1. Children's perspectives of well- being in English and New Zealand primary schools Anne Kellock Sheffield Hallam University a.kellock@shu.ac.uk 3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011

2. Introduction About the research Methodological approach Methods Data themes Stories of change Making sense of it all Model of understanding well-being 3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011 Clare (8): This is where we go to talk in the playground

3. About the research As part of a funded PhD research project Background – primary school teacher, psychology and counselling, interest in visual arts and well-being Context - schools in UK and New Zealand, focus on 8-10 year old children to access their views on their own well- being 3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011

4. Methodological Approach Children as experts (Christensen and Prout, 2002) Children as researchers (Kellett, 2008) Visual communicating (Reavey and Johnson, 2008) Photography as accessible (Rose, 2007) Participatory Action Research (Kagan, Burton and Siddiquee, 2008, Reason, 1988) Indigenous Methodology (Tuhiwai Smith, 1999) Working with children (Banister and Booth, 2005; Mayall, 2000; Sixsmith, Duckett and Kagan, 2005) 3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011

5. Methods Tour of the School Photo Art Feelings Dictionaries Facial Expression Chart Storyboards Identity Work Reflections James (10) Feeling Dictionary 3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011

7. Data People (including friendship) Place and environment Being physically active Being creative Play Learning Autonomy and choice Rules Needs 3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011 Angel (10): My brother

8. Stories of Change... increased enhanced self- expression through visual communication enhanced visual literacy calmer and more focused in small group settings increased empathetic skills increased self-confidence increased contributions in school positive feelings from being heard more confident to take on challenges and appearing ‘happier’ Megan (8): Teddy is special to me.

9. Making sense of it all Children’s themes Community Psychology Sen’s Capability Approach 3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011

10. Community Psychology Understanding and helping people in their natural and social settings (Orford, 1992) Comprehending the “whole” child in context (Pooley et al, 2002:p.6) Children can be understood as “… community beings …” or “… active social agents …” (James and Prout, 1997:p.18) Belonging to a community can provide a sense of emotional safety, sense of belonging and identity, as well as offering boundaries (Pooley et al, 2002: pp.8) Social connectedness as being “one of the most powerful determinants of our well-being” (Putnam, 2000: pp.326) Bronfenbrenner (1979) systems theory and Bird and Drewery (2000) Interconnected Diagram In this study: key points – children as network members, learning environment, social skills development 3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011

11. Sen’s Capability Approach Sen (1999): Development as Freedom Capabilities are a person’s ability to lead a life they have reason to value (Robeyns, 2003 and Sen, 1999) Functioning is the actual achievement stemming from capability, thus the difference lies between the potential and the outcome (Walker and Unterhalter, 2007) Capabilities in this study: Being a learner, being physically active, being creative, being social Resources, positive functions and potential barriers 3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011

12. Model of understanding well-being 3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011

13. Conclusions and questions Thank you. 3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011

14. References Banister, E. and Booth, G.J. (2005) Exploring innovative methodologies for child-centric consumer research Qualitative Market Research 8: 2 pp.157-175 Bird, L. and Drewery, W. (2000) Human Development in Aotearoa: A Journey Through Life Auckland: McGraw-Hill Book Company New Zealand Limited Bronfenbrenner, U. (1989) Ecological systems theory Annual Child Development 6 pp. 187-249. Christensen, P., and Prout, A. (2002) Working with ethical symmetry in social research with children Childhood 9: 4 pp.477-497. James, A. and Prout, A. (Eds) (1997) Constructing and Reconstructing Childhood London: Falmer Press Kagan, C., Burton, M. and Siddiquee, A. (2008) Action Research in C. Willig and W. Stainton-Rogers (Eds) The Sage Handbook of Qualitative Research in Psychology London: Sage Publications Ltd pp.32-53 Kellett, M. (2008) Children as active researchers: a new research paradigm for the 21 st century? ESRC National Centre for Research Methods, Review Paper Mayall, B. (2000) Conversations with Children: Working with Generational Issues in P. Christensen and A. James (Eds) Research with Children: Perspectives and Practices Falmer Press: London Orford, J. (1992) Community Psychology: Theory and Practice Chichester: John Wiley & Sons Ltd Pooley, J.A., Pike, L.T., Drew, N.M. & Breen, L. (2002) Inferring Australian children’s sense of community: a critical exploration Community, Work & Family 5: 1 pp.5-22. Putnam, R.D. (2000) Bowling Alone New York: Simon and Schuster Reavey, P. and Johnson, K. (2008) Visual Approaches: Using and Interpreting Images in C. Willig and W. Stainton-Rogers (Eds) The Sage Handbook of Qualitative Research in Psychology London: Sage Publications Ltd. pp.296-314. Robeyns, I. (2003) Sen’s Capability Approach and Gender Inequality: Selecting relevant capabilities Feminist Economics 9:2 pp.62-91. Rose, G. (2007) Visual Methodologies: An Introduction to the Interpretation of Visual Materials London: Sage Publications Ltd Sen, A.K. (1999) Development as Freedom Oxford: Oxford University Press Sixsmith, J., Duckett, P. and Kagan, C. (2004) “I leave me outside when I come in school and pick myself back up on the way home.” Young people’s perspectives on healthy schools Open Space-Open People 2004 Conference: Edinburgh Tuhiwai Smith, L. (1999) Decolonizing Methodologies: Research and Indigenous Peoples New York: Zen Books Ltd Walker, M. and Unterhalter, E. (2007) The Capability Approach: Its Potential for Work in Education in M. Walker and E. Unterhalter (Eds) Amartya Sen ‟ s Capability Approach and Social Justice in Education New York: Palgrave Macmillan pp.1-18. 3rd International Conference of the International Society for Child Indicators University of York 27-29 July 2011