Reactions to Participating in Sexual and Dating Violence Research Among Native American Youth

Siller, Laura; Edwards, Katie M.; Herrington, Ramona; Bordeaux, Simone; Charge, Leon Leader; Charge, Damon Leader

doi:10.1177/08862605211035884

Cited by 5 publications

(7 citation statements)

References 32 publications

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“…For the subtheme ‘technology-related consent,’ researchers intended to increase recruitment, consenting, and participant comfort with technology. Text messages reminded parents and students to return consent forms [ 21 , 27 ] and allowed parents/youth to return forms via email or text [ 28 ]. Yao et al [ 26 ] used texting to recruit older youth who signed up to receive sexual health program messages.…”

Section: Resultsmentioning

confidence: 99%

“…Baydala et al [ 7 ] encouraged collectively obtaining consent from the community and caregivers and assent from children in land-based activities. While Stiffman et al [ 20 ] implemented a research implementation team to ensure ongoing partnership, others advocated for community engagement and input more generally in all stages of research [ 7 , 28 ]. There were concerns about confidentiality in smaller communities [ 20 ], especially with sensitive issues.…”

Section: Resultsmentioning

confidence: 99%

“…‘Relationship building’ as a subtheme concerned relationships between Indigenous and non-Indigenous team members [ 9 , 22 ], between researchers and Indigenous communities [ 9 , 22 , 24 , 28 ], and relationships formed during informed consent processes [ 9 ]. In some studies, research team members’ community connections were assets for the consent process [ 24 , 26 , 27 ].…”

Section: Resultsmentioning

confidence: 99%

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Culturally appropriate consent processes for community-driven indigenous child health research: a scoping review

Peltier,

Dickson,

Grandpierre

et al. 2024

BMC Med Ethics

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Background Current requirements for ethical research in Canada, specifically the standard of active or signed parental consent, can leave Indigenous children and youth with inequitable access to research opportunities or health screening. Our objective was to examine the literature to identify culturally safe research consent processes that respect the rights of Indigenous children, the rights and responsibilities of parents or caregivers, and community protocols. Methods We followed PRISMA guidelines and Arksey and O’Malley’s approach for charting and synthesizing evidence. We searched MEDLINE, PsycINFO, ERIC, CINAHL, Google Scholar, Web of Science, Informit Indigenous Collection, Bibliography of Native North Americans, and Sociological Abstracts. We included peer-reviewed primary and theoretical research articles written in English from January 1, 2000, to March 31, 2022, examining Indigenous approaches for obtaining informed consent from parents, families, children, or youth. Eligible records were uploaded to Covidence for title and abstract screening. We appraised the findings using a Two-Eyed Seeing approach. These findings were inductively coded using NVivo 12 and analyzed thematically. Results We identified 2,984 records and 11 eligible studies were included after screening. Three key recommendations emerged: addressing tensions in the ethics of consent, embracing wise practices, and using relational approaches to consent. Tensions in consent concerned Research Ethics Board consent requirements that fall short of protecting Indigenous children and communities when culturally incongruent. Wise practices included allowing parents and children to consent together, land-based consenting, and involving communities in decision-making. Using relational approaches to consent embodied community engagement and relationship building while acknowledging consent for Indigenous children cannot be obtained in isolation from family and community. Conclusions Very few studies discussed obtaining child consent in Indigenous communities. While Indigenous communities are not a monolith, the literature identified a need for community-driven, decolonized consent processes prioritizing Indigenous values and protocols. Further research is needed to examine nuances of Indigenized consent processes and determine how to operationalize them, enabling culturally appropriate, equitable access to research and services for all Indigenous children.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Culturally appropriate consent processes for community-driven indigenous child health research: a scoping review

Peltier,

Dickson,

Grandpierre

et al. 2024

BMC Med Ethics

View full text Add to dashboard Cite

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“…This type of detailed information can be helpful. There is also a wealth of research documenting that participating in IV research is not upsetting for most participants (Jaffe et al, 2015), including youth (Edwards et al, 2016; Siller et al, 2022), and sharing this information with school partners, including parents/caregivers/guardians is important too.…”

