Positive strategies for psychological support of subjective well-being of schoolchildren

Abstract

By now a whole array of theoretical and empirical studies has been collected, the purpose of which was to search for correlates, predictors, risk of gene factors of subjective well-being (SWB) of a person. The review article presents foreign studies centered on the study of a student’s SWB personality and areas of psychological and pedagogical support. Present day works show the results of studying the relationship of subjective well-being with some parameters that are difficult for empirical analysis, such as the school psychological climate, a safe educational environment, as well as deep subjective perceptions and feelings of the child, which include hope as a mechanism for overcoming life difficulties and mental school boredom, which is a marker of a student’s psychological distress for a school psychologist. Bullying relationships according to the reports of Organization for Economic Cooperation and Development (OECD) are widespread in schools and become destructive for the child’s personality. The psychological and pedagogical strategy of protecting the subjective well-being of children and adolescents based on positive communication helps to strengthen friendship, a sense of psychological security, responsibility.