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There is an interest in involving psychology students in early practical activities, which allow them to learn in a more meaningful and authentic way. In these instances, they must apply knowledge, solve problems and demonstrate professional skills associated with the graduate competencies that they are expected to achieve. The present work seeks to position experiential learning as a means to reach these goals. With this aim, an intervention on experiential learning with second year students from a developmental psychology course is presented, describing its design, implementation and assessment. The students observed and interviewed schoolchildren to determine an area of development in which they needed stimulation and enrichment for a healthy development. Then, they created a pedagogical tool to do so, testing its application on the same children sample. The results showed a positive perception from the students, teachers and beneficiaries of the proposal. Likewise, the students reported the perception of having learned more than in a subject in which this methodology is not used; this difference was statistically significant.

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en una muestra de adolescentes. A través de análisis factoriales confirmatorios, se ponen a prueba 2 modelos de estructura factorial, un modelo que sigue la estructura monofactorial y otro bifatorial, surgido a partir del Análisis Factorial Exploratorio, en el cual el segundo factor está conformado por los ítems invertidos. El modelo bifactorial es el que presenta mejores índices de ajuste. Posteriormente se comprueba mediante análisis de multigrupos la invarianza del modelo según sexo. Se discute la solución de dos factores en relación a las características de los ítems y de la adolescencia. El estudio aporta al uso y desarrollo de herramientas de medición de autoinforme para el estudio del bienestar subjetivo en adolescentes.

Given the growing number of interventions aimed at promoting well‐being in the school setting, this narrative review sought to synthesise available evidence about the characteristics of the interventions: theoretical components, evaluation designs and their reported results. Two electronic databases (EBSCO and Scopus) were searched, and articles published between 2015 and 2020 were included. A total of 1477 articles were identified from these search engines and based on the systematic scrutinising process a total of 55 articles were included in the review. Only one‐third of the studies employed experimental, causal designs. Therefore, the review is unable to make conclusive statements about promising approaches, Nevertheless, the results show that the majority of interventions used to promote school children's well‐being were based on positive psychology, most of which were focused on promoting positive emotions. The studies reviewed also suggest that longer interventions, with a higher number of sessions, which are targeted at multiple components of positive emotions are more likely to yield positive results. Almost all these studies were carried out in developed countries, with only one empirical work in Latin America. Therefore, more robust experimental studies using causal designs are needed, and more empirical work is needed in low‐ and middle‐income countries on effective practices in developing children's subjective well‐being.

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