Index
Ethics and Integrity in Research with Children and Young People
ISBN: 978-1-80043-401-1, eISBN: 978-1-80043-400-4
ISSN: 2398-6018
Publication date: 4 November 2021
This content is currently only available as a PDF
Citation
(2021), "Index", Spencer, G. (Ed.) Ethics and Integrity in Research with Children and Young People (Advances in Research Ethics and Integrity, Vol. 7), Emerald Publishing Limited, Leeds, pp. 233-241. https://doi.org/10.1108/S2398-601820210000007022
Publisher
:Emerald Publishing Limited
Copyright © 2022 Emerald Publishing Limited
INDEX
Note: Page numbers followed by “n” indicate notes.
Academic writing with child researchers
challenges of collaborative writing with child researchers
, 220–222
collaborative academic writing with young researchers in childhood studies
, 215–220
collectivistic, process-oriented model of academic writing with children
, 222–224
intergenerational research
, 224–225
Access, recruitment and
, 76–77, 126
Acting
, 218
Additional snowball technique
, 50
Adeptness
, 44
Adivasi Gond community
, 90
Adivasi identities
, 90
Adivasi youth ‘voices’ in village community
construction of childhood, youth and young voices
, 92–94
ethics of Navi gating research context
, 94–97
ethics review
, 91–92
study aims and context
, 90–91
teasing out ethical tensions
, 97–100
Adult gatekeepers
, 14
Adult-centric frameworks
, 30
Adult-imposed research agenda
, 201
Adult/Child power relations and positionality
, 5–6
Adultescents
, 46
Adulthood
, 58, 188
age-determined constructions of childhood/adulthood status
, 58–59
Adultist/scientific approach
, 125
Age
age-appropriate information
, 16
age-determined constructions of childhood/adulthood status
, 58–59
and migration status
, 192–193
Agentic potential
, 217
Anonymity
, 2, 34, 63–64, 229
Antisocial behaviour
, 106
in Scotland
, 110–112
Anxiety
, 66
Appreciation payments
, 49
Appropriate child-centred methods
, 124
Appropriate methodologies
, 1
Arts
, 1
arts-based methods
, 2, 17
arts-based research approach
, 200, 223
project
, 112
Assent
, 2, 30, 47, 126–128, 229
Audience
, 160
Augmentative communication software
, 81
Augmented forms of communication
, 76
Authenticity ethics in ethnodrama and ethnotheatre
, 204–205
Balanced approach
communicating research ethics
, 115–116
research vision and reality
, 116–117
working towards
, 115
writing ethics and doing ethics
, 115
Benefits
, 18
Best outcomes
, 156
British Educational Research Association
, 30
British Sociological Association
, 30
Careful attention
, 48
Case-study design
, 92
Census
, 81
Child migrants
ethics of research with child migrants in Ghana
, 186–192
in Ghana
, 186–187
research ethics and integrity in research with
, 192–194
Child rights-based/protectionist approach
, 125
Child street traders, research with
research with child street traders in Nigeria
, 125–131
trust, power and rights in childhood research
, 123–124
Child-centred frameworks
, 30
Child-centred research (see also Drama-based research method; Youth-centred research)
conceptualisations of childhood and children’s rights
, 169–170
dissemination
, 177–178
ethical considerations in research with children
, 170–172
ethics of representing children’s data in analyses
, 176–177
flexibility and responsiveness key for ethical research
, 176
modifying methods for ethical, meaningful engagement and robust data
, 172–176
participation vs. protection in dissemination
, 178–179
Child-centred techniques
, 14
Child-led methodologies
, 107
Child-led research
, 220
participation
, 216
Child–adult academic writing
, 221
Childhood
, 58
age-determined constructions of childhood/adulthood status
, 58–59
collaborative academic writing with young researchers in
, 215–220
conceptualisations of
, 169–170
construction of
, 92–94
negotiating trust in
, 139–145
studies
, 153
and youth-focussed research
, 1–2
‘Childhoodnature Companion’
, 223
Children
actively giving and withdrawing consent
, 32–34
in arts-based research activities
, 201
children’s reflections on participation in research
, 37–39
co-expertise
, 161–162
co-producing and co-analysing field notes
, 34–37
as co-researchers
, 152, 155–156
co-working sessions
, 157–159
and disability
, 81–82
ethics of research with children
, 160–161
ethnographic research with children and centrality of trust
, 136–137
improving informed consent process with
