Promoting Mental Health in Italian Middle and High School: A Pilot Study
Table 1
Work-units of the handbooks.
High school, original version
Middle and high school, modified version
(1)
Introduction: purposes, limits and structure
(1)
Introduction: purposes, limits and structure
(2)
How to give constructive feed-back; the importance of distinguishing judgments concerning behaviours/persons, desires/needs and different degrees of emotions
(2)
How to give constructive feed-back; the importance of distinguishing judgments concerning behaviours/persons, desires/needs and different degrees of emotions
(3)
Defining enjoyable personal goals
(3)
Defining enjoyable personal goals
(4)
Structured problem-solving for practical problems
(4)
A SMART goal
(5)
Expressing unpleasant feelings and active listening
(5)
Expressing positive feelings
(6)
Expressing positive feelings and making requests
(6)
Making requests in a positive way
(7)
Assertive communication training
(7)
Expressing unpleasant feelings
(8)
Increasing the social network
(8)
Active listening
(9)
Conflicts and negotiation
(9)
Events, emotions and thoughts: the Cognitive-Behaviour-Emotion Model
(10)
Improving self-discipline
(10)
Functional/dysfunctional thoughts: the mental virus
(11)
Managing one’s own impulses and anger
(11)
Worry-anxiety feeling
(12)
Self-acceptance
(12)
Put yourself in others’ shoes
(13)
Functional/dysfunctional thoughts
(13)
Self-acceptance
(14)
Stress management
(14)
Assertive communication training
(15)
Information about mental disorders
(15)
Improving self-discipline
(16)
Main characteristics of depression
(16)
Communicating anger
(17)
Maintaining progress
(17)
Controlling one’s own aggressively impulses and anger
