Informed Consent with Children and Young People in Social Research: Is There Scope for Innovation?

Parsons, Sarah; Sherwood, Gina; Abbott, Chris

doi:10.1111/chso.12117

Cited by 34 publications

(40 citation statements)

References 43 publications

(57 reference statements)

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“…Confidentiality and anonymity of the study participants was also paramount as the young people are recognized as vulnerable (Parsons et al . ). Participants were reassured that the information provided during the interview would remain confidential and would not be discussed with any other programme participant, adult volunteer, or staff member.…”

Section: Methodsmentioning

confidence: 97%

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Rewriting stories of trauma through peer‐to‐peer mentoring for and by at‐risk young people

Douglas

Jackson

Woods

et al. 2019

Int J Mental Health Nurs

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Adverse childhood experiences are strongly associated with the development of mental health disorders during the life span. When mental health issues are not effectively dealt with during the adolescent period, young people can become long‐term consumers in the mental health system. A widely accepted method of intervention is the provision of mentoring. More recently, young people have been fulfilling the role of mentor to their peers and mentoring has played a large role in supporting young people who are considered at‐risk of not achieving the expected psychosocial, educational, and/or developmental goals. What is not known is why young people, previously identified as being at‐risk, are motivated to mentor their at‐risk peers. The study aim was to examine what motivates previously recognized at‐risk young people to provide mentoring to their at‐risk peers. Participants were twelve previously recognized at‐risk young people recruited through a formal peer‐to‐peer mentoring programme. Semi‐structured interviews were conducted, and the data analysed through narrative inquiry and reported in accordance with the consolidated criteria for reporting qualitative research guidelines (COREQ). Results indicate that young people are motivated by their own lived experiences of trauma(s) to provide at‐risk peer mentoring. The experience of mentoring afforded opportunities to rewrite individual personal journeys of trauma through mentoring their at‐risk peers, thus constructing a more positive self‐identity. Outcomes of developing positive peer relationships and prosocial behaviours could significantly assist mental health clinicians in providing more acceptable care to clients in an age group known to be reluctant to accept traditional mental health intervention.

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Section: Methodsmentioning

confidence: 97%

“…Confidentiality and anonymity of the study participants was also paramount as the young people are recognized as vulnerable (Parsons et al 2016).…”

Section: Ethicsmentioning

confidence: 99%

Rewriting stories of trauma through peer‐to‐peer mentoring for and by at‐risk young people

Douglas

Jackson

Woods

et al. 2019

Int J Mental Health Nurs

View full text Add to dashboard Cite

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“…Some authors forewarn against assumptions that such methods necessarily produce better data, and stress that participation is more about a methodological understanding of research than about specific 'techniques' or methods (Gallacher & Gallagher, 2008;Holland et al, 2010;Thomson, 2007). More inclusive research methodologies can reduce the power differentials between researchers and children (Parsons, Sherwood, & Abbott, 2016). However, research can be respectful and produce meaningful results, even with different levels of engagement with children (Lundy & McEvoy, 2012).…”

Section: Ethics and Research On Children And Foodmentioning

confidence: 99%

“…Obtaining and maintaining informed consent is a fundamental principle of all research, and especially with children. There is a broad consensus that it should be viewed as an ongoing, negotiated and contextualised process (Dockett & Perry, 2011;Morrow, 2005;Parsons et al, 2016). Several aspects must be considered to make informed consent a rigorous process.…”

Section: Informed Consent Anonymity and Confidentialitymentioning

confidence: 99%

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Researching children’s food practices in contexts of deprivation: ethical and methodological challenges

Ramos

Trüninger

Cardoso

et al. 2020

International Journal of Qualitative Studies in Education

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The paper develops a critical reflection upon the methodological and ethical challenges of researching the food practices of low-income families with children. We draw on data and fieldwork experience in Portugal, within a recently completed European research project. The study aimed to understand children's experiences and views about the place of food in their lives, drawing on sociological approaches to childhood that conceptualize children as social agents, active participants within families and competent experts on their own social and interactional worlds. These assertions underlie the project's mixed-method approach (in-person interviews, questionnaires and photo-elicitation). We argue that beyond well-known ethical challenges (such as gatekeeping, power asymmetries, reciprocity and active participation), food and food poverty bring forth unique dilemmas, which may affect children's participation in research. Following the dimensions suggested by Tracy, our contribution offers a reflexive account of ethics-in-practice of how we dealt with ethical dilemmas on the field.

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Reconsidering assent for randomised control trials in education: Ethical and procedural concerns

McPherson

Saltmarsh

Tomkins

2020

British Educational Res J

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Despite ongoing disagreement about what kinds of evidence are most valuable to education, there continues to be an increasing push to make a narrow group of scientific methodologies the basis of educational policy and practice. This has created a growth in the use of randomised control trials (RCTs), which are considered an exemplary example of scientifically rigorous research design. Yet despite the increase in both the prevalence and status of RCTs, this article will argue that the ethics informing this research orientation remains underdeveloped, with the specific need for an agenda that grapples with assent in RCTs in both a philosophical and a methodological way. As a corrective to this, we engage with Biesta’s observation of a lack of explicit engagement with the values informing our decisions about the direction of education practice. We begin by examining assent in existing education research literature, focusing on some of the ways that qualitative and praxis‐oriented researchers have grappled with the complexity of assent in research projects involving children and young people in schools. We then consider analogous debates concerning assent in fields such as bioethics and biomedicine, given the established nature of bioethics as a discipline. Finally, we turn our attention to developing an agenda that can work towards a consideration of assent in RCTs in education research, with the purpose of making transparent some of the ethical concerns that warrant attention in the design and conduct of RCT research studies in education.

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Informed Consent with Children and Young People in Social Research: Is There Scope for Innovation?

Cited by 34 publications

References 43 publications

Rewriting stories of trauma through peer‐to‐peer mentoring for and by at‐risk young people

Rewriting stories of trauma through peer‐to‐peer mentoring for and by at‐risk young people

Researching children’s food practices in contexts of deprivation: ethical and methodological challenges

Reconsidering assent for randomised control trials in education: Ethical and procedural concerns

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