Life Satisfaction in Children and Youth: Empirical Foundations and Implications for School Psychologists

Autor/inn/en	Huebner, E. Scott; Suldo, Shannon M.; Smith, Laura C.; McKnight, Caroline G.
Titel	Life Satisfaction in Children and Youth: Empirical Foundations and Implications for School Psychologists
Quelle	In: Psychology in the Schools, 41 (2004) 1, S.81-93 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.10140
Schlagwörter	Life Satisfaction; Well Being; Quality of Life; Children; Adolescents; School Psychology; School Psychologists; Psychological Evaluation; Intervention; Prevention; Psychological Studies; Parent Child Relationship + Suchen Sie Ihr Suchwort? Lebensvollendung; Well-being; Wellness; Wohlbefinden; Lebensqualität; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Psychosoziale Beurteilung; Prävention; Vorbeugung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	A central component of positive psychology is subjective well-being (SWB). One facet of SWB receiving increased research attention is children's perceived quality of life (PQOL). Existing research related to child and youth PQOL is reviewed, followed by a discussion of the implications of the research for school psychology practice. Research with children and adolescents reveals that PQOL has a wide ranging nomological network including personality, environmental, and activity variables. Furthermore, PQOL appears to mediate relationships between the environmental experiences of youth and problem behavior. Implications are discussed within the context of calls for greater attention by school psychologists to prevention, non-traditional assessment, direct service, consultation with teachers and parents, diversity issues, and the science-practice connection. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10