Psychological well-being and developmental assets: assessment in adolescent students
caracterização em alunos adolescentes
DOI:
https://doi.org/10.34019/1982-1247.2020.v14.27503Keywords:
Positive psychology, Psychological well-being, Positive youth development, Adolescent developmentAbstract
Context: In the recent research on adolescent psychosocial development, two theoretical and empirical perspectives stand out: (1) psychological wellbeing; and (2) Developmental assets, including external and internal assets. Goal: Within this framework, we carried a characterization of psychological wellbeing and developmental assets in children and adolescents from a Portuguese school. Method: The study included 201 students from the 6th, 9th and 11th grades, a scale to assess the psychological wellbeing and a scale to assess the developmental assets. Results: This article presents the distribution of the students for levels of wellbeing and developmental assets, as well as the significant differences found between students in psychological wellbeing and developmental assets and the correlations between their dimensions.
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References
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Racz, S. J., McMahon, R. J., & Luthar, S. S. (2011). Risky Behavior in affluent youth: Examining the co-occurrence and consequences of multiple problem behaviors. Journal of Child and Family Studies, 20 (1), 120–128. doi:10.1007/s10826-010-9385-4.
Ryan, R., & Deci, E. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Reviews Psychology, 52, 141-166.
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well being. Journal of Personality and Social Psychology, 57, 1069-1081.
Ryff, C. D. (2013). Eudaimonic well-being and health: Mapping consequences of self-realization. In: A. S. Waterman (Ed.). The best within us: Positive psychology perspectives on eudaimonia (pp. 77-98). Washington, DC: American Psychological Association.
Scales, P. C. (1999). Reducing risks and building developmental assets: Essential actions for promoting adolescent health. Journal of School Health, 69 (3), 113–119.
Scales, P. C. (2011). Youth developmental assets in global perspective: Results from international adaptations of the Developmental Assets Profile. Child Indicators Research, 4, 619–645. doi: 10.1007/s12187-011-9112-8
Scales, P. C., Benson, P. L., Leffert, N. & Blyth, D. A. (2000). Contribution of developmental assets to the prediction of thriving among adolescents. Applied Developmental Science, 4 (1), 27-46. doi: 10.1207/S1532480XADS0401_3
Scales, P. C., Roehlkepartain E. C. & Fraher, K. (2012). Do developmental assets make a difference in majority-world contexts?A preliminary study of the relationships between developmental assets and selected international development priorities. Minneapolis: Search Institute.
Schoon, I. (2007). Life chances and opportunities in times of social change: Evidence from two british cohorts. In R. K. Silbereisen & R. M. Lerner. Approaches to Positive Youth Development (pp. 157 – 171). London: Sage Publications.
Search Institute (2005). Developmental Assets Profile: User manual. Minneapolis: Search Institute
Search Institute (2013). Developmental Assets Profile: Technical summary. Minneapolis: Search Institute
Seligman, M., & Csikszentmihaly, M. (2000). Positive psychology: An introduction. American Psychologist, 5 (1), 5-14. doi: 10.1037/0003-066X.55.1.5.
Silbereisen, R. K. & Lerner, R. M. (2007). Approaches to positive youth development: A view of the isssues. In Authors (Eds.). Approaches to positive youth development (pp. 3-30). London: Sage Publications.
Simões, C. (2007). Comportamentos de risco na adolescência. Lisboa: Fundação Calouste Gulbenkian.
Siqueira, M. M. M. & Padovam, V. A. R. (2008). Bases teóricas de bem-estar subjetivo, bem-estar psicológico e bem-estar no trabalho. Psicologia: Teoria e Pesquisa, 24 (2), 201-209.
Sprinthall, N. A. & Collins, W. A. (2011). Psicologia do adolescente: Uma abordagem desenvolvimentista (5ª Ed.). Lisboa: Fundação Calouste Gulbenkian.
Veiga, F. H., & Caldeira, S. N., & Melo, M. M. (2013). Gestão da Sala de Aula: Perspetiva Psicoeducacional. In F. H. Veiga (Org.), Psicologia da Educação: Teoria, Investigação e Aplicação — Envolvimento dos Alunos na Escola (pp. 543-582). Lisboa: Climepsi.
