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E-grāmata: Ethics of Research with Children and Young People: A Practical Handbook

  • Formāts: 240 pages
  • Izdošanas datums: 27-Jul-2020
  • Izdevniecība: Sage Publications Ltd
  • Valoda: eng
  • ISBN-13: 9781529736670
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  • Formāts: 240 pages
  • Izdošanas datums: 27-Jul-2020
  • Izdevniecība: Sage Publications Ltd
  • Valoda: eng
  • ISBN-13: 9781529736670
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A practical guide to carrying out ethical research with children and young people, this practical handbook examines the ethical questions that arise at each stage of research, from first plans to dissemination and impact. Illustrated with case studies from international and inter-disciplinary research, it offers advice for addressing each ethical question, issue or uncertainty.


A practical guide to carrying out ethical research with children and young people, this practical handbook examines the ethical questions that arise at each stage of research, from first plans to dissemination and impact. Illustrated with case studies from international and inter-disciplinary research, it offers advice for addressing each ethical question, issue or uncertainty. Including:

• A showcase of the best practice on a range of topics including data protection 
• Practical guidance for responding to recent global changes in policy and practice in ethics and law
• Discussion of the challenges and opportunities of digital research with children

The updated second edition continues to provide an excellent resource for those exploring the old, current and new consensuses on the ethics of researching with children.

Recenzijas

This clear and engaging book challenges and guides researchers and ethics panels alike to consider the child as central in all stages of a research cycle. Bravo! -- Sue Smith Alderson and Morrow have, once again, produced the definitive guide to the ethics of working and researching with children. Authoritative, thoughtful, engaging and practical, it is filled with real-life examples from across the world which guide both new and experienced researchers towards the best possible practice in research with children and young people. -- Heather Montgomery The new edition of this book addresses many questions that have arisen in research with children in recent years. It makes clear that ethical maxims are not to be understood as a limitation, but rather as a help for researchers to be aware of their own uncertainties and to be encouraged to question and reflect. The authors understand social research as an open process in which children always are actors, as fellow researchers or researchers in their own cause. -- Manfred Liebel

