When Children are Asked About Their Well-being: Towards a Framework for Guiding Policy

By Toby Fattore, J. Mason, Elizabeth A Watson. 2009

302 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/61d30ea037cdb46cdc340a24bc56830ba6f3bafe

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Citations in the corpus

Children's play, well-being and involvement: how children play indoors and outdoors in Norwegian early childhood education and care institutions (2019, background): “Children’s well-being depends on their ability to exert influence and have some control of situations – their feeling of mastery and involvement (Fattore et al., 2009; Laevers, 1997).”
Positive Indicators of Child Well-Being: A Conceptual Framework, Measures, and Methodological Issues (2011, background): “Furthermore, relationships have been found to be of the highest importance to children in studies which ask children to define what makes them flourish in their own lives (Fattore et al. 2009; Mathews et al, 2006; Hanafin, and Brooks 2005).”
Children’s Subjective Well-Being Measured Using a Composite Index: What Impacts Spanish First-Year Secondary Education Students’ Subjective Well-Being? (2013, result): “Other results are consistent with qualitative research developed in a few countries, particularly in relation to the importance of having enough material resources and of safety and security for children’s well-being (Fattore et al. 2009; Andresen and Fegter 2011).”
How to Grow up Happy: An Exploratory Study on the Meaning of Happiness from Children’s Voices (2011, background): “that children understand their well-being as complex and multi-faceted, that children’s perspectives validate and confirm existing measures of well-being but also extend and challenge these understandings by giving new meaning to issues already in our focus and by drawing our attention to issues tha”
Wellbeing in schools: what do students tell us? (2018, background): “They also address a consistent call in the literature to identify domains in ways that are intelligible, deepen our understandings and can be acted upon (for example, Fattore et al. 2007, 2009; Skattebol et al. 2013; Soutter et al. 2011).”