Search the site

The University of Manchester Library

In April 2016 Manchester eScholar was replaced by the University of Manchester’s new Research Information Management System, Pure. In the autumn the University’s research outputs will be available to search and browse via a new Research Portal. Until then the University’s full publication record can be accessed via a temporary portal and the old eScholar content is available to search and browse via this archive.

An exploratory investigation into children’s concept of well-being, from a developmental perspective

Laverack, Michelle

[Thesis]. Manchester, UK: The University of Manchester; 2015.

Access to files

Abstract

Background: There is a considerable body of research linking child well-being with future outcomes for children. In recent years monitoring and promoting child well-being has been high on the UK government agenda and has attracted a great deal of theoretical interest. Despite existing research and given the importance of a precise definition, there remains a lack of knowledge about what well-being actually means to children.An independent literature search highlighted that while researchers have made some effort to understand what well-being means to children there are still significant gaps in the literature, including an understanding of how children’s views of well-being vary across different age groups.Participants: Nine participants were selected from three different age groups (four, seven and eleven year olds). The sample included a mix of males and females and all participants were reported to have adequate language skills and none were identified as having special educational needs.Method: This is a purely qualitative study utilising an in depth survey research design. Semi-structured interviews were carried out with each child and each participant was asked to take photographs of and describe artifacts which they considered to be important to their well-being.Analysis/ Findings: Data were analysed using thematic analysis. Data analysis was conducted in discrete data sets defined by age group. Then compared across age groups to gain understanding of how children’s views of well-being develop with age.Well-being appeared to be conceptualised as an evaluative judgement which was influenced by well-being domains/factors and emotional experience. The complexity of the children’s evaluative judgements appeared to become increasingly sophisticated with age. The four year olds were found to understand well-being in egocentric terms whereas the seven and eleven year olds seemed to understand well-being in terms of both their own experiences and the experiences of the perceived other. Two specific developmental considerations were identified which influenced the children’s evaluative judgements including individual difference and children’s views regarding their ideal life. In addition to this, the component ‘self-view’ was identified for the eleven year olds. Three domains of well-being were identified which included: ‘my relationships’, ‘my lifestyle and ‘myself’ and the individual factors relating to these domains appeared to vary and increase in complexity with age. The generalisability of these finding is critically considered within the limitations of the research design.Conclusion/Implications: The findings led to the development of an exploratory developmental model of child well-being. Suggestions are made for future research and potential implications for practice are considered.

Additional content not available electronically

audio recordings of interviews; children's photographs of people or discernible places

interview transcripts, tables of themes

Bibliographic metadata

Type of resource:
Content type:
Administered thesis
Form of thesis:
Traditional
Type of submission:
Doctoral level ETD - final
Thesis title:
An exploratory investigation into children’s concept of well-being, from a developmental perspective
Degree type:
Doctorate in Educational and Child Psychology
Degree programme:
Doctorate in Educational and Child Psychology
Publication date:
2015-08-10T16:26:10
Institution:
The University of Manchester
Location:
Manchester, UK
Total pages:
299
Abstract:
Background: There is a considerable body of research linking child well-being with future outcomes for children. In recent years monitoring and promoting child well-being has been high on the UK government agenda and has attracted a great deal of theoretical interest. Despite existing research and given the importance of a precise definition, there remains a lack of knowledge about what well-being actually means to children.An independent literature search highlighted that while researchers have made some effort to understand what well-being means to children there are still significant gaps in the literature, including an understanding of how children’s views of well-being vary across different age groups.Participants: Nine participants were selected from three different age groups (four, seven and eleven year olds). The sample included a mix of males and females and all participants were reported to have adequate language skills and none were identified as having special educational needs.Method: This is a purely qualitative study utilising an in depth survey research design. Semi-structured interviews were carried out with each child and each participant was asked to take photographs of and describe artifacts which they considered to be important to their well-being.Analysis/ Findings: Data were analysed using thematic analysis. Data analysis was conducted in discrete data sets defined by age group. Then compared across age groups to gain understanding of how children’s views of well-being develop with age.Well-being appeared to be conceptualised as an evaluative judgement which was influenced by well-being domains/factors and emotional experience. The complexity of the children’s evaluative judgements appeared to become increasingly sophisticated with age. The four year olds were found to understand well-being in egocentric terms whereas the seven and eleven year olds seemed to understand well-being in terms of both their own experiences and the experiences of the perceived other. Two specific developmental considerations were identified which influenced the children’s evaluative judgements including individual difference and children’s views regarding their ideal life. In addition to this, the component ‘self-view’ was identified for the eleven year olds. Three domains of well-being were identified which included: ‘my relationships’, ‘my lifestyle and ‘myself’ and the individual factors relating to these domains appeared to vary and increase in complexity with age. The generalisability of these finding is critically considered within the limitations of the research design.Conclusion/Implications: The findings led to the development of an exploratory developmental model of child well-being. Suggestions are made for future research and potential implications for practice are considered.
Additional digital content not deposited electronically:
audio recordings of interviews; children's photographs of people or discernible places
Non-digital content not deposited electronically:
interview transcripts, tables of themes
Keyword(s):
Thesis main supervisor(s):
Thesis co-supervisor(s):
Degree grantor:
Language:
en

Institutional metadata

University researcher(s):
Academic department(s):

Record metadata

Manchester eScholar ID:
uk-ac-man-scw:270282
Created by:
Laverack, Michelle
Created:
10th August, 2015, 15:26:10
Last modified by:
Laverack, Michelle
Last modified:
16th November, 2017, 12:38:04

Can we help?

The library chat service will be available from 11am-3pm Monday to Friday (excluding Bank Holidays). You can also email your enquiry to us.