Multifaceted Concept of Child Well-Being

Ben‐Arieh, Asher; Casas, Ferrán; Frønes, Ivar; Korbin, Jill E.

doi:10.1007/978-90-481-9063-8_134

Cited by 202 publications

(177 citation statements)

References 41 publications

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“…It not only encompasses material well-being (measured by income poverty and deprivation indicators) but also includes relationships, child education, child physical and mental health, housing and living environment, risk and safety, and subjective well-being (Ben-Arieh et al 2014;B r a d s h a w2015;G u i o et al 2012; Main and Bradshaw 2012;U N I C E F2007, 2016). There has been growing interest in child deprivation indicators in the Asian context.…”

Section: Introductionmentioning

confidence: 99%

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Material Well-being, Social Relationships and Children’s Overall Life Satisfaction in Hong Kong

Lau

Bradshaw

2016

Child Ind Res

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There has been growing research interest into child poverty and child wellbeing in Asia. However the development of qualitative and quantitative data in the field predominately adopts 'expert-led' or adult-derived measures of child poverty. This article aims to explore variations in children's overall life satisfaction by their sociodemographic characteristics and social relationships in Hong Kong. Data used in this article is drawn from the first wave of the Strategic Public Policy Research (SPPR) project-'Trends and Implications of Poverty and Social Disadvantages in Hong Kong: A Multi-disciplinary and Longitudinal Study'. This article reports, for the first time evidence based on a child-derived material deprivation index -thereby addressing the limitations in traditional adult-derived child poverty measures. The study found that child deprivation explained more of the variation in children's overall life satisfaction than traditional adult-reported income poverty. Further analyses showed that children's perceived positive relationships with family and teachers, perceived strong social support from family, and experience of being bullied were associated with their life satisfaction.

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Section: Introductionmentioning

confidence: 99%

“…Studies provided evidence that incorporating objective indicators of well-being and subjective measures of the quality of life contribute to a better understanding of its determinants, moving beyond family income and material deprivation (Ben-Arieh et al 2014;Currie et al 2012;Go sw am i2014; Pople et al 2015;Stig li tzetal .2010).…”

Section: Introductionmentioning

confidence: 99%

Material Well-being, Social Relationships and Children’s Overall Life Satisfaction in Hong Kong

Lau

Bradshaw

2016

Child Ind Res

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“…The literature review revealed that the classification of criteria and subthemes is rather heterogeneous and that there is currently no generally accepted classification scheme [32,38,58,59]. There are discrepancies in the literature with regard to the identification of relevant themes, subthemes and criteria.…”

Section: Heterogeneous Classification Of Relevant Aspectsmentioning

confidence: 99%

“…Furthermore, different approaches for addressing certain themes are used. For example, the theme education can be approached by evaluating the subtheme school attainment or the subtheme attendance of basic education [59]. Thus, this paper proposes a consistent classification scheme based on existing literature (see Tables 3-6).…”

Section: Heterogeneous Classification Of Relevant Aspectsmentioning

confidence: 99%

Assessing Child Development: A Critical Review and the Sustainable Child Development Index (SCDI)

2015

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Abstract:Children are an important stakeholder group for sustainable development, as they represent the interface between current and future generations. A comprehensive assessment of child development (CD) in the context of sustainable development is still missing. In this paper, as a first step, a literature review is conducted to identify relevant aspects and gaps related to the assessment of CD. The main issues of CD are categorized into seven themes: health, education, safety, economic status, relationships, participation, and newly proposed environmental aspects. The corresponding subthemes and criteria are classified accordingly (e.g., nutrition, child mortality, immunization, etc., are assigned to the theme health). However, gaps in current studies, such as the heterogeneous classification of relevant aspects, regional and societal bias in addressing certain aspects, the limited number of subthemes, and criteria and the missing inclusion of environmental aspects impede the assessment of sustainable child development. To address the existing gaps, a comprehensive framework, the Sustainable Child Development Index (SCDI), is proposed. The SCDI is based on sustainable development as the core value, considers relevant aspects of CD with regard to newly-proposed environmental aspects and includes 26 aspects on an outcome and 37 indicators on a context level to tackle the heterogeneous classifications and interdependencies of relevant aspects. The proposed index intends to strengthen the stakeholder perspective of children in sustainability assessment. OPEN ACCESSSustainability 2015, 7 4974

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“…Wellbeing is defined as general happiness and the ability to achieve dreams, develop the sense of self and the absence of pain or discomfort (Ben-Arieh, Casas, Frønes & Korbin, 2014). Research has indicated that, for many school students on the Autism spectrum, a combination of bullying, learning difficulties and mental health issues can reduce their general wellbeing while at school (Hedges et al, 2014;Howe & Stagg, 2016).…”

Section: Experiences At School For Students On the Autism Spectrummentioning

confidence: 99%

An exploration from a life course perspective of the transition from school for autistic young people

Taggart¹

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The transition from school is a feature of typical adolescence, but can be challenging for autistic young people. While their experiences at school can be difficult, schools also afford structure and routine and can provide external support for young autistic people and their families. They provide reasonably predictable social networks as well as opportunities to encounter others outside of the family. Upon leaving school, autistic young people lose ready access to expected routines and established social groups and often disengage from the community. For many, the transition from school is confusing and stressful.In this thesis, I explore, from a life course perspective, the transition from school for autistic young people without intellectual impairment. Life transitions involve relinquishing some roles and adopting others. Adopting new roles such as worker, homemaker, parent and spouse, which are more complex and less predictable than the role of school child, can be problematic for autistic young people. For example, the unpredictability of interview processes and environments (e.g., the questions to be asked, bright lights, distracting noises) can make getting a job difficult. Difficulties identifying and responding to unspoken social rules and workplace routines can result in loss of employment.The transition from school is one of many turning points within a person's whole life.This transition follows experiences earlier in life (e.g., childhood and at school) and precedes later life stages. It also occurs in particular social and historical contexts.

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Multifaceted Concept of Child Well-Being

Cited by 202 publications

References 41 publications

Material Well-being, Social Relationships and Children’s Overall Life Satisfaction in Hong Kong

Material Well-being, Social Relationships and Children’s Overall Life Satisfaction in Hong Kong

Assessing Child Development: A Critical Review and the Sustainable Child Development Index (SCDI)

An exploration from a life course perspective of the transition from school for autistic young people

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Multifaceted Concept of Child Well-Being

Cited by 202 publications

References 41 publications

Material Well-being, Social Relationships and Children’s Overall Life Satisfaction in Hong Kong

Material Well-being, Social Relationships and Children’s Overall Life Satisfaction in Hong Kong

Assessing Child Development: A Critical Review and the Sustainable Child Development Index (SCDI)

An exploration from a life course perspective of the transition from school for autistic young people ​​​​​​​

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An exploration from a life course perspective of the transition from school for autistic young people