Acknowledgements |
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ix | |
About the authors |
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x | |
Introduction: why ethics matters |
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1 | (10) |
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3 | (3) |
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6 | (1) |
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The purpose of this book: starting from uncertainty, and a questioning approach |
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6 | (2) |
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Researchers as insiders or outsiders |
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8 | (1) |
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The contents of this book |
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9 | (2) |
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Part 1 The planning stages |
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11 | (92) |
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1 Planning the research: purpose and methods |
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13 | (13) |
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13 | (1) |
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Questions about purpose and methods |
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13 | (1) |
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Is the research worth doing? |
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13 | (1) |
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14 | (1) |
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14 | (1) |
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15 | (1) |
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Three phases in the growing awareness of research ethics |
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16 | (3) |
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Three ethics frameworks for assessing research |
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19 | (2) |
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Limitations and advantages of the three frameworks |
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21 | (2) |
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Can ethics standards work in every country? |
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23 | (1) |
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Uncertainty -- the basis of ethical research |
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23 | (2) |
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25 | (1) |
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2 Assessing harms and benefits |
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26 | (11) |
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26 | (1) |
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Benefits -- how can research be `beneficial'? |
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27 | (4) |
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Risk, cost, harm and benefit assessments |
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31 | (1) |
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Confusion in risk--benefit assessments |
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32 | (1) |
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Risk of distress or humiliation |
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33 | (2) |
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35 | (1) |
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36 | (1) |
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3 Respect for rights: privacy and confidentiality |
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37 | (20) |
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Legal rights to confidentiality |
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37 | (2) |
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39 | (1) |
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39 | (4) |
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43 | (1) |
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Data protection rules and laws |
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43 | (2) |
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Children's consent in relation to personal data: processing of data |
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45 | (2) |
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Confidentiality or acknowledgement? |
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47 | (1) |
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Intimacy between strangers: one-to-one interviews |
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47 | (2) |
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Ethics, safety and privacy in digital and online research |
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49 | (3) |
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Respecting local and personal values |
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52 | (1) |
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Summary of the advantages and disadvantages of online research |
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52 | (2) |
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Does traditional ethics cover today's research relationships? |
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54 | (2) |
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56 | (1) |
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4 Designing research: selection and participation |
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57 | (14) |
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Framing the topics and extent of the research |
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57 | (1) |
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Advantages and disadvantages of exclusion criteria: research with children last? |
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58 | (4) |
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Combining respect, inclusion and protection |
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62 | (1) |
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Does traditional ethics cover social exclusion? |
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63 | (1) |
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63 | (1) |
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Beyond inclusion to participation: co-production with children and young people as researchers |
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64 | (3) |
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67 | (1) |
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Respecting young researchers' own qualities |
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68 | (1) |
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69 | (2) |
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5 Money matters: contracts, funding research and paying participants |
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71 | (10) |
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Planning, budgeting and research agendas |
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71 | (1) |
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Funding sources and contracts |
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72 | (2) |
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74 | (1) |
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Paying children and young people as researchers and participants |
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74 | (2) |
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76 | (3) |
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Ethics, research and the climate crisis: eco ethics? |
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79 | (1) |
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80 | (1) |
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6 Reviewing aims and methods: ethics guidance and committees |
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81 | (22) |
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81 | (2) |
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83 | (2) |
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Review and revision of research aims and methods |
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85 | (2) |
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87 | (1) |
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Criticisms of bioethics and RECs/IRBs |
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88 | (7) |
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Alternatives to formal research ethics |
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95 | (2) |
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97 | (5) |
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102 | (1) |
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Part 2 The data-collecting stage |
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103 | (58) |
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105 | (22) |
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Spoken and written information |
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106 | (1) |
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Research information leaflets |
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107 | (8) |
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GDPR and information sheets |
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115 | (4) |
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119 | (1) |
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Conveying complex information |
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120 | (1) |
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Leaflets in other languages |
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121 | (1) |
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Beneficial and relevant research? |
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122 | (1) |
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Two-way information exchanged throughout the research study |
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123 | (1) |
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Reporting back and saying goodbye |
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124 | (1) |
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125 | (2) |
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127 | (34) |
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128 | (1) |
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129 | (3) |
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132 | (2) |
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134 | (5) |
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Complications in parental consent |
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139 | (1) |
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Capacity or competence to consent |
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139 | (3) |
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Levels of involvement in decision-making |
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142 | (1) |
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Respecting consent and refusal in different cultures |
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142 | (4) |
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146 | (3) |
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Consent beyond speaking and writing |
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149 | (2) |
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151 | (1) |
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Consent and sensitive topics |
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152 | (1) |
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Is research without consent ever ethical? |
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153 | (2) |
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Consent to longitudinal research |
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155 | (1) |
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Consent and secondary data analysis |
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156 | (3) |
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Why respect children's consent? |
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159 | (1) |
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General questions about children's consent |
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159 | (1) |
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160 | (1) |
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Part 3 The writing, reporting and follow-up stages |
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161 | (29) |
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9 Disseminating and implementing the findings |
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163 | (13) |
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163 | (1) |
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Involving children and young people in dissemination: getting to the heart of debate and change |
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164 | (4) |
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Disseminating research to promote good practice |
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168 | (2) |
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170 | (2) |
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Dissemination, social media and the news media |
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172 | (3) |
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Ethical questions for critical viewers and readers |
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175 | (1) |
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175 | (1) |
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10 The impact on children and young people |
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176 | (14) |
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Underlying attitudes to childhood and youth: the 3 Ps |
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176 | (1) |
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Individual and collective impact of research reports on children and young people |
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177 | (3) |
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180 | (3) |
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183 | (3) |
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Sharing power with children and young people |
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186 | (1) |
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Critical questions for researchers to ask about impact |
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187 | (1) |
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188 | (1) |
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189 | (1) |
Appendix: Ten topics in ethical research |
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190 | (5) |
References |
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195 | (21) |
Index |
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216 | |