The book presented here describes an outstanding attempt, not only to include children's views but to partner with children to develop the concept of well-being and to study the phenomenon as the children understand it. The authors do this by placing the concept of children's well-being within the existing discourses on the topic and by developing their unique theoretical approach to the concept. Then, and based on what children told them, the authors identify different domains and dimensions of children's well-being and touch upon its multifaceted nature. The book concludes with drawing research and policy implications from an integrated summary of the study's findings and lists indicator concepts that present an alternative framework and conceptualisation of well-being from a child standpoint.

Autorentext
Tobia Fattore is a Lecturer in the Department of Sociology, Macquarie University. His current research is in the broad areas of the sociology of childhood, sociology of work and political sociology. As well as his ongoing research interest in the sociological basis of children's well-being, his work also includes a study of children's work in developed economies that explores how transformations in employment structures have created different opportunities for children for social integration. He is also a coordinating researcher on the multi-national study Children's Understandings of Well-being - Global and Local Contexts' which involves a qualitative investigation into how children experience well-being from a comparative and global perspective, to explore the relative importance of local, regional and national contexts for children's well-being.
Jan Mason is Emeritus Professor at the Western Sydney University, where she was Foundation Professor of Social Work, 1995 to 2010. She was also Foundation Director of the Childhood and Youth Policy Research Unit and then the Social Justice and Social Change Research Centre at the University. Jan's employment prior to her university career, in various positions in the NSW Department of Community Services, informs her academic work. Her research focuses on linking theory, policy and practice on children's issues. She has published on child welfare and protection, child and family policy, child-adult relations, children's needs in care, kinship care, child well-being and researching with children. She is a member of the Board of the International Society for Child Indicators (ISCI) and an Expert Adviser to the research project, 'Children's Understandings of Well-being: Global and Local Contexts'.
Dr. Elizabeth Watson is a retired academic who most recently was Adjunct Research Fellow in the School of Social Sciences and Psychology and, before that, with the Social Justice andSocial Change Research Group at the University of Western Sydney (now Western Sydney University). She taught for many years at UWS. She has a particular interest in research methods, methodology, epistemology and ethics, especially in exploring ways of researching collaboratively with more marginalised groups. Her recent research has been in a number of social policy areas children's well-being, kinship care, care and caring work, including men's caring work, and women's human rights. Over the last 13 years, she has collaborated with both Jan Mason and Tobia Fattore in a number of research projects, of which the research underpinning this book has been the most significant.

Zusammenfassung

This book reports on the findings from a large, qualitative research project that set out to explore the views of children and young people across New South Wales, Australia on what constitutes their well-being. The research explores what meanings children and young people ascribe to the concept, and identifies key domains of well-being to be used to monitor the well-being of children, at a population level, throughout New South Wales (and beyond) in an ongoing way. The research was conducted by the New South Wales Commission for Children and Young People in collaboration with researchers from the Social Justice and Social Change Research Centre at the University of Western Sydney.

The methodology for the project involved children as co-constructors of knowledge at the data gathering and analysis stages of the project. Central to this collaborative approach was the iterative nature of our engagement and dialogue with the children, before and during our research interactions with them. The research was conducted over three stages involving either individual or group interviews and employing a range of task-oriented methods. A total of 123 children from both rural and urban locations in New South Wales participated in the first stage of the research. Of these, 92 children contributed to stage two and 53 to the final stage. The children, when initially recruited to the project, were aged between eight and fifteen.

Over the last 20 years there has been an increasing concern to measure children's health, welfare and well-being. Governments have responded to calls that early intervention and prevention have cost-benefits in the form of healthy, productive citizens and communities. As a consequence tertiary response and economic rationalist models of policy making are being moderated by well-being and primary prevention models. In parallel, the importance of children's participation, especially in decisions that affect their lives has been recognised and given impetus by the United Nations Convention on the Rights of the Child. Children are increasingly given a chance to express their ideas in various political forums, from the international to the local. Despite these shifts towards focussing on well-being and children's participation, very little research has drawn from both developments in endeavouring to find out what children think about what well-being means to them. Traditionally, adults have determined 'what's good for kids', where their best interests lie and what the priorities should be in policy areas of immediate concern to them.

This research was unique in that it has documented children's views about what constitutes well-being for them, what makes them 'feel good'. Two underlying aspects founded children's discussion of well-being, emotional life and the significance of important relationships. These two factors provided a medium that children used to discuss what was important to well-being and allowed children to integrate complex and contradictory experiences into their understanding of well-being Beyond or, rather, building on this foundation, were three additional critical factors: first, having power to take assert agency, to make choices; secondly, a sense of security and safety; and, thirdly, a positive sense of themselves as people. These three fundamental elements inform other factors children say are important to children's well-being such as, responding to adversity, attitudes to and having material and economic resources, physical health, interaction with their environments and social and moral responsibilities. These findings have formed the basis for the final stage of the research - the development of indicators for monitoring children's well-being. They have promoted international interest in the research and in the outputs of the individual researchers.

In a significant sense, the research can be described as comprising three outputs or sets of insights. The first, outlined above, is the detailed account of children's own understanding of what constitutes their well-being. This is essentially an ethnographic account: the findings reveal the meanings this group of children attach to well-being, how well-being is experienced in everyday life and what factors contribute to a sense of well-being. Epistemologically, it represents a body of knowledge which has been constructed from a children's standpoint, it sets out to give status to children's…