Child Well-Being in Advanced Economies in the Late 2000s

Martorano, Bruno; Natali, Luisa; Neubourg, Chris de; Bradshaw, Jonathan

doi:10.1007/s11205-013-0402-z

Cited by 12 publications

(11 citation statements)

References 19 publications

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“…19 The new index of child well-being was somewhat different from the 2007 index, 17 most notably in the exclusion of subjective well-being (measured and discussed in a companion working paper) and the addition of measures related to housing and environment ( 17,19,20 The 2007 and the 2013 UNICEF indices contain measures both of child well-being and of factors conducive to well-being. With both reports, our goal was to see how wellbeing might be determined by using socioeconomic inequality.…”

Section: Child Well-being In 2007 and 2013mentioning

confidence: 99%

The Ethical and Policy Implications of Research on Income Inequality and Child Well-Being

Pickett

Wilkinson

2015

Pediatrics

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BACKGROUND AND OBJECTIVES: Child well-being is important for lifelong health and well-being. Although there is a robust evidence base linking social determinants of health (eg, relative poverty and income inequality) to child well-being, social and public health policy tends to focus on interventions to mitigate their effects, rather than remove the root causes. The goal of this study was to examine associations between child well-being and income inequality. METHODS: We compared reported rates of childhood well-being in the 2007 and 2013 UNICEF reports on child well-being in wealthy countries. Twenty indicators of child well-being (excluding child poverty) were defined consistently in both the 2007 and 2013 reports. These variables were used to create an indicator of change in child well-being over the approximate decade 2000 to 2010. For our analyses of income inequality, we used the Organization for Economic Cooperation and Development Gini coefficient of income inequality for 2009 and change between 2000 and 2009, respectively. RESULTS: The overall index of child well-being in 2013 was closely and negatively correlated with income inequality (r = −0.60, P = .004) but not with average income (r = –0.3460, P = .12). Adjustment for income inequality, children in relative poverty, and the child poverty gap did not change the lack of association between average income and child well-being in 2013 in wealthy countries. Between 2000 and 2010, child well-being scores improved most in Italy, Norway, Portugal, the United Kingdom, and Germany. The biggest declines were seen in Sweden, Canada, Japan, Switzerland, and France. Countries that experienced the largest increases in income inequality had significantly greater declines in child well-being (r = –0.51, P = .02). CONCLUSIONS: Children born into socioeconomically disadvantaged families suffer worse child well-being and its lifelong implications, in all societies, worldwide. Our analyses show, however, that some wealthy societies are able to mitigate these inequalities; these societies have better child well-being, on average. This outcome has less to do with specific welfare policies or targeted interventions for poor children than to a societal commitment to greater equality.

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Section: Child Well-being In 2007 and 2013mentioning

confidence: 99%

The Ethical and Policy Implications of Research on Income Inequality and Child Well-Being

Pickett

Wilkinson

2015

Pediatrics

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“…Since the 1990s, studies of child 1 well-being have moved beyond the use of a single overall indicator to a more multifaceted understanding, based on life course, child-centered and rights-based theories (Ben-Arieh et al 2014;Pollard and Lee 2003;Ryan et al 2008;Ryff 1989;Seligman 2011;Waterman 1993). Despite various concerns in different countries, ongoing considerations of measuring child well-being generally involve the six indicators listed by UNICEF: material well-being, health and safety, educational well-being, relationships, behaviors and risks, and subjective well-being (Adamson 2007;Bradshaw and Richardson 2009;Casas 2011;Martorano et al 2014). Within such a multifaceted framework, the nominal work "Report on the State of Children in China" produced a full picture of the well-being of Chinese children in 2010 (Chen et al 2015).…”

