Young children’s subjective Young children’s subjective well-being in a changing well-being in a changing

cultural contextcultural context

CHILDREN’S WELL-BEING AND THE MEDIA IN CULTURAL AND SOCIETAL CHILDREN’S WELL-BEING AND THE MEDIA IN CULTURAL AND SOCIETAL CONTEXT CONTEXT

--RESEARCH GROUPRESEARCH GROUP Leader Anja Riitta Lahikainen, co-reseacrhers Inger Kraav, Kari Leader Anja Riitta Lahikainen, co-reseacrhers Inger Kraav, Kari Tolonen, Merle Taimalu, Piia Korhonen, Juulia Paavonen, Satu Tolonen, Merle Taimalu, Piia Korhonen, Juulia Paavonen, Satu Valkonen, Mira Roine, Jukka PartanenValkonen, Mira Roine, Jukka Partanen

University of Tampere, FinlandUniversity of Tampere, Finland

Basic hypothesisBasic hypothesis

Children’s subjective well-being is Children’s subjective well-being is too complex a phenomenon to be too complex a phenomenon to be reduced to any set of family financial reduced to any set of family financial or social resourcesor social resources

Problems of definition and selected Problems of definition and selected approach to subjective well-beingapproach to subjective well-being

Lack of theory and lack of cross-Lack of theory and lack of cross-disciplinary discussion and researchdisciplinary discussion and research

This study integrates different This study integrates different disciplinary approaches and offers a disciplinary approaches and offers a comparative analysis of well-being at comparative analysis of well-being at the system and individual level the system and individual level

Basic characteristics of subjective Basic characteristics of subjective well-beingwell-being

Variablility: it must be actively and Variablility: it must be actively and continuously maintainedcontinuously maintained

Social and symbolic interactivity: it is Social and symbolic interactivity: it is produced and reproduced in social produced and reproduced in social relationshipsrelationships

Contextuality: contexts provide and Contextuality: contexts provide and change opportunities for action and change opportunities for action and interactioninteraction

Assessment of subjective well-Assessment of subjective well-being based on experiences of being based on experiences of

insecurityinsecurity

Relative absence of feelings of Relative absence of feelings of insecurityinsecurity

Relative absence of autonomy as a Relative absence of autonomy as a source of feelings of insecuritysource of feelings of insecurity

Relative absence of security Relative absence of security engenders helplessnessengenders helplessness

Expressions of insecurity/securityExpressions of insecurity/security

Lack on security finds expression inLack on security finds expression in worriesworries fearsfears psychosomatic symtomspsychosomatic symtoms

Security finds expression inSecurity finds expression in explorationexploration secure relationshipssecure relationships

Family as a provider of subjective Family as a provider of subjective well-being and as a threatwell-being and as a threat

Basic institution that regulates Basic institution that regulates subjective well-being becausesubjective well-being because

Family members are the basic Family members are the basic network relationships in child’s network relationships in child’s everyday lifeeveryday life

Responsibility for children is legally Responsibility for children is legally delegated to the child’s parentsdelegated to the child’s parents

DataData

InterviewInterview data of 421 5-6 year-old children data of 421 5-6 year-old children and questionnaires to parentsand questionnaires to parents

1993/1994 2002/20031993/1994 2002/2003

Finland 105 109Finland 105 109 Estonia 115 91Estonia 115 91

net sample sizes of random samplesnet sample sizes of random samples

Steps to create contact with childSteps to create contact with childNames and addresses of parents from Names and addresses of parents from population register, random samplespopulation register, random samples

IInformation letter to parents nformation letter to parents of the children in the sample.of the children in the sample.((MMade clear that participation is voluntary). ade clear that participation is voluntary).

