A new generation of interventions has begun to move towards principles of acceptance that deal with the context and function of psychological events. The aim of this paper is to analyse the effectiveness of a brief contextual behavioural intervention to improve the psychological well-being of secondary school students. This intervention represents a unified model with key processes based on contextual behavioural science, including Acceptance and Commitment Therapy (ACT) and Functional Analytic Psychotherapy (FAP). We conducted an intervention with 94 students (age range 17–19 years), randomly assigned to an experimental group (n = 50) or control group (n = 44). Participants took a pretest and post-test of distress, life satisfaction, psychological flexibility and mindfulness. The intervention consisted of three sessions of 1 h each. The results showed significant differences between the groups in distress and significant differences for the interaction (group × pre–post) in all the other variables. The intervention had greater benefits for girls than for boys. These results may provide a breakthrough, thus leading to a process of evidence-based therapies, which would be responsible for inducing psychological improvements in brief periods, in a population with an increasing risk of distress.

中文翻译：

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通过基于情境行为科学的统一方法提高学生的幸福感：一项随机实验性校本干预

新一代的干预措施已经开始朝着处理心理事件的背景和功能的接受原则发展。本文的目的是分析简短的情境行为干预对改善中学生心理健康的有效性。这种干预代表了一个统一的模型，其中包含基于情境行为科学的关键过程，包括接受和承诺疗法 (ACT) 和功能分析心理疗法 (FAP)。我们对 94 名学生（年龄范围 17-19 岁）进行了干预，随机分配到实验组（n  = 50）或对照组（n = 44)。参与者对痛苦、生活满意度、心理灵活性和正念进行了前测和后测。干预包括三个疗程，每次 1 小时。结果显示，在所有其他变量中，遇险组之间存在显着差异，并且相互作用（组×前后）存在显着差异。干预对女孩的益处大于男孩。这些结果可能会提供突破，从而导致循证治疗的过程，这将负责在短期内诱导心理改善，在痛苦风险增加的人群中。