Informed consent, gatekeepers and go-betweens: negotiating consent in child and youth-orientated institutions
Gaining informed consent from research participants is widely regarded as central to ethical research practice. This article reports on research which sought to identify contemporary practice in this area amongst researchers working in fields where research participants are often constructed as vuln...
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| Published in | British educational research journal Vol. 33; no. 3; pp. 403 - 417 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Oxford, UK
Blackwell Publishing Ltd
01.06.2007
Routledge |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0141-1926 1469-3518 |
| DOI | 10.1080/01411920701243651 |
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| Abstract | Gaining informed consent from research participants is widely regarded as central to ethical research practice. This article reports on research which sought to identify contemporary practice in this area amongst researchers working in fields where research participants are often constructed as vulnerable within the research process, and where their potential involvement tends to be mediated by institutional gatekeepers. Drawing on telephone interview and focus group data, the article focuses specifically on the experiences of researchers working with children and young people. It highlights the tensions experienced by many researchers between a personal commitment to an ethical framework which seeks to prioritise the agency and competency of children and young people, and the conditions imposed upon them by working within institutional settings where these principles may be undermined. This research suggests that the consent practices of child- and youth-orientated institutions, however much frowned upon, tend to go largely unchallenged by researchers, to the detriment of the rights of children and young people to opt in and out of research on their own behalf. |
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| AbstractList | Gaining informed consent from research participants is widely regarded as central to ethical research practice. This article reports on research which sought to identify contemporary practice in this area amongst researchers working in fields where research participants are often constructed as vulnerable within the research process, and where their potential involvement tends to be mediated by institutional gatekeepers. Drawing on telephone interview and focus group data, the article focuses specifically on the experiences of researchers working with children and young people. It highlights the tensions experienced by many researchers between a personal commitment to an ethical framework which seeks to prioritise the agency and competency of children and young people, and the conditions imposed upon them by working within institutional settings where these principles may be undermined. This research suggests that the consent practices of child- and youth-orientated institutions, however much frowned upon, tend to go largely unchallenged by researchers, to the detriment of the rights of children and young people to opt in and out of research on their own behalf. [PUBLICATION ABSTRACT] Gaining informed consent from research participants is widely regarded as central to ethical research practice. This article reports on research which sought to identify contemporary practice in this area amongst researchers working in fields where research participants are often constructed as vulnerable within the research process, and where their potential involvement tends to be mediated by institutional gatekeepers. Drawing on telephone interview and focus group data, the article focuses specifically on the experiences of researchers working with children and young people. It highlights the tensions experienced by many researchers between a personal commitment to an ethical framework which seeks to prioritise the agency and competency of children and young people, and the conditions imposed upon them by working within institutional settings where these principles may be undermined. This research suggests that the consent practices of child- and youth-orientated institutions, however much frowned upon, tend to go largely unchallenged by researchers, to the detriment of the rights of children and young people to opt in and out of research on their own behalf. (Contains 5 notes.) Gaining informed consent from research participants is widely regarded as central to ethical research practice. This article reports on research which sought to identify contemporary practice in this area amongst researchers working in fields where research participants are often constructed as vulnerable within the research process, and where their potential involvement tends to be mediated by institutional gatekeepers. Drawing on telephone interview and focus group data, the article focuses specifically on the experiences of researchers working with children and young people. It highlights the tensions experienced by many researchers between a personal commitment to an ethical framework which seeks to prioritise the agency and competency of children and young people, and the conditions imposed upon them by working