Children’s Friendships and Positive Well-Being

Holder, Mark D.; Coleman, Benjamin

doi:10.1007/978-94-017-9603-3_5

Cited by 31 publications

(34 citation statements)

References 96 publications

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“…In addition to health, well-being is associated with improved social relationships. This association may be bidirectional [18, 19]. Happier people report that their relationships are of higher quality [20], more satisfying [11], and stronger [21].…”

Section: The Emergence Of Positive Psychologymentioning

confidence: 99%

“…If family dinners actually promote well-being, which facet of the dinners is responsible for the relationship is not clear though social relationships are a likely candidate. Social relationships are known to be strongly linked to well-being, including in children [19], so this component of family dinners may help explain why family dinners contributed to the children’s well-being. In fact, parent-adolescent communication explained 13–30% of the variance in the relationship between frequency of family dinner and well-being [44].…”

Section: The Context Of Food Intake and Well-beingmentioning

confidence: 99%

“…One possible mechanism involves social factors. It is clear that the quality of social relationships, both friendships [19] and romantic relationships [52], is associated with increases in well-being. Eating is often a social activity, and eating in the company of others is associated with elevated positive well-being [50].…”

Section: Strength Of the Findingsmentioning

confidence: 99%

See 2 more Smart Citations

The Contribution of Food Consumption to Well-Being

Holder

2019

Ann Nutr Metab

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The newly emerging field of positive psychology focuses on the positive facets of life, including happiness, life satisfaction, personal strengths, and flourishing. Research in this field has empirically identified many important benefits of enhanced well-being, including improvements in blood pressure, immune competence, longevity, career success, and satisfaction with personal relationships. Recognizing these benefits has motivated researchers to identify the correlates and causes of well-being to inform them in the development and testing of strategies and interventions to elevate well-being. As positive psychology researchers throughout the world have turned their attention toward facets of food intake, a consensus is developing that the consumption of healthy foods can enhance well-being in a dose-response fashion. The link between unhealthy foods and well-being is less clear. Some studies suggest that under certain conditions, fast food may increase happiness, though other studies demonstrate that fast food can indirectly undermine happiness. The positive impact of food consumption on well-being is not limited to what people consume but extends to how they consume it and social factors related to eating. Though the research suggests that our food intake, particularly fruits and vegetables, increases our well-being, this research is in its infancy. Research specifically focused on subpopulations, including infants and pregnant mothers, is mostly lacking, and the mechanisms that underlie the relationship between food consumption and well-being remain to be elucidated.

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Section: The Emergence Of Positive Psychologymentioning

confidence: 99%

Section: The Context Of Food Intake and Well-beingmentioning

confidence: 99%

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The Contribution of Food Consumption to Well-Being

Holder

2019

Ann Nutr Metab

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“…As noted by Holder and Coleman (2015), friendships are associated with positive well-being. Furthermore, Morawska and Sanders (2008) have observed that peer difficulties may have a bearing on emotional difficulties, hence the role friendship plays in the life of the gifted child is more than the provision of a superficial playmate, but a pillar of their SEWB, both now and into the future.…”

Section: Difficult Peer Relationshipsmentioning

confidence: 89%

“…According to Holder and Coleman (2015), children's friendships are associated with positive well-being, as such close friendships are associated with improved happiness, life satisfaction, and self-esteem as well as less loneliness, depression, and victimisation; both in the present and into the future. Therefore it can be shown that friendships support SEWB and the characteristics noted previously by Greene (2004), as well as their resilience and coping when facing daily challenges In contrast, teachers generally only engage with a child over the period of a year, when that child is in their class, however, their contribution is no less important.…”

mentioning

confidence: 99%

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

Wright-Scott¹

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Research suggests that social-emotional well-being (SEWB) is a fundamental building block for the healthy development of all children (Colangelo & Davis, 2003;Durlak, Dymnicki, Taylor, Weissberg & Schellinger, 2011;Peterson & Morris, 2010;Schonert-Reichl & Hymel, 2007;Shechtman & Silektor, 2012;Silverman & Golon, 2008). As such, educational policy within Australia calls for a whole school approach to meet the educational and social-emotional needs of all students (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).However, research comparing intellectually gifted children to their chronological age peers as well as their mental age peers note differences in functioning, but the results are inconsistent. Gifted children may behave similarly to either their chronological age or mental age peers in specific domains yet entirely differently to either in others (Lehman & Erdwins, 2004). In light of this inconclusiveness, it is difficult to determine whether gifted children are hindered or helped by their giftedness, and indeed individual differences are likely to be experienced by individual children.However, it can be concluded that gifted children as a group may experience unique social-emotional challenges related to their giftedness which could thwart their optimal development and require support from their parents and teachers in coping with stressors.Despite research that highlights the needs of gifted children, Australian empirical research has focused mainly on the cognitive needs of gifted primary school children and differentiation of the curriculum, as has the majority of international research (Cross, 2011;Kennedy, 1995;Lamont, 2012;Moon, Kelly, & Feldhusen, 1997;Tieso, 2007). However, as humans, we are both thinking and feeling beings; empirical research is therefore needed to explore the social-emotional needs of gifted primary school-aged children. Due to the limited contexts in which primary school-aged children find themselves, the unique social-emotional needs of gifted children are predominantly supported by parents and teachers (Wellisch, Brown, & Knight, 2012). As a result, this study explored the factors which influence a child's social-emotional well-being, and the social support parents and teachers provide to foster the social-emotional needs of gifted children both individually and iii through their partnership, through exploration of the perspectives of the parent, teacher, and gifted child.This study used a mixed methods approach, comprised of two phases, to achieve these outcomes. A sample of 76 parents, 32 primary school aged children, and 19 teachers participated in phase one. Children in this study were considered gifted if they had been assessed as such through psycho-educational assessment, were performing in the top 10% of similar age peers or were engaged in extension opportunities. Furthermore, gifted children who were underachieving were also considered. Parents and teachers within Australia completed a demographic form as well as the Strength...

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Positive Well‐Being

Holder

Graydon

2020

The Encyclopedia of Child and Adolescent Development

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There is almost universal consensus regarding the high importance and desirability of positive well‐being in children. Despite this consensus, the study of children has traditionally focused on their ill‐being (e.g., anxiety, depression, and loneliness) and not on their well‐being (e.g., happiness, life satisfaction, and thriving). This entry reviews measures of the components of children's well‐being using quantitative, qualitative, and mixed methods and discusses studies that use these methods to identify the correlates of well‐being in children throughout the world. Children with high positive well‐being tend to have high‐quality social relationships; to display a social, outgoing temperament relatively free of anxiety and shyness; and to report high levels of spirituality. Current research, summarized in this entry, is developing and testing strategies to enhance children's positive well‐being in enduring ways, including strategies that focus on giving and exercises in mindfulness. These strategies need to focus on individual differences and not assume that a single approach will be effective in enhancing the well‐being of all children across all cultures.

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Children’s Friendships and Positive Well-Being

Cited by 31 publications

References 96 publications

The Contribution of Food Consumption to Well-Being

The Contribution of Food Consumption to Well-Being

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

Positive Well‐Being

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