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RECOUP/Ethical issues: Difference between revisions
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<noinclude>{{RECOUP_header|Ethical_issues}}</noinclude>{{ | <noinclude>{{RECOUP_header|Ethical_issues}}</noinclude>{{Template:RECOUP/Shortheader|title=Ethical issues in the research process}} | ||
|title=Ethical issues in the research process | |||
}} | |||
=Understanding ethical concerns and dilemmas in conducting research= | =Understanding ethical concerns and dilemmas in conducting research= | ||
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http://www.cehat.org/publications/ethical2.html; | http://www.cehat.org/publications/ethical2.html; | ||
Examples of 'consent forms' either to hand out or to show on a projector. Two from the UK are available as | Examples of 'consent forms' either to hand out or to show on a projector. Two from the UK are available as handouts: {{Template:RECOUP/HOA|Participant Consent Form}} and {{Template:RECOUP/HOA|Example consent form}}. | ||
The use of written consent might not be appropriate in all research settings and contexts. You might find | The use of written consent might not be appropriate in all research settings and contexts. You might find our handout on {{Template:RECOUP/HOA|Taking Informed Consent}} and [[#Further reading|further readings]] useful for facilitating discussions about the limits and possibilities of consent forms and other approaches to seeking participant consent. | ||
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#(If this session is near the beginning of the workshop): Raise the issues of how and when to anonymise data and how to ensure their security: (20 minutes) | #(If this session is near the beginning of the workshop): Raise the issues of how and when to anonymise data and how to ensure their security: (20 minutes) | ||
#Brainstorm on the experience of participants about whether or not to 'pay' informants (10 minutes) | #Brainstorm on the experience of participants about whether or not to 'pay' informants (10 minutes) | ||
#Handout the {{HOA|Ethics of poverty research paper from the Chronic Poverty Research Consortium}} (or another relevant summary statement) and give people time to read it and discuss it in small groups (10 minutes). Then take 15 minutes to discuss as a whole group any further issues that arise. | #Handout the {{Template:RECOUP/HOA|Ethics of poverty research paper from the Chronic Poverty Research Consortium}} (or another relevant summary statement) and give people time to read it and discuss it in small groups (10 minutes). Then take 15 minutes to discuss as a whole group any further issues that arise. | ||
=Further reading= | =Further reading= | ||
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'''Further reading on ethical issues | '''Further reading on ethical issues in social research:''' | ||
* Creed-Kanashiro H, Oré B, Scurrah M, Gil A, and Penny M (2005) Conducting Research in Developing Countries: Experiences of the Informed Consent Process from Community Studies in Peru ''The Journal of Nutrition'' 135:925-928, April . Free-online access here: | * Creed-Kanashiro H, Oré B, Scurrah M, Gil A, and Penny M (2005) Conducting Research in Developing Countries: Experiences of the Informed Consent Process from Community Studies in Peru ''The Journal of Nutrition'' 135:925-928, April . Free-online access here: [http://jn.nutrition.org/cgi/content/full/135/4/925] | ||
''Abstract:'' | ''Abstract:'' | ||
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''Abstract:'' | ''Abstract:'' | ||
This article explores the concept of internationally acceptable codes of ethics within the context of an Egyptian nurse’s PhD studies. Theoretical work, including gaining ethical approval for the project, took place in the UK, while the data collection phase of the study was done in Egypt. This highlighted areas where the Arab Muslim interpretation of some ethical principles, especially around the issue of gaining informed consent, differed from that currently accepted in British research ethics. The authors argue that it may not be possible, or even desirable, to standardize codes of ethics globally in areas such as academic research. Ethical principles develop from a unique mix of culture and religion. It may be more important to develop cultural competence that includes the ability to understand and respect the way in which ethical principles are interpreted by various societies. | This article explores the concept of internationally acceptable codes of ethics within the context of an Egyptian nurse’s PhD studies. Theoretical work, including gaining ethical approval for the project, took place in the UK, while the data collection phase of the study was done in Egypt. This highlighted areas where the Arab Muslim interpretation of some ethical principles, especially around the issue of gaining informed consent, differed from that currently accepted in British research ethics. The authors argue that it may not be possible, or even desirable, to standardize codes of ethics globally in areas such as academic research. Ethical principles develop from a unique mix of culture and religion. It may be more important to develop cultural competence that includes the ability to understand and respect the way in which ethical principles are interpreted by various societies. | ||
* Nama, N & Swartz, L (2002) 'Ethical and social dilemmas in community-based controlled trials in situations of poverty: A view from a South African project' ''Journal of community & applied social psychology'' vol. 12, no.4, pp. 286-297 | |||
''Abstract:'' | |||
All psychological and social research presents ethical dilemmas, many of which centre around the difficulties which flow from the power imbalances between those conducting the research and the research respondents or participants. Issues of power are magnified in research undertaken in contexts of poverty, and there is a burgeoning literature on ethical issues in research in developing countries. In this article, we augment the existing literature by focusing on the experiences of an assessor working in a controlled trial of a mother-infant intervention in a poor South African community. We consider issues of community expectations, the presentation to our project of physical health problems, the issue of HIV/AIDS, cultural beliefs which impact on the research, child protection issues, and the tensions between research assessment and ubuntu-a cultural norm which requires helpful engagement with others. We suggest that our experiences may assist with the development of further research. | |||
* Bray, R., & Gooskens, I. (2006) ‘Ethics and the everyday: Reconsidering approaches to research involving children and young people’, ''Anthropology Southern Africa'' vol.29 no.1, pp45-55. | |||
available online: [[http://www.sarpn.org.za/documents/d0001938/index.php|http://www.sarpn.org.za/documents/d0001938/index.php]] | |||
''Abstract:'' | |||
Guidelines on ethical practice in research with children tend to focus on ways to protect children from potential economic and emotional exploitation. While such concerns deserve attention, we argue that they represent only a portion of