BEM-ESTAR PSICOLÓGICO NA ORGANIZAÇÃO ESCOLAR

Abstract

Psychological well-being, we cannot help but think of a multidimensional construction, both of cognitive and emotional elements. Through his studies, Ryff (1995) identifies a series of dimensions that contribute greatly to our self-actualization: self-oil, mastery of the environment, positive relationships with others, autonomy, personal growth and purpose in life. our self-realization by analyzing the transformation of education and training of the person, building social contexts interacting with the rest of the adolescents which, in addition to the conflicts that occur in schools, imply challenges in school coexistence, trigger changes in self-esteem, aggression. behavior and even depression. The objective of the research is: to analyze the extent to which adolescents, after applying a specific program to improve their psychological well-being, see their autonomy, positive relationships, mastery of the environment and their life purposes reinforced. The sample was made up of students from the 1st to 4th year of ESO, with 250 students. The study aimed to analyze the Psychology of Well-Being in adolescents and determine how the Happy Classes program for Strengthening Personal Relationships and Emotional Autonomy can have a positive impact. Positive improvements in personal relationships and emotional autonomy were found in the results