within institutional settings where these principles may be undermined. This research suggests that the consent practices of child‐ and youth‐orientated institutions, however much frowned upon, tend to go largely unchallenged by researchers, to the detriment of the rights of children and young people to opt in and out of research on their own behalf. Gaining informed consent from research participants is widely regarded as central to ethical research practice. This article reports on research which sought to identify contemporary practice in this area amongst researchers working in fields where research participants are often constructed as vulnerable within the research process, and where their potential involvement tends to be mediated by institutional gatekeepers. Drawing on telephone interview and focus group data, the article focuses specifically on the experiences of researchers working with children and young people. It highlights the tensions experienced by many researchers between a personal commitment to an ethical framework which seeks to prioritise the agency and competency of children and young people, and the conditions imposed upon them by working within institutional settings where these principles may be undermined. This research suggests that the consent practices of child- and youth-oriented institutions, however much frowned upon, tend to go largely unchallenged by researchers, to the detriment of the rights of children and young people to opt in and out of research on their own behalf. Reprinted by permission of Carfax Publishing, Taylor & Francis Ltd. |
| Audience | Elementary Secondary Education |
| Author | Wiles, Rose Charles, Vikki Crow, Graham Heath, Sue |
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| Cites_doi | 10.4135/9781483345451 10.1080/13668790123540 10.1207/S15327019EB1004_1 10.1177/0907568202009004007 10.1177/0907568299006002007 10.1111/1467-9752.00230 10.1177/1468794106065004 10.1080/01411920120048340 10.4135/9781446250297 10.4135/9781849209090 10.4135/9781849209007 10.1111/j.1099-0860.1996.tb00461.x |
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| References_xml | – reference: Valentine, G., Butler, R. and Skelton, T. 2001. The ethical and methodological complexities of doing research with 'vulnerable' young people. Ethics, Place and Environment, 4(2): 117-178. – reference: British Educational Research Association. 2004. Revised ethical guidelines for educational research. British Educational Research Association. Available online at: http:www.bera.ac.ukpublicationsguides.php. – reference: Smythe, W. and Murray, M. 2000. Owning the story: ethical considerations in narrative research. Ethics and Behaviour, 10(4): 311-336. – reference: Simons, H. and Usher, R. 2000. Situated ethics in educational research, London: RoutledgeFalmer. – reference: Jossellson, K, ed. 1996. Ethics and process in the narrative study of lives, Thousand Oaks, CA: Sage. – reference: Atkinson, P., Coffey, A. and Delamont, S. 2003. Key themes in qualitative research: continuities and change, Walnut Creek, CA: AltaMira Press. – reference: Homan, R. 1991. The ethics of social research, Harlow: Longman. – reference: Wyn, J. and White, R. 1997. Rethinking youth, Sydney: Allen & Unwin. – reference: David, M., Edwards, R. and Aldred, P. 2001. Children and school-based research: 'informed consent' or 'educated consent'?. British Educational Research Journal, 27(3): 347-365. – reference: Mauthner, M, Birch, M, Jessop, J and Miller, T, eds. 2002. Ethics in qualitative research, London: Sage. – reference: Economic and Social Research Council. 2005. Research ethics framework, Swindon: Economic and Social Research Council. – reference: Graham, J., Grewal, I. and Lewis, J. 2007. Ethics in social research: the views of research participants, London: Government Social Research Unit/HM Treasury. – reference: James, A., Jenks, C. and Prout, A. 1998. Theorising childhood, Cambridge: Polity Press. – reference: Qvortrup, J, Bardy, M, Sgritta, G and Wintersberger, H, eds. 1994. Childhood matters, Aldershot: Avebury. – reference: Homan, R. 2001. The principle of assumed consent: the ethics of gatekeeping. Journal of Philosophy of Education, 35(3): 329-343. – reference: Morrow, V. and Richards, M. 1996. The ethics of social research with children: an overview. Children and Society, 10(2): 90-105. – reference: Alderson, P. and Morrow, V. 2004. Ethics, social research and consulting with children and young people, Barkingside: Barnardo's. – reference: Crow, G., Charles, V., Heath, S. and Wiles, R. 2004. "Informed consent and the research process: following rules and striking balances". paper presented to the British Sociological Association Annual Conference, University of York, March 2004. – reference: Hollway, W. and Jefferson, T. 2000. Doing qualitative research differently, London: Sage. – reference: Edwards, R. and Alldred, P. 1999. Children and young people's views of social research: the case of research on home-school relations. Childhood, 6(2): 261-281. – reference: Bell, C and Roberts, H, eds. 1984. 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| Title | Informed consent, gatekeepers and go-betweens: negotiating consent in child and youth-orientated institutions |
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