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Well-being in adolescence: concepts and research results
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Well-being in adolescence: concepts and research results

Informacje ogólne

Kod przedmiotu: WF-PS-CASAS-ER Kod Erasmus / ISCED: 14.4 / (brak danych)
Nazwa przedmiotu: Well-being in adolescence: concepts and research results
Jednostka: Instytut Psychologii
Grupy: Grupa przedmiotów - oferta Erasmus
Punkty ECTS i inne: 8.00
Język prowadzenia: angielski
Poziom przedmiotu: zaawansowany
Symbol/Symbole efektów kształcenia: K_W02
K_W03
K_K03
Skrócony opis:

The first aim of this course is to introduce the historical background of the social indicators movement and the quality of life perspective, including its contribution to the analysis of social change and its evaluation. The concept of subjective well-being (SWB) will be considered in its historical perspective as a key component of quality of life. The second aim is to introduce the child indicators movement and the consequences of using subjective data provided by children. Some examples of unexpected results when asking children about their opinions, perceptions, evaluations and aspirations will be reviewed. Some psychometric instruments to measure children’s SWB will be presented and some results contributing to new knowledge about children’s SWB during the recent years will be analysed – one of them about the decreasing-with-age SWB during adolescence.

Pełny opis:

The first aim of this course is to introduce the historical background of the social indicators movement and the quality of life perspective, including its contribution to the analysis of social change and its evaluation. The concept of subjective well-being (SWB) will be considered in its historical perspective as a key component of quality of life. Different perspectives of different stakeholders when analysing social phenomena will also be considered.

The second aim is to introduce the child indicators movement and the consequences of using subjective data provided by children. Some examples of unexpected results when asking children about their opinions, perceptions, evaluations and aspirations will be reviewed. Some psychometric instruments to measure children’s SWB will be presented and some results contributing to new knowledge about children’s SWB during the recent years will be analysed – one of them about the decreasing-with-age SWB during adolescence. Practical and political consequences of having or not systematic data available about children’s and adolescents’ SWB in a country will be debated.

Content:

1. The social indicators movement: social change and its evaluation

2. The quality of life perspective

3. Subjective well-being as a key component of quality of life.

4. What happens when objective and subjective indicators offer contradictory results?

5. The child indicators movement

6. Articulating objective and subjective indicators to assess children’s well-being

7. Available international databases with data provided by children

8. Using subjective data provided by children: unexpected results

9. Psychometric instruments to measure children’s subjective well-being

10. Using indexes to assess SWB at population level

11. The goals of research on children or adolescents’ SWB

12. Cross-cultural comparison of children’s subjective well-being: Analysing Children’s Worlds project data

13. Longitudinal research

14. Qualitative and multi-method research

15. Future challenges

Literatura:

Ben-Arieh, A. (2008). The child indicators movement: Past, present and future. Child Indicators Research, 1, 3–16.

Ben-Arieh, A., Casas, F., Frones, I., & Korbin, J. (2013) (Eds.). Handbook of Child Well-Being. Dordrecht. Springer. ISBN: 978-90-481-9062-1

Casas, F. (2011). Subjective social indicators and child and adolescent well-being. Child Indicators Research, 4, 4, 555-575. DOI 10.1007/s12187-010-9093-z

Casas, F. (2016). Analysing the comparability of 3 multi-item subjective well-being psychometric scales among 15 countries using samples of 10 and 12-year-olds. Child Indicators Research, online first. DOI 10.1007/s12187-015-9360-0

Casas, F. (2016). Children, adolescents and quality of life: The social sciences perspective over two decades. En F. Maggino: A life devoted to quality of life. Festschrift in honor of Alex Michalos. Springer. Social Indicators Series, vol. 60, 3-21.

Casas, F., Bălţătescu, S., Bertrán, I., González, M. & Hatos, A. (2013). School satisfaction among adolescents: Testing different indicators for its measurement and its relationship with overall life satisfaction and subjective well-being in Romania and Spain. Social Indicators Research, 111, 665-681. DOI 10.1007/s11205-012-0025-9

Casas, F., Bello, A., González, M. & Aligué, M. (2013). Children’s Subjective Well-Being Measured Using a Composite Index: What Impacts Spanish First-Year Secondary Education Students’ Subjective Well-Being? Child Indicators Research, 6, 433–460. DOI 10.1007/s12187-013-9182-x

Casas, F., Coenders, G., González, M., Malo, S., Bertran, I. & Figuer, C. (2012). Testing the relationship between parents’ and their own children’s subjective well-being. Journal of Happiness Studies, 13, 1031-1051. DOI 10.1007/s10902-011-9305-3

Casas, F., & González-Carrasco, M. (2017). Subjective well-being decreasing with age: New research on children over 8. Child Development,

Casas, F., & González-Carrasco, M. (2017). School: one world or two worlds? Children’s perspectives. Children and Youth Services Review, in press.

