By Colette McAuley, Wendy Rose, Gillian Pugh
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Even after twenty years of kid's rights and new pondering formative years, childrens are nonetheless often obvious as apolitical. around the world there was a starting to be emphasis on 'participation', yet a lot of this can be adult-led, and areas for kid's person and collective autonomy are limited.
A brand new institution 12 months and new associates for everyone's favourite lecture room puppy! Humphrey is worked up to come again to Room 26 and spot all his outdated classmates. yet at the first day of college, a host of wierd little ones arrive and regardless of how loudly he squeaks up, they do not discover they're within the unsuitable room! eventually Humphrey realizes that those childrens are his new classmates, and he units off to profit all approximately them.
A very important modern dynamic round little ones and adolescents within the international North is the a number of ways in which have emerged to watch their improvement, behaviour and personality. specifically disabled young ones or kids with strange developmental styles can locate themselves surrounded through a number of practices wherein they're tested.
Extra info for Child Well-Being: Understanding Children's Lives
A focus on improving outcomes for children, young people and their families based on a shared understanding of well-being. 2. A common approach to gaining consent and sharing information where appropriate. 3. An integral role for children, young people and families in assessment, planning and intervention. 4. A co-ordinated and uniﬁed approach to identifying concerns, assessing needs, agreeing actions and outcomes, based on the well-being indicators. 5. Streamlined planning, assessment and decision-making processes that lead to the right help at the right time.
The United Nations Convention on the Rights of the Child (UNCRC) clearly offers a normative framework for understanding child well-being with its emphasis on: establishing basic rights for all children; seeing children as citizens in their own right; giving equal weight to a range of interrelated rights; and having their views taken into account on matters directly affecting them. It has been argued that it is these ideas that have led to current conceptualisations of well-being, which are inclusive of all children, start from the child as the focus of analysis, adopt an ecological model of development (Bronfenbrenner 1979), recognise the many dimensions of children’s lives, and see children as acting and interacting with multiple inﬂuences in their environment (Ben-Arieh 2008).
In the light of the growing consensus of the centrality of family to children’s well-being, we have decided to devote the greater part of this chapter to examining what we do know about children’s views on families, signiﬁcant others and their wider emotional life from a range of studies and consultations that have directly asked children about these matters. Initially, we look at children living in different family types and the family life of disabled children, and then we move on to examine what we know from studies where children are living in difficult family circumstances.