There is need for greater clarity around the concept of resilience as it relates to the period of adolescence. Literature on resilience published between 1990 and 2000 and relevant to adolescents aged between 12‐ and 18‐years of age was reviewed with the aim of examining the various uses of the term, and commenting on how specific ways of conceptualizing of resilience may help develop new research agendas in the field. By bringing together ideas on resilience from a variety of research and clinical perspectives, the purpose of the review is to explicate core elements of resilience in more precise ways, in the hope that greater conceptual clarity will lead to a range of tailored interventions that benefit young people.

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Happiness, Meaning, Satisfaction with life, Life domains, Mixed-method approach,

Mental health, Employee well-being, Performance, Turnover, Strengths, Subjective well-being, Psychological well-being, Positive psychology,

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For this review strengths intervention studies were located using online searches and collegial networks and included if they explicitly sought to teach or use a strengths classification to enhance well-being, and used pre-and post-intervention measures and a comparison group.Eight studies met the criteria and have been summarised by this review. To date, the effect sizes achieved by character strengths interventions have been small to moderate. An understanding of how these interventions work may facilitate development of more effective interventions, while expanding the field of character strengths interventions to include a broader range of activities and approaches may also offer benefits. Research examining individual factors, such as strengths use, psychological need satisfaction, goal-setting and goal-striving provides promising leads to explain how strengths interventions work. However, the effect on intervention efficacy of relational or contextual factors, such as intervention environment or facilitator attitude to strengths, has not yet been explored. Implications for interventions in school settings are considered.

Organisations are frequently confronted with the issue of how to enhance employee mental health. Based on Self-Determination Theory, a model is proposed that examines the relationships between job crafting, the satisfaction of the intrinsic needs for autonomy, competence, and relatedness at work, and employee well-beingdefined here as both subjective well-being and psychological well-being. A sample of 253 working adults completed a battery of questionnaires including the job JOB CRAFTING, NEED SATISFACTION, AND WELL-BEING 2 crafting questionnaire, the Intrinsic Need Satisfaction Scale, and the Mental Health Continuum. Using Structural Equation Modelling (SEM) methods, it was determined that job crafting predicted intrinsic need satisfaction, which, in turn, predicted employee well-being. The results suggest that job crafting may be an important underpinning upon which to base an employee well-being intervention.