, 25
informed consent in research
, 30–31
as knowledge producers
, 6–8
movement
, 125
positionality in family research
, 145–146
public exposure and reward
, 159–160
research design
, 31
social competence
, 23
transdisciplinary approach to school journey
, 152–155
visual methods
, 31–32
and young people’s participation in research
, 3–5
Children’s Assessment of Participation Enjoyment (CAPE)
, 173
Children’s consent
challenges of
, 15–16
strategy to support
, 16–18
Children’s rights
, 30, 34, 152
conceptualisations of
, 169–170
‘Children’s Voices in Polish Canon Wars’
, 214
Citizenship
, 216
Co-design case study
, 176
Co-expertise
, 161–162
Co-researchers
, 160
Co-working sessions
, 157–159
Collaborative academic writing with young researchers
, 215
participatory research with children
, 215–216
Collaborative writing with child researchers, challenges of
, 220–222
Collective creation
, 206–210
Collectivistic model of academic writing with children
, 222–224
Communicate-listen-respond model
, 216
Communication skills
, 117
Community, dissemination to
, 178
Competence
, 16
Competency framework
, 30
Compositional approach
, 224
Confidentiality
, 2, 4–5, 16, 19, 34, 48, 63–64, 91–92, 136, 143, 229
participant
, 143–145
Consent
, 19, 30, 47, 61–62, 107, 126–128, 139–145
actively giving and withdrawing
, 32–34
processes with children
, 20–24
Constructivist approaches
, 200
Contemporary anxieties
, 46
Continuing colonial imperialism
, 108
COVID-19 pandemic
, 1, 230
Creating process
, 204
Creative methods
, 2
Creative strategies
, 17
Critical disability studies
, 75
employing as theory and analytical framework
, 75
Critical ethical reflexivity
, 3
Critical reflexivity
, 125
Decision-making processes
, 14
Democracy
, 202
Deviancy
, 106
Devised theatre
, 206–210
Diamond Ranking activity
, 158, 160–161
Digital devices
, 45
Digital gatekeepers
, 50
Digital technologies
, 2, 50
young people and
, 44
Disability
, 74
children and
, 81–82
and ethically informed quantitative research approaches
, 81
evolving frameworks related to
, 83
theory
, 75
Disabled childhoods
, 75
Disabled children
, 74
differing categorisations of children and disability
, 81–82
disability and ethically informed quantitative research approaches
, 81
employing critical disability studies as theory and analytical framework
, 75
ethical dilemmas
, 74–75
ethics of research with
, 76–78
evolving frameworks related to disability
, 83
qualitative methodologies for reducing power inequities
, 79
as research participants
, 75–76
safeguarding methods to avoid eliciting further trauma
, 79–80
thinking ethically around research methods and forms of analysis
, 78–79
Disclosure and Barring Service (DBS)
, 60
Dissemination
, 177–178
participation vs. protection in
, 178–179
Doing ethics
, 115
Dominant international development
, 92
Drama-based dissemination approaches
, 201
Drama-based research method
, 200–202
ethnodrama and ethnotheatre
, 202–205
moving forward
, 210–211
play-building, devised theatre and collective creation
, 206–210
readers’ theatre
, 205–206
Drawings
, 31, 76
Economic and Social Research Council (ESRC)
, 58
Educational research
, 153
Educational theories
, 30
Emancipatory principles
, 74
Emotional relationships
, 106
Emotions
, 3, 5–6, 58, 65–67
Empathy
, 130
Empowerment
, 202
Ethical approval
, 125
Ethical briefing
, 114
Ethical concepts
, 16, 18
Ethical considerations
in participatory play-building research
, 208–210
in research with children
, 170–172
Ethical principles
, 184–185
Ethical reflexivity
, 3, 230
and youth research
, 109–110
Ethical research
, 16, 122
Ethical research in prison environment
, 62–64
Ethical Research Involving Children
, 2
Ethically informed quantitative research approaches, disability and
, 81
Ethically sensitive research
age-determined constructions of childhood/adulthood status
, 58–59
consent
, 61–62
emotions
, 65–67
engaging participants
, 64–65
ethical research in prison environment
, 62–64
ethics in research with incarcerated children
, 59–60
negotiating access
, 60–61
Ethics
, 5–6, 229
antisocial behaviour and young people in Scotland
, 110–112
of authenticity and representation in ethnodrama and ethnotheatre
, 204–205
ethical reflexivity and youth research
, 109–110
in ethnography
, 107
informed consent
, 77–78
of Navi gating research context
, 94–97
recruitment and access
