{"content":[{"text":"ANNALS OF THE UNIVERSITY OF CRAIOVA, Psychology - Pedagogy \n ISSN 2668-6678, ISSN-L 1582-313X, Year XX, 2021, no 43, Issue 1","bbox":{"left":0.238089,"top":0.05045,"width":0.523679,"height":0.029945999999999993}},{"text":"It is estimated that the interest in the positive indicators that determine the \n development of young people has replaced the initial perspective, which \n distinguished between “young people at risk” and “all young people”: “In the early \n stages of the emergence of the term, positive youth development tended to be \n positioned as a strategy – complementary to reducing risks – for preventing high- \n risk behaviors, particularly among that subset of youth particularly susceptible to the \n potential harm of poverty and dysfunctional families and/ or communities” (Bensons \n et al., 2007, p. 896). In addition to the risk factors, which increase the probability of \n a negative result, there are several protective factors that reduce the risk and the \n negative results. These markers can be individual or collective and they influence \n the mental health of young people. Many young people experience various stressful \n events. As a result, some develop psychological problems while others do not. \n Usually, people with higher endurance are flexible and adaptable. However, they \n may also feel bad, but they know how to cope emotionally and how to deal with \n negative situations. The development of cognitive, social and emotional skills in \n young people must also be cultivated as part of the educational process, taking into \n account the fact that young people have lately been approached more as resources \n than as problems. \n The positive perspective on development brings to the foreground the \n potential and not the vulnerabilities or disabilities of young people. The positive \n approach to youth development admits the existence of some challenges and \n adversities in development, but opposes the conception of the development process \n as an effort to overcome deficiencies and risks: “The positive youth development \n approach aims at understanding, educating and engaging children in productive \n activities rather than at correcting, curing, or treating them for maladaptive \n tendencies or so-called disabilities” (Damon, 2004, p. 15). \n Because everyone today faces an acute public health emergency due to the \n COVID-19 pandemic, people's reaction is different from one country to another, \n from one age group to another, from one person to another. This pandemic has \n affected our lives and young people may be worried about their future, the health \n and well-being of their family and friends. During this time, many people have \n struggled to cope and thus have experienced a low mood. As many young people \n have worked/ learnt from home, it is possible for this to have changed the existing \n routines and disrupted the balance needed for a healthy life.","bbox":{"left":0.11758,"top":0.092802,"width":0.7650079999999999,"height":0.6316660000000001}},{"text":"2. The theoretical framework \n 2.1. Resilience and positive mental health \n Being mentally healthy mainly means that positive characteristics such as \n pursuing a goal, contentment, maintaining satisfying relationships and active \n participation in social relationships are present. The positive dimension of mental \n health includes subjective well-being, perceived self-efficacy, autonomy, \n competence and recognition of the ability to reach one's intellectual and emotional \n potential. Starting from the definition given to health by the World Health \n Organization, V. Kovess-Masfety, M. Murray and O. Gureje refer to J. Jahoda's","bbox":{"left":0.11758,"top":0.739821,"width":0.764508,"height":0.16876800000000003}},{"text":"96","bbox":{"left":0.489646,"top":0.9314,"width":0.020792000000000033,"height":0.016210999999999975}}],"images_bbox":[],"images_bbox_not_text_overlap":[]}