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Positive Indicators of Child Well-Being: A Conceptual Framework, Measures, and Methodological Issues

Abstract

This article suggests a comprehensive conceptual framework which identifies constructs for positive well-being as well as potential indicators and extant measures that fit with those constructs. In addition, the article reviews existing data sources for examples of positive measures that are found in the proposed framework as well as research studies that have been successful in measuring these indicators. The article then notes the data and measurement gaps that exist in comprehensively measuring the positive in children and youth. Finally, it identifies a number of conceptual and methodological issues that need consideration as efforts to define and measure positive indicators of well-being and well-becoming go forward. We argue that positive indicators represent good science, reflect and promote a positive vision of children, and establish positive goals for nations.

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Correspondence to Hugh McIntosh.

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Adaptation of original working paper: Lippman, L. H., Moore, K. A., & McIntosh, H. (2009, October). Positive Indicators of Child Well-Being: A Conceptual Framework, Measures and Methodological Issues, Innocenti Working Paper No. 2009-21, UNICEF Innocenti Research Centre, Florence, Italy.

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Lippman, L.H., Moore, K.A. & McIntosh, H. Positive Indicators of Child Well-Being: A Conceptual Framework, Measures, and Methodological Issues. Applied Research Quality Life 6, 425–449 (2011). https://doi.org/10.1007/s11482-011-9138-6

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Keywords

  • Child well-being
  • Indicators
  • Positive child development
  • Child well-being frameworks