Mastorci Francesca, Lazzeri Maria Francesca Lodovica, Vassalle Cristina, Pingitore Alessandro
Clinical Physiology Institute, CNR, 56124 Pisa, Italy.
Fondazione Toscana Gabriele Monasterio, 56124 Pisa, Italy.
Children (Basel). 2024 Aug 14;11(8):989. doi: 10.3390/children11080989.
Transitioning from childhood into adolescence is an extraordinary time of life, associated with major physical, emotional, cognitive, and social changes and characterized by dynamic development in which interaction with the environment modulates the individual resources responsible for well-being and health. This sensitive period is the time when, in addition to hormonal, metabolic, and neural changes, certain behavioral strategies begin to take shape that will shortly go on to define the emotional, social, and cultural identity of the individual. This narrative review aimed to uncover the crucial processes underlying the transition by identifying processes that are responsible for cognitive, psychosocial, and emotional development, in the absence of disease. For this aim, we highlight (1) the physical, psychological, and social determinants during the transition from childhood to adolescence; (2) the role of health-related variables in resilience or vulnerability mechanisms; and (3) recent school-based strategies to promote health and well-being. Recognizing that health and well-being are the result of the interaction of many biological, psychological, social, cultural, and physical factors will lead to comprehensive health promotion involving all actors joining the growth process, from health professionals and the educational community to parents and community. Furthermore, it is important that psychosocial dimensions are strengthened already during childhood to prevent the onset of frailty and illness in adolescence.
从童年过渡到青春期是人生中一段非凡的时期，伴随着重大的身体、情感、认知和社会变化，其特点是动态发展，在此过程中与环境的互动调节着影响幸福和健康的个体资源。这个敏感时期，除了激素、代谢和神经变化外，某些行为策略开始形成，这些策略不久将塑造个体的情感、社会和文化身份。这篇叙述性综述旨在通过识别在无疾病情况下负责认知、心理社会和情感发展的过程，揭示过渡背后的关键过程。为此目的，我们强调：（1）从童年到青春期过渡期间的身体、心理和社会决定因素；（2）与健康相关的变量在恢复力或脆弱性机制中的作用；（3）最近基于学校的促进健康和幸福的策略。认识到健康和幸福是许多生物、心理、社会、文化和身体因素相互作用的结果，将促使所有参与成长过程的行为者，从健康专业人员、教育界到家长和社区，共同开展全面的健康促进。此外，重要的是在童年时期就加强心理社会层面，以预防青春期出现虚弱和疾病。