, 76–77
of representation and research dissemination
, 6–8
of representing children’s data in analyses
, 176–177
research ethics and young people
, 107–108
of research with child migrants in Ghana
, 186–192
of research with children
, 160–161
of research with disabled children
, 76
in research with incarcerated children
, 59–60
in research with young migrants
, 185–186
review of Adivasi youth ‘voices’
, 91–92
review processes
, 229
walking tightrope
, 108–110
working towards balanced approach
, 115–117
young people and happiness in Laos
, 112–114
Ethnodrama
, 202–205
Ethnographic research
, 107
with children and centrality of trust
, 136–137
methods
, 92
Ethnographic study, children engagement in
actively giving and withdrawing consent
, 32–34
children’s reflections on participation in research
, 37–39
co-producing and co-analysing field notes
, 34–37
informed consent in research
, 30–31
research design
, 31
visual methods
, 31–32
Ethnography
, 107
ethics in
, 107–117
Ethnotheatre
, 202–205
Exploratory approach
, 106
Eye-gaze technology
, 81
Families in confidential research processes
, 74
Family research, negotiating trust in
, 139–145
Feminist theories
, 100
Fieldwork, 109, 146n3
Financial ‘inducements’
, 48–49, 172, 191
Financial compensation
, 48–49, 194
Financial payments
, 191
Fit for purpose
, 168
Focus group discussions (FGDs)
, 91–92, 96
Focus groups
, 1, 3
Formal ethical approval processes
, 125
Formal ethics review procedures
, 109
Gatekeepers
, 61, 126, 139–145
Gendered power dynamics
, 51
General Data Protection Regulation (GDPR)
, 38
Global positioning system (GPS)
, 173
Go-along walking interviews
, 173–176
Gubar’s kinship model of childhood
, 217
Happiness
, 106
Health and social sciences
, 1
Her Majesty’s Chief Inspector of Prisons (HMCIP)
, 58
Her Majesty’s Inspectorate of Prisons/Probation (HMIP)
, 58, 65
Her Majesty’s Prisons and Probation Service (HMPPS), 68n3
Heterogeneity of migrants
, 184
Hierarchy of Impairment, 82, 84n1
Historical calendars
, 188
Humanities
, 1
Identity
, 90
markers
, 48
Igbo language
, 52
Impressions
, 65
Imprisonment
, 59
In-depth interviews
, 92
Inaccessible research methods
, 76
Independent Research Fund Denmark
, 138
Individualisation
, 93
Indonesian children
challenges of children’s consent
, 15–16
development and use of story and storytelling for supporting informed consent
, 18–20
ethical research with children
, 14–15
improving informed consent process with children
, 25
narrative–interactive approach
, 16–18
reflections on opportunities and challenges of narrative–interactive approach
, 20–24
Influence
, 160
Information disclosure
, 47
Informed assent process
, 47–48, 77, 172
Informed consent process
, 2, 14, 16, 42, 47–48, 77–78, 91, 124, 189, 229
development and use of story and storytelling for supporting
, 18–20
improving informed consent process with children
, 25
Inherent imbalance
, 122
Inherent power dynamics
, 65
Inquiry
, 200
Insensitivity
, 108
Institutional ethical protocols
, 106
Institutional Review Boards (IRBs)
, 2
Integrity
, 229
in research with child migrants
, 192–194
in research with young migrants
, 185–186
Interdisciplinary approach
, 152
International Childhood and Youth Research Network (INCRYNet)
, 216
International development and economics
, 1
International Journal of Qualitative Methods
, 219
Internet
, 45
Interpersonal trust
, 137
Interviews
, 1, 3
Kidults
, 46
Language problem
, 52
Left-Wing Extremism
, 90
Lego models
, 31
Light-bulb moment
, 214
Longitudinal ethnography
, 31
Maoist movement
, 91
Marginalisation
, 51
Material violence
, 136
Mayne’s approach
, 15
Media, young people and
, 45–46
Middle Place, The
, 203
Middle youth
, 46
Middle-class children
, 220
Migrant groups
, 184
Migration
and childhood status
, 186–189
ethical principles
, 184–185
ethics and integrity in research with young migrants
, 185–186
ethics of research with child migrants in Ghana
, 186–192
patterns
, 184
research
, 184
research ethics and integrity in research with child migrants
, 192–194
Ministries of Education
, 50
Mixed methods approach
, 49, 58
Motivation and Justice
, 208, 210
Naming disability
, 75
Narrative–interactive approach
, 16–18
reflections on opportunities and challenges of
, 20–24
National Offender Management Service (NOMS)
, 60
National Research Committee (NRC)
, 60
Naturalistic inquiry