Section: Recruitment Enrollment and Retentionmentioning

confidence: 99%

What Is Not in the Methods Section: Challenges, Successes, and Lessons Learned From Conducting School-Based Interpersonal Violence Prevention Research

Edwards

Orchowski

Espelage

et al. 2022

J Interpers Violence

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Interpersonal violence (IV)—which includes sexual assault, sexual harassment, teen dating violence, bullying, and other forms of violence—among youth (i.e., individuals 18 years of age or younger) is a public health crisis in the United States. As such, preventing IV among youth is a public health priority. Schools are natural settings for IV prevention among youth. However, conducting school-based IV prevention research with youth in school settings is riddled with challenges, and there is little systematic discussion of lessons learned from doing this work. As such, the purpose of this paper is to outline challenges, successes, and lessons learned from conducting school-based IV prevention research, as ascertained by four researchers with over 75 years of collective experience conducting school-based IV prevention research. Specifically, we focus on the importance of researchers (1) doing research on the school/school district prior to reaching out about potential partnerships; (2) establishing relationships with school partners that are characterized by being present, trustworthiness, and respect as well as the prioritization of school partners’ ideas over one’s research agenda; (3) working collaboratively with school partners to conceptualize and fund school-driven ideas; (4) preparing for pushback, often from parents/caregivers; and (5) embracing reciprocity (i.e., do things to support your school partners that may not directly benefit you). Additional considerations for recruitment, enrollment, and retention; program implementation and data collection; and dissemination are discussed.

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“…In a study investigating psychological distress and suicidal thoughts, results indicated sexual minority emerging adults reported more negative thoughts and need for help in response to their participation, compared to heterosexual emerging adults (Kuyper & Bos, 2017). Regarding IPV research, Siller and colleagues (2021) compared research reactions among sexual minority and heterosexual adolescents and found that sexual minority individuals were more upset by their participation (Siller et al, 2021). In addition, in a sample of gay and lesbian young adults, Edwards and Sylaska (2016) found that negative emotional reactions to research significantly correlated with all forms of IPV victimization and perpetration (i.e., psychological, physical, and sexual) among gay men, and psychological IPV victimization and perpetration among lesbian women.…”

Section: Introductionmentioning

confidence: 99%

Reactions to Participation in Research on Violence Experiences and Minority Stress Among Sexual and Gender Minority Young Adults

Grocott

Avery

Medenblik

et al. 2023

J Interpers Violence

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Given the growing body of research seeking to examine adverse childhood experiences (ACEs) and intimate partner violence (IPV) among sexual and gender minority (SGM) individuals, Institutional Review Boards must consider whether participating in violence research is emotionally distressing for SGM people. Yet, little research has studied SGM participants’ reactions to participating in research on ACEs, IPV, and minority stress. Thus, the current study examined reactions, including negative emotional reactions, to participating in violence research among SGM young adults. In total, 230 participants who self-identified as a sexual minority (30.1% also identified as a gender minority) in a dating relationship completed a cross-sectional assessment on ACEs, IPV (including identity abuse victimization and perpetration), minority stress (i.e., internalized homo/bi/transphobia), and reactions to research participation. Results indicated that participants identifying as a gender minority had significantly higher negative emotional reactions to study participation compared to cisgender participants, but this increase among gender minority individuals was small. In addition, gender minority participants and those with higher minority stress (i.e., internalized trans/bi/homo-negativity) and ACEs reported significantly higher negative emotional reactions to participation. Furthermore, gender minority participants scored worse on a scale indicating appreciation for contributing to research. Finally, reporting IPV victimization and perpetration was not associated with negative emotional reactions. Findings suggest that questions assessing minority stress and negative childhood experiences may be more emotionally salient or stressful for gender minority participants compared to questions measuring IPV.

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Reactions to Participating in Sexual and Dating Violence Research Among Native American Youth

Cited by 5 publications

References 32 publications

Culturally appropriate consent processes for community-driven indigenous child health research: a scoping review

Culturally appropriate consent processes for community-driven indigenous child health research: a scoping review

What Is Not in the Methods Section: Challenges, Successes, and Lessons Learned From Conducting School-Based Interpersonal Violence Prevention Research

Reactions to Participation in Research on Violence Experiences and Minority Stress Among Sexual and Gender Minority Young Adults

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