Introduction of the topicIntroduction of the topicWhat was told to the research What was told to the research participants?participants?-- computer has picked your child to computer has picked your child to be be included in included in a study a study ofof 5-6 5-6 yearyear--old old childrenchildren-- study concerns children’s well-beingstudy concerns children’s well-being- child will be interviewed- child will be interviewed

IInterviewer calls parents; nterviewer calls parents;

Parents decide whether Parents decide whether or not or not to to

participate; participate; also also made clear to the children made clear to the children that that they do not have to participatethey do not have to participate

- - reasonsreasons for refus for refusalal

- parents - parents asked asked to cooperate in to cooperate in preparpreparinging and encourag and encouraginging the child the child

- appointment for the child interview- appointment for the child interview

Child interviews Child interviews (at home or day-care centre)(at home or day-care centre)

- social network- social network

- fears and views on TV- fears and views on TV

Parents filled out four Parents filled out four questionnaires questionnaires

- child’s TV viewing, sleep- child’s TV viewing, sleepquality and quantity, psychiatricquality and quantity, psychiatricsymptoms and background factorssymptoms and background factors

Interview processInterview processStructure of the interviewStructure of the interview Motivation of the childMotivation of the child *Introduction*Introduction

--positioning the child as informantpositioning the child as informant:: *thank the child (verbal and *thank the child (verbal and ““I came to interview you because we I came to interview you because we nonverbal)nonverbal)adults do not knowadults do not know what what it is it is like like to be a childto be a child *encourage the child*encourage the childnowadays”nowadays” *show acceptance in other ways*show acceptance in other ways

**Key questionsKey questions- -

- SSocial networkocial network- Who belongs to your familyWho belongs to your family- Who are other important personsWho are other important persons““Who are your important persons?”Who are your important persons?”

*repeat child’s answers: show*repeat child’s answers: showChild pChild placeslaces his/her important persons his/her important persons iinn you have listened to him/her you have listened to him/her target diagram: the child him/herself in thetarget diagram: the child him/herself in the *emphasize child’s significant*emphasize child’s significantmiddle, other persons on circles around themiddle, other persons on circles around the status as informantstatus as informantnucleus. The nucleus. The closer tocloser to the nucleus the person the nucleus the person,, *create peaceful atmosphere *create peaceful atmosphere the closer he/she is to the child.the closer he/she is to the child.

- - fears fears *follow the child’s own rhythm;*follow the child’s own rhythm;““All people are afraid of something, even All people are afraid of something, even if the child is if the child is shy shy, for example,, for example,adults. But I donadults. But I don’’t know what you are afraid t know what you are afraid give him/her as much time asgive him/her as much time asoof.f. I I would be would be very interested very interested to to knowknow” ” he/she needs.he/she needs.

-TV-TV““Have you learnHave you learneded something from television something from television that you wouldn't otherwise have that you wouldn't otherwise have learnedlearned?”?”

Assessment of subjective well-Assessment of subjective well-being; child interviewbeing; child interview

Fears, five factor-based variablesFears, five factor-based variables Social network characteristics; Social network characteristics;

importance of different groups of importance of different groups of people, x sum-variablespeople, x sum-variables

Assessment of subjective well-Assessment of subjective well-being: parents as informantsbeing: parents as informants

Child’s behaviour orientations (7)Child’s behaviour orientations (7) Child’s worries (3)Child’s worries (3) Child’s psychosomatic symptoms (2) Child’s psychosomatic symptoms (2)

12 factor-based indicators12 factor-based indicators

Assessment of family well-beingAssessment of family well-being

Dissatisfaction with family’s financial Dissatisfaction with family’s financial situationsituation

Parental strainsParental strains Parental health problemsParental health problems Drinking problemsDrinking problems

Factor based indicatorsFactor based indicators

-0,8

-0,6

-0,4

-0,2

0,0

0,2

0,4

0,6

1993/94 2002/03

Apathy

FinlandEstonia

-0,8

-0,6

-0,4

-0,2

0,0

0,2

0,4

0,6

1993/94 2002/03

Somatic symtoms

FinlandEstonia

Subjective well-being of 5-6 year-old children in Finland Subjective well-being of 5-6 year-old children in Finland and Estonia in 1993/94 and in 2002/03and Estonia in 1993/94 and in 2002/03

