Contemporary Models of Psychological Support for Families with Adolescents under Social Stress

This article offers a comprehensive theoretical and analytical review of current models of psychological support for families with adolescents facing social stress. Framed within an interdisciplinary perspective that brings together family psychology, developmental psychiatry, and social epidemiology, the review focuses on the conceptual rigor and empirical validity of the Family Stress Model (FSM) alongside alternative buffering and mediational support frameworks. International studies published between 2022 and 2025—employing regression analyses and structural-equation models—are examined to illustrate how family and peer support influence adolescent anxiety and depression. Results indicate that the FSM consistently yields superior fit indices, demonstrates gender invariance, and highlights the protective role of family assets. The integration of the FSM with the dual-factor model of mental health is recommended to capture both negative and positive dimensions of adolescent well-being. Limitations of existing approaches are critically discussed, including gaps in cross-cultural and gender representation and a scarcity of longitudinal intervention data. The review underscores the importance of developing multi-level support programs that weave together family, school, clinical, and digital resources. Future research directions include designing multi-agent preventive strategies and adapting these support models to diverse cultural and social contexts. This work will inform practitioners in adolescent psychology, family therapy, social policy, medicine, and educational support amid rising social pressures.

Authors

Publication Details

Journal
Universal Library of Innovative Research and Studies
Published
2025-07-05
DOI
https://doi.org/10.70315/uloap.ulirs.2025.0203001
Primary Topic
Psychology of Development and Education
Type
article
Field-Weighted Citation Impact
0.00
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article

Contemporary Models of Psychological Support for Families with Adolescents under Social Stress

Tatiana Nikolaevna Onikova
Universal Library of Innovative Research and Studies
Psychology of Development and Education
article

Contemporary Models of Psychological Support for Families with Adolescents under Social Stress

Tatiana Nikolaevna Onikova
article en

Abstract

This article offers a comprehensive theoretical and analytical review of current models of psychological support for families with adolescents facing social stress. Framed within an interdisciplinary perspective that brings together family psychology, developmental psychiatry, and social epidemiology, the review focuses on the conceptual rigor and empirical validity of the Family Stress Model (FSM) alongside alternative buffering and mediational support frameworks. International studies published between 2022 and 2025—employing regression analyses and structural-equation models—are examined to illustrate how family and peer support influence adolescent anxiety and depression. Results indicate that the FSM consistently yields superior fit indices, demonstrates gender invariance, and highlights the protective role of family assets. The integration of the FSM with the dual-factor model of mental health is recommended to capture both negative and positive dimensions of adolescent well-being. Limitations of existing approaches are critically discussed, including gaps in cross-cultural and gender representation and a scarcity of longitudinal intervention data. The review underscores the importance of developing multi-level support programs that weave together family, school, clinical, and digital resources. Future research directions include designing multi-agent preventive strategies and adapting these support models to diverse cultural and social contexts. This work will inform practitioners in adolescent psychology, family therapy, social policy, medicine, and educational support amid rising social pressures.

Universal Library of Innovative Research and StudiesVol. 02(03)
Openalex Percentile: Top 83%
Psychology of Development and Education
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