Abstract
This chapter opens with a review of current conceptualizations of child well-being and a good childhood. It moves on to consider the origins and driving forces influencing the development of the field of child indicators. The incorporation of children’s subjective perspectives in measuring and monitoring their well-being is highlighted along with the concomitant challenges posed by this welcome development.
Recent evidence from a quantitative survey which consulted children found three key determinants of child well-being. Their relationships with family and positive relationships with friends were positive influences while peer bullying negatively affected their well-being. Bearing these findings in mind, a body of qualitative research findings where children were central informants was selected for an in-depth examination of how these three key areas impacted upon their well-being. The studies included children in the general population, children living in different family types, children with special needs, children living in families experiencing difficulties, as well as children living in out-of-home care.
Throughout the qualitative studies, there was clear evidence of the importance of relationships with family and friends. Children’s close relationships with both were characterized by a sense of trust. Shared activities were the vehicles for developing trust and learning about negotiation with others. Where children lived in different family types, the quality of their relationships rather than the structure was the critical factor. Acceptance and having close relationships with family and friends were equally important to children with special needs. Children living in families experiencing difficulties often had to balance feelings of loyalty to their parents with feeling unsafe and insecure at times. Developing and maintaining friendships was particularly challenging for these children. We gained a glimpse of the dilemmas these children face which should inform the development of support strategies. Finally, children in out-of-home care highlighted the importance of being able to develop trust in their social workers and carers and the impact of multiple moves of home and school on these developing relationships. Bullying and the fear of bullying was highlighted by the children in all of these circumstances as a constant preoccupation in their daily lives. One of the key messages from these studies was just how prevalent this issue is and how much of children’s energies are focused on preventing or combating it. Apart from seeking the support of parents, the development of strong friendships was viewed as the most successful strategy. On a more general note, children’s agency in their relationships and in keeping safe was clearly evident. It is argued that studies which place children’s perspectives at the center have an important part to play in informing policy development.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aldersen, P. (2008). Children as researchers: Participation rights and research methods. In P. Christensen & A. James (Eds.), Research with children: Perspectives and practices. London: Routledge.
Aldgate, J. (2010). Child well-being, child development and family life. In C. McAuley & W. Rose (Eds.), Child well-being–understandingchildren’s lives. London: Jessica Kingsley.
Aldgate, J., & Jones, D. P. H. (2006). The place of attachment in children’s development. In J. Aldgate, D. P. H. Jones, W. Rose, & C. Jeffery (Eds.), The developing world of the child. London: Jessica Kingsley.
Aldridge, J., & Becker, S. (2003). Children who care for parents with mental illness: The perspectives of young carers, parents and professionals. Bristol: Policy Press.
Andresen, S., Hurrelmann, K., & Schneekloth, U. (2012). Freedom and care: Theoretical and empirical aspects of children’s well-being in Germany. Child Indicators Research, 5(3), 437–448.
Ben-Arieh, A. (2005). Where are the children? Children’s role in measuring and monitoring their well-being. Social Indicators, 74(3), 573–596.
Ben-Arieh, A. (2008). The child indicators movement: Past, present and future. Child Indicators Research, 1, 3–16.
Ben-Arieh, A. (2010). Developing indicators for child well-being in a changing context. In C. McAuley & W. Rose (Eds.), Child well-being: Understanding children’s lives. London: Jessica Kingsley.
Bibby, A., & Becker, S. (Eds.). (2000). Young carers in their own words. London: Calouste Gulbenkian Foundation.
Blackman, l., Cromby, J., Hook, D., Papadopoulos, D., & Walkerdine, V. (2008). Creating subjectivities. Editorial. Subjectivity, 22, 1–27.
Bradshaw, J. (1990). Child poverty and deprivation in the UK. London: National Children’s Bureau.
Bradshaw, J., Rees, G., Keung, A., & Goswami, H. (2010). The subjective well-being of children. In C. McAuley & W. Rose (Eds.), Child well-being: Understanding children’s lives. London: Jessica Kingsley.
Brannen, J., Heptinstall, E., & Bhopal, K. (2000). Connecting children: Care and family life in later childhood. London: RoutledgeFalmer.
Bronfenbrenner, U. (1979). The ecology of human development: Experiment by nature and design. Cambridge: Harvard University Press.
Bronfenbrenner, U., & Morris, P. (1998). The ecology of developmental processes. In W. Damon & R. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development. New York: Wiley.
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology (Theoretical models of human development 6th ed., Vol. 1). New York: Wiley.
Bullock, R., Little, M., & Millham, S. (2001). Children’s return from state care to school. In S. Jackson (Ed.), Nobody ever told us school mattered: Raising the educational attainments of children in care. London: BAAF.
Casas, F. (2011). Subjective social indicators and child and adolescent well-being. Child Indicators, 4, 555–575.
Christensen, P., & James, A. (Eds.). (2009). Conducting research with children. London: Falmer Press.
Cleaver, H. (2000). Fostering family contact. London: The Stationery Office.
