Springer Children’s Understandings of Well-being: Towards a Child Standpoint: 14 (Children’s Well-Being: Indicators and Research, 14)

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.   Review “Academics and postgraduate students will appreciate its disciplinary contribution and advancement of the field of child well-being; practitioners and policy makers will find use in its practical application and tangible outputs that can be used to improve the lives of children. Fattore et al.’s (2016) Child Standpoint Theory is likely to become a key epistemological and theoretical framework for understanding children’s well-being.” (Shazly Savahl, Applied Research in Quality of Life, Vol. 12, 2017) From the Back Cover 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.   About the Author 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 Contex