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Psychological Well-Being as a New Educational Boundary: Findings from Padua, Italy

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International Handbook of Psychological Well-Being in Children and Adolescents

Abstract

This chapter focuses on the Italian contribution to the Promoting Psychological Well-Being Globally (PPWBG) project. The findings of the study conducted in Padua, Italy, represent an attempt to understand the factors that influence students’ psychological wellbeing as well as psychologically healthy school environments. In this context, we take a dynamic and participative view of wellbeing, which is not configured as a background element but instead is perceived as a cognitive construction by the child, who is in turn co-constructed through the resources, relationships, and values that the context may provide. The school can embrace this vision of health and wellbeing by transforming itself from a container (background) of interventions aimed at alleviating discomfort into an integrated framework for promoting wellbeing.

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Authors and Affiliations

  1. Department of Philosophy, Sociology, Education and Applied Psychology, University of Padua, Padua, Italy

    Alessandra Cavallo PhD

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  1. Alessandra Cavallo PhD
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Correspondence to Alessandra Cavallo PhD .

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Editors and Affiliations

  1. Dept. Psychology, Tulane University, New Orleans, Louisiana, USA

    Bonnie Kaul Nastasi

  2. Dept. Psychology, Tulane University, New Orleans, Louisiana, USA

    Amanda P. Borja

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Cavallo, A. (2016). Psychological Well-Being as a New Educational Boundary: Findings from Padua, Italy. In: Nastasi, B., Borja, A. (eds) International Handbook of Psychological Well-Being in Children and Adolescents. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-2833-0_7

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