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The draw and write technique is increasingly popular in health education research with children. It is generally employed in the setting of the school classroom and is promoted as a 'bottom-up' approach which enhances participation by children. In this paper we critically appraise the use of this method. Against the background of a consideration of carrying out qualitative health promotion research with children we examine the origins and use of children's drawings in a number of disciplines and practice environments. We argue that, although the draw and write technique has made an important contribution to health education research, it fails to reflect the processes involved in the construction and collection of such data. A range of methodological, analytical and ethical issues are raised. We conclude that health education research with children must involve taking children seriously as social actors and query the assumption that drawing enables children to communicate their thought any more than does conversational language. We suggest that the development of research should be premised upon an appreciation of the social context and the world of the child.

Drawing on two qualitative studies which looked at diet, weight and health from a social class perspective, we use Bourdieu's theory of habitus to help explain the different food and eating practices undertaken by families with young teenagers. Whilst the families displayed considerable reflexivity when making decisions about what to eat on a daily basis, the analysis highlighted that everyday behaviours are still bounded by distinctions of taste, according to social position.The paper includes an examination of the relationships between different forms of capital and whether form or functionality is prioritised within families. We show the importance of temporal frameworks when interpreting classed food and eating practices.

The usefulness of archived qualitative data has been questioned where contextual information surrounding the conditions of its production is not provided. It has been assumed that, without this background information, the data remain incomplete. By the same token, it has been argued that the provision of such information will repair and complete the dataset for the purpose of generating new findings or theories. We suggest that these arguments stress practical solutions to what is in fact a more fundamental epistemological issue relating to the reflexive and interpretive nature of the research paradigm within which we, as qualitative researchers, reside. Our experiences of revisiting our own data, discussed in this paper, have highlighted the central part played by the researcher not only in the interpretation and theorising of data, but also in their construction. Because of this, we contend that the conditions under which data are produced are inescapable, thus rendering their re-interpretation at some later date problematic. Thus, we argue that, while `reflexivity' is now recognised as a key feature of qualitative research across social science disciplines, the implications of this for the archiving and re-use of qualitative data have yet to be adequately addressed. Failure to acknowledge this epistemological issue leads researchers unwittingly to adopt a `naively realist' position.

In this paper we explore some current issues in, what has come to be called, the new sociology of childhood and how these relate to the process of researching children's lives in general, and to our own research in particular. We discuss the developmental model of childhood, before going on to explore ideas about children as, on the one hand, inhabiting a relatively autonomous realm and, on the other as part of the same social world as adults but with different sets of competencies. The implications of these differing positions for researching children will be assessed prior to a discussion of the design of our current research, on children and risk, and the wider implications of our reflections on the research process.

In this paper we explore some key antionomies which have emerged in relation to children and childhood in late modernity: tensions between autonomy and protection and between perceptions of children as `at risk' and as potentially threatening. A particular focus here is on the sexualisation of risk, the degree of public concern expressed whenever the sexual `innocence' of children is thought to be endangered. We argue that the concept of risk anxiety provides a useful means of analysing contemporary fears about children and childhood and may thus be understood as contributing to the ongoing social construction of childhood. Here risk anxiety must be located within the context of gendered and generational power relations, in which children's lives are bounded by adult surveillance. Furthermore, risk anxiety may have material consequences for children's daily lives and for everyday adult-child negotiations around safety and danger, protection and autonomy.

This paper reports findings from a qualitative study which examined the perceptions and understandings underpinning the dietary practices in families with 'normal' weight and 'overweight' young teenagers living in poorer socio-economic circumstances. Thirty four parents/main food providers of boys and girls aged 13-14 years from socio-economically disadvantaged areas in Eastern Scotland were interviewed. Within the home there was a strong acknowledgement of these early teenagers' own food preferences; parents also saw them as having increasing responsibility for their own food choices outwith the home but these were often described as 'not healthy' choices. However, parents saw dietary issues as of fairly low priority in the hierarchy of health-relevant and other risks facing their teenagers. Equally, these interviewees felt that issues around body shape and size at this age were less potentially problematic than the risks to teenagers' mental or physical health of their becoming obsessed with weight loss. Parents often made sense of their teenager's body size and shape in terms of the variety of body types in families and inherited traits. Interviewees seemed to lack a discourse to understand weight and overweight in this age group, falling back on understandings derived from the adult lifestage.

Objectives To report the findings of a literature review of the concept of wellbeing and consider its operational and heuristic potential within a range of disciplines. Design A literature review to examine the philosophical roots of wellbeing and the contributions of the main disciplines uncovered by the review; economics, psychology, health studies, sociology, anthropology and biomedicine. Setting 'Wellbeing' is a concept of increasing interest to those working in health promotion, social and public health medicine and medical sociology. Despite its popularity, wellbeing lacks a clear conceptual base and there is little consensus about how it may be identified, measured and achieved. Method Although conducted rigorously this was more of a scoping exercise than a systematic review. The reviewer was given a fairly broad exploratory brief including qualitative and quantitative dimensions. The search was restricted to articles in the English Language between the years 1980-2001. Results Most disciplines tended to be biased towards one or two aspects of the three major aspects of physical, social and psychological Wellbeing, with the main exception of child wellbeing studies. Those working in economics made a significant contribution to understanding conceptual elements of wellbeing. The fields of psychology and biomedicine were more concerned with negative than positive affect. There was a particular lack of consensus and research around social wellbeing. Conclusion Although wellbeing may indeed be extremely useful as a unifying concept for all those involved in health improvement or health research,at present it is being used unreflectively, thus potentially masking differences.