Developing a Monitoring System for Indicators in Middle Childhood: Identifying Measures

Moore, Kristin Anderson; Vandivere, Sharon; Atienza, Astrid; Thiot, Tatia

doi:10.1007/s12187-008-9010-x

Cited by 5 publications

(7 citation statements)

References 62 publications

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“…The particular categories and labels vary, but similar broad domains tend to be widely employed Federal Interagency Forum on Child and Family Statistics, 2013;Lippman et al, 2009Lippman et al, , 2011Moore, Vandivere, Atienza, & Thiot, 2008;Zigler & Bishop-Josef, 2006). As noted, we are also adding a fifth category, relationships, because relationships have been identified as a critical element of child well-being and a critical antecedent of educational and life success Lippman et al, 2009 …”

Section: Whole Child Perspectivementioning

confidence: 99%

Improving Outcome Measures Other Than Achievement

2015

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Research indicates that educational, economic, and life success reflect children's nonacademic as well as academic competencies. Therefore, longitudinal surveys that assess educational progress and success need to incorporate nonacademic measures to avoid omitted variable bias, inform development of new intervention strategies, and support mediating and moderating analyses. Based on a life course model and a whole child perspective, this article suggests constructs in the domains of child health, emotional/psychological development, educational achievement/attainment, social behavior, and social relationships. Four critical constructs are highlighted: self-regulation, agency/motivation, persistence/diligence, and executive functioning. Other constructs that are currently measured need to be retained, including social skills, positive relationships, activities, positive behaviors, academic self-efficacy, educational engagement, and internalizing/ emotional well-being. Examples of measures that are substantively and psychometrically robust are provided.

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Section: Whole Child Perspectivementioning

confidence: 99%

Improving Outcome Measures Other Than Achievement

2015

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“…A very limited number of studies have focused on children in specific age groups and adolescents in particular. Moore et al (2008b) present a rare example of an age-specific child poverty study with an ageappropriate construct of child poverty by focusing on middle childhood (ages 6-11). The rationale for this age-specific study follows from the acknowledgment that middle childhood is a unique developmental period and that a lack of attention can lead to harmful consequences in adolescent and adult life (Moore et al 2008b).…”

Section: Adolescence Poverty and Well-beingmentioning

confidence: 99%

“…Moore et al (2008b) present a rare example of an age-specific child poverty study with an ageappropriate construct of child poverty by focusing on middle childhood (ages 6-11). The rationale for this age-specific study follows from the acknowledgment that middle childhood is a unique developmental period and that a lack of attention can lead to harmful consequences in adolescent and adult life (Moore et al 2008b). The authors emphasize that further testing of the scarce and scattered age-specific studies on child well-being is necessary (Moore et al 2008a, b).…”

Section: Adolescence Poverty and Well-beingmentioning

confidence: 99%

“…The authors emphasize that further testing of the scarce and scattered age-specific studies on child well-being is necessary (Moore et al 2008a, b). The study by Moore et al (2008b) builds on work by Moore et al (2008a), who construct a child well-being index for children in middle childhood (6-11) and in adolescence (12-17). Although the theoretical framework is based on the premise that separate items should be included for different age groups in order to be "[…] were reflective of the associated developmental capacities and needs of early and middle childhood and adolescence" (Moore et al 2008a), the same set of indicators are de facto used for both age groups due to data availability issues.…”

Section: Adolescence Poverty and Well-beingmentioning

confidence: 99%

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Girls in Transition—How to Build Evidence and Gain Insight