Cleaver, H., Unell, I., & Aldgate, J. (2012). Children’s needs – parenting capacity. Child abuse: Parental mental illness, learning disability, substance misuse and domestic violence. London: The Stationery Office.
Connors, C., & Stalker, K. (2003). The views and experiences of disabled children and their siblings: A positive outlook. London: Jessica Kingsley.
Connors, C., & Stalker, K. (2007). Children’s experiences of disability: Pointers to a social model of childhood disability. Disability and Society, 22(1), 19–33.
Counterpoint. (2008). Childhood wellbeing: Qualitative research study. London: DCSF.
Dunn, J. (2004). Children’s friendships: The beginnings of intimacy. Oxford: Blackwell.
Erhaut, G., & Whiting, R. (2008). What do we mean by ‘wellbeing’? And why might it matter? Research Report DCSF-RW073. London: Department for Children, Schools and Families.
Fattore, T., Mason, J., & Watson, E. (2007). Children’s conceptualisation(s) of their well-being. Social Indicators Research, 80, 5–29.
Fattore, T., Mason, J., & Watson, E. (2009). When children are asked about their well-being: Towards a framework for guiding policy. Child Indicators Research, 2, 57–77.
Fattore, T., Mason, J., & Watson, E. (2012). Locating the child centrally as subject in research: Towards a child interpretation of well-being. Child Indicators Research, 5(3), 423–435.
Frank, J. (1995). Couldn’t care more: A study of young carers and their needs. London: The Children’s Society.
Gorin, S. (2004). Understanding what children say: Children’s experiences of domestic violence, parental substance misuse and parental health problems. London: National Children’s Bureau.
Goswami, H. (2011). Social relationships and children’s subjective well-being. Social Indicators Research, 3, 575–588.
Greene, S. (2006). Child psychology: Taking account of children at last? Irish Journal of Psychology, 27, 8–15.
Howes, C. (1999). Attachment relationships in the context of multiple carers. In U. Cassidy & P. R. Shaver (Eds.), Handbook on attachment – theory, research and clinical applications. New York: The Guilford Press.
Jackson, S. (2001). The education of children in care. In S. Jackson (Ed.), Nobody ever told us school mattered: Raising the educational attainments of children in care. London: BAAF.
James, A., & Prout, A. (Eds.). (1997). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood. London: Falmer Press.
James, A., Jencks, C., & Prout, A. (1998). Theorising childhood. Cambridge: Polity Press.
Kellett, M. (2010). Empowering children and young people as researchers: Overcoming barriers and building capacity. Child Indicators Research, 4, 205–219.
Kellett, M. (2011). Rethinking children and research: Attitudes in contemporary society. London: Continuum.
Lau, Y. K. (2010). The impact of fathers’ work and family conflicts on children’s self-esteem: The Hong Kong case. Social Indicators Research, 95, 363–376.
Layard, R., & Dunn, J. (2009). A good childhood. London: Penguin.
Lobstein, T., & Frelut, M. L. (2003). Prevalence of overweight among children in Europe. Obesity Reviews, 4, 195–200.
Mason, J., & Hood, S. (2011). Exploring issues of children as actors in social research. Children and Youth Services Review, 33, 490–495.
Mayall, B. (2002). Towards a sociology for childhood: Thinking from children’s lives. Berkshire: Open University Press.
McAuley, C. (1996a). Children in long-term foster care: Emotional and social development. Aldershot: Avebury.
McAuley, C. (1996b). Children’s perspectives on long-term foster care. In M. Hill & J. Aldgate (Eds.), Child welfare services: Developments in law, policy, practice and research. London: Jessica Kingsley.
McAuley, C. (2005). Pathways and outcomes: A ten year follow-up study of children who have experienced care. Belfast: DHSSPSNI.
McAuley, C. (2006). Outcomes of long-term foster care: Young people’s views. In D. Iwaniec (Ed.), The child’s journey through care: Placement stability, care planning and achieving permanency. Chichester: Wiley.
McAuley, C. (2012). International advances in child well-being: Measuring and monitoring subjective well-being. Editorial. Child Indicators Research, 5(3), 419–421.
McAuley, C., & Davis, T. (2009). Emotional well-being and mental health of looked after children in England. In C. McAuley, P. Pecora, & J. Whittaker (Eds.), High risk youth: Evidence on characteristics, needs and promising interventions. Child and Family Social Work, Special Issue, 14(2), 147–155.
McAuley, C., & Rose, W. (2010a). Child well-being: Current issues and future directions. In C. McAuley & W. Ros (Eds.), Child well-being: Understanding children’s lives. London: Jessica Kingsley.
McAuley, C., & Rose, W. (Eds.). (2010b). Child well-being: Understanding children’s lives. London: Jessica Kingsley.
McAuley, C., McKeown, C., & Merriman, B. (2012). Spending time with family and friends: Children’s views on relationships and shared activities. Child Indicators Research, 5(3), 449–467.
