Advances in Children's Rights and Children's Well-Being Measurement: Implications for School Psychologists

Autor/inn/en	Kosher, Hanita; Jiang, Xu; Ben-Arieh, Asher; Huebner, E. Scott
Titel	Advances in Children's Rights and Children's Well-Being Measurement: Implications for School Psychologists
Quelle	In: School Psychology Quarterly, 29 (2014) 1, S.7-20 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000051
Schlagwörter	Childrens Rights; Well Being; Measures (Individuals); School Psychology; School Psychologists; International Organizations; Trend Analysis; Enrollment Trends; Definitions; Social Indicators; Counselor Role + Suchen Sie Ihr Suchwort? 'Children''s rights'; Kindesrecht; Well-being; Wellness; Wohlbefinden; Messdaten; Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; International organisation; International organisations; International organization; Internationale Organisation; Trendanalyse; Begriffsbestimmung; Social indicator; Sozialer Indikator
Abstract	Recent years have brought important changes to the profession of school psychology, influenced by larger social, scientific, and political trends. These trends include the emergence of children's rights agenda and advances in children's well-being measurement. During these years, a growing public attention and commitment to the notion of children's rights has developed, which is best expressed in the United Nations Convention on the Rights of the Child. The Convention outlines the conditions necessary to ensure and promote children's well-being and calls for the ongoing monitoring of children's well-being for accountability purposes. We articulate advances in children's rights and children's well-being measurement in the context of children's schooling experiences in general and for school psychology in particular. We highlight implications for the assessment roles of school psychologists, who occupy a unique position at the intersection of multiple subsystems of children's overall ecosystems. We argue that the synergy between a rights-based agenda and advances in children's well-being assessment methodology can provide valuable opportunities for school psychology. This synergy can help school communities establish perspective and goals for children's well-being in rights respecting ways, using the most promising well-being assessment strategies. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01