Handbook of Child Well-Being Theories, Methods and Policies in Global Perspective

Handbook of Child Well-Being
Theories, Methods and Policies in Global Perspective


Asher Ben-Arieh, Ferran Casas (GSIA), Ivar Frønes, Jill E. Korbin
Ed. SpringerReference



Anunciamos la publicación de este Manual del que es 
editor, entre otros, el profesor Ferran Casas, socio de honor de GSIA. 
También nuestra presidente de la Asociacion GSIA, Lourdes Gaitán 
publica en este libro un capítulo titulado 
Socialization and Childhood in Sociological Theorizing.



El bienestar de los niños representa un desafío que todavía no se ha afrontado del todo. 
Este Manual proporciona a sus lectores una visión completa de las complejidades e implicaciones relativas a la búsqueda científica y práctica del bienestar de los niños. 
El Manual aborda el concepto de bienestar a través de un análisis en profundidad de las perspectivas y lenguajes de diferentes disciplinas como la filosofía, la teología, la psicología y la sociología. 
Abarca temas importantes del bienestar infantil y problemas de la política de bienestar en general, así como otros relativos a la implementación de programas y medidas de intervención. 
Además el Manual trata de los métodos para medir el bienestar, para una comprensión del mismo con una base científica, así como para la formulación de políticas. 

El carácter interdisciplinar de este Manual lo convierte en una obra única, que ofrece a lectores pertenecientes a un vasto espectro de  disciplinas y de profesiones relacionadas con la infancia, una visión profunda de las complejidades e implicaciones que tiene la búsqueda científica y práctica del bienestar de los niños.


Socialization and Childhood in Sociological Theorizing 
Dr. Lourdes Gaitán, Presidente Asociación GSIA
Abstract

Socialization occupies a central place in sociological theory, being considered the basic process of social interaction by which people acquire behaviors essential for effective participation in society – the process of becoming a social being. It is essential for the renewal of culture and the perpetuation of society. Primary socialization is the first stage in a lifelong process, and though societies differ in their definitions of childhood, all societies begin the socialization process as early as possible since the transmission of societal norms during childhood and adolescence is considered fundamental for sustaining all later forms of socialization. Thus, the child is a central figure in socialization. This does not mean that the child’s role has always been protagonistic. In fact, the child appears in conventional versions of socialization as a passive being, intended to receive a complex and complete set of rules from adults to ensure proper adaptation to society and maintain the social order. Faced with this concept of socialization, other approaches have arisen that represent socialization as an interactive process in which children themselves appropriate and reinterpret reality in the course of ongoing relationships with others. This chapter presents various concepts of socialization and explain how they interpret the role of children and affect children’s social well-being. Due to these effects, the chapter calls for a reconceptualization of socialization within social studies of childhood.


Multifaceted Concept of Child Well-Being
Abstract
The introductory chapter for The Handbook of Child Well-Being sets forth major issues and areas of concern in understanding child well-being and outlines the structure of the book. This multi-volume compendium on child well-being takes as its starting point that child well-being is best understood within a multi-cultural and multi-disciplinary framework, encompassing a wide range of approaches and contexts. Child well-being is multifaceted in its conceptualizations, topic areas, policy implications, contexts, expressions, and the myriad of components that comprise the well-being of children. The book reflects broad geographic and global interest in child well-being with chapters representing nations and cultures around the world.

Social Psychology and Child Well-Being
Prof. Ferran Casas Socio de Honor Asociación GSIA,  Mònica GonzálezDolors Navarro
Abstract
Many social psychologists have published academic papers on topics related to child well-being and much research has been done on child well-being from a psychosocial perspective. Paradoxically, however, very few references can be found in social psychology handbooks or even in the most prominent scientific journals on social psychology. This is because within said discipline child well-being has been considered an applied topic rather than a theoretical challenge. Therefore, publications on the subject are found mainly in books or journals on applied social psychology or psychosocial intervention, with some also found in interdisciplinary journals or in very specialized books and journals relating to family, school, social policies, childhood, and adolescence, among others. In this chapter, we provide a very general overview (in no way exhaustive) of a range of contributions made to child well-being from a psychosocial perspective, with examples of the different topics addressed. We also present some of what we consider the most outstanding theoretical contributions to child well-being, which come mainly from European social psychology. As is the case with most human and social sciences, the majority of contributions to child well-being research have historically been from a negative perspective: social psychologists have focused mainly on children’s social problems. Only in the last two decades have publications begun to appear that deal with the subject from a positive perspective, with areas such as children’s participation and the promotion of children’s well-being and quality of life receiving attention from the international scientific community of social psychologists.

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