, 90
Negotiating access
, 60–61
Negotiating trust in childhood and family research
, 139–145
New Zealand (NZ)
, 168
Nigeria
access and recruitment
, 126
consent, assent and participation
, 126–128
research with child street traders in
, 125
researcher positionality
, 130–131
sensitive research
, 128–130
Nigerian Pidgin English (NPE)
, 127
Non-Governmental Organisation (NGO)
, 91, 189
Non-maleficence
, 48
Non-verbal techniques
, 17, 76
Observation
, 3, 31
techniques
, 1
Online platforms
, 2
Online video
, 18
Ontology
, 76
Oral communication
, 76, 156
Other Backward Class communities (OBC communities)
, 90–91
Ownership
, 50
Parental consent
, 30, 189
Parents/legal guardians, absence of
, 189–190, 193
Participants
, 107, 123–124, 126–128, 136
confidentiality
, 143–145
in dissemination
, 178–179
dissemination to
, 177–178
emotions
, 106
engaging
, 64–65
observations
, 31
Participatory data collection methods
, 152
Participatory methods
, 2, 30, 79, 152
Participatory play-building research, ethical considerations in
, 208–210
Participatory research
, 108
Participatory visual methods
, 31
Participatory youth-led play creation process
, 207
Particularly Vulnerable Tribal Group
, 90
People with Disabilities Australia (PWDA)
, 75
Performance
, 201
Performative inquiry
, 200
Performative methods
, 2
Photo-elicitation
, 2
Photovoice
, 76
Physical violence
, 136
Planners, dissemination to
, 178
Play-building
, 206–210
Playwrights
, 205
Policymakers, dissemination to
, 178
Polish Ministry of National Education
, 214
Popularisation of participatory approaches
, 108
Positionality
, 90, 106
adult/child power relations and
, 5–6
Post-transition
, 58
interviews
, 61, 66
Postcolonial Indian context
, 90
Postcolonial theories
, 100
Poststructuralism
, 100
Power
, 106, 122
in childhood research
, 123–124
imbalances
, 51
qualitative methodologies for reducing
, 79
relations
, 81
Practical approaches
, 58
Pre-transition
, 58
interview
, 66
Precarity
, 90
Preferences for activities with children scale (PAC)
, 173
Principals
, 76
Principles
, 156
Prisons
, 59, 61–62
Privacy
, 2, 4–5, 18–19, 34, 46, 64, 136, 143, 229
Procedural ethics
, 108
Procedural research ethics
, 3, 229
Process-oriented model of academic writing with children
, 222–224
Productive Remembering of Polish Childhoods’
, 215
Protection
, 123–124
in dissemination
, 178–179
Provision
, 123
Psychological violence
, 136
Psychology
, 1
Public exposure and reward
, 159–160
Qualitative methodologies
, 75
for reducing power inequities
, 79
Qualitative research
, 108, 137, 200
Qualitative studies
, 74
Quantitative collection tool
, 81
Quantitative methodologies
, 75
Questionnaires
, 3, 81
Re-framing impairment
, 83
Readers theatre
, 205–206
Reciprocity
, 210
Recruitment
and access
, 76–77, 126
processes
, 171–172
Reflections of Tomorrow
, 207
Reflexivity
, 109–110, 130
Representation ethics
, 171–172
in ethnodrama and ethnotheatre
, 204–205
Research dissemination
, 177, 207
Research ethics
, 2, 47
communicating
, 115–116
in research with child migrants
, 192–194
and young people
, 107–108
Research Ethics Boards
, 83
Research Ethics Committees (RECs)
, 2, 106, 108
Research literacy
, 124
Research methodology
, 75
Research methods
, 49–50
Research participants, disabled children as
, 75–76
Research skills
, 161
Research vision and reality
, 116–117
Research with children
ethical considerations in
, 170
ethics of
, 160–161
ethics of representation
, 171–172
financial ‘inducements’
, 172
informed assent/consent
, 172
project conception
, 170–171
research context
, 170
Research-based play
, 203–204
Researcher positionality
, 130–131, 141–143
implications for
, 97–100
Rights in childhood research
, 123–124
Rights-based approaches
, 125, 156
Risks
, 16, 18, 137
Ruang Publik Terpadu Ramah Anak (RPTRA)
, 15, 20
Safeguarding methods to avoid eliciting further trauma
, 79–80
Sampling
, 49–50
Scheduled Tribe (ST)
, 90–91
School-based ethnography
, 107
School-based recruitment processes
, 171
Secure training centres (STCs), 68n2
Self-awareness
, 117
Semi-structured in-depth interviews
, 91
Sensitive research
, 128–130
trust in
, 136–146
Sensitivities in research with child migrants
, 190–192
Shaming stories
, 80
Sign language
, 76, 172
Situated ethics
, 184
Skills
, 44
Social justice
, 208
Social media
, 45
Socio-cultural norms
, 186
