Theories of childhood and the ethics of childrens participation in research: an overview

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Theories of childhood and the ethics of
childrens participation in research an overview

• Virginia Morrow,
• Institute of Education, University of London

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Background

• UN CRC (1989) ratified 1992 (Art. 12)
• Children Act (England Wales) 1989
• Research in universities ESRC Childhood 5-16
• JRF Understanding childrens lives initiative
• increase in consultation eg DfES/CYPU, Every
  Child Matters

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Changes in thinking about children and childhood

• Children as research subjects/social actors with
  different competencies
• allows researchers to engage more effectively
  with diversity of children
• take for granted childrens competence
• researchers can draw on childrens skills eg
  participatory methods, drawing

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Theories of childhood

• Can identify differing ways of seeing or models
  of children and childhood
• Influence the methods used, research populations,
  topics of study, the interpretation of data
• new sociologies of childhood James Prout,
  Mayall
• four overlapping models (James) simplistic but
  useful

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The developing child

• Psychological approaches
• undervalue childrens competencies
• methods include observation, experimentation
• power of researcher lies in the interpretation of
  data
• dominates the way in which children are
  understood as becomings not beings

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Tribal child

• Children inhabit a separate world
• ethnography
• children as unknowable other
• Participant observation?

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The adult child

• Children are competent participants in a shared
  but adult-centred world.
• Focus on childrens perspectives of an adult
  world in which they participate
• methods same as for adults - qualitative
  interviews, questionnaires
• BUT differences in social status not addressed

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Social children

• Children as research subjects but possessing
  different competencies
• allows researchers to engage more effectively
  with diversity of children
• takes for granted childrens competence
• researchers can draw on childrens skills eg
  participatory methods, drawing
• but interpretation problems remain (Mayall)

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Ethics Aldersons 10 topics (see handout)

• Planning the project purpose and methods
• Assessing harms and benefits
• Respect for rights confidentiality and privacy
• Selection and participation
• Money matters contracts, time, funding projects
  and paying of participants

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• Reviewing aims and methods ethics guidance
• Information
• Consent
• Reporting and Follow up
• Dissemination
• Impact on children

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Linking theories to ethics Mayall (2002)

• Sociology of children- active agency, capacity to
  participate in decisions.
• Social construction of childhood children as
  contributors part of production, not separate
• Structural sociology of childhood emphasis on
  constraints on childrens social position thus
  on creating enabling environments, understanding
  adult-child power relationships.

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Differences

• Vulnerable children
• Tensions between protection and participation
• Physical vulnerability dependent on adults
• Adult responsibilities are different (ethics)
• Many of the drawbacks apply to research with
  adults

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Tentative suggestions

• Respect needs to become a methodological
  technique in itself
• Keep in mind differences between children not
  homogenous
• Be aware of context
• Dont rely on one method of data collection
• Report back and get childrens responses
  involve children in interpretation if possible

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• Be sensitive to taken for granted Qs
• Be aware of dangers of misrepresentation in
  dissemination
• Ensure adequate support for researchers teams,
  advisory groups
• Try to see ethics as enabling, not as a barrier
  to overcome
• Should there be a specific child-focused REC?

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References

• Alderson, P Morrow, V (2004) Ethics, social
  research and consulting with children and young
  people. London Barnardos.
• James, A, Jenks, C Prout, A. (1998) Theorising
  childhood. Cambridge Policy Press.
• Mayall, B. (2002) Towards a sociology for
  childhood thinking from childrens lives.
  Buckingham Open University Press.
• See also papers in N.Bell P Hopkins (2008)
  Special issue of Childrens Geographies Vol 6,
  No 1 (forthcoming).

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TEN TOPICS 1. The purpose of the research

• What is the research for - purpose?
• Whose interests is it designed to serve and
  how?
• What questions is it intended to answer?
• Why are the questions worth investigating?
• Are they new, or not yet fully answered,
  questions?
• Do the chosen methods fit the questions and
  purpose?

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2. Costs and hoped-for benefits What will
people be asked to do?

• Might there be risks or costs?
• Are there costs if the research is not carried
  out?
• Can risks be reduced and benefits be promoted?
• How will researchers respond to children who
  wish to refuse or withdraw, or who become
  distressed?

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3. Privacy and confidentiality

• How are names obtained, and are people told
  how?
• Can children and parents opt in?
• Breaking confidences, risk of abuse Do
  researchers discuss this first with the child?
  Do they warn all children that this might happen?
  Disclosure professional guidelines.
•  Will names and places be changed?
• Will all records be kept in lockable storage
  space, and destroyed after the project?
• Can people see, and alter draft detailed reports
  about themselves?
• Police checks on researchers? 

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4. Selection, inclusion and exclusion

•   How and why are the people selected?
• Extra problems for disadvantaged groups?
• How to allow for these?       
• Exclusions such as for speech or learning
  difficulties?
• Are representative or typical groups well
  selected?

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5. Funding

•  
• Does funding allow enough time and resources for
  respectful contact with children and high
  standards of research?
• Are expenses repaid?
• Should children be paid or rewarded?

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6. Review of the research aims and methods

• Have children or their carers helped to plan or
  comment on the research?
• Has an ethics group reviewed the project plans?
• Is the design unhelpful to children?
• Can comments be used to improve the research
  design?
• Are there agreed method of dealing with
  complaints?

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7. Information

• Are the purpose and nature of the research,
  methods and timing, possible benefits, harms and
  outcomes explained?
• Are the research concepts, such as consent,
  explained clearly?
• Is there a clear information leaflet to keep?
• Does the leaflet give the names and address of
  the research team, to contact?
• If children are not informed, how is this
  justified?

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8. Consent

• Do children know that they can say yes, no
  or pass?
• they can ask questions, talk to other people,
  and have time to decide whether to consent?
• they can refuse without this being held against
  them in any way?
• How do they respect children who are too shy or
  upset to express their views freely?
• Are parents or guardians asked to give consent?
• Is the consent written, oral or implied?

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9. Dissemination

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• Is there enough time to report and publicise
  the project?
• Do the reports show the balance and range of
  evidence?
• Are the children and adults sent short reports?
  
• Do researchers talk with practitioners and policy
  makers about using their findings?

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10. Impact on children

• How might the conclusions affect the larger
  groups of children?
• Do they try to draw conclusions from the
  evidence, or use the data to support their
  views?
• Do they use positive images and avoid
  stigmatising terms?
• Do they try to report childrens own views?
• Do they try to balance impartial research with
  respect for childrens worth and dignity?