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Holte, Arne; Barry, Margaret M; Bekkhus, Mona; Borge, Anne Inger Helmen; Bowes, Lucy; Casas, Ferran; Friborg, Oddgeir; Grinde, Bjørn; Headey, Bruce; Jozefiak, Thomas; Lekhal, Ratib; Marks, Nic; Muffels, Ruud; Nes, Ragnhild Bang; Røysamb, Espen; Thimm, Jens C; Torgersen, Svenn; Trommsdorff, Gisela; Veenhoven, Ruut; Vittersø, Joar; Waaktaar, Trine; Wagner, Gert G; Wang, Catharina Elisabeth Arfwedson; Wold, Bente; Zachrisson, Henrik Daae
2014 Unknown
Handbook of Child Well-Being
Psychology of child well-being
Optional Fields
This chapter addresses child well-being from a psychological point of view. In doing so, we need to remember that psychology is not one single discipline but covers a wide range of psychological disciplines from evolutionary psychology and behavior genetics via psychometrics to developmental, cognitive, personality, and social psychology – all of them relevant to the psychology of child well-being. The psychological study of well-being has a history of approximately 2,500 years. The modern psychological study of well-being and its close relatives, resilience, and prosocial behavior belong together under a common umbrella called “positive psychology.” In this chapter, we draw upon both of the ancient and the modern tradition. We have addressed the concept of well-being from both a theoretical and an empirical position. Yet, we have to admit that there is no unified way of sorting all the terms associated with the psychological study of well-being. Consequently, terms like happiness, subjective, emotional, affective, cognitive, mental and psychological well-being, life satisfaction, satisfaction with life, quality of life, enjoyment, engagement, meaning, flow, and hedonic balance have not been used consistently trough out the chapter.
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