000			01982naa a2200205uu 4500
001			5091316534717
003			OSt
005			20190211160124.0
008			050913s2004 xx ||||gr |0|| 0 eng d
100	1		_aMOORE, Kristin Anderson _921705
245	1	0	_aIndicators of child well-being : _bthe promise for positive youth development
260			_aThousand Oaks : _bSAGE, _cJanuary 2004
520	3		_aIn the current U.S. indicators system, measures of child well-being focus primarily on negative outcomes and problems. We measure and track those behavir that adults wish to prevent. For the most part, the indicators system does not monitor positive development and outcomes. Such a system of child well-being indicators lacks the breadth and balance required in a science-based measurement system. Moreover, it lacks measures of the kinds of constructs that resonate among adolescents themselves and adults. Measures are needed for multiple domains of development, including educational achievement and cognitive attainment, health and safety, social and emotional development, and self-sufficiency. Positive outcomes are often critiqued as soft, highlighting the importance of rigorous conceptualization and measurement, including conceptual clarity and face validity, age appropriate measures, and psychometric rigor. In addition, constructs and measures need to be presented in ways that are understandable to policy makers and the public and that work across varied subgroups and levels of governance. Ideally, comparable measures will be used for indicators, for program evaluation, and in basic research studies of child and adolescent development
700	1		_aLIPPMAN, Laura _921706
700	1		_aBROWN, Brett _921707
773	0	8	_tThe Annals of The American Academy of Political and Social Science _g591, p. 125-145 _dThousand Oaks : SAGE, January 2004 _xISSN 00027162 _w
942			_cS
998			_a20050913 _b1653^b _cAnaluiza
998			_a20100803 _b1010^b _cCarolina
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c13561 _d13561
041			_aeng