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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, teachers and school staff support humour, respect and social support through discussions, where they learn to show real kindness through communication during social interactions and to sincerely and authentically support 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 individual in society. The inner feeling of belief in meaningfulness in the education of high-school students contributes to feelings of joy, happiness, 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 + 17 »
