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

Karen Wistoft

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

Karen Wistoft

Danish School of Education - Educational Sociology, Emdrup

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaper › Review › Research › peer-review

164 Downloads (Pure)

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.

Original language	Danish
Journal	International Journal of Psychiatry Research
Volume	4
Issue	3
Number of pages	9
ISSN	2641-4317
Publication status	Published - Jun 2021

Keywords

Well-being
Discourses
Public Health
Pedagogy
Reflecivity
Exspectations

Access to Document

What Means Wellbeing? Distinction of Two Discourses on Well-being – Conceptual and Theoretical ReflectionsFinal published version, 490 KB

5 Finished

Coronatrivsel under skolenedlukninger i Århus Kommune - elever og forældre i 4.-9. klasse
Qvortrup, L. (Project manager), Højgaard Christensen, J. (PI) & Wistoft, K. (PI)
23/02/2021 → 30/04/2021
Project: Research
Nødundervisning under corona-krisen. Et elev- og forældreperspektiv
Wistoft, K. (PI), Qvortrup, L. (Project manager), Højgaard Christensen, J. (PI) & Qvortrup, A. (Collaborator)
23/03/2020 → 31/12/2020
Project: Research
Robusthedsprojektet: Robusthed - mod på livet blandt børn og unge i Grønland
Wistoft, K. (Project manager) & Bak, P. L. (Project manager)
01/01/2013 → 31/12/2015
Project: Research

File

10 Journal article
2 Report
1 Book
1 Book chapter
More
- 1 Comment/debate/letter to the editor
- 1 Contribution to newspaper - Newspaper article

Sådan påvirker hjemmeskole børn og forældre
Qvortrup, L. & Wistoft, K., 2 Feb 2021, In: Videnskab.dk.
Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaper › Contribution to newspaper - Newspaper article
Skolegenåbning: Socialt og mentalt reparationsarbejde bør rydde skemaet
Wistoft, K., May 2021, In: Asterisk (magasin).
Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaper › Comment/debate/letter to the editor › Research

Open Access
Elevernes trivsel og mentale sundhed - hvad har vi lært af nødundervisningen under coronakrisen
Wistoft, K., Christensen, J. H. & Qvortrup, L., Oct 2020, In: Learning Tech – Tidsskrift for læremidler, didaktik og teknologi. 5, 7, p. 40-65 26 p.
Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaper › Journal article › Research › peer-review

Open Access

1 Participation in or organisation af a conference
1 Participation in or organisation of workshop, seminar or course

Fokusering af indsatsen for at fremme den mentale sundhed og forebygge, at mistrivsel blandt børn og unge.
Wistoft, K. (Participant)
12 Sept 2022
Activity: Participating in or organising an event types › Participation in or organisation of workshop, seminar or course
Topmøde om børn og unges trivsel i uddannelsessystemet
Wistoft, K. (Participant)
29 Nov 2021
Activity: Participating in or organising an event types › Participation in or organisation af a conference

File

Nye trivselstal - kan man sammenligne skolerne?
Wistoft, K.
12/09/2022
1 Media contribution
Press/Media: Press / Media

Cite this

@article{b73b7314788f4040afa447b7f8a782ee,

title = "What Means Wellbeing? Distinction of Two Discourses on Well-being – Conceptual and Theoretical Reflections",

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{\textquoteright}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.",

keywords = "Well-being, Discourses, Public health, Pedagogy, Reflectivity, Expectations, Trivsel, Well-being, Discourses, Public Health, Pedagogy, Reflecivity, Exspectations",

author = "Karen Wistoft",

year = "2021",

month = jun,

language = "Dansk",

volume = "4",

journal = "International Journal of Psychiatry Research ",

issn = "2641-4317",

publisher = "SciVision Publishers LLC",

number = "3",

}

TY - JOUR

T1 - What Means Wellbeing? Distinction of Two Discourses on Well-being – Conceptual and Theoretical Reflections

AU - Wistoft, Karen

PY - 2021/6

Y1 - 2021/6

N2 - 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.

AB - 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.

KW - Well-being

KW - Discourses

KW - Public health

KW - Pedagogy

KW - Reflectivity

KW - Expectations

KW - Trivsel

KW - Well-being

KW - Discourses

KW - Public Health

KW - Pedagogy

KW - Reflecivity

KW - Exspectations

M3 - Review

SN - 2641-4317

VL - 4

JO - International Journal of Psychiatry Research

JF - International Journal of Psychiatry Research

IS - 3

ER -

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

Abstract

Keywords

Access to Document

Projects

Research output

Activities

Press/Media

Cite this