Session Information
25 SES 11, Children’s Rights, Wellbeing and Protection
Paper Session
Contribution
Children’s wellbeing is of increasing interest to researchers, educationalists and policy makers. Many schools have undertaken to address student wellbeing utilising national, local and community provisions that either build protective factors, or reduce the risk factors at school and community level such as, bullying, depression or social disadvantage (Fraillon, 2004; Ryff, 1995). While these programs’ stated focus are on either the enhancement of positive wellbeing practices or the reduction and elimination of negative wellbeing factors, the term wellbeing itself remains an elusive concept without a common nor agreed definition. Consequently children’s wellbeing may actually be threatened by a protectionist view of UNCRC and the interpretation of Article 3 “best interests of the child”.
Based on a review of the relevant literature that addresses the various components of wellbeing, subjective wellbeing and mental health, we define wellbeing in terms of a process of accrual see (Swan and Sargeant, 2010). Accrued Wellbeing maintains an incremental baseline that is informed and developed linearly with age and experience. AWB fluctuates between the threatened and heightened states of subjective wellbeing but cannot be extinguished, except by death. As such, support services that focus on wellbeing need to carefully consider each individuals personal circumstance, age, context, experiences and environment when providing support or educational services.
Accrued Wellbeing (AWB) is the overall holistic subjective experience or state of wellbeing that can be heightened or threatened depending on how the individual responds to, and experiences a range of inputs or stimuli. The nature and degree of input at a given time can influence an individuals’ fluctuating self assessment of wellbeing however, while there may be threats in the short term to the individuals’ overall wellbeing, their Accrued Wellbeing (AWB) may differ.
The three distinct elements that underpin wellbeing; emotional, physical and cognitive wellbeing can, and often will intersect. As such, wellbeing should be viewed as the state of an individual affected by these elements, within which, the range of wellbeing descriptors can reside. When considering children, Pollard and Lee, (2003, p. 69) noted “wellbeing is often framed within a model of child deficits rather than a model of child strengths. This emphasis might lead researchers, policymakers, and practitioners to focus research and intervention efforts on children’s deficits and discount the potential to identify and promote children’s strengths.”
Children’s wellbeing is also considered in terms of well becoming, seeing children’s role as preparation for adulthood as opposed to their present lives (Crivello, Camfield and Woodhead, 2009; Fattore, Mason and Watson, 2007). A parallel dilemma occurs when considering the applications of the articles of the UNCRC. In many contexts the overriding condition on children’s provision, participation and protection falls under the notion of best interest of the child. However, varying interpretations of the “best interests” model may be counterproductive and restrictive in applying the convention. This paper will discuss the common and competing notions of children’s rights, wellbeing and “best interests” and will provide a framework that better meets the best interests of the child as intended by the UNCRC.
Method
Expected Outcomes
References
Crivello, G, Camfield, L & Woodhead, M 2009, ‘How can children tell us about their well-being? Exploring the potential of participatory research approaches within Young Lives’, Social Indicators Research, vol. 90, pp. 51 – 72. Diener, E & Oishi, S 2005, ‘The non-obvious social psychology of Happiness’, Psychological Inquiry, vol. 16, no. 4, pp. 162 – 167. Fattore, T, Mason, J & Watson, E 2007, ‘Children’s conceptualization(s) of their well-being,’ Social Indicators Research, vol. 80, pp. 5 – 29. Fraillon, J 2004, ‘Measuring student well-being in the context of Australian schooling: Discussion paper’. Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). Australia: ACER. Michalos, A C 2008, ‘Education, Happiness and Wellbeing,’ Social Indicators Research, vol. 87, pp. 347-366. Nussbaum, 2003, Upheavals of Thought: The Intelligence of Emotions (2001) Cambridge University Press: USA. Pollard, E L & Lee, P D 2003, ‘Child well-being: a systematic review of the literature’, Social Indicators Research, vol. 61, pp. 59 – 78. Rathi, N and Rastogi, R 2007 ‘Meaning in life and psychological well-being in pre-adolescents and adolescents.’ Journal of the Indian Academy of Applied Psychology, vol. 33, no. 1, pp. 31 – 38. Ryff, CD & Singer, B 1998, ‘The contours of positive human health’. Psychological Inquiry, vol. 9, no. 1, pp. 1 – 28. Sargeant, J 2010 ‘The altruism of pre-adolescent children’s perspectives on ‘worry’ and ‘happiness’ in Australia and England’ Childhood, vol. 17, no. 3, pp. 411-425. Sargeant, J 2007 Children being children: the value of an ‘importance filter’, Journal of Student Wellbeing, vol. 1, no. 1, pp. 15 – 30. Swan, JK & Sargeant, J 2010 ‘Towards a workable definition of child wellbeing’ Paper presented at Australian Association for Research in Education 2010: Making a Difference. Melbourne, VIC: AARE.
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