Perspectives and Strategies of Well-Being Across the Lifespan

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.

• Chapter 1: Well-Being Across the Life Cycle: Theoretical Foundations and Approaches.-  Chapter 2: Neurobiology of Well-Being: Integrating Neurobiological, Cognitive, and Social Aspects to Understand Human Well-Being Dynamics.- Chapter3: Comparative Study of Approaches to Psychological Well-Being Across the Life Cycle in Latin American Legislation.- Chapter 4: The Evaluation of Well-Being Through the PERMA Profiler: A Documentary Review.- Chapter 5: Enhancing Well-Being Across the Lifespan: A Focus on Positive Psychology Constructs.- Chapter 6: The Positive Personality. Towards an Integrative View of Personality Traits to Explain Positive Psychological Outcomes.- Chapter 7: Psychological Well-being in Mexico: Advances, Challenges and Areas of Attention.- Chapter 8: Well-Being in the Perinatal Stage and Its Influence on Child Development.- Chapter 9: Contributions to the Study of Wellbeing from Small Scale Children’s Voice Research.- Chapter 10: Salutogenesis through Relationships in Primary Health Care: The Provider’s Role.- Chapter 11: The Key Role of Sport for Children`s Well-being.- Chapter 12: Perspectives on Psychological Research with Children and Adolescents.- Chapter 13: “Clínica del Buen Trato”: An Interprofessional Education Strategy for innovation in Child Abuse Prevention in Cali, Colombia.- Chapter 14: Well-being In the Premature End-Of-Life Stage of Children and Adolescents.- Chapter 15: When Mom's and/or Dad's Love Is What Matters Most: The Central Role of Relationships with Caregivers for Adolescents’ Well-being.- Chapter 16: Adolescent Prosocial Development: Integrating Neural and Autonomic Perspectives on Emotion Regulation.- Chapter 17: Sport as a Context for Positive Development during Adolescence: Theoretical Frameworks and Interventions with Argentinean Athletes.- Chapter 18: Positive Development and Mental Health in Emerging Adulthood: The Importance of a Potential-Centred Perspective.- Chapter 19: Building Well-being in Emerging Adulthood: Value-based Interaction and Health Promotion at University.- Chapter 20: Character Strengths as Promoters of Well-Being in Youth Development in Brazil: Research and Instruments.- Chapter 21: Support That Matters: How Peers, Parents, and Coping Strategies Shape the Link Between Dating Violence and Young Women's Well-being.- Chapter 22: Test Anxiety Coping and Satisfaction: Implications for Mental Health and Well-Being in Emerging Adulthood.- Chapter 23: Eco-anxiety in Emerging Adulthood: Search for Well-Being in Complex Global Contexts.- Chapter 24: Subjective Well-being and Labor Participation in the Maturity Stage of the Life Cycle: Educational Level and Gender Heterogeneity.- Chapter 25: Comparative Analysis on the Subjective Well-Being of Working and Studying Young Adults in Slovakia.- Chapter 26: Well-being and the Academic-to-Work Transition in Higher Education: Socioemotional Competencies in Early Adulthood.- Chapter 27: Physical Activity as a Promoter of Bio-psycho-social Well-being in Adults with Intellectual and Developmental Disabilities.- Chapter 28: Enjoyment in Performing Arts, Psychological Well-being, and their Relationship with Alcohol Consumption in Adults.- Chapter 29: Well-being in Breast Cancer Survivors.- Chapter 30: A Phenomenological Approach to Well-being in the Pregnancy and Childbirth Process of Indigenous Ecuadorian Women During the COVID-19 Pandemic.- Chapter 31: Optimal Aging and Well-being: Psychological Strategies Across the Lifespan.- Chapter 32: Positive Aging: Well-Being and Flourishing in Later Life.- Chapter 33: Psychological Aspects of Dependent Older People and their Caregivers. The Experience of the Baruta Mayor's Office Psychology Service.- Chapter 34: Beyond Wrinkles: Exploring Determinants of Mental Health in Older Adults.- Chapter 35: Critical Reviews of Well-being in Old Age: From Classical Approaches to Relational Approaches as the Basis for an Integrative Framework.- Chapter 36: Challenges and Future Directions for Well-Being Across the Lifespan.