Studying at York
Wellbeing of Children & Young People - SPY00020H
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2024-25 |
Module aims
The aim of the module is to introduce students to the key debates around child well-being and how it is conceptualised and measured internationally. However, it is not easy to measure the well-being of children and young people, so students will critically examine how this has been done through the use of Indexes and objective and subjective measures (asking children directly about their lives). In addition, the module aims to support students’ learning by providing opportunities to interrogate and synthesise the evidence provided by key organisations such as the OECD and UNICEF. It is a highly (inter)active module and on a weekly basis students will engage in exercises that will enhance their employment skills. Students will:
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Work individually and in groups to interpret primary documents that provide measurements of children’s well-being internationally.
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Synthesise the evidence and present it through the use of graphs and charts.
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Manage their own time in producing accounts of the evidence and in meeting deadlines for formative work.
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Work on the detail to understand the more technical aspects of how well-being is measured and be able to explain that to others.
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Take responsibility for their own learning by choosing a set of domains to critically examine in their summative module assessment.
Module learning outcomes
By the end of this module, you will be able to:
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Understand different ways in which well-being can be conceptualised and measured.
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Appreciate the policy importance of measuring child-well-being.
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Be familiar with the main international data sources on well-being.
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Have competence in understanding the evidence in at least three domains of well- being.
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Have experience in presenting evidence on different domains of well-being.
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Be able to interpret graphs and charts and apply them to discussions, presentations and assessments.
Module content
The content is comparative in scope and students will explore the following topics:
- The conceptualisation of child-well-being and the underpinning theoretical debates about what it is and how we can we best measure it.
- Child poverty and material deprivation
- Children’s physical health
- Children’s risky behaviours (consumption of drugs, alcohol and unprotected sexual intercourse)
- Educational performance
- Children’s own views about their well-being, including; relationships with family and friends, their sense of autonomy and what they think of their appearance.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
Written feedback for the formative assessment will be provided in week 6 or 7. Essay feedback will be given in accordance with the University Policy on feedback in the Guide to Assessment as well as in line with the School policy.
Indicative reading
Bradshaw, J (ed) (2016) The well-being of children in the UK, 4th Edition London: Save the Children.
Bradshaw, J. and Richardson, D. (2009) An index of child well-being in Europe, J. Child Indicators Research, 2, , 319-
351.
https://link.springer.com/article/10.1007/s12187-009-9037-7
Rees, G., Bradshaw, J., Goswami, H. and Keung, A. (2010) Understanding Children’s
Well-being: A national survey of young people’s well-being, London: The Children’s
Society. 94 pages.
Hicks, S., Newton, J. , Haynes, J. and Evans, J. (July 2011) Measuring Children and Young People’s Well-being, ONS.
http://www.oecd.org/dataoecd/47/49/48959746.pdf
McAuley, C. and Rose, W. (eds) (2010) Child Well-being: Understanding Children’s Lives, London: Jessica Kingsley 181-204
Statham, J. and Chase, E. (2010) Childhood Wellbeing: a brief overview, Childhood Wellbeing Research Centre, Briefing Paper 1.