Section: Introductionmentioning

confidence: 99%

Parental Social Support and Adolescent Well-Being: a Cross-Sectional Study in China

et al. 2018

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The aim of this study was to examine whether the two components of parental social support, emotional and instrumental, are associated with various aspects of adolescent well-being in the current Chinese context. A sample of 1306 adolescents (47% girls, 11, 13 and 15 years old, 39% urban) was derived from the nationally representative 2012 survey "China Family Panel Studies". Four indicators of adolescent well-being were examined: health status, academic attainment, self-perception and depression. Logistic regression and multiple linear regression models were applied to analyze associations between the two domains of parental social support and four indicators of adolescent well-being, respectively. Both the intermediate and high levels of emotional support were associated with better self-perception and lower levels of depression, while these associations were only reflected at the high level of instrumental support. In addition, only the high level of emotional support was associated with higher academic attainment. Overall these associations remained after controlling for socio-demographic characteristics, including age, gender, living location, family income and family size. However, some of the confounders were more influential on adolescent well-being than others. For example, those adolescents who lived in rural areas were more likely to report suboptimal health status. These findings are discussed in the context of the rapid changes in Chinese society. This research adds to the empirical evidence on the association between parental social support and adolescent well-being in contemporary Mainland China.

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“…Alguns relatórios sobre a pobreza (Martorano et al, 2013) têm ressalvado a ideia de que as crianças compreendem efeitos micro e macro das crises económicas na vida das famílias; são capazes de formular diferentes explicações e soluções para a crise, replicam e recriam interpretações adultas nos seus pró-prios termos e entendem que a sua participação é legítima e adequada. É face a esta constatação que a ideia de estudar as crianças e as suas interpretações sobre a crise são pertinentes, em particular pela singularidade interpretativa que são capazes de produzir.…”

Section: Narrativas Gráficas E Representações Das Crianças Sobre a Criseunclassified

“…Vários relatórios e estudos têm vindo a debruçar-se especificamente na análise dos efeitos da crise na infância e no quotidiano das crianças (Harper et al, 2009;Bastos, 2015;De Neubourg et al, 2012;Martorano et al, 2013;Sarasa & Luppi, 2012;Wall et al, 2014a;Wall et al, 2014b;Sarmento, Fernandes & Trevisan, 2015). Apesar da crise económica afetar especialmente as crianças e as famílias de mais baixos recursos, e da sua gestão ter aumentado significativamente as desigualdades sociais, todas as crianças foram afetadas (Rodrigues, 2016).…”

Section: Introductionunclassified

A crise social desenhada pelas crianças: imaginação e conhecimento social

Sarmento

Trevisan

2017

Educ. rev.

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RESUMOA crise social e económica que tem atingido o mundo desde 2008, com efeitos especialmente sentidos nos países do Sul da Europa, causou impactos fortes e visíveis na infância, como o aumento das taxas efetivas e de risco de pobreza e a vulnerabilidade e a exposição a fatores de risco social e de perda consistente de direitos. A análise dessas incidências tem vindo a ser trabalhada num conjunto de relatórios nacionais e internacionais, de ONG's e estudos académicos. No entanto, poucos estudos têm dedicado atenção ao modo como a interpretação das representações das crianças sobre a crise é feita e sobre as expressões específicas que estas assumem na sua vida quotidiana. As crianças são capazes de observar os modos como a crise impacta o seu próprio grupo geracional, bem como os adultos que mais lhe são próximos. Da mesma forma, promovem interpretações económicas sobre os fenómenos, sejam elas mais "ingénuas" ou mais complexas. Este artigo incide sobre as representações das crianças sobre a crise social e económica em Portugal. São especialmente analisadas narrativas gráficas produzidas por crianças oriundas de classes trabalhadoras, com idades compreendidas entre os 6 e os 10 anos de idade. Por meio dessas narrativas, as crianças constroem formas visuais a partir da sua imaginação sobre a sua condição. Assim, a imaginação das crianças é um modo de acesso ao conhecimento na sociedade onde se inserem e aos seus modos próprios de compreensão de realidades complexas.Palavras-chave: Pobreza infantil. Narrativas gráficas. Crise económica. Infância.

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Child Well-Being in Advanced Economies in the Late 2000s

Cited by 12 publications

References 19 publications

The Ethical and Policy Implications of Research on Income Inequality and Child Well-Being

The Ethical and Policy Implications of Research on Income Inequality and Child Well-Being

Parental Social Support and Adolescent Well-Being: a Cross-Sectional Study in China

A crise social desenhada pelas crianças: imaginação e conhecimento social

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