Children's Rights, School Psychology, and Well-Being Assessments

Xu Jiang, Hanita Kosher, Asher Ben-Arieh, E. Scott Huebner

Research output: Contribution to journalArticlepeer-review

Abstract

This paper addresses interrelationships among the notions of children's rights, school psychological services, and child well-being assessments. Increasing attention has been paid in recent years to the notions of children's rights, as best expressed in the United Nations Convention on the Rights of the Child (CRC). In the current paper, we discuss the relevance of the emerging conceptions of children's rights to the school context. We argue that given the centrality of schooling to children's lives, school psychologists, who are serving in the role of child advocates, are in a unique position to contribute to integrating the children's rights movement and educational progress. Situated within the context of the CRC and the practice of school psychology, we further discuss how advances in child well-being assessment can inform the implementation and evaluation of CRC principles and related policies. We propose that the use of evidence-based, developmentally appropriate objective and subjective measures of well-being should contribute a key component to meaningful assessments of the status of children's rights and well-being.

Original languageAmerican English
Pages (from-to)179-193
Number of pages15
JournalSocial Indicators Research
Volume117
Issue number1
DOIs
StatePublished - May 2014

Keywords

  • Children's rights
  • Convention on the Rights of the Child
  • School psychology
  • Well-being assessment

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)
  • Sociology and Political Science
  • General Social Sciences

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