Sociological theories
, 30
South Africa
, 47
Space
, 160
Stigmatisation
, 210
Story for supporting informed consent
, 18–20
Storytelling
, 21, 25
process
, 17–18
for supporting informed consent
, 18–20
Stress
, 223
Sub-Saharan Africa
, 124
Survey
, 81
Tackling Ableism
, 178
Task based activities
, 107
Teachers
, 17, 49
Techno-shame
, 45, 53
Technology
, 45
Tick box mentality
, 53, 110
Traditional research methods
, 1
Transdisciplinary collaborative research
, 152
Transdisciplinary research
, 152
Transforming Experience
, 206
Transitions
, 58
Trauma
, 66
Trust
, 3, 122, 136
building of
, 5–6
in childhood research
, 123–124
children’s positionality in family research
, 145–146
context and methods
, 138–139
ethnographic research with children and centrality of
, 136–137
negotiating trust in childhood and family research
, 139–145
Trustworthiness
, 124
Truth
, 200
Tweenagers
, 46
Union territory (UT), 101n1
United Nations (UN)
, 1, 46
United Nations Convention on Rights of Child (UNCRC)
, 1, 14, 46, 123, 168–169, 187, 229
Universal logics
, 93
Variable-sum model
, 106
Verbal consent
, 91
Vice-principals
, 76
Vignette structure
, 207
Violence
, 136, 139
Visual and creative methods
, 3
Visual methods
, 31–32, 139
Visual resources
, 172
Visual stories
, 25
Voice
, 160
Voluntariness
, 16, 18
Vulnerability
, 66
in research with child migrants
, 190–192
Vulnerable groups
, 108
Warm approach
, 48
Whilst impairment
, 75
Writing ethics
, 115
Writing process
, 216–218
sustainability of
, 220–221
Written forms of communication
, 76
Young ‘voices’
, 90
Young migrant
, 184
ethics and integrity in research with
, 185–186
Young Offenders’ Institutions (YOIs)
, 58, 61, 63–64
Young participants, negotiating access to
, 50–51
Young people
, 106
and happiness in Laos
, 112–114
as knowledge producers
, 6–8
and media
, 45–46
research ethics and
, 107–108
in Scotland
, 110–112
Young voices, construction of
, 92–94
Youth, construction of
, 92–94
Youth research
, 108
ethical reflexivity and
, 109–110
Youth-centred research, 44–45 (see also Child-centred research; Drama-based research method)
confidentiality
, 48
ethical considerations
, 47
ethical moments, dilemmas and potential solutions
, 51–53
financial compensation and inducements
, 48–49
information disclosure
, 47
informed assent and consent
, 47–48
negotiating access to young participants
, 50–51
potential harm to participants and institutions
, 48
potentials of
, 46–47
research methods and sampling
, 49–50
young people and digital technologies
, 44
young people and media
, 45–46
YouTube
, 18
- Prelims
- Introduction: Ethics and Integrity in Research with Children and Young People
- Part I: Children and Young People's Participation in Research – Navigating Tricky Ethical Moments
- Chapter 1: Beyond Agree or Disagree: A Consent Story and Storytelling for Indonesian Children
- Chapter 2: Assent or Consent? Engaging Children in Ethnographic Study
- Chapter 3: Negotiating Youth-centred Research: Ethical Reflections on Research with Young People in Rural and Urban Spaces in Nigeria
- Chapter 4: Ethically Sensitive Research with ‘Children’ and ‘Adults’ in Custody
- Chapter 5: Ethical Considerations for Doing Research with, and in Relation to, Disabled Children
- Part II: Adult/Child Power Relations and Positionality – Ethics, Emotions and the Building of Trust
- Chapter 6: Ethics of Positionality in Capturing Adivasi Youth ‘Voices’ in a Village Community in India
- Chapter 7: A Balanced Approach to Ethics in Ethnography
- Chapter 8: Research with Child Street Traders: Building Trust and Sensitivity
- Chapter 9: A Spy in the Family: Trust in Sensitive Research with Children
- Part III: Children and Young People as Knowledge Producers and the Ethics of Representation and Research Dissemination
- Chapter 10: Children as Co-researchers: A Transdisciplinary and Participatory Process
- Chapter 11: Conducting Research with Children, Ethically and Effectively, to Inform Public Policy
- Chapter 12: Children and Young People who Migrate – Representing and (Re)producing Vulnerabilities through Research
- Chapter 13: Ethical Considerations in Drama-based Research with Children and Young People
- Chapter 14: A Meta-critical Reflection on Academic Writing with Child Researchers
- Conclusion: Meeting the Ethical Challenges in Research with Children and Young People
- Index