Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review

Over the last 20 years, the effectiveness of positive psychology interventions for the development of the well-being of children and adolescents and the moderation of high levels of anxiety and depression in this population has been largely demonstrated. Emphasis has been placed on the promotion of...

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Autores principales:	Valérie Benoit, Piera Gabola
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	positive psychology interventions early childhood well-being health prevention and promotion review Medicine R
Acceso en línea:	https://doaj.org/article/8d1932c29aa346108526e990a464cdda
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spelling	oai:doaj.org-article:8d1932c29aa346108526e990a464cdda2021-11-25T17:50:53ZEffects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review10.3390/ijerph1822120651660-46011661-7827https://doaj.org/article/8d1932c29aa346108526e990a464cdda2021-11-01T00:00:00Zhttps://www.mdpi.com/1660-4601/18/22/12065https://doaj.org/toc/1661-7827https://doaj.org/toc/1660-4601Over the last 20 years, the effectiveness of positive psychology interventions for the development of the well-being of children and adolescents and the moderation of high levels of anxiety and depression in this population has been largely demonstrated. Emphasis has been placed on the promotion of well-being and prevention of mental health problems in the school context in order to foster, through positive psychology, the cognitive and socio-emotional development of primary and secondary students, e.g., by strengthening positive relationships, positive emotions, character strengths, optimism, and hope. However, little is known about the impact of these interventions on young children. This systematic review aims at examining the effects of positive psychology interventions on the well-being of early childhood children (<6 years old), both in the preschool education context with educators or teachers and also in the family context with parents. Several electronic databases were searched, and the findings systematically reviewed and reported by the PRISMA guidelines. Very few studies met the inclusion criteria (n = 3), highlighting the need for further research in this area. Indeed, all of the selected studies demonstrated the importance of positive psychology interventions with young children to promote positive aspects of development, such as gratitude, positive emotions, life satisfaction, accomplishment, positive relationship, or self-esteem. Limitations in the field are discussed.Valérie BenoitPiera GabolaMDPI AGarticlepositive psychology interventionsearly childhoodwell-beinghealth prevention and promotionreviewMedicineRENInternational Journal of Environmental Research and Public Health, Vol 18, Iss 12065, p 12065 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	positive psychology interventions early childhood well-being health prevention and promotion review Medicine R
spellingShingle	positive psychology interventions early childhood well-being health prevention and promotion review Medicine R Valérie Benoit Piera Gabola Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review
description	Over the last 20 years, the effectiveness of positive psychology interventions for the development of the well-being of children and adolescents and the moderation of high levels of anxiety and depression in this population has been largely demonstrated. Emphasis has been placed on the promotion of well-being and prevention of mental health problems in the school context in order to foster, through positive psychology, the cognitive and socio-emotional development of primary and secondary students, e.g., by strengthening positive relationships, positive emotions, character strengths, optimism, and hope. However, little is known about the impact of these interventions on young children. This systematic review aims at examining the effects of positive psychology interventions on the well-being of early childhood children (<6 years old), both in the preschool education context with educators or teachers and also in the family context with parents. Several electronic databases were searched, and the findings systematically reviewed and reported by the PRISMA guidelines. Very few studies met the inclusion criteria (n = 3), highlighting the need for further research in this area. Indeed, all of the selected studies demonstrated the importance of positive psychology interventions with young children to promote positive aspects of development, such as gratitude, positive emotions, life satisfaction, accomplishment, positive relationship, or self-esteem. Limitations in the field are discussed.
format	article
author	Valérie Benoit Piera Gabola
author_facet	Valérie Benoit Piera Gabola
author_sort	Valérie Benoit
title	Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review
title_short	Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review
title_full	Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review
title_fullStr	Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review
title_full_unstemmed	Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review
title_sort	effects of positive psychology interventions on the well-being of young children: a systematic literature review
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/8d1932c29aa346108526e990a464cdda
work_keys_str_mv	AT valeriebenoit effectsofpositivepsychologyinterventionsonthewellbeingofyoungchildrenasystematicliteraturereview AT pieragabola effectsofpositivepsychologyinterventionsonthewellbeingofyoungchildrenasystematicliteraturereview
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Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review

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