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1 POSITIVE PSYCHOLOGY
objectively do not exist without the company of other people. The central
domain is social-emotional health and the adolescent’s ability to form
and support positive interpersonal relationships. Research shows that
the positive impact of social support on the social and mental health and
well-being of a high-school student is clear (Bronfenbrenner, 2004).
Hassed (2008) draws attention to the risk factor of social isolation for
the development of adolescents and the development of depression,
substance abuse, suicide and general ill-health. In schools, pupils, teach¬
ers and school staff support humour, respect and social support through
discussions, where they learn to show real kindness through communi¬
cation during social interactions and to sincerely and authentically sup¬
port the achievements of family, friends, peers, and colleagues (Gable &
Reis, 2010). Social relations are a predictor of the subjective well-being
and resilience of adolescents, says Myers (2000), and meaning and life
satisfaction, say Hicks & King (2009). For positive survival interventions
during the education of young people without stress — see Gilman,
Huebner & Furlong (2009), Paus, Keshavan, Giedd (2008), Suldo, Thalji
and Ferron (2011), Keyes (2006); for school honest relationships between
peers and teachers support — see Chu, Saucier, & Hafner (2010), Hawker
& Boulton (2000). The overall school climate and culture indicate the
living conditions of adolescents and their quality of mental health — Way,
Reddy, Rhodes (2008).
meaningfulness: positive purpose and the meaningfulness of existence
contain both a subjective and an objective component, they speak about
the passion and inner motivation to lead a meaningful life as an indi¬
vidual in society. The inner feeling of belief in meaningfulness in the
education of high-school students contributes to feelings of joy, happi¬
ness, and ecstasy. In addition to the teenager and his developmental
stage, interventions focus on the positive meaning and purpose of his
individual as well as social existence. On when he will achieve good
physical and mental health in life, high life satisfaction and strong social
relationships, eliminating depression misconduct and somatic difficulties
— see Cotton Bronk, Hill, Lapsley, Talib, & Finch (2009) and Damon,
Menon, & Bronk (2003).
They use elements of altruism and spirituality in interventions, in the
form of interviews, reflections, and examples of stories from the lives of
inspiring people when they stimulate the thinking and experience of
young people and their rankings of values (Waterman, Schwartz, Conti,
2008), using the strengths of the adolescent’s character and personality
to help (Seligman, 2005).
accomplishment (job success), positive success, work/study success:
achieving success is a goal in many human endeavours as a lifetime, the
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