What Means Wellbeing? Distinction of Two Discourses on Well-being -Conceptual and Theoretical Reflections

Wistoft K

doi:10.33425/2641-4317.1100

Abstract

The article offers a new contribution to an existing discussion about well-being in defining the difference between a public health discourse and a pedagogical discourse, and the difference between a causal logical and a reflectivity paradigm, build on empirical informed theoretical analysis. The principal conclusion is: If efforts to promote well-being can be seen as a cross-professional responsibility, it is crucial that the relevant professionals meet across these well-being discourses, that children and young people’s well-being is viewed as a complex matter and challenge, and that professionals are challenged on their understanding, and capable of meeting different expectations, of well-being.

Highlights

According to the World Health Organization, well-being is a state in which the individual realizes their potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to contribute to their community
Let us move on from the question of what well-being is to what is prioritized in well-being interventions: are we talking about well-being here and or in the future? What should we focus on when we look at, e.g., ‘well-being in day care and school’: whether the children are thriving at the time when we conduct the survey, or whether the pedagogical interventions in question promote children/pupils’ well-being in the long run, e.g. when they become teenagers or adults?
The first point is whether well-being should be measured as the lack of failure to thrive, or the presence of positive well-being aspects that can be promoted through pedagogical activities

Summary

Introduction

According to the World Health Organization, well-being is a state in which the individual realizes their potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to contribute to their community. The central issue is that the public well-being discourse is dominated by a focus on failure to thrive, even though some branches of well-being research and surveying over the years have focused on positive [8] or multifactorial approaches or definitions [9] This is an important issue to address, not least for the professionals involved, who need to be able to arrange reflected, pedagogical activities for children and young people with a view to promoting well-being [11]. Well-being rooted in optimism is a good pedagogical starting point, whereas pessimism and risk assessment increases the likelihood of defeatism and feelings of failure It is a crucial pedagogical task to ensure that children and young people do not lose confidence in themselves, neither in kindergarten nor school [19].

Aims

Conclusion