Life Satisfaction and Social Desirability Among Adolescents in a Residential Treatment Setting: Changes Across Time

Gilman, Rich; Barry, Julie

doi:10.1300/j007v21n02_02

Cited by 25 publications

(17 citation statements)

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“…In contrast, Gilman and Handwerk (2001) found among American adolescents that shortly after arrival, self-reports of LS were positive and that after several months improved across a number of domains. Similarly, Gilman and Barry (2003) found decreases in global LS after the first month of arrival into residential treatment, but this was followed by significant increases across the next two months. These findings suggest that adolescents may experience added stress upon first entering a residential treatment facility, but following this their LS increases due to the nature of the treatment and environment provided (Gilman and Barry 2003;cf.…”

Section: Relocationmentioning

confidence: 83%

“…Similarly, Gilman and Barry (2003) found decreases in global LS after the first month of arrival into residential treatment, but this was followed by significant increases across the next two months. These findings suggest that adolescents may experience added stress upon first entering a residential treatment facility, but following this their LS increases due to the nature of the treatment and environment provided (Gilman and Barry 2003;cf. Schiff et al 2006).…”

Section: Relocationmentioning

confidence: 83%

“…However, the correlations between LS and the other personality dimensions measured remained largely unaltered after partialing out the effects of social desirability (Heaven 1989). Comparatively, a study by Huebner et al (1998) showed that the relationship between reports of LS and social desirability varied across the domains of the MSLSS, indicating the importance of social desirability as a determinant of LS (Gilman and Barry 2003;Huebner et al 1998); results which contradict the notion that a correlation between the total scores of LS and a social desirability measures reflects bias in measures of SWB (see McCrae and Costa 1983).…”

Section: Social Desirability Effectsmentioning

confidence: 99%

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Youth Life Satisfaction: A Review of the Literature

2008

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A central construct within the positive psychology literature is life satisfaction. Whereas adult life satisfaction has been studied extensively, the life satisfaction of children and adolescents has only received attention more recently. This article provides a review of the extant research on youth life satisfaction. Empirical studies (n = 141) on life satisfaction among youth are reviewed. The review details how life satisfaction among youth relates to various other important emotional, social, and behavioural constructs. Evidenced by the review are the conditions that foster positive life satisfaction and the implications of positive life satisfaction among youth. Future directions in life satisfaction research among youth are briefly discussed.Keywords Life satisfaction Á Adolescent Á Children Á Subjective well-being Á Happiness Á Review Recently the burgeoning field of positive psychology has re-illuminated the need for psychology to address areas associated with optimal functioning and happiness. From the time of Aristotle (1925), the pursuit of happiness and the achievement of the 'good life' has been a major concern among philosophers and theologians, and was included as a foundational mission of psychology (Seligman 2002b;Seligman and Csikszentmihalyi 2000). Within the field of psychology the study of 'happiness' generally falls under investigations of subjective well-being (SWB) (see Diener 1984;Diener 1994;Diener et al. 1999, for reviews). The SWB construct is a tripartite category of phenomena, which includes: emotional responses (i.e. positive affect (e.g. joy, optimism) and negative affect (e.g. sadness, anger)), domain satisfactions (e.g. work satisfaction, relationship satisfaction), and global judgements of life satisfaction (LS) (Diener et al. 1999). In the research literature the components of SWB are often used interchangeably with each other and considered synonymous with term 'happiness' (Diener 1994;Seligman 2002a); despite that the term

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Section: Relocationmentioning

confidence: 83%

Section: Relocationmentioning

confidence: 83%

Section: Social Desirability Effectsmentioning

confidence: 99%

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Youth Life Satisfaction: A Review of the Literature

2008

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“…Examples include Personal Well-being Index-School Children Version (Cummins & Lau, 2005), Students' Life Satisfaction Scale (Huebner, 1991), Multidimensional Students' Life Satisfaction Scale (Huebner, 1994), and Brief Multidimensional Students' Life Satisfaction Scale (Seligman, Huebner, & Valois, 2003). Examples of the usefulness of life satisfaction measures can be found for individuals (Huebner, Gilman, & Suido, 2007), groups (Farrell, Valois, Meyer, & Tidwell, 2003), schools (Gilman & Handwerk, 2003), and national and international surveys (Bradshaw et al, 2011;Tomyn, Norrish, & Cummins, 2013).…”

Section: Implications Of Children's Well-being For School Psychologismentioning

confidence: 99%

Advances in children’s rights and children’s well-being measurement: Implications for school psychologists.

Kosher¹,

Jiang²,

Ben‐Arieh³

2014

School Psychology Quarterly

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Recent years have brought important changes to the profession of school psychology, influenced by larger social, scientific, and political trends. These trends include the emergence of children's rights agenda and advances in children's well-being measurement. During these years, a growing public attention and commitment to the notion of children's rights has developed, which is best expressed in the United Nations Convention on the Rights of the Child. The Convention outlines the conditions necessary to ensure and promote children's well-being and calls for the ongoing monitoring of children's well-being for accountability purposes. We articulate advances in children's rights and children's well-being measurement in the context of children's schooling experiences in general and for school psychology in particular. We highlight implications for the assessment roles of school psychologists, who occupy a unique position at the intersection of multiple subsystems of children's overall ecosystems. We argue that the synergy between a rights-based agenda and advances in children's well-being assessment methodology can provide valuable opportunities for school psychology. This synergy can help school communities establish perspective and goals for children's well-being in rights respecting ways, using the most promising well-being assessment strategies.

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“…However, few studies have examined life satisfaction in contexts such as residential treatment settings (Gilman & Barry, 2003), or among adolescents with emotional, behavioral, social, and developmental problems, who experienced severe stress and trauma in childhood (Lyons & Schaefer, 2000;Whittaker & Pfeiffer, 1994).…”

mentioning

confidence: 99%

The Contribution of Background Variables, Internal and External Resources to Life Satisfaction among Adolescents in Residential Treatment Centers

Lipschitz-Elhawi

Itzhaky²,

Michal³

2008

Residential Treatment For Children & Youth

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The article deals with the contribution of background variables (gender, years of residence in a treatment center, and family status), internal resource (self-esteem), and external resources (peer, family and significant other support, sense of belonging to the community) to life satisfaction among adolescents living in residential treatment centers. The findings show that regarding the background variables, only gender contributed directly to life satisfaction, whereas years of residence and family status contributed indirectly. Additionally, the contribution of some external resources (mainly family support and sense of belonging to the community) was more significant than that of the internal resource (self-esteem). Of the other external resources, peer support did not contribute to life satisfaction, and support from a significant other contributed indirectly. The discussion suggests explanations for the research findings and their implications, as well as recommendations for further research.

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Life Satisfaction and Social Desirability Among Adolescents in a Residential Treatment Setting: Changes Across Time

Cited by 25 publications

References 58 publications

Youth Life Satisfaction: A Review of the Literature

Youth Life Satisfaction: A Review of the Literature

Advances in children’s rights and children’s well-being measurement: Implications for school psychologists.

The Contribution of Background Variables, Internal and External Resources to Life Satisfaction among Adolescents in Residential Treatment Centers

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