Perspectives and Strategies of Well-Being Across the Lifespan: A Multidimensional Approach
暫譯: 生命週期中的幸福觀點與策略：多維度方法
Cobo-Rendón, Rubia, García-Álvarez, Diego, Sánchez-Oñate, Alejandro
- 出版商: Springer
- 出版日期: 2026-07-21
- 售價: $9,000
- 貴賓價: 9.5 折 $8,550
- 語言: 英文
- 頁數: 744
- 裝訂: Hardcover - also called cloth, retail trade, or trade
- ISBN: 3032200717
- ISBN-13: 9783032200716
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相關主題
商品描述
Well-being has become a central concern in contemporary societies, particularly in the face of rapid social change, growing inequalities, and increasing mental health challenges across the lifespan. This book offers a comprehensive, multidisciplinary, and internationally grounded exploration of well-being, positioning it as a dynamic, relational, and context-dependent construct that evolves from early life to older adulthood.
Bringing together scholars from psychology, education, health, and the social sciences, the volume is structured into five thematic parts that reflect the complexity of human development and the diverse contexts in which well-being is shaped. The first part establishes a strong theoretical foundation, integrating perspectives from Positive Psychology, neurobiology and personality research, while also addressing key issues in the assessment of well-being, including the PERMA Profiler.
The second part focuses on well-being in childhood and adolescence, emphasizing comprehensive and preventive approaches that highlight the role of early relationships, health care, sport, and interprofessional strategies in promoting healthy development. The third part then examines adolescence and emerging adulthood as critical periods for positive development.
The fourth part explores well-being in adulthood through a diversity of specific contexts, including eco-anxiety, labor participation, transitions from education to work, physical activity, chronic illness, artistic engagement, and pregnancy and childbirth. The final part focuses on positive aging, offering integrative perspectives on flourishing, caregiving, dependency, and mental health in later life.
A distinctive strength of this volume lies in its integrative lifespan perspective, its strong empirical grounding, and its explicit attention to sociocultural and contextual diversity, particularly from Latin American and international perspectives. This book will be a valuable resource for researchers, practitioners, and graduate students seeking evidence-based frameworks and applied insights to understand, assess, and promote well-being across diverse populations and life stages.
商品描述(中文翻譯)
福祉已成為當代社會的核心關注點，特別是在快速的社會變遷、日益加劇的不平等以及跨越生命週期的心理健康挑戰面前。本書提供了一個全面的、多學科的、國際化的福祉探索，將其定位為一個動態的、關係性的、依賴於情境的構念，並隨著生命的早期到老年而演變。
本書匯集了來自心理學、教育學、健康學和社會科學的學者，分為五個主題部分，反映人類發展的複雜性以及塑造福祉的多樣情境。第一部分建立了堅實的理論基礎，整合了正向心理學、神經生物學和人格研究的觀點，同時也探討了福祉評估中的關鍵問題，包括 PERMA Profiler。
第二部分專注於兒童和青少年的福祉，強調全面和預防性的方法，突顯早期關係、醫療保健、運動和跨專業策略在促進健康發展中的作用。第三部分則檢視青少年和新興成年期作為正向發展的關鍵時期。
第四部分通過多樣的具體情境探討成年期的福祉，包括生態焦慮、勞動參與、從教育到工作的過渡、身體活動、慢性疾病、藝術參與以及懷孕和分娩。最後一部分專注於正向老化，提供對繁榮、照護、依賴和晚年心理健康的整合性觀點。
本書的一個顯著優勢在於其整合的生命週期視角、強大的實證基礎，以及對社會文化和情境多樣性的明確關注，特別是來自拉丁美洲和國際的視角。本書將成為研究人員、實務工作者和研究生尋求基於證據的框架和應用見解，以理解、評估和促進不同族群和生命階段的福祉的重要資源。
作者簡介
Rubia Cobo-Rendón is a researcher at the Multilevel Learning Laboratory (AMES) of the Instituto de Bienestar Socioemocional (IBEM), Faculty of Psychology, Universidad del Desarrollo, Chile. She is a psychologist and holds a Doctorate in Psychology from Universidad de Concepción (Chile), a Magister Scientiarum in Clinical Psychology, and specialist degrees in Child and Youth Psychology and Higher Education Teaching. She has completed postdoctoral training in Artificial Intelligence in Education. She has extensive experience as a university professor in Research Methodology, Educational Psychology, and Well-Being Psychology across several institutions in Latin America. Her research agenda focuses on protective factors of student well-being, psychometrics, research methodologies, motivational-cognitive variables in university students, adaptation to university life, and the integration of artificial intelligence in educational contexts. Within AMES, she leads the research line Determinants of Well-Being Associated with Success in Higher Education, which examines individual, contextual, and pedagogical factors related to student well-being, academic performance, and retention. She is an active peer reviewer for international journals and a member of professional and scientific psychology associations in Latin America.