Waterman, A. S. & Schwartz, S. J. (2013). Eudaimonic identity theory. In A. S. Waterman, (Ed.). The best within us: Positive psychology perspectives on eudaimonia (pp. 99-118). Washington, DC: American Psychological Association.
Benson, P. L, Scales, P. C., & Syvertsen, A. K. (2011). The contribution of the developmental assets framework to positive youth development theory and practice. Advances in Child Development and Behavior, 41, 197-230.
Benson, P. L. & Scales P. C. (2009). The definition and preliminary measurement of thriving in adolescence. The Journal of Positive Psychology, 4 (1), 85–104. doi: 10.1080/17439760802399240
Benson, P. L. (2007). Developmental assets: Na overview of Theory, research and practice. In R. K. Silbereisen & R. M. Lerner. Approaches to Positive Youth Development (pp. 33–58). London: Sage Publications.
Benson, P. L., & Scales, P. C. (2014). Developmental Assets. In: R. J. R. Levesque (Ed.). Encyclopedia of Adolescence (pp. 667-683). New York: Springer.
Benson, P. L., Leffert, N., Scales, P. C. & Blyth, D. A. (2012). Beyond the ‘‘village’’ rhetoric: Creating healthy communities for children and adolescents. Applied Developmental Science, 16 (1), 3–23. doi: 10.1080/10888691.2012.642771
Benson, P. L., Scales, P. C., Hamilton, S. F. & Sesma (2006). Positive youth development so far: core hypotheses and their implications for practice. Search Institute Insights & Evidence, 3 (1), 1-13. Retirado de http://www.isbe.net/learningsupports/climate/pdfs/positive-youth-dev.pdf
Bizarro, L. (1999). O bem-estar psicológico durante a adolescência (Tese de Doutoramento em Psicologia). Lisboa: Faculdade de Psicologia e Ciências da Educação da Universidade de Lisboa.
Caldeira, S. N., & Veiga, F. H. (2013). Desenvolvimento Pessoal, Psicossocial e Moral. In F. H. Veiga (Org.), Psicologia da Educação: Teoria, Investigação e Aplicação — Envolvimento dos Alunos na Escola (pp. 121-176). Lisboa: Climepsi.
Carvalho, N. A., & Veiga, F. H. (2017). Recursos individuais e contextuais de desenvolvimento pessoal: Adaptação portuguesa do Developmental Assets Profile. Revista de Estudios e Investigación en Psicología y Educación, Actas XIV Congresso Internacional Galego-Português de Psicopedagogía (Braga – Portugal), Vol. Extr. (14), pp. 122-127.
Csikszentmihalyi, M. (1999). If we are so rich, why aren´t we happy? American Psychologist 54 (10), 821-827. doi: 10.1037/0003-066X.54.10.821
Diener, E. & Seligman, M. E. P. (2004). Beyond Money: Toward an economy of well-being. Psychological Science in the Publlic Interest, 5 (1), 1-31.
Eccles, J. S., Barber, B. L., Stone, M. R. & Hunt, J. (2003). Extracurricular activities and adolescent development. Journal of Social Issues, 59 (4), 865-889.
Fernandes, H. (2007). O bem-estar psicológico em adolescentes: uma abordagem centrada no florescimento humano (tese Doutoramento em Psicologia). Vila Real: Universidade de Trás-os-Montes e Alto Douro.
Fetro, J. V., Rhodes, D. L., & Hey, D. W. (2011). Perceived personal and social competence: Development of valid and reliable measures. Health Educator, 43 (1), 19-26.
Freire, T., Zenhas, F., Tavares, D. & Iglésias, C. (2013). Felicidade hedónica e eudaimónica: Um estudo com adolescentes portugueses. Análise Psicológica, 31 (4), 329-342.
Hunter J. P. & Csikszentmihayi, M. (2003). The positive psychology of interested adolescentes. Journal of Youth and Adolescence, 32 (1), 27-35.
Larson, R. (2000). Toward a Psychology of Positive Youth Development. American Psychologist, 55 (1), 70-183.
Lerner, R. M. (2005). Promoting positive youth development: theoretical and empirical bases (White paper). Workshop on the Science of Adolescent Health and Development, National Research Council. Washington, DC: National Academy of Sciences.
Linley, A. P. (2013). Human strengths and well-being: finding the best within us at the intersection of eudaimonic philosophy, humanistic psychology, and positive psychology. In: A. S. Waterman (Ed.). The best within us: Positive psychology perspectives on eudaimonia (pp. 269-285). Washington, DC: American Psychological Association.
