Abstract
The concern for emotional well-being in children and adolescents has been increasing in the past few years. This chapter presents information from two studies. The first is a qualitative ethnographic study that is part of the larger international project investigating the definition of psychological well-being cross-culturally, and it explores educational professionals’ perceptions of emotional well-being. The second study is a correlational study of adolescents’ perceptions of social support and future expectations. The participants across studies were seven school psychologists and five principals from the southern San Francisco Bay Area, California (study 1); and 206 African American students who attended school in an urban south central region of the USA (study 2). The results of both studies suggest that values, priorities, social supports, and socialization processes in the community, schools, and family impact the emotional well-being of children and adolescents.
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Sung, H., Cunningham, M. (2016). Facilitating Children and Adolescents’ Psychological Well-Being: A Practitioners’ Model and Research Example. In: Nastasi, B., Borja, A. (eds) International Handbook of Psychological Well-Being in Children and Adolescents. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-2833-0_18
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