Roelen

2011

Child Ind Res

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As a result of the increased acknowledgment that children deserve a special focus in poverty measurement, the range of measures aiming to capture the specific nature of child poverty and vulnerability has increased in size and scope over the last few years. Despite evidence that the timing of poverty matters and that children in different age brackets have different needs, child poverty approaches are largely developed for children as a homogenous group with limited age diversification. This paper aims to address this gap within the debate on child poverty and well-being measurement and presents an explorative study to assess and investigate the issues related to the measurement of poverty and vulnerability of a specific group in society, namely adolescent girls, on the basis of a standardized and widely available household survey. The Multiple Indicator Cluster Survey (MICS) 2006 data is used to investigate the specific situation of adolescent girls in Vietnam. The proposed conceptual framework is multidisciplinary and multidimensional in nature and incorporates issues of wellbecoming as well as well-being. Findings suggest that a diversified child poverty approach has the potential to capture and provide insight into issues specifically relevant for a particular group in society. Nevertheless, more debate is required to address the appropriate balance between the desire to draw a broadly interpretable picture on general conceptions of a specific group in society versus the acknowledgment of the complex and diverse realities that children in this group face. Future research should also be directed towards addressing the data limitations for diversified child poverty approaches.

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“…an indicator is simply "a measure that summarizes information relevant to a particular phenomenon, or a reasonable proxy for such a measure" (Jenkins, 1990, p. 501). indicators have been widely hailed as a means of spurring policy change on behalf of children (Ben-arieh, 2008a(Ben-arieh, , 2008bJunek, 2012;moore & theokas, 2008;moore, Vandivere, atienza, & thiot, 2008). there are also ample public data in canada, collected for other purposes but potentially available for secondary analysis and indicator development (Black, mcgrail, Fooks, Baranek, & maslove, 2005).…”

mentioning

confidence: 99%

Creating Comprehensive Children's Mental Health Indicators for British Columbia

WaddellCharlotte¹,

ShepherdCody²,

ChenAlice³

et al. 2013

Canadian Journal of Community Mental Health

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canada urgently requires a population health approach to children's mental health-promoting health and preventing disorders, in addition to providing treatment. Underpinning this approach, indicators could enable population monitoring, thereby informing ongoing public investments. to investigate potential indicators for British columbia, we developed a comprehensive population health framework, established selection guidelines, reviewed data sources, and identified sample indicators. while 15 survey and administrative sources yielded 90 indicators, there were significant imbalances in coverage of the framework. to create truly comprehensive children's mental health indicators, we therefore recommend collecting new data, enhancing existing data sources, and evaluating existing programs. RéSuMé en matière de santé mentale des enfants, il est urgent que le canada se dote d'une approche axée sur la santé de la population si nous voulons favoriser la santé et prévenir les problèmes en plus d'offrir des traitements. cette approche devrait s'appuyer sur des indicateurs qui permettraient de faire un suivi de la santé de la population, et donc de guider les investissements publics en cours. dans cette étude, dans le but de suggérer de tels indicateurs pour la colombie-Britannique, nous avons conçu un cadre visant à donner une vue d'ensemble de la santé de la population, élaboré des lignes directrices pour le choix des indicateurs, évalué des sources de données et déterminé des indicateurs possibles. nous avons ainsi retenu 15 enquêtes charlotte waddell, canada research chair in children's health Policy, children's health Policy centre, Faculty of health sciences, simon Fraser University. cody a. shepherd, children's health Policy centre, Faculty of health sciences, simon Fraser University. alice chen, Faculty of health sciences, simon Fraser University. michael h. Boyle, canada research chair in social determinants of child health, offord centre for child studies, Faculty of health sciences, mcmaster University.we are grateful to our funders, British columbia's ministry of children and Family development and the human early learning Partnership. we also thank Kimberley mcewan, Jayne Barker, wayne Jones, and British columbia's child and Youth mental health network for their contributions to this project.

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Developing a Monitoring System for Indicators in Middle Childhood: Identifying Measures

Cited by 5 publications

References 62 publications

Improving Outcome Measures Other Than Achievement

Improving Outcome Measures Other Than Achievement

Girls in Transition—How to Build Evidence and Gain Insight

Creating Comprehensive Children's Mental Health Indicators for British Columbia

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