Meltzer, H., Corbin, T., Gatward, R., Goodman, R., & Ford, T. (2003). The mental health of young people looked after by local authorities in England. London: The Stationery Office.
Morgan, R. (2005). Younger children’s views on every child matters. London: Children’s Rights Director, Commission for Social Care Inspection.
Morgan, R. (2006a). On being a carer. London: Children’s Rights Director, Commission for Social Care Inspection.
Morgan, R. (2006b). About social workers. London: Children’s Rights Director, Commission for Social Care Inspection.
Morgan, R. (2006c). Placements, decisions and reviews. London: Children’s Rights Director, Commission for Social Care Inspection.
Morgan, R. (2008). Children on bullying. London: Children’s Rights Director, Ofsted.
Morgan, R. (2009a). Care and prejudice. London: Children’s Rights Director, Ofsted.
Morgan, R. (2009b). Keeping in touch. London: Children’s Rights Director, Ofsted.
Morgan, R. (2009c). Children’s care monitor 2009. London: Children’s Rights Director, Ofsted.
Morgan, R. (2009d). Life in secure care. London: Children’s Rights Director, Ofsted.
Morgan, R. (2009e). Life in children’s homes. London: Children’s Rights Director, Ofsted.
Morgan, R. (2009f). Life in residential special schools. London: Children’s Rights Director, Ofsted.
Morgan, R. (2010). Children on rights and responsibilities. London: Children’s Rights Director, Ofsted.
Mullender, A., Hague, G., Imam, U., Kelly, L., Malos, E., & Regan, L. (2002). Children’s perspectives on domestic violence. London: Jessica Kingsley.
Newton, B., & Becker, S. (1996). Young carers in Southwark: The hidden face of community care. Loughborough: Loughborough University.
Pollard, E., & Lee, P. L. (2003). Child well-being: A systematic review of the literature. Social Indicators Research, 61, 59–78.
Pugh, G. (2010). Foreword. In C. McAuley & W. Rose (Eds.), Child well-being: Understanding children’s lives. London: Jessica Kingsley.
Quinton, D., Rushton, A., Dance, C., & Mayes, D. (1997). Contact between children placed away from home and their birth parents: Research issues and evidence. Clinical Child Psychology and Psychiatry, 2(3), 393–413.
Qvorturp, J., Bardy, M., Sgritta, G., & Winterberger, H. (Eds.). (1994). Childhood matters: Social theory, practice and politics. Aldershot: Avebury.
Roeters, A. (2011). Cross-national differences in the association between parental work hours and time with children in Europe: A multilevel analysis. Social Indicators Research. doi:10.1007/s11205-011-9949-8.
Rogers, M. (2012). “They are there for you”. The importance of neighbourhood friends to children’s well-being. Child Indicators Research, 5(3), 483–502.
Rowe, J., & Lambert, L. (1973). Children who wait. London: BAAF.
Shaw, C. (1998). Remember my messages: The experiences and views of 2,000 children in public care. London: Who Cares Trust.
Sinclair, I. (2005). Fostering now: Messages from research. London: Jessica Kingsley.
Sinclair, I., Wilson, K., & Gibbs, I. (2005). Foster placements: Why they succeed and why they fail. London: Jessica Kingsley.
Skuse, T., & Ward, H. (2003). Outcomes for looked after children: Children’s views of care and accommodation. Interim report. London: Department of Health
Spilsbury, J., Korbin, J., & Coulton, C. (2012). “Subjective” and “objective” views of neighbourhood danger and well-being: The importance of multiple perspectives and mixed methods. Child Indicators Research, 5(3), 469–482.
Stalker, K., & Connors, C. (2004). Children’s perceptions of their disabled siblings: She’s different but it’s normal for us. Children and Society, 18, 218–230.
UNICEF (2007). Child poverty in perspective: An overview of child well-being in rich countries. Innocenti Report Card 7. Florence: UNICEF.
UNICEF (2011). Childrens well-being in UK, Sweden and Spain: The role of inequality and materialism. Florence; UNICEF.
United Nations (1989). UN convention on the rights of the child.
Vygotsky, L. (1978). Interaction between learning and development. In L. Vygotsky (Ed.), Mind in society. Cambridge, MA: Harvard University Press.
Woodhead, M., & Faulkner, D. M. (2008). Subjects, objects or participants: Dilemmas of psychological research with children. In A. James & P. Christensen (Eds.), Research with children: Perspectives and practices. London: Routledge.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this entry
Cite this entry
McAuley, C., Rose, W. (2014). Children’s Social and Emotional Relationships and Well-Being: From the Perspective of the Child. In: Ben-Arieh, A., Casas, F., Frønes, I., Korbin, J. (eds) Handbook of Child Well-Being. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9063-8_162
Download citation
DOI: https://doi.org/10.1007/978-90-481-9063-8_162
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-9062-1
Online ISBN: 978-90-481-9063-8
eBook Packages: Humanities, Social Sciences and Law