González-Carrasco, M., Casas, F., Viñas, F., Malo, S., Gras, M.E., & Bedin, L. (2017a). What leads subjective well-being to change through adolescence? An exploration of potential factors. Child Indicators Research, 10, 33-66. Doi: 10.1007/s12187-015-9359-6.

González-Carrasco, M., Casas, F., Malo, S., Viñas, F., & Dinisman, T. (2017b). Changes in subjective well-being through the adolescent years: differences by gender. Journal of Happiness Studies, 18, 1, 63-88. DOI 10.1007/s10902-016-9717-1. ISSN 1389-4978.

Holte, A., Berry, M. M., Bekkhus, M., Borge, A. I. H., Bowes, L., Casas, F. et al. (2014). Psychology of child well-being. In A. Ben-Arieh, F. Casas, I. Frones, & J. E. Korbin, Handbook of Child Well-Being (pp. 555-631). Dordrecht: Springer.

Land, K.C., & Michalos, A.C. (2016). Fifty years after the social indicators movement: Has the promise been fulfilled? An assessment and an agenda fo the duture. In press.

Rees, G., & Main, G. (2015). Children’s views on their lives and well-being in 15 countries: A report on the Children’s Worlds survey, 2013-14. Children’s Worlds Project (ISCWeB). Retrieved from http://www.isciweb.org/_Uploads/dbsAttachedFiles/

ChildrensWorlds2015-FullReport-Final.pdf

Metody i kryteria oceniania:

Activities (discussions, short presentations on the state-of-art articles under guidance of lecturer) and written essay on a topic agreed with the lecturer.

Zajęcia w cyklu "Semestr letni 2017/18" (jeszcze nie rozpoczęty)

Okres: 2018-02-01 - 2018-06-30
Wybrany podział planu:


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zobacz plan zajęć
Typ zajęć: Wykład, 30 godzin, 20 miejsc więcej informacji
Koordynatorzy: Ferran Casas, Agnieszka Szymańska, Adam Świeżyński
Prowadzący grup: Ferran Casas, Agnieszka Szymańska, Adam Świeżyński
Lista studentów: (nie masz dostępu)
Zaliczenie: Egzaminacyjny
E-Learning: E-Learning (pełny kurs) z podziałem na grupy
Typ przedmiotu: fakultatywny dowolnego wyboru
Skrócony opis:

The first aim of this course is to introduce the historical background of the social indicators movement and the quality of life perspective, including its contribution to the analysis of social change and its evaluation. The concept of subjective well-being (SWB) will be considered in its historical perspective as a key component of quality of life. The second aim is to introduce the child indicators movement and the consequences of using subjective data provided by children. Some examples of unexpected results when asking children about their opinions, perceptions, evaluations and aspirations will be reviewed. Some psychometric instruments to measure children’s SWB will be presented and some results contributing to new knowledge about children’s SWB during the recent years will be analysed – one of them about the decreasing-with-age SWB during adolescence.

Pełny opis:

The first aim of this course is to introduce the historical background of the social indicators movement and the quality of life perspective, including its contribution to the analysis of social change and its evaluation. The concept of subjective well-being (SWB) will be considered in its historical perspective as a key component of quality of life. Different perspectives of different stakeholders when analysing social phenomena will also be considered.

The second aim is to introduce the child indicators movement and the consequences of using subjective data provided by children. Some examples of unexpected results when asking children about their opinions, perceptions, evaluations and aspirations will be reviewed. Some psychometric instruments to measure children’s SWB will be presented and some results contributing to new knowledge about children’s SWB during the recent years will be analysed – one of them about the decreasing-with-age SWB during adolescence. Practical and political consequences of having or not systematic data available about children’s and adolescents’ SWB in a country will be debated.

