo, E., & Fava, G. A. (2006). Well-being therapy in school settings: A pilot study. Psychotherapy and Psychosomatics, 75, 331–336.

    Article  PubMed  Google Scholar 

  • Ruini, C., Ottolini, F., Tomba, E., Belaise, C., Albieri, E., Visani, D., et al. (2009). School intervention for promoting psychological well-being in adolescence. Journal of Behavioral Therapy and Experimental Psychiatry, 40, 522–532.

    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141–166.

    Article  PubMed  Google Scholar 

  • Ryff, C. D. (1989). Happiness is everything, or is it? Exploration on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1069–1081.

    Article  Google Scholar 

  • Ryff, C. D., & Singer, B. (1996). Psychological well-being: Meaning, measurement and implication for psychotherapy research. Psychotherapy and Psychosomatics, 65, 14–23.

    Article  PubMed  Google Scholar 

  • Ryff, C. D., & Singer, B. H. (2008). Know thyself and become what you are: A eudaimonic approach to psychological well-being. Journal of Happiness Studies, 9, 13–39.

    Article  Google Scholar 

  • Shochet, I. M., Dadds, M. R., Holland, D., Whitefield, K., Harnett, P. H., & Osgarby, S. M. (2001). The efficacy of a universal school-based program to prevent adolescent depression. Journal of Clinical Child Psychology, 30, 303–315.

    Article  PubMed  Google Scholar 

  • Spence, S. H., Sheffield, J. K., & Donovan, C. L. (2003). Preventing adolescent depression: An evaluation of the Problem Solving for Life Program. Journal of Counseling and Clinical Psychology, 71, 3–13.

    Article  Google Scholar 

  • Thompson, E., Eggert, L., & Herting, J. (2000). Mediating effects of an indicated prevention program for reducing youth depression and suicide risk behaviors. Suicide and Life-Threatening Behavior, 30, 252–271.

    PubMed  Google Scholar 

  • Tomba, E., Belaise, C., Ottolini, F., Ruini, C., Bravi, A., Albieri, E., et al. (2010). Differential effects of well-being promoting and anxiety-management strategies in a non-clinical school setting. Journal of Anxiety Disorders, 24, 326–333.

    Article  PubMed  Google Scholar 

  • Waterman, A. S. (1993). Two conceptions of happiness: Contrasts of personal expressiveness (eudaemonia) and hedonic enjoyment. Journal of Personality and Social Psychology, 64, 678–691.

    Article  Google Scholar 

  • Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools: What does the evidence say? Health Promotion International, 26(S1), Oxford University Press. doi:10.1093/heapro/dar075.

Download references

Author information

Authors and Affiliations

  1. Department of Psychology, University of Bologna, Bologna, Italy

    Dalila Visani, Elisa Albieri & Chiara Ruini

Authors
  1. Dalila Visani
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Elisa Albieri
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Chiara Ruini
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Department of Psychology, University of Bologna, Bologna, Italy

    Giovanni Andrea Fava

  2. Department of Psychology, University of Bologna, Bologna, Italy

    Chiara Ruini

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Visani, D., Albieri, E., Ruini, C. (2014). School Programs for the Prevention of Mental Health Problems and the Promotion of Psychological Well-being in Children. In: Fava, G., Ruini, C. (eds) Increasing Psychological Well-being in Clinical and Educational Settings. Cross-Cultural Advancements in Positive Psychology, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-8669-0_11

Download citation

Publish with us

Policies and ethics

Search

Navigation