No / This chapter opens with a review of current conceptualizations of child well-being and a good childhood. It moves on to consider the origins and driving forces influencing the development of the field of child indicators. The incorporation of children’s subjective perspectives in measuring and monitoring their well-being is highlighted along with the concomitant challenges posed by this welcome development. Recent evidence from a quantitative survey which consulted children found three key determinants of child well-being. Their relationships with family and positive relationships with friends were positive influences while peer bullying negatively affected their well-being. Bearing these findings in mind, a body of qualitative research findings where children were central informants was selected for an in-depth examination of how these three key areas impacted upon their well-being. The studies included children in the general population, children living in different family types, children with special needs, children living in families experiencing difficulties, as well as children living in out-of-home care. Throughout the qualitative studies, there was clear evidence of the importance of relationships with family and friends. Children’s close relationships with both were characterized by a sense of trust. Shared activities were the vehicles for developing trust and learning about negotiation with others. Where children lived in different family types, the quality of their relationships rather than the structure was the critical factor. Acceptance and having close relationships with family and friends were equally important to children with special needs. Children living in families experiencing difficulties often had to balance feelings of loyalty to their parents with feeling unsafe and insecure at times. Developing and maintaining friendships was particularly challenging for these children. We gained a glimpse of the dilemmas these children face which should inform the development of support strategies. Finally, children in out-of-home care highlighted the importance of being able to develop trust in their social workers and carers and the impact of multiple moves of home and school on these developing relationships. Bullying and the fear of bullying was highlighted by the children in all of these circumstances as a constant preoccupation in their daily lives. One of the key messages from these studies was just how prevalent this issue is and how much of children’s energies are focused on preventing or combating it. Apart from seeking the support of parents, the development of strong friendships was viewed as the most successful strategy. On a more general note, children’s agency in their relationships and in keeping safe was clearly evident. It is argued that studies which place children’s perspectives at the center have an important part to play in informing policy development.

Syftet studiens syfte var att belysa vilken betydelse fysisk beröring har för unga personer med bristande hälsa. Metoden var en litteraturstudie i form av en forskningsöversikt där 15 vetenskapliga artiklars resultatdelar analyserades. Resultatet Av analysen framkom fyra teman: Tillfrisknande, Stärkande av välbefinnande, Relationsskapande och Det svåra mötet, vilka redovisades som resultat. Diskussionen utgick från analysfynden, som ställdes mot en teoretisk referensram, byggd på psykoanalytikern Erik H Erikssons utvecklingsteorier. Slutsatser Beröringens betydelse innebar att unga i sin utveckling kan bli hjälpta att övervinna splittring i sin identitet genom att tillfriskna från ett liv av ohälsa och få ett liv med stärkt välbefinnande. Beröring kan även stärka den ungas självkänsla, självmedvetenhet och identitet då den hjälper den unga att hitta en positiv relation till sig själva och skapa samspel med sin omgivning. Unga personer som saknar grundläggande trohet till andra har svårt att ta emot beröring. Beröringen visar sig dock ha betydelsen att, då den ges på rätt sätt, kunna ge grundläggande trohet och välbefinnande i livet. / The aim of the study was to elucidate the meaning of physical touch for young people with lack of health. The method was a literature overview where the results of fifteen scientific articles were analysed. The result four themes emerged from the result: regain health, wellbeing, bonding relationships, and difficult encounters. The discussion was based on findings and Erik H Eriksson theory. Conclusions The meaning of touch was that youngsters in their development and their quest for identity could be helped to overcome the fragmentation of their identity by recovering from a life of illness and gain a life with enhanced wellbeing. Touch can also strengthening the sense of themselves, self-esteem and identity by building positive relationship with themselves and others. Young people who lack basic trust to people in their surroundings experience difficulties to embrace touch. The meaning of touch, when used correctly, had the ability to create basic allegiance and wellbeing.

No description available.

Beginning with a brief historical analysis of how the education system came to be and an analysis of culture, themes came forth demonstrating the White Anglo-Saxon Protestant (WASP) roots of education no longer align with the diversity of society. Parental engagement in education has been veered as a pillar of overall success; however, it was consistently view through a nonculturally responsive lens and geared toward early childhood and elementary education, leaving out high school as an equally important facet of a child’s development. Synthesizing the themes of cultural responsiveness, parental engagement, and positive relationships, a culturally responsive guide emerges to create a starting point for public high schools to serve their uniquely diverse populations in creation and promotion of parental engagement.

The significance of positive relationships, particularly between teachers and students, in fostering resilience among children is well-established. While various studies have delved into the dynamics and impacts of these relationships, there is a notable gap in research that directly assesses how teacher-student bonds influence students’ resilience levels. This study aims to bridge the gap by examining students’ perceptions of their relationships with teachers and how these perceptions correlate with their reported resilience levels. Participants (n = 59) included middle and high school students recruited from a school district in northeastern Mississippi. Participants completed surveys measuring their perception of their relationship with their most influential teacher from the current school year as well as a survey measuring their level of resilience. This was done by completing a Demographic Survey, the Student Perception of Affective Relationship with Teacher (SPARTS) measure, and the Resilience Scales for Children and Adolescents (RSCA) measure. Results indicated significant correlation between perceived closeness with teachers and resilience. By extending the use of the SPARTS measure to high school students, the current study contributes to understanding teacher-student relationships in older students, as well as promoting the overall significance of positive teacher-student interactions to cultivate resilience and improve life outcomes for students across all K-12 education levels. These findings have implications to promote the essential presence of positive teacher-student relationships to foster resilience and improve outcomes for all students.

No description available.