Content:

1. The social indicators movement: social change and its evaluation

2. The quality of life perspective

3. Subjective well-being as a key component of quality of life.

4. What happens when objective and subjective indicators offer contradictory results?

5. The child indicators movement

6. Articulating objective and subjective indicators to assess children’s well-being

7. Available international databases with data provided by children

8. Using subjective data provided by children: unexpected results

9. Psychometric instruments to measure children’s subjective well-being

10. Using indexes to assess SWB at population level

11. The goals of research on children or adolescents’ SWB

12. Cross-cultural comparison of children’s subjective well-being: Analysing Children’s Worlds project data

13. Longitudinal research

14. Qualitative and multi-method research

15. Future challenges

Literatura:

Ben-Arieh, A. (2008). The child indicators movement: Past, present and future. Child Indicators Research, 1, 3–16.

Ben-Arieh, A., Casas, F., Frones, I., & Korbin, J. (2013) (Eds.). Handbook of Child Well-Being. Dordrecht. Springer. ISBN: 978-90-481-9062-1

Casas, F. (2011). Subjective social indicators and child and adolescent well-being. Child Indicators Research, 4, 4, 555-575. DOI 10.1007/s12187-010-9093-z

Casas, F. (2016). Analysing the comparability of 3 multi-item subjective well-being psychometric scales among 15 countries using samples of 10 and 12-year-olds. Child Indicators Research, online first. DOI 10.1007/s12187-015-9360-0

Casas, F. (2016). Children, adolescents and quality of life: The social sciences perspective over two decades. En F. Maggino: A life devoted to quality of life. Festschrift in honor of Alex Michalos. Springer. Social Indicators Series, vol. 60, 3-21.

Casas, F., Bălţătescu, S., Bertrán, I., González, M. & Hatos, A. (2013). School satisfaction among adolescents: Testing different indicators for its measurement and its relationship with overall life satisfaction and subjective well-being in Romania and Spain. Social Indicators Research, 111, 665-681. DOI 10.1007/s11205-012-0025-9

Casas, F., Bello, A., González, M. & Aligué, M. (2013). Children’s Subjective Well-Being Measured Using a Composite Index: What Impacts Spanish First-Year Secondary Education Students’ Subjective Well-Being? Child Indicators Research, 6, 433–460. DOI 10.1007/s12187-013-9182-x

Casas, F., Coenders, G., González, M., Malo, S., Bertran, I. & Figuer, C. (2012). Testing the relationship between parents’ and their own children’s subjective well-being. Journal of Happiness Studies, 13, 1031-1051. DOI 10.1007/s10902-011-9305-3

Casas, F., & González-Carrasco, M. (2017). Subjective well-being decreasing with age: New research on children over 8. Child Development,

Casas, F., & González-Carrasco, M. (2017). School: one world or two worlds? Children’s perspectives. Children and Youth Services Review, in press.

González-Carrasco, M., Casas, F., Viñas, F., Malo, S., Gras, M.E., & Bedin, L. (2017a). What leads subjective well-being to change through adolescence? An exploration of potential factors. Child Indicators Research, 10, 33-66. Doi: 10.1007/s12187-015-9359-6.

González-Carrasco, M., Casas, F., Malo, S., Viñas, F., & Dinisman, T. (2017b). Changes in subjective well-being through the adolescent years: differences by gender. Journal of Happiness Studies, 18, 1, 63-88. DOI 10.1007/s10902-016-9717-1. ISSN 1389-4978.

Holte, A., Berry, M. M., Bekkhus, M., Borge, A. I. H., Bowes, L., Casas, F. et al. (2014). Psychology of child well-being. In A. Ben-Arieh, F. Casas, I. Frones, & J. E. Korbin, Handbook of Child Well-Being (pp. 555-631). Dordrecht: Springer.

Land, K.C., & Michalos, A.C. (2016). Fifty years after the social indicators movement: Has the promise been fulfilled? An assessment and an agenda fo the duture. In press.

Rees, G., & Main, G. (2015). Children’s views on their lives and well-being in 15 countries: A report on the Children’s Worlds survey, 2013-14. Children’s Worlds Project (ISCWeB). Retrieved from http://www.isciweb.org/_Uploads/dbsAttachedFiles/

ChildrensWorlds2015-FullReport-Final.pdf

Opisy przedmiotów w USOS i USOSweb są chronione prawem autorskim.
Właścicielem praw autorskich jest Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie.