{'fraction_non_alphanumeric': 0.020959735245449532, 'fraction_numerical': 0.002206287920573635, 'mean_word_length': 5.170068027210885, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Can asset mapping be used to gain insight into children's wellbeing

In recent years, there has been an enormous growth in the literature that has focussed upon assets, in other words emphasising the positive attributes of both people and communities; these include children and young people’s developmental assets, community asset mapping and public health, all of which have generated a wide range of literature. Although there has been some consideration of assets within a child health context, this is limited and no literature has previously documented the mapping of children’s assets at an individual level. It has long been recognised that wellbeing is an integral aspect of health. Children’s wellbeing has been the focus of much concern at both national and international levels; this has resulted in the publication of key documents by prominent organisations, as well as the undertaking of a range of research. Despite this, studies have not previously sought to map the assets underpinning children’s wellbeing – this research has addressed this deficit. This study was supported by a theoretical framework that was specifically developed to guide the study. An ethnographic approach and a photo elicitation method were drawn upon to facilitate the gaze through the lens of ‘Activities that I Enjoy’; this in turn enabled the mapping and emergence of assets that underpin children’s wellbeing. Two primary schools in the south-east of England were used to recruit twenty Year 5 children (aged 9-11 years of age). The participants, ten boys and ten girls, were given disposable cameras and asked to take photographs of the activities that they enjoyed. The children’s photographs were integral to subsequent individual semi-structured interviews that sought to gain insight into children’s wellbeing.