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Assessment and Promotion of Life Satisfaction in Youth

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Research, Applications, and Interventions for Children and Adolescents

Abstract

This chapter addresses assessment and intervention practices related to children’s quality of life, especially their perceived quality of life or life satisfaction (LS). Following a brief discussion of measurement issues, a model for more comprehensive assessments of children’s LS is presented. Research on key determinants of individual differences in children’s LS is subsequently reviewed. Finally, examples of universal (e.g., school wide) interventions are described in relation to the empirically established determinants of LS. The need for more comprehensive assessments and targeted intervention programs across primary, secondary, and tertiary prevention contexts, is emphasized throughout the chapter.

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Author information

Authors and Affiliations

  1. Department of Psychology, University of South Carolina, Columbia, SC, 29208, USA

    E. Scott Huebner, Kimberly J. Hills & Xu Jiang

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  1. E. Scott Huebner
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  2. Kimberly J. Hills
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Correspondence to E. Scott Huebner .

Editor information

Editors and Affiliations

  1. Positive Psycology Research Centre, St. Peter Port, Guernsey, Channel Islands, GY1 6HL, United Kingdom

    Carmel Proctor

  2. Centre of Applied Positive Psychology, Sir William Lyons Road, Coventry, United Kingdom

    P. Alex Linley

Appendix 3.1

Appendix 3.1

Psychosocial correlates of lower levels of global life satisfaction

Correlates

Family

Socioeconomic status

Non-intact family structure

Low parental involvement

Low parental emotional support

Low parental autonomy support

Low parental monitoring/supervision

Low parent attachment/trust

Parent conflict

Peers

Low quality of peer relationships

Low quantity of friends

Bullying/overt victimization

Bullying/relational victimization

Loneliness

School

Low school grades

Low academic self-concept

Low school attachment/connectedness

School dropout

Low school engagement behavior

Negative teacher-student relations

Low parental involvement

Living environment/community

Residential moves

Low extracurricular activity participation

Non-residential neighborhood location/characteristics

Absence of non-parental adult role models

Victim of violent behavior

Self

Externalizing/antisocial behavior

Internalizing behaviors (suicidal ideation, depression)

Risk behavior (e.g., drug use, risky sex behavior)

Low self-esteem

Low hope

Low self-efficacy

External locus of control

Low religious behavior (attendance)

Low volunteering behavior

Low spirituality

Few character strengths

Maladaptive attributions

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Huebner, E.S., Hills, K.J., Jiang, X. (2013). Assessment and Promotion of Life Satisfaction in Youth. In: Proctor, C., Linley, P. (eds) Research, Applications, and Interventions for Children and Adolescents. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6398-2_3

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