Luthar, S. S., & Latendresse, S. J. (2005). Children of the affluent: Challenges to well-being. Current Directions. Psychological Science, 14 (1), 49–53. doi:10.1111/j.0963-7214.2005.00333.x
Merrell, H. W. & Gueldner, B. A. (2010). Social and Emotional Learning in the Classroom. Promoting mental health and academic success. New York: The Guilford press.
Novo, R. F. (2003). Para além da eudaimonia: o bem-estar psicológico em mulheres na idade adulta avançada. Lisboa: Fundação Calouste Gulbenkian.
Racz, S. J., McMahon, R. J., & Luthar, S. S. (2011). Risky Behavior in affluent youth: Examining the co-occurrence and consequences of multiple problem behaviors. Journal of Child and Family Studies, 20 (1), 120–128. doi:10.1007/s10826-010-9385-4.
Ryan, R., & Deci, E. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Reviews Psychology, 52, 141-166.
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well being. Journal of Personality and Social Psychology, 57, 1069-1081.
Ryff, C. D. (2013). Eudaimonic well-being and health: Mapping consequences of self-realization. In: A. S. Waterman (Ed.). The best within us: Positive psychology perspectives on eudaimonia (pp. 77-98). Washington, DC: American Psychological Association.
Scales, P. C. (1999). Reducing risks and building developmental assets: Essential actions for promoting adolescent health. Journal of School Health, 69 (3), 113–119.
Scales, P. C. (2011). Youth developmental assets in global perspective: Results from international adaptations of the Developmental Assets Profile. Child Indicators Research, 4, 619–645. doi: 10.1007/s12187-011-9112-8
Scales, P. C., Benson, P. L., Leffert, N. & Blyth, D. A. (2000). Contribution of developmental assets to the prediction of thriving among adolescents. Applied Developmental Science, 4 (1), 27-46. doi: 10.1207/S1532480XADS0401_3
Scales, P. C., Roehlkepartain E. C. & Fraher, K. (2012). Do developmental assets make a difference in majority-world contexts?A preliminary study of the relationships between developmental assets and selected international development priorities. Minneapolis: Search Institute.
Schoon, I. (2007). Life chances and opportunities in times of social change: Evidence from two british cohorts. In R. K. Silbereisen & R. M. Lerner. Approaches to Positive Youth Development (pp. 157 – 171). London: Sage Publications.
Search Institute (2005). Developmental Assets Profile: User manual. Minneapolis: Search Institute
Search Institute (2013). Developmental Assets Profile: Technical summary. Minneapolis: Search Institute
Seligman, M., & Csikszentmihaly, M. (2000). Positive psychology: An introduction. American Psychologist, 5 (1), 5-14. doi: 10.1037/0003-066X.55.1.5.
Silbereisen, R. K. & Lerner, R. M. (2007). Approaches to positive youth development: A view of the isssues. In Authors (Eds.). Approaches to positive youth development (pp. 3-30). London: Sage Publications.
Simões, C. (2007). Comportamentos de risco na adolescência. Lisboa: Fundação Calouste Gulbenkian.
Siqueira, M. M. M. & Padovam, V. A. R. (2008). Bases teóricas de bem-estar subjetivo, bem-estar psicológico e bem-estar no trabalho. Psicologia: Teoria e Pesquisa, 24 (2), 201-209.
Sprinthall, N. A. & Collins, W. A. (2011). Psicologia do adolescente: Uma abordagem desenvolvimentista (5ª Ed.). Lisboa: Fundação Calouste Gulbenkian.
Veiga, F. H., & Caldeira, S. N., & Melo, M. M. (2013). Gestão da Sala de Aula: Perspetiva Psicoeducacional. In F. H. Veiga (Org.), Psicologia da Educação: Teoria, Investigação e Aplicação — Envolvimento dos Alunos na Escola (pp. 543-582). Lisboa: Climepsi.
Waterman, A. S. & Schwartz, S. J. (2013). Eudaimonic identity theory. In A. S. Waterman, (Ed.). The best within us: Positive psychology perspectives on eudaimonia (pp. 99-118). Washington, DC: American Psychological Association.
Published
2020-08-30
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