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Psychological Well- Being at Adolescence and Improving Strategies
Abstract
Adolescence is a physical, sexual, cognitive, emotional and social development period. Adolescents may experience difficulties about meeting their psychological needs, adapting themselves to changing life conditions. Psychological counseling and guidance services not only focus on identifying and treating psychological disorders, but also they should focus on the positive developmental aspects of mental health. By doing so, they may contribute youths to attain better understanding about their strong aspects and sources they have, to develop effective strategies against life difficulties, to set realistic targets about future, and eventually to obtain psychological well-being (PWB). Adolescents’ positive characteristics may be improved with school-based applications long before problem emerges and before adolescents’ psychological well-being is not ruined, their live skills may be strengthened, and their positive coping skills and selfesteem may be increased. In this chapter we propose to introduce the concept of PWB, to explain variables related to PWB, to discuss the importance of PWB in the field of psychological counseling and guidance.
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Adolescence is a critical period of development. Previous research suggests parent involvement in school directly impacts student success. However, different types of parental involvement and the efforts of middle school personnel to educate parents about these effective practices have received scant attention in the literature. The level and type of parental involvement, as perceived by adolescents, is correlated with adolescent psychological wellbeing. Perceived parental involvement positively or negatively affects adolescents’ sense of psychological well-being, especially self-esteem, self-evaluation, and peer relationships. Parenting style greatly influences children’s development as well. The authoritative/democratic parenting style influences middle school children, leading to positive developmental outcomes, positive adolescent selfevaluations, higher levels of adolescent self-esteem and adjustment, while also positively influencing levels of intrinsic motivation for learning. This article reviews research related to (a) adolescents’ perceptions of parental involvement, (b) the parenting style related to higher levels of psychological wellbeing, and (c) the impact of assorted parenting styles on adolescent psychological well-being. It concludes with implications for middle school systems, middle school counselors, families, parents, and community members.
Two studies that examined the correlates of peoples′ reports of their own psychological well-being are reported (Ryff, 1989). In Study 1, extraverts reported better psychological adjustment than introverts, especially when they completed the questionnaires with no one else present. Need for social approval and the sex of the participant were unrelated to self-reports of well-being. Satisfaction with social activities, especially activities involving friends and parents, predicted psychological well-being but the frequency of social activity did not. Completing questionnaires in the presence of friends led to better self-assessments of well-being than completing them in the presence of strangers. In Study 2, internal locus of control, high desire for control, and being female, as well as perceived control over the testing situation, were found to predict reports of better psychological adjustment. It is suggested that future research on self-assessments of psychological well-being focus on: (a) the interaction effects of personality and situational variables; (b) the difference between seeking social interaction and seeking social approval: (c) the distinction between platonic and romantic relationships, and; (d) changes in the correlates of psychological well-being throughout the life-cycle.