“…Giving and receiving love and happiness was also important ( n = 26) as children said that wellbeing is to have people that “ make you smile and laugh ”, “to give you kisses, hugs and cuddles ”, but also “ to make sure that people around you are happy too ”. This reflects previous studies which asked children about their wellbeing and which also found that a sense of safety and security was among the most important indicators of wellbeing (Fane et al, 2020 ; Fattore et al, 2009 ; Coverdale & Long, 2015 ). Image 1: Sources of support (family, friends, pets).…”
Section: Resultssupporting
confidence: 84%
“…At the earlier stages of research, the assessment of children’s wellbeing was made by adults (i.e. parents, teachers) (Fane et al, 2020 ). However, research exploring children’s perceptions has evolved in recent years with increasing acknowledgment that children have a substantial insight into their own wellbeing (Andresen et al, 2019 ).…”
Section: Introductionmentioning
confidence: 99%
“…Barratt Hacking et al, 2007 ). As such, this move in psychology towards capturing children’s voices as to what constitutes wellbeing, and how they perceive their own wellbeing (Andresen & Fegter, 2011 ; Fane et al, 2020 ; Fattore et al, 2017 ; Laurens et al, 2017 ; Redmond et al, 2016 ) is long overdue.…”
Section: Introductionmentioning
confidence: 99%
“…Findings from studies that have investigated children’s perspectives suggest that emerging indicators of wellbeing fall under the following domains: relationships with family and friends; school and local environment (broadly conceived but mostly focused on social environment); physical, emotional and material wellbeing; and self-perception (Fane et al, 2020 ; Fattore et al, 2009 ; Coverdale & Long, 2015 ; Steckermeier, 2018 ; Andresen & Fegter, 2011 ; Children’s society, 2012 ). However, many of these have been overlooked in the existing policy and social indicator frameworks (Fane et al, 2020 ). What also appears to be missing is integration with the importance of nature and the arts, as we began to argue above.…”
Section: Introductionmentioning
confidence: 99%
“…What also appears to be missing is integration with the importance of nature and the arts, as we began to argue above. Former studies have commonly used open questions within interviews and focus groups (Fane et al, 2020 ; Fattore et al, 2009 ; Andresen & Fegter, 2011 ); the absence of analysis relating to nature and the arts, therefore, suggests that these aspects of wellbeing might not be commonly articulated by children. In this study, we are keen to understand why this might be the case, and to use a wider range of methods to explore whether children communicate different things verbally and non-verbally.…”
Previous research on children’s wellbeing indicators has focused extensively on adults’, rather than children’s perspectives, despite there being a broad consensus that children’s conceptualisations differ significantly from adults’. In response, this study aimed to explore what constitutes children’s wellbeing through their drawings and discussions. Ninety-one seven and eight-year old children from two primary schools in areas of relatively high deprivation in eastern England participated in this study. We identified indicators of wellbeing that were made explicit in children’s drawings, such as the need for safety, happiness and positive relationships, but also indicators that remained rather implicit, such as the environment and nature. The drawings in particular illustrated that children’s perceptions of wellbeing were subject to the affordances of their favourite spaces for emotional, mental physical and material wellbeing. Access to nature and outdoor spaces was interconnected with all these affordances. We analysed these findings through the theoretical lenses of positive psychology, self-actualisation, social mentality and the human-nature relationship. We argue that making nature explicit, and restoring the interconnectedness between the arts
and
nature in the current literature, should be a key priority for future research and practice on children’s wellbeing indicators.
“…Giving and receiving love and happiness was also important ( n = 26) as children said that wellbeing is to have people that “ make you smile and laugh ”, “to give you kisses, hugs and cuddles ”, but also “ to make sure that people around you are happy too ”. This reflects previous studies which asked children about their wellbeing and which also found that a sense of safety and security was among the most important indicators of wellbeing (Fane et al, 2020 ; Fattore et al, 2009 ; Coverdale & Long, 2015 ). Image 1: Sources of support (family, friends, pets).…”
Section: Resultssupporting
confidence: 84%
“…At the earlier stages of research, the assessment of children’s wellbeing was made by adults (i.e. parents, teachers) (Fane et al, 2020 ). However, research exploring children’s perceptions has evolved in recent years with increasing acknowledgment that children have a substantial insight into their own wellbeing (Andresen et al, 2019 ).…”
Section: Introductionmentioning
confidence: 99%
“…Barratt Hacking et al, 2007 ). As such, this move in psychology towards capturing children’s voices as to what constitutes wellbeing, and how they perceive their own wellbeing (Andresen & Fegter, 2011 ; Fane et al, 2020 ; Fattore et al, 2017 ; Laurens et al, 2017 ; Redmond et al, 2016 ) is long overdue.…”
Section: Introductionmentioning
confidence: 99%
“…Findings from studies that have investigated children’s perspectives suggest that emerging indicators of wellbeing fall under the following domains: relationships with family and friends; school and local environment (broadly conceived but mostly focused on social environment); physical, emotional and material wellbeing; and self-perception (Fane et al, 2020 ; Fattore et al, 2009 ; Coverdale & Long, 2015 ; Steckermeier, 2018 ; Andresen & Fegter, 2011 ; Children’s society, 2012 ). However, many of these have been overlooked in the existing policy and social indicator frameworks (Fane et al, 2020 ). What also appears to be missing is integration with the importance of nature and the arts, as we began to argue above.…”
