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TERM 2_Developmental > What is Well-Being > Flashcards

What is Well-Being Flashcards

1
Q

According to Fattore, what do children identify as the three major domains in wellbeing?

A

Positive sense of self / agency / safety and security

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2
Q

How can we measure children’s understanding of well-being?

A

Looking at how it is linked to relationships

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3
Q

What other, minor themes, do children identify as well-being - according to Fattore’s research?

A

Activities / adversity / material and economic resource / physical environments / physical health / social responsibility and moral agency

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4
Q

What did Patalay find about how children’s mental illness and wellbeing correlated?

A

Weakly correlated (r = 0.2)

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5
Q

What are the three approaches to health?

A

Complete state model, pathogenic model, salutogenic model?

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6
Q

What does the complete state model suggest?

A

Presence of positive functioning and human capacity and the absence of disease

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7
Q

What does the pathogenic model suggest?

A

The absence of disease

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8
Q

What does the salutogenic model suggest?

A

The presence of positive states of functioning capacities

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9
Q

What does Denier suggest, is included in a new focus on well-being?

A

The study of happiness

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10
Q

What does Cowan suggest, is included in a new focus on well-being?

A

Studying optimal development

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11
Q

What does Morrow suggest, is included in a new focus on well-being?

A

A focus on quality of life

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12
Q

What are the 4 subsections of well-being?

A

Objective, subjective, hedonic and eudaimonic

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13
Q

What 5 characteristics make up well-being?

A

Flourishing / meaningful relationships / positive emotions / sense of accomplishment / engagement

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14
Q

What are the objective characteristics of well-being?

A

Social and economic / poverty / health / family structures / educational achievement

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15
Q

What are the subjective characteristics of well-being?

A

Evaluations of ones life as a whole - the different aspects

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16
Q

What are the hedonic characteristics of well-being?

A

Life satisfaction (feeling good / positive emotions / life satisfaction / pleasure)

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17
Q

What are the eudaimonic characteristics of well-being?

A

Psychological well-being (feeling well / positive social functioning / being engaged / realising life potential / living according to values)

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18
Q

According to Ryan and Deci, what are the 3 basic needs for well-being?

A

Autonomy, competence, relatedness

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19
Q

According o Keyes, what does flourishing constitute of?

A

High eudaimonic and high hedonic well-being

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20
Q

What levels of hedonic and eudaimonic well-being are associated with mental illness?

A

High hedonic and low eudiamonic

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21
Q

High hedonic and eudaimonic =

Low hedonic and eudaimonic =

A

Flourishing / languishing

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22
Q

In the Components of Self-Reported Well Being, what follows on from hedonic?

A

Affective and cognitive

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23
Q

What should measures of child well-being focus on?

A

Physical, emotional, social, subjective, objective and quality of life beyond survival

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24
Q

What can impact the measuring consistency of well-being?

A

The lack of an agreed definition

25
Q

What type of well-being does the Warwick Edinburgh Mental Well Being Scale measure?

A

Eudaimonic

26
Q

What type of well-being does the Good Child Index measure?

A

Subjective well-being

27
Q

What well-being scale measures objective and subjective well-being?

A

UNICEF Report Card Series

28
Q

What do the UNICEF reports show about the trend in child well-being?

A

UK children have the lowest well-being - unhappiest, poorest and least well educated among the developed countries

29
Q

What does The Good Child Report show about the trend in child well-being?

A

Decrease in happiness with life as a whole and with friends / no change in happiness with schoolwork, appearance or family

30
Q

In The Good Child Report, what gender differences are found?

A

Boys are happier with life as a whole / girls are happier with school / boys are happier with appearance (gap is closing)

31
Q

What are NEF’s Five Ways to Well Being?

A

Connect, be active, take notice, keep learning, give

32
Q

What is Dodge’s Model of Well Being? What did he find?

A

The well-being seesaw, between resources and challenges / Boosting resources can support well-being

33
Q

What are the 3 components of the resources and challenges in the well-being seesaw?

A

Psychological, social, physical

34
Q

How do ecological models view well-being?

A

Multiple interacting domains influence well-being / some are closer and some are more distant

35
Q

What ecological factors are closer to the child?

A

Family and peers

36
Q

What ecological factors are more distant to the child?

A

Wider community and the neighbourhood

37
Q

What does Bronfenbrenner say about the ecological systems theory?

A

All the systems influence each other and influence the child themselves

38
Q

What are the 5 systems in Bronfenbrenner’s Ecological Systems Theory?

A

Microsystem, mesosystem, ecosystem, macrosystem, chronosystem

39
Q

What happens at the microsystem level? (example)

A

Where the child interacts directly with people and activities (family)

40
Q

What happens at the mesosytem level? (example)

A

Intercorrelated between two or more microsystem’s (family and school)

41
Q

What happens at the exosystem level? (example)

A

When the child doesn’t interact with, but is directly involved with (parents work)

42
Q

What happens at the macrosystem level? (example)

A

The broader context (social)

43
Q

What happens at the chronosystem level?

A

Changes over time

44
Q

According to Diener, what factors are associated with well-being, in adults?

A

Spending time with family and friends / extroversion / absence of psychopathology

45
Q

According to Suldo, what factors are associated with well-being, in adolescence?

A

High social support / low neuroticism / high self-efficacy

46
Q

According to Roberts, what factors are associated with well-being, in children?

A

Family functioning / material deprivation / peers and school / neighbourhood

47
Q

How does well-being change with age?

A

Declines

48
Q

According to Suldo, how does well-being change with age?

A

Peaks around age 12 - declines to its lowest at age 16

49
Q

What does Roberts say about how well-being changes with age?

A

Age does relate to well-being, but differences disappear when controlling for social and environmental factors

50
Q

According to Guttman, what can cause greater than average decreases in well-being?

A

SEN, material depression, stressful life events

51
Q

According to Guttman, what can cause greater than average increases in well-being?

A

Infant school attainment and positive early friendships

52
Q

What does Guttman say about the effect of positive well-being in one domain?

A

Positive well-being in one domain can predict greater than average positive changes in another domain

53
Q

What are the limitations, when investigating the age trend in child well-being?

A

Narrow definitions of well-being / confounding well-being with absence of mental illness

54
Q

What does Keye’s, suggest about well-being and mental illness in adults?

A

The two domains are very different / rated adults well-being as flourishing or languishing, but only 28% of those in languishing had a mental illness

55
Q

What does Suldo, suggest about well-being and mental illness in adolescence?

A

Low rates of psychopathology, even in those with only moderate life satisfaction

56
Q

According to the Children’s Society, what is a consequence of poor well-being?

A

Later mental health problems

57
Q

According to Layard, what is a consequence of poor well-being?

A

Negative adult life satisfaction

58
Q

According to Gutman, what is a consequence of poor well-being?

A

Negative educational outcomes

TERM 2_Developmental (6 decks)

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