Abstract
Well-being is characterized by the capacity to actively participate in work and recreation, create meaningful relationships with others, develop a sense of autonomy and purpose in life, and to experience positive emotions. Well-being varies with age, and with personality and age-related attributes such as educational attainment and health status that are known to be shaped by early life experience. Thus we argue for a life course approach that investigates how experiences from the beginning of life promote (or threaten) the development and maintenance of overall well-being, and its physiological, cognitive and psychosocial components. A life course perspective has been actively promoted by many disciplines within the behavioural, biomedical and social sciences (Cairns et al. 1996; Magnusson 1996; Panter-Brick and Worthman 1999; Giele and Elder 1998; Kuh and Ben-Shlomo 2004). Investigating the independent, cumulative and interactive effects of risk and protective factors at each life stage on later health or well-being is methodologically challenging (De Stavola et al. 2006). Up until now more attention has been paid to chains of risk leading to chronic disease or functional loss in later life rather than to protective chains that promote long-term well-being. The life course approach can, and should, accommodate both types of outcome.
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© 2007 Stephani Hatch, Felicia A. Huppert, Rosemary Abbott, Tim Croudace, George Ploubidis, Michael Wadsworth, Marcus Richards and Diana Kuh
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Hatch, S. et al. (2007). A Life Course Approach to Well-Being. In: Haworth, J., Hart, G. (eds) Well-Being. Palgrave Macmillan, London. https://doi.org/10.1057/9780230287624_11
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