Diego García-Álvarez is a psychologist and educator with academic training in education sciences and educational technologies. He holds a postgraduate degree in Educational Psychology, a PhD in Educational Sciences, and has completed postdoctoral research in philosophy and educational sciences. He is a Full Professor at Universidad Metropolitana in Caracas, Venezuela, and an Associate Researcher at the Center for Psychology Studies of the University of Montevideo, Uruguay. His research focuses on the psychology of well-being, health, and optimal human functioning. He has received several academic distinctions, including the Lyezer Katán Prize for intellectual and scientific productivity.
Alejandro Sánchez Oñate is a researcher at the Multilevel Learning Laboratory (AMES) of the Instituto de Bienestar Socioemocional (IBEM) and Director of the Master's Program in Educational Psychology at Universidad del Desarrollo, Chile. He is a psychologist from Universidad del Desarrollo, holds a Master's degree in Social Research and Development, and a PhD in Psychology from Universidad de Concepción. His research focuses on social cohesion processes and their relationship with well-being in school education, with particular interest in mixed methods research.
Daniela Bruna Jofré is a psychologist with a Master's degree in Dynamic Psychotherapies from Universidad del Desarrollo and a PhD in Psychology from Universidad de Concepción. She is a Research Professor at Universidad del Desarrollo, Director of the Multilevel Learning Laboratory (AMES), and Research Coordinator at the Faculty of Psychology. Her research focuses on self-regulated learning in higher education, evidence-informed teaching practices, feedback, and assessment design. She has led and collaborated in several ANID-funded research projects and has published in journals indexed in Web of Science and Scopus.
Pablo Vergara Barra is a psychologist and psychotherapist from Universidad de Concepción, Chile. He holds a Master's degree in Child and Adolescent Developmental Psychology from Université Jean Jaurès (France) and a PhD in Mental Health from Universidad de Concepción. He is a member of the Laboratory of Mental Health and Psychotherapy Determinants and IBEM at Universidad del Desarrollo. His work focuses on parental mental health and well-being and their influence on child and adolescent development.
作者簡介(中文翻譯)
Rubia Cobo-Rendón 是智利發展大學心理學系社會情感福祉研究所 (IBEM) 的多層次學習實驗室 (AMES) 研究員。她是一名心理學家，擁有智利康塞普西翁大學的心理學博士學位、臨床心理學的碩士學位，以及兒童與青少年心理學和高等教育教學的專業學位。她完成了教育領域人工智慧的博士後訓練。她在拉丁美洲多所機構擔任大學教授，教授研究方法學、教育心理學和福祉心理學，擁有豐富的經驗。她的研究議程專注於學生福祉的保護因素、心理測量學、研究方法、大学生的動機-認知變數、適應大學生活以及人工智慧在教育環境中的整合。在 AMES 中，她負責研究方向「與高等教育成功相關的福祉決定因素」，該研究探討與學生福祉、學業表現和留校率相關的個體、情境和教學因素。她是國際期刊的活躍同行評審，並且是拉丁美洲專業和科學心理學協會的成員。
Diego García-Álvarez 是一名心理學家和教育工作者，擁有教育科學和教育技術的學術訓練。他擁有教育心理學的研究生學位、教育科學的博士學位，並完成了哲學和教育科學的博士後研究。他是委內瑞拉加拉加斯的都市大學的全職教授，並且是烏拉圭蒙特維多大學心理學研究中心的副研究員。他的研究專注於福祉心理學、健康和最佳人類功能。他獲得了多項學術榮譽，包括 Lyezer Katán 獎，以表彰其智力和科學生產力。
Alejandro Sánchez Oñate 是智利發展大學社會情感福祉研究所 (IBEM) 的多層次學習實驗室 (AMES) 研究員，並擔任教育心理學碩士課程的主任。他是智利發展大學的心理學家，擁有社會研究與發展的碩士學位，以及智利康塞普西翁大學的心理學博士學位。他的研究專注於社會凝聚力過程及其與學校教育中福祉的關係，特別關注混合方法研究。
Daniela Bruna Jofré 是一名心理學家，擁有智利發展大學的動態心理治療碩士學位和智利康塞普西翁大學的心理學博士學位。她是智利發展大學的研究教授，並擔任多層次學習實驗室 (AMES) 的主任及心理學系的研究協調員。她的研究專注於高等教育中的自我調節學習、基於證據的教學實踐、反饋和評估設計。她主導並參與了多個由 ANID 資助的研究項目，並在 Web of Science 和 Scopus 索引的期刊上發表過文章。
Pablo Vergara Barra 是智利康塞普西翁大學的心理學家和心理治療師。他擁有法國讓·喬雷斯大學的兒童與青少年發展心理學碩士學位，以及智利康塞普西翁大學的心理健康博士學位。他是智利發展大學心理健康與心理治療決定因素實驗室和 IBEM 的成員。他的工作專注於父母的心理健康和福祉及其對兒童和青少年發展的影響。
