Making Child Well-Being Data Work Hard: Getting from Data to Policy and Practice

Axford, Nick; Hobbs, Tim; Jodrell, David

doi:10.1007/s12187-012-9163-5

Cited by 5 publications

(2 citation statements)

References 38 publications

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“…However, the information is rarely used at the individual level to improve a child's mental health or to plan the demand for mental health services within a local authority area (Axford et al 2013).…”

Section: Looked After Children In Englandmentioning

confidence: 99%

Looked after Children and Young People in England: Developing Measures of Subjective Well-Being

2016

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Section: Looked After Children In Englandmentioning

confidence: 99%

Looked after Children and Young People in England: Developing Measures of Subjective Well-Being

2016

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“…A major concern within this sector is the persistent disconnect between research and practice (Abdul‐Adil and others, ; Cocker and Scott, ; Guerra and others, ). In some cases, research findings are presented in ways that are not accessible to service providers and/or not transferable to care settings (Axford and others, ). In part, this disconnect may be the result of how social inclusion or exclusion are defined, limited understanding of its implications and complexities, and/or a lack of awareness about how it affects the daily lives of children with disabilities and their families.…”

Section: Introductionmentioning

confidence: 99%

Defining Social Inclusion for Children with Disabilities: A Critical Literature Review

2017

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Social inclusion is a complex and often misunderstood concept. For children with disabilities, research has documented the degree of loneliness, bullying and exclusion they often experience in their social lives. This paper presents the findings of a critical literature review on the social inclusion of children with disabilities. Study methods comprised rigorous criteria for study selection followed by established protocols for evaluating studies. Reputable rating scales were used to examine peer-reviewed research published within the last 10 years. Fifty-four studies were analyzed for essential themes. Findings reflect a broad range of stakeholder perspectives and factors that promote or inhibit social inclusion, including child-specific variables as well as environmental influences. Additional research should focus on the perspectives and experiences of children in inclusive settings, particularly those with disabilities, as a means of safeguarding their future social and emotional well-being. © 2017 John Wiley & Sons Ltd and National Children's Bureau Keywords: children, disabilities, peers, social inclusion, social relationships, stigma. BackgroundEstimates of worldwide child disability rates are speculative and dated; however, UNICEF estimates that approximately 93 million (1 in 20) of people aged 14 or younger live with a moderate or severe disability (UNICEF, 2013). In the USA, 5.2 per cent (2.8 million) of the 53.9 million school-aged children (aged 5-17) were reported to have a disability in 2010 (Disability Characteristics, American Community Survey, 2010). For comparison, Human Resources and Skills Development Canada (2011) indicates that 202 350 children (3.7%, aged 0-14 years) and 96 060 teens (4.6%, aged 15-19 years) in Canada have a disability. The most commonly diagnosed disabilities among children include learning, communication and developmental disabilities, while children are also commonly diagnosed with physical disabilities (US Census Bureau, 2010).'Social inclusion' is a multifaceted and largely subjective construct (Le Boutillier and Croucher, 2010). It is often described in opposition to 'social exclusion', which refers to the stigmatisation or marginalisation of certain groups based on particular characteristics, such as socioeconomic status, race, gender or disability. For children with disabilities, social inclusion requires overcoming significant social, economic and political barriers to achieve meaningful involvement in society (Hill and others, 2004). This can involve the ability to make friends, participate in community activities, engage in leisure and play, and have access to quality inclusive practices in the classroom. Social inclusion, therefore, establishes a basis for overall well-being and is a critical component of becoming a valued and contributing member of the community (Mâsse and others, 2012;Murray and Greenberg, 2006).Although children with disabilities value peer relationships and participation in community activities, they continue to experience low levels of ...

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Making Child Well-Being Data Work Hard: Getting from Data to Policy and Practice

Cited by 5 publications

References 38 publications

Looked after Children and Young People in England: Developing Measures of Subjective Well-Being

Looked after Children and Young People in England: Developing Measures of Subjective Well-Being

Defining Social Inclusion for Children with Disabilities: A Critical Literature Review

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