Psychosomatic symptomsPsychosomatic symptoms

P(country)= 0.00

P(country)=0.00P(year)= 0.03

Subjective well-being of 5-6 year-old children in Finland Subjective well-being of 5-6 year-old children in Finland and Estonia in 1993/94 and in 2002/03and Estonia in 1993/94 and in 2002/03

WorriesWorries

-0,3

-0,1

0,1

0,3

1993/94 2002/03

Worries related to parental strains

Finland

Estonia

p(country)=0.00

-0,3

-0,2

-0,1

0

0,1

0,2

0,3

1993/94 2002/03

Lack of worries related to parental health problems

Finland

Estonia

p(country)=0.01

Subjective well-being of 5-6 year-old children in Finland Subjective well-being of 5-6 year-old children in Finland and Estonia in 1993/94 and in 2002/03and Estonia in 1993/94 and in 2002/03

Behavioral orientationsBehavioral orientations

-0,6

-0,4

-0,2

0,0

0,2

0,4

0,6

1993/94 2002/03

Autonomy

Finland

Estonia

p(country)= 0.00

-0,6

-0,4

-0,2

0,0

0,2

0,4

0,6

1993/94 2002/03

Emotional expressiveness

Finland

Estonia

P(country)= 0.01

Behavioral orientations (continued)Behavioral orientations (continued)

-0,4

-0,2

0,0

0,2

0,4

1993/94 2002/03

TV-dependency

FinlandEstonia

-0,4

-0,2

0,0

0,2

0,4

1993/94 2002/03

Intolerance of frustration

Finland

Estonia

p(country)= 0.00p(year)= 0.04

P(country)= 0.00

Behavioral orientations (continued)Behavioral orientations (continued)

-0,4

-0,2

0,0

0,2

0,4

1993/94 2002/03

Fear of new

Finland

Estonia

P(country)= 0.00P(year)= 0.00

Subjective well-being of 5-6-year old children in Finland and Estonia in Subjective well-being of 5-6-year old children in Finland and Estonia in 1993/94 and in 2002/03: Child-reported fears1993/94 and in 2002/03: Child-reported fears

0,0

2,0

4,0

6,0

1993/94 2002/03

Fear of omagination-related thing

Finland

Estonia

p(year)= 0.01p(year x country)= 0.01

0,0

2,0

4,0

6,0

1993/94 2002/03

Fear of danger and death

Finland

Estonia

p(country)=0.02

0,0

2,0

4,0

6,0

1993/94 2002/03

Fear of minor injuries and animals

Finland

Estonia

p

0,0

2,0

4,0

6,0

1993/94 2002/03

Fear of behavior of significant adult and peers

Finland

Estonia

p(country)= 0.01p(country x year)= 0.05

p(country)= 0.01

p(year)=0.05

Subjective well-being of 5-6 year-old children in Finland and Estonia in Subjective well-being of 5-6 year-old children in Finland and Estonia in 1993/94 and in 2002/03: Networks1993/94 and in 2002/03: Networks

1,4

1,9

2,4

2,9

1993/94 2002/03

Importance of mother

Finland

Estonia

1,4

1,9

2,4

2,9

1993/94 2002/03

Importance of father

Finland

Estonia

1,4

1,9

2,4

2,9

1993/94 2002/03

Importance of peer

Finland

Estonia

1,4

1,9

2,4

2,9

1993/94 2002/03

Importance of adult outside family

Finland

Estonia

P(country x year)= 0.03P(country)= 0.00

P(year)= 0.01P(country x year)= 0.00

Networks (continued)Networks (continued)

0

2

4

6

8

1993/94 2002/03

Importance of grandparents (sum)

