Child Well-Being: Children's Rights Perspective

Doek, J.E.

doi:10.1007/978-90-481-9063-8_9

Cited by 24 publications

(12 citation statements)

References 17 publications

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“…Children's wellbeing fits well with all three, while children's rights risks being side-lined as a normative framework or contributing tools (see Bradshaw et al 2007;Doek 2014).…”

Section: Concluding Discussionmentioning

confidence: 91%

Children’s Wellbeing and Children’s Rights in Tension?

Tisdall

2015

Int J Child Rights

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Children's wellbeing has moved from an academic field of interest to a policy and practice framework, internationally and in many countries. Children's wellbeing tends to be twinned casually with children's rights but recent Scottish legislation -the Children and Young People (Scotland) Act 2014 -has put children's rights and children's wellbeing in tension.This provides an opportunity to consider the concepts critically. The article scrutinises parliamentary debates and accompanying submissions, to reveal that children's rights arguments failed due to political concerns about litigation and a lack of evidence that children's rights improved children's lives. Children's wellbeing arguments were more successful, as children's wellbeing continues the familiar trajectory of a needs-based approach. It has additional benefits of maximising outcomes, emphasising early intervention and prevention, and statistical development. It also risks being apolitical and professionallydriven, with no minimum standards and limited recourse for children's and their families' rights and complaints. These findings raise broader questions about how to argue for children's rights in national and global contexts where children's wellbeing has ever- Children's Wellbeing and Children's Rights in Tension?Page 2 increasing prominence, fuelled by calls for evidence-based policy and accountability via outcomes.

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“…Children's wellbeing fits well with all three, while children's rights risks being side-lined as a normative framework or contributing tools (see Bradshaw et al 2007;Doek 2014).…”

Section: Concluding Discussionmentioning

confidence: 91%

Children’s Wellbeing and Children’s Rights in Tension?

Tisdall

2015

Int J Child Rights

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“…It stresses that children under the age of 18 are individuals who need special protection and assistance. The convention also stipulates that children have human dignity, the right to resources (e.g., health and education) and participation (e.g., being heard in all matters that affect them) [32,33]. In order to gain a picture of children’s needs, they must be given room to describe their experiences and feelings.…”

Section: Introductionmentioning

confidence: 99%

“…In order to gain a picture of children’s needs, they must be given room to describe their experiences and feelings. Children’s right to voice their opinion in questions that concern them has also been emphasized [33]. Moreover, listening to pupils enables us to reflect on how the pupils experienced MVPA.…”

Section: Introductionmentioning

confidence: 99%

Voices from Pupil Participation in the Health Promotion Intervention “Pulse for Learning and Health [PuLH]” in Primary and Middle School

Lindgren

Haraldsson

Håman

2019

IJERPH

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In order to improve the learning conditions and health of schoolchildren, the Pulse for Learning and Health [PuLH] program in Sweden has introduced additional mandatory moderate to vigorous physical activity [MVPA] that lasts for 30 min three times a week. The PE teachers used a child-centered coaching approach to support all pupils. The aim of this study was to explore pupils’ perception and experience of PuLH that has been implemented in primary and middle schools in Sweden. We have taken into account children’s rights perspectives and adopted an exploratory and interpretive approach. In total, 73 pupils (34 girls, 39 boys, grades 4–9) were recruited through purposive sampling. 13 focus group interviews (n = 71) and individual interviews (n = 2) were carried out. All interviews were analyzed using qualitative content analysis. The analysis resulted in three major themes: ‘promotes academic performance and a learning school environment’, ‘promotes health and well-being’, and ‘individual and structural barriers’. From children’s perspective, the results highlight the importance of teachers and principals taking into account the interests and needs of all pupils, to have a well-planned MVPA intervention and to deal with issues regarding body ideals.

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“…The UNCRC fosters civil, political, economic, social and cultural rights of children (Doek 2014;Vuckovic et al 2013). The UNCRC not only provides a framework for assessing the well-being of children, it fosters and promotes more measurement and reporting on child well-being around the globe (United Nations 1989/1990.…”

Section: International Reportsmentioning

confidence: 99%

Data-Based Child Advocacy

O’Hare

2014

SpringerBriefs in Well-Being and Quality of Life Research

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Child Well-Being: Children's Rights Perspective

Cited by 24 publications

References 17 publications

Children’s Wellbeing and Children’s Rights in Tension?

Children’s Wellbeing and Children’s Rights in Tension?

Voices from Pupil Participation in the Health Promotion Intervention “Pulse for Learning and Health [PuLH]” in Primary and Middle School

Data-Based Child Advocacy

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