Acknowledgements ix
About the authors x
Introduction: why ethics matters 1(10)
Defining some terms
3(3)
Research ethics
6(1)
The purpose of this book: starting from uncertainty, and a questioning approach
6(2)
Researchers as insiders or outsiders
8(1)
The contents of this book
9(2)
Part 1 The planning stages
11(92)
1 Planning the research: purpose and methods
13(13)
Two basic questions
13(1)
Questions about purpose and methods
13(1)
Is the research worth doing?
13(1)
Do theories matter?
14(1)
Do viewpoints matter?
14(1)
Do methods matter?
15(1)
Three phases in the growing awareness of research ethics
16(3)
Three ethics frameworks for assessing research
19(2)
Limitations and advantages of the three frameworks
21(2)
Can ethics standards work in every country?
23(1)
Uncertainty -- the basis of ethical research
23(2)
Summary of questions
25(1)
2 Assessing harms and benefits
26(11)
Harms and risks
26(1)
Benefits -- how can research be `beneficial'?
27(4)
Risk, cost, harm and benefit assessments
31(1)
Confusion in risk--benefit assessments
32(1)
Risk of distress or humiliation
33(2)
Welfare and rights
35(1)
Summary of questions
36(1)
3 Respect for rights: privacy and confidentiality
37(20)
Legal rights to confidentiality
37(2)
Opt-in or opt-out access
39(1)
Practical respect
39(4)
Privacy rights
43(1)
Data protection rules and laws
43(2)
Children's consent in relation to personal data: processing of data
45(2)
Confidentiality or acknowledgement?
47(1)
Intimacy between strangers: one-to-one interviews
47(2)
Ethics, safety and privacy in digital and online research
49(3)
Respecting local and personal values
52(1)
Summary of the advantages and disadvantages of online research
52(2)
Does traditional ethics cover today's research relationships?
54(2)
Summary of questions
56(1)
4 Designing research: selection and participation
57(14)
Framing the topics and extent of the research
57(1)
Advantages and disadvantages of exclusion criteria: research with children last?
58(4)
Combining respect, inclusion and protection
62(1)
Does traditional ethics cover social exclusion?
63(1)
Images and symbols
63(1)
Beyond inclusion to participation: co-production with children and young people as researchers
64(3)
UN-related work
67(1)
Respecting young researchers' own qualities
68(1)
Summary of questions
69(2)
5 Money matters: contracts, funding research and paying participants
71(10)
Planning, budgeting and research agendas
71(1)
Funding sources and contracts
72(2)
Freedom to publish
74(1)
Paying children and young people as researchers and participants
74(2)
Payments in context
76(3)
Ethics, research and the climate crisis: eco ethics?
79(1)
Summary of questions
80(1)
6 Reviewing aims and methods: ethics guidance and committees
81(22)
Ethics guidelines
81(2)
International standards
83(2)
Review and revision of research aims and methods
85(2)
Advantages of RECs/IRBs
87(1)
Criticisms of bioethics and RECs/IRBs
88(7)
Alternatives to formal research ethics
95(2)
Social research theories
97(5)
Summary of questions
102(1)
Part 2 The data-collecting stage
103(58)
7 Information
105(22)
Spoken and written information
106(1)
Research information leaflets
107(8)
GDPR and information sheets
115(4)
Leaflet layout
119(1)
Conveying complex information
120(1)
Leaflets in other languages
121(1)
Beneficial and relevant research?
122(1)
Two-way information exchanged throughout the research study
123(1)
Reporting back and saying goodbye
124(1)
Summary of questions
125(2)
8 Consent
127(34)
Consent and rights
128(1)
The meaning of consent
129(3)
Consent and the law
132(2)
`Assent'
134(5)
Complications in parental consent
139(1)
Capacity or competence to consent
139(3)
Levels of involvement in decision-making
142(1)
Respecting consent and refusal in different cultures
142(4)
The consent form
146(3)
Consent beyond speaking and writing
149(2)
Consent as a process
151(1)
Consent and sensitive topics
152(1)
Is research without consent ever ethical?
153(2)
Consent to longitudinal research
155(1)
Consent and secondary data analysis
156(3)
Why respect children's consent?
159(1)
General questions about children's consent
159(1)
Summary of questions
160(1)
Part 3 The writing, reporting and follow-up stages
161(29)
9 Disseminating and implementing the findings
163(13)
Dealing with data
163(1)
Involving children and young people in dissemination: getting to the heart of debate and change
164(4)
Disseminating research to promote good practice
168(2)
Promoting dissemination
170(2)
Dissemination, social media and the news media
172(3)
Ethical questions for critical viewers and readers
175(1)
Summary of questions
175(1)
10 The impact on children and young people
176(14)
Underlying attitudes to childhood and youth: the 3 Ps
176(1)
Individual and collective impact of research reports on children and young people
177(3)
Impact and the internet
180(3)
Decades of work
183(3)
Sharing power with children and young people
186(1)
Critical questions for researchers to ask about impact
187(1)
And finally
188(1)
Summary of questions
189(1)
Appendix: Ten topics in ethical research 190(5)
References 195(21)
Index 216
Priscilla Alderson is Emerita Professor of Childhood Studies at University College London Social Research Institute. She has been involved with medical research ethics committees for nearly 40 years, and more recently with committees that review social research. She has advised on the writing of research ethics guidelines for a range of medical, nursing, social and psychological authorities. She has researched many aspects of childrens lives and rights, from premature babies to young people aged up to 18 (see ResearchGate). Recent books include Childhoods, Real or Imagined: An Introduction to Critical Realism and Childhood Studies (Routledge 2013) and The Politics of Childhoods, Real or Imagined (Routledge 2016).  

Virginia Morrow is Visiting Professor, UCL Social Research Institute, and Research Associate, Young Lives, Department of International Development, University of Oxford. Her main research interests are sociology and history of childhood, child labour and childrens work, childrens rights, methods and ethics of social research with children; childrens understandings of family and other social environments. She has been a member of numerous advisory groups and research ethics committees.  She is the author of numerous papers and reports and she was a co-editor of Childhood: A Journal of Global Child Research, 2006-2016, also published by Sage.