Positive Indicators of Child Well-Being: A Conceptual Framework, Measures, and Methodological Issues

This article suggests a comprehensive conceptual framework which identifies constructs for positive well-being as well as
potential indicators and extant measures that fit with those constructs. In addition, the article reviews existing data sources
for examples of positive measures that are found in the proposed framework as well as research studies that have been successful
in measuring these indicators. The article then notes the data and measurement gaps that exist in comprehensively measuring
the positive in children and youth. Finally, it identifies a number of conceptual and methodological issues that need consideration
as efforts to define and measure positive indicators of well-being and well-becoming go forward. We argue that positive indicators
represent good science, reflect and promote a positive vision of children, and establish positive goals for nations.