Supporting children’s ethical participation

Sophie Laws looks at ethical issues in participatory research with children

The United Nations is currently undertaking a major study on violence against children. This predominantly involves bringing together existing evidence and consulting internationally, rather than conducting original research, though the initiative also encourages others to undertake new research. Those undertaking the study are committed to the active involvement of children in this process, and Save the Children is making a contribution by promoting the meaningful and ethical participation of children in the study.

The International Save the Children Alliance, part commissioned the writing of a toolkit Supporting Children’s Meaningful and Ethical Participation specifically for the UN Study.

Participatory research with children is especially challenging when the subject matter in as inherently sensitive as violence against children. Research and consultation can only be ethical if they are part of a coherent process where children’s voices have a real chance of being heard. Efforts must be directed at countering the imbalance of power between adults and children. The toolkits contain guidance about ethical issues relating to consulting children, but this article focuses specifically on research processes. It draws on a summary made for a training workshop for some of those planning the UN study, working in many different countries.

Avoiding harm to participants

This is of course a central value for this kind of process. Researchers need to be clear that avoiding harm is more important than completing the research. When there are children as active participants in these processes, they can have a useful contribution to make in advising on avoiding harm, but adults/professionals retain the primary responsibility to make judgements about risks and take action.

It is important to be clear what is possible within the process of the research. Usually researchers are not able to make any huge difference to the lives of individual children, and they should ensure that children understand this. It is important to arrange appropriate support and follow-up for participants who are upset by their involvement. Researchers are encouraged to think broadly about who might be able to offer this support.

Child protection
In the past, abusers of children have used research as a cover for their activities. It is therefore crucial in making appointments of staff, that child protection procedures are followed. Police checks and, importantly, checks of identity should be made. Child protection should be considered more generally as an issue in relation to the research, seeking a positive approach to enhancing the protection of the children involved. Child protection training could be provided for all staff and a basic code of behaviour set out.

It is also worth thinking about child protection in relation to research methods. For example, it may be best to avoid children being alone with a single researcher. Consideration should always be given to what will be safest for the child rather than the adult.

Informed consent
Children can only give informed consent if they understand the research they are being asked to take part in. The preparation of child-friendly information materials is a good opportunity to involve children. Information sheets can usefully include a statement of children’s rights as respondents (the toolkit includes a possible model). However careful verbal explanation is also essential in all cases. It is useful for researchers to rehearse explaining their research in simple terms, avoiding jargon. Consent by respondents must be seen as an ongoing process, and children must be made aware that they can withdraw from the research at any point.

Confidentiality
It is crucial to actually protect confidentiality in practice. Records should be meticulously kept and confidentially should not be compromised through informal interactions with local practitioners. Obviously no names should be used in reports, but researchers must also beware of stories that could identify respondents to those close to them. Sometimes participating children may want to put their names on their stories but may not have enough experience to judge all the possible consequences of doing this.

Researchers need to explain what is meant by confidentiality to respondents carefully and in practical terms. They need to explain exactly what will they be doing to protect their confidentiality.

However important confidentiality maybe, it cannot be considered an over-riding value where children’s safety is in question. There is much debate about how disclosures of current abuse should be dealt with by researchers, and the team should discuss this and agree an approach. Researchers should be prepared for a detailed discussion with the child, on the spot, about how they want to deal with their situation, before taking any other action. The child should be helped to keep control of what is done, as far as possible. Researchers need to understand the boundaries to their own role, and are likely to need to help the child to tell someone else whom they trust. This needs to be planned for in case it arises.

If a researcher takes action that may violate confidentiality on the grounds that a child is at risk, they need to inform respondents of this appropriately.

An inclusive approach
Researchers need to make special efforts to reach out to sections of the community who might otherwise be excluded: disabled children; minority ethnic groups; lesbian and gay young people; and any group who may be left out by more powerful adults and children.

Fair return for participation
Researchers must be aware that there may be costs to children of participating in research. There is no right answer on how to recompense children for their work – the toolkit suggests some pros and cons to consider but recommends researchers consult locally.

Welfare of research staff
As with child participants, staff must operate on the basis that their own safety is placed above the completion of research tasks. Emotional support is also important, and arrangements need to be made for this. This should apply to all staff, including interpreters, transcribers etc. as well as lead researchers. This of course applies to child researchers as much as adult researchers.

Wider accountability
Full negotiation with the surrounding community and systems of authority is important, and this is part of protecting child respondents. Researchers should consider how to build useful skills within the community as part of the process. It is important not to raise unrealistic expectations and ensure that feedback is given to communities as well as participants in the research, in an appropriate form.

The version in the toolkit is fuller, and is accompanied by many positive ideas about how to involve children in research in a range of different situations.

Dr Sophie Laws is a researcher at Save the Children.
www.sophielaws.co.uk

Supporting Children’s Meaningful and Ethical Participation, by Sophie Laws and Gillian Mann
So you want to involve children in research. So you want to consult with children. Both are available in print and on the Save the Children website:
http://www.savethechildren.net/alliance/resources/publications.html

‘Ethics, social research and consulting with children and young people’, an update of the 1995 Barnardo’s report Listening to children’ has recently been published (see purple pages).

Priscilla Alderson and Virginia Morrow (The Social Science Research Unit and Barnardo’s) This book updates Listening to Children, the 1995 Barnardo's report, and gives examples from a range of recent projects. The children's rights based approach considers justice and respect in projects with all ages of children and young people.
Price £12.95
http://www.barnardos.org.uk/resources T: 01268 522 872 top