Section: Introductionmentioning
confidence: 99%
“…What also appears to be missing is integration with the importance of nature and the arts, as we began to argue above. Former studies have commonly used open questions within interviews and focus groups (Fane et al, 2020 ; Fattore et al, 2009 ; Andresen & Fegter, 2011 ); the absence of analysis relating to nature and the arts, therefore, suggests that these aspects of wellbeing might not be commonly articulated by children. In this study, we are keen to understand why this might be the case, and to use a wider range of methods to explore whether children communicate different things verbally and non-verbally.…”
Previous research on children’s wellbeing indicators has focused extensively on adults’, rather than children’s perspectives, despite there being a broad consensus that children’s conceptualisations differ significantly from adults’. In response, this study aimed to explore what constitutes children’s wellbeing through their drawings and discussions. Ninety-one seven and eight-year old children from two primary schools in areas of relatively high deprivation in eastern England participated in this study. We identified indicators of wellbeing that were made explicit in children’s drawings, such as the need for safety, happiness and positive relationships, but also indicators that remained rather implicit, such as the environment and nature. The drawings in particular illustrated that children’s perceptions of wellbeing were subject to the affordances of their favourite spaces for emotional, mental physical and material wellbeing. Access to nature and outdoor spaces was interconnected with all these affordances. We analysed these findings through the theoretical lenses of positive psychology, self-actualisation, social mentality and the human-nature relationship. We argue that making nature explicit, and restoring the interconnectedness between the arts
and
nature in the current literature, should be a key priority for future research and practice on children’s wellbeing indicators.
ZusammenfassungDie vielfach belegten günstigen Effekte von Naturerfahrungen bei Kindern machen die Annahme plausibel, dass sich eine naturnahe Umgebung auch positiv auf die Gesundheit im Kindesalter auswirkt, also auch ein Beitrag zur Gesundheitserhaltung und -prävention sein kann. Die Befunde zu gesundheitsfördernden Wirkungen von Natur sind bemerkenswert und werden hier mit dem Fokus auf seelische Gesundheit akzentuiert und theoretisch fundiert.Grundlage ist ein sogenanntes dreidimensionales Persönlichkeitsmodell, demzufolge die seelische Entwicklung nicht nur eine Funktion der Beziehung des Subjekts zu anderen Menschen, sondern auch zur Welt der Dinge, also auch der Natur ist. Es werden zudem 3 Erklärungsansätze für die gesundheitlichen Wirkungen von Naturerfahrungen skizziert: 1. die anthropologisch fundierte „Stress Recovery Theory“, 2. die „Attention Restoration Theory“ und 3. die Annahme, dass Natur als ein Symbolvorrat für Selbst- und Weltdeutungen die Sinnkonstituierung der Subjekte begleiten kann („therapeutische Landschaften“).Es wird v. a. auf die gesundheitlichen Wirkungen von erreichbaren naturnahen Freiräumen eingegangen, wobei der Forschungsstand für Erwachsene weitaus reichhaltiger ist als für Kinder. Im Hinblick auf die seelische Gesundheit bzw. auf deren Einflussgrößen werden die folgenden Dimensionen mit empirischen Ergebnissen ausgeführt: Stressreduktion, antidepressive und stimmungsaufhellende Wirkung, prosoziales Verhalten, Aufmerksamkeit und ADHS (Aufmerksamkeitsdefizit-Hyperaktivitätsstörung), kognitive Entwicklung, Selbstwert und Selbstregulation, Naturerfahrung und Bewegung. Aus salutogenetischer Sicht wirkt Natur nicht deterministisch auf die Gesundheit, sondern gewissermaßen beiläufig, wenn naturnahe Freiräume erreichbar sind und genutzt werden. Diese Beiläufigkeit der Wirkung von Naturerfahrungen ist bei möglichen therapeutischen oder pädagogischen Interventionen zu bedenken.
A growing body of research highlights the importance of increasing children’s involvement in the measurement of their wellbeing. Using data from Australia, this paper outlines the first known attempt to apply an existing participatory wellbeing framework to an existing longitudinal dataset to measure child wellbeing over time. This approach enables analysis of the key areas where life could be improved for children based on what they themselves value, an examination of whether children are having wellbeing needs met in multiple dimensions and over time, and an exploration into the later wellbeing impacts of early life experiences. The results highlighted some areas of concern for children and young people in Australia, including the low proportion meeting the wellbeing threshold in health, and the high level of inequality within material basics when this is examined over time. We apply the indicator set to examine the implications of being born into monetary poverty on later wellbeing outcomes. Being born into poverty was associated with poorer outcomes in almost all wellbeing areas (Loved & Safe, Material Basics, Learning and Participating) by age 6–7 years. While some of these associations diminished as children got older, being born into poverty had a continued relationship with poorer outcomes in Material Basics and Participating in all time points examined (up until age 12–13). In sum, this paper provides an illustration of how a child participatory wellbeing framework can be applied to a longitudinal dataset to measure wellbeing over time, highlighting how this approach can help to ensure policy more effectively creates measurable and meaningful change for children and young people.
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