Children's Well-being in Developing Countries: A Conceptual and Methodological Review

Abstract

Monitoring, protecting and promoting 'well-being' is a central goal of child-focussed development work. However, the conceptualisation and measurement of well-being is led by competing adult-centred research paradigms and its applications in policy are equally contested. This article outlines some of the major debates, drawing on literatures as diverse as philosophy and economics, as a starting point for reviewing three contrasting approaches to researching children's well-being: indicator based, participatory and longitudinal. There are promising signs of integration among these approaches suggesting well-being has potential as a bridging concept that highlights diversity, inequality and agency in children's lives.Controˆler, prote´ger et promouvoir le 'bien-eˆtre' des enfants sont des objectifs centraux des travaux de de´veloppement axe´s sur l'enfance. Pourtant, la conceptualisation et mesure du bien-eˆtre sont marque´es par des paradigmes de recherche antagonistes axe´s sur les adultes, et leurs applications en termes de politiques font e´galement l'objet de de´saccords. Cet article pre´sente un aperc¸u des principaux de´bats, et sur la base de travaux effectue´s dans des domaines aussi divers que la philosophie et l'e´conomie, passe en revue trois approches contraste´es de recherche sur le bien-eˆtre des enfants: Une approche base´e sur des indicateurs, une approche participative et la troisie`me, longitudinale. Il existe des signes prometteurs d'inte´gration entre ces diffe´rentes approches, ce qui laisse a`penser que le bien-eˆtre peut potentiellement servir de concept charnie`re soulignant l'importance de la diversite´, l'ine´galite´et la capacite´d'action dans la vie des enfants

Reframing ‘well-being’ in schools: the potential of recognition

“…These two views have given rise to different research and knowledge interests that are in some ways divergent, and in others complementary. Nevertheless, both perspectives broadly incorporate notions of flourishing and thriving (Camfield et al, 2010).…”

“…While the discourse of 'wellbeing' may lend itself justly to capturing our aspirations for children and young people, the term is poorly defined and under-theorised (Amerijckx & Humblet, 2014;Camfield, Streuli, & Woodhead, 2010;McAuley & Rose, 2010). Hence, whilst reference to 'wellbeing' now pervades a considerable amount of policy nationally and internationally, writers such as Dinham (2006) suggest the term has joined 'community', 'participation' and 'empowerment' as a kind of 'hurrah' word that escapes meaning:…”

Wellbeing, academic buoyancy and educational achievement in primary school students

“…Since the 1960s psychologists have moved from a deficit model of wellbeing (Nettle, 2005) to one that views wellbeing as more than simply the absence of problems and that includes a range of positive feelings (Bowling, 2005;Sin, & Lyubomirsky, 2009, Diener, 1994 and the opportunity to live a 'flourishing life' through relationships with self, others and the environment (Gill, 2009). However, wellbeing continues to be variably and inconsistently defined, operationalized and studied which, unsurprisingly, has led to a research base that is diverse and at times unclear and discrepant (Morrow, & Mayall, 2009;Crivello, Camfield, & Woodhead, 2009;Coleman, 2009;Camfield, Streuli, & Woodhead, 2009;Pollard, & Lee, 2003).…”

“…The paper begins with an overview of the student wellbeing literature and a discussion of some of the limitations of the current conceptualisations of wellbeing. Despite the wealth of research surrounding student wellbeing, it remains a complex and multi-dimensional concept with no universally accepted definition (Coleman, 2009;Camfield, Streuli, & Woodhead, 2009;Columbo, 1986;Gutman, & Levy, 1982). Much of the research in the area is empirical and lacking a theoretical framework by which to fully understand the role of student wellbeing in relation to improving academic outcomes.…”

Impact of Family on Children’s Wellbeing

“…It can be measured at the level of individuals or society [and] it accounts for elements of life satisfaction that cannot be defined, explained or primarily influenced by economic growth (Camfield, Streuli, &Woodhead, 2010). Shin and Johnson (1978:478) have defined well-being form of happiness as "a global assessment of a person's quality of life according to his own chosen criteria".…”