This research integrates three concepts (personality, family correlates and emotion regulation) in a predictive model of wellbeing. We measured the impact of the personality structure, the adult attachment style, the style for socializing internalizing and externalizing emotions and the emotion regulation strategies (cognitive reappraisal, expressive suppression) on general wellbeing. A set of eight self-administered scales were filled up by 516 subjects, aged between 14 and 34 (M = 18.62; SD = 3.32). The results show that emotional stability predicts wellbeing on all four dimensions: positive affects, negative affects, emotional distress and life satisfaction. Emotion regulation strategies are predictors for (positive and negative) affects only, and not for emotional distress or life satisfaction.

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The challenges of today’s society demand high levels of socio-emotional skills in children and adolescents; therefore, mental health is an important issue to be addressed and promoted in schools. The present study aims to investigate the effectiveness of a school mental health program (Promoting Mental Health at Schools; PROMEHS) designed to promote socio-emotional learning and prevent psychosocial difficulties in children and adolescents. The study was conducted on a sample of 1392 students (evaluated by 104 teachers) from kindergarten (n = 446), primary school (n = 426), secondary school (n = 354), and high school (n = 166). A quasi-experimental study design with experimental and waitlist control groups was used to evaluate the program’s effectiveness. Students were non-randomly assigned to the experimental (n = 895) and control group (n = 497). Students belonging to the experimental group received one-hour lessons once a week for 12 weeks. The teachers evaluated their students’ social-emotional skills, strengths, and difficulties before and after the intervention. The results indicated the effectiveness of the PROMEHS program in improving social-emotional skills for all school levels, reducing internalizing problems in primary and secondary school chil-dren, and reducing externalizing issues for kindergarten and primary school children. The PROMEHS program is a promising approach to enhancing childrens’ and adolescents’ social and emotional skills and to decreasing psychosocial difficulties, such as internalizing and externalizing problems.

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