Finland

Estonia

p(year)= 0.01 p(country x year)= 0.00

Family stress of 5-6 year-old children in Finland and Estonia in 1993/94 Family stress of 5-6 year-old children in Finland and Estonia in 1993/94 and 2002/03and 2002/03

-1

-0,5

0

0,5

1

1993/94 2002/03

Financial problems

Finland

Estonia-1

-0,5

0

0,5

1

1993/94 2002/03

Parental strains

Finland

Estonia

-1

-0,5

0

0,5

1

1993/94 2002/03

Health problems

Finland

Estonia

-1

-0,5

0

0,5

1

1993/94 2002/03

Drinking problems

Finland

Estonia

P(country)= 0,00P(year)= 0.00 P(country)= 0.00

P(country)= 0.00 P(country)= 0.01 P(country x year)= 0.03

Financial problemsFinancial problems and subjective well-being of and subjective well-being of

child(corr.)child(corr.)All Finland Estonia

Psychosomatic symptoms ,20** ,16*

Worries related to family relationships ,23** ,23**

Lack of worries related to parental health -,16**

Autonomy - ,23**

TV dependence ,16**

Emotional expressiveness - ,20*

Fear of new - ,14*

Fear of imagination-related things - ,20** - ,15* - ,17*

Fear of behavior of significant others ,12*

Parental strains and subjective well-being of Parental strains and subjective well-being of child (corr.)child (corr.)

  All Finland Estonia

Psycosomatic symptoms ,26** ,19** ,19*

Worries related to family relationships ,30** ,38** ,18*

TV dependence , 16** ,17*

Fear of new ,12* ,20*

Fear of behavior of significant others ,11*

Parental health problems and subjective Parental health problems and subjective well-being of child (corr.)well-being of child (corr.)

  All Finland Est.

Psychosomatic symptoms ,29** ,24**  

Worries related to family relationships ,26** ,19* ,22**

Lack of worries related to parents health -,18**   -,17*

Autonomy - ,16**  

TV dependence ,16**  

Intolerance of [frust. – frustration?] ,11* ,22**

Emotional expressiveness ,11*  

Fear of new ,18**  

Fear of behavior of significant others ,12* ,15*  

Importance of peer ,17** ,16* ,24**

Drinking problems and subjective well-being Drinking problems and subjective well-being of child (corr.)of child (corr.)

  All Finland Estonia

Psychosomatic symptoms ,15** ,18*

Worries related to family relationships ,22** ,22**

Lack of worries related to parents’ health -,21** -,23**

TV dependence ,15** ,18*

Fear of imagination-related things - ,15*

Importance of mother and father - ,17*

Summary of results 1Summary of results 1

Both indicators of subjective well-Both indicators of subjective well-being and family well-being being and family well-being differentiate children’s well-being in differentiate children’s well-being in Estonia and FinlandEstonia and Finland

Both parents and children Both parents and children differentiate children’s well-being in differentiate children’s well-being in Estonia and FinlandEstonia and Finland

Summary of results, 2Summary of results, 2

Children’s subjective well-being is Children’s subjective well-being is associated with the family’s financial associated with the family’s financial stress, parental strains, parents’ health stress, parental strains, parents’ health and drinking problemsand drinking problems

Differents aspects of subjective well-being Differents aspects of subjective well-being are differently sensitive to indicators of are differently sensitive to indicators of family stressfamily stress

Social change is connected with both Social change is connected with both qualitative and quantitative changes in qualitative and quantitative changes in subjective well-beingsubjective well-being

Summary of results,3Summary of results,3

Broad scale of indicators of Broad scale of indicators of subjective well-being is neededsubjective well-being is needed

Indicators should be theory-basedIndicators should be theory-based More attention should be given to the More attention should be given to the

different aspects of subjective well-different aspects of subjective well-being in addition to quantitative being in addition to quantitative assessmentsassessments