Camfield, L.; Streuli, N. and Woodhead, M. (2008). Children's Well-being in Contexts of Poverty: Approaches to Research, Monitoring and Participation. Young Lives.Full text available as:
PDF (Version of Record)
- Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
|Google Scholar:||Look up in Google Scholar|
Monitoring, protecting and promoting 'well-being' are central to realisation of children's rights. Yet definitions of the concept are both variable and can appear conceptually confused. Competing research paradigms engage with the concept and its measurement, while applications of well-being in policy are equally contested.
This paper outlines some of the major debates, as a starting point for reviewing three contrasting approaches to well-being: indicator-based, participatory and longitudinal research. In particular, it focuses on applications of the concept in contexts of child poverty worldwide. We suggest there are some promising signs of integration amongst these approaches, and argue that well-being does have potential as a bridging concept, at the same time highlighting inequalities, acknowledging diversities, and respecting children's agency.
|Copyright Holders:||2008 Young Lives|
|Extra Information:||PDF available (http://www.younglives.org.uk/pdf/publication-section-pdfs/technical-notes-pdfs/TN12-ChildWellBeing.pdf)|
|Keywords:||child poverty; child welfare|
|Academic Unit/Department:||Education and Language Studies|
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Wendy Hunt|
|Date Deposited:||12 Jun 2009 13:54|
|Last Modified:||23 Feb 2016 23:33|
|Share this page:|
► Automated document suggestions from open access sources
Download history for this item
These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.