Children's rights and their subjective well‐being from a multinational perspective

Casas, Ferrán; González-Carrasco, Mònica; Luna, Xevi

doi:10.1111/ejed.12294

Cited by 23 publications

(16 citation statements)

References 46 publications

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“…& Health: Several health-related factors including physical fitness (positive association) and illness or disease (negative association) have been found to relate to children's LS (Marques et al 2017;Klocke et al 2014;Kleszczewska et al 2018;Haanpää et al 2018;Lew et al 2018). & Time use (including ICT use): Time use, particularly in relation to ICT use, has been found to predict variation in LS, and also varies according to gender, thus potentially explaining gender differences in LS (Rees 2017;Larson and Verma 1999;Amin and Chandrasekhar 2012;Ersado 2005;Dornan and Woodhead 2015;Iannotti et al 2009;Fergusson et al 2015;Boniel-Nissim et al 2015) & Rights: Children's awareness of their rights as children and, especially, perceiving that these rights are respected by adults are positively associated with SWB (Casas et al 2018). & Gender and sexuality: Gender differences are common in studies of SWB (Rees and Main 2015).…”

Section: Other Factorsmentioning

confidence: 99%

Can Schools and Education Policy Make Children Happier? A Comparative Study in 33 Countries

Marquez

Main

2020

Child Ind Res

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Our understanding of child subjective well-being and how to promote it has improved substantially over the last decade. In relation to the role of education policy in shaping subjective well-being, although valuable research has been conducted, many questions remain unanswered. This paper aims to fill this gap by studying the links between education policy and students' life satisfaction. We use linear and multilevel regression to analyse PISA 2015 data on 15-year-old students in 33 countries. Our interest is in within society differences and how these vary across societies. We find that (1) there is an association between multiple education policy-relevant factors and students' life satisfaction, which is particularly prominent-and observed in a larger number of countries-in the domains of family relationships, schoolwork-related anxiety and bullying. Our models explain between one-fifth and one-third of the variation in students' life satisfaction. Results also indicate that (2) schools may play an important role in shaping students' life satisfaction. This is supported by evidence that these associations tend to vary by school; by evidence on the existence of school effects in all countries but two; and by the finding that a proportion-substantial in some countriesof the variation in students' life satisfaction is explained by differences between schools. Finally, we find that (3) in relation to both questions, there are important differences across societies. Overall, these results provide evidence that an association between education policy and children's subjective well-being seems to exist but is of a complex nature.

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Section: Other Factorsmentioning

confidence: 99%

Can Schools and Education Policy Make Children Happier? A Comparative Study in 33 Countries

Marquez

Main

2020

Child Ind Res

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“…This cross-sectional study enhances previous knowledge about the role of rights’ fulfillment in psychological functioning outcomes (Casas et al, 2018; Kutsar et al, 2019) in RC (Magalhães et al, 2018) by exploring the moderating role of supportive relationships and the association between rights’ fulfillment and youth psychological outcomes. This is a Portuguese based study, a context where the out-of-home care system is significantly different when compared to other European or US contexts (Del Valle & Bravo, 2013; ISS, 2019), as it is based mainly on RC.…”

Section: Current Studymentioning

confidence: 63%

“…Furthermore, studies with normative samples suggest that greater well-being is reported by youth who perceive that their rights are respected (Casas et al, 2018), and specifically the rights of protection, participation, and non-discrimination (Kutsar et al, 2019). It is expected that when young people feel that they are protected, cared about, listened to or treated fairly, their well-being is greater (Kutsar et al, 2019).…”

Section: Young People’s Rights and Psychological Functioning In Residential Carementioning

confidence: 99%

“…Exploring the role of young people’s rights and the association to psychological functioning is an increasingly pressing issue both with community samples (Casas et al, 2018) and with young people in residential care (RC) (Magalhães et al, 2016, 2018). This is consistent with a rights-based approach of young people’s functioning which explicitly explores the role of a system of ideas from treaties/legal documents, such as child rights on individual functioning (Chilton & Rose, 2009).…”

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confidence: 99%

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Youth’s rights and mental health: The role of supportive relations in care

Magalhães

Calheiros

Costa

et al. 2020

Journal of Social and Personal Relationships

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A rights-based approach calls for studies to explore further the extent to which rights’ fulfillment in residential care affects young people’s mental health. A focus on protective factors, such as supportive relations, can inform policies and practices in residential care which is critical for youths’ empowerment and adaptive outcomes. However, existing studies on social support are mainly descriptive and qualitative in nature or focus on the effect of support in mental health. This study builds upon and enhances existing knowledge by exploring the moderating role of social support from educators in residential care and the association between perceived rights and psychological difficulties. A sample of 366 adolescents (53% boys) in residential care ( M age = 14.82; SD = 1.81) were included in this study and completed self-reported measures on perceived rights, support in residential care and psychological difficulties. Social support moderated the relationship between the perception of rights regarding respectful system practices, autonomy and contact with family, as well as psychological difficulties. When greater social support was perceived by the adolescents, higher perceptions of respectful system practices and lower perceptions of autonomy and contact with family were associated with lower levels of psychological difficulties. Results provide evidence for the positive role of rights’ fulfillment in psychological functioning in residential care, as well as the protective role of supportive educators.

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“…A study of over 14,000 adolescents showed strong correlations between victimization and a loss of belief in others, alongside an increase in suicidality (Fullchange & Furlong, 2016); thus, youth may have benefited by rebuilding trust in adults and this may have played a role in the increases in perceptions of a positive school climate and greater social cohesion. Alternatively, as children become aware of their rights and see these being promoted by adults, their wellbeing also increases (Casas, González-Carrasco, & Luna, 2018).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

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Lambert¹,

Joshanloo²,

Warren³

et al. 2021

Preprint

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As positive psychology expands its range of strategies to raise levels of flourishing, many interventions have been identified with new ones emerging. The positive arts offer a new avenue; one such intervention is drama and theater that can benefit subjective and social wellbeing as these offer individuals the opportunity to empathize with others, as well as consider alternative ways to act and think. These can be valuable for bullying prevention. Kuwait's "Boomerang" anti-bullying theater program designed to increase social kindness is one such example. The tools of applied theater were taught to teachers and/or school counsellors of during a six day training workshop. They in turn, trained seven to ten students who were real life bullies, victims and bystanders in their respective schools to become actors in each school’s culminating theater play. Participating acting students and audience members were assessed to determine the effects of the program on perceptions of school kindness, depression, life satisfaction, subjective wellbeing, social cohesion and trust, perceptions of school climate. Data collection was conducted across 7 private middle and high schools, with the final pre-intervention sample consisted of a total of 216 participating students and 1207 observing students (N = 1423). The quasi-experimental study shows that the intervention was successful in increasing perceptions of social cohesion and trust, a positive school climate, and student life satisfaction; however, there were no significant effects on outcome variables. This multi-school intervention improved overall school climates and shows promise in addressing bullying behaviors.

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Children's rights and their subjective well‐being from a multinational perspective

Cited by 23 publications

References 46 publications

Can Schools and Education Policy Make Children Happier? A Comparative Study in 33 Countries

Can Schools and Education Policy Make Children Happier? A Comparative Study in 33 Countries

Youth’s rights and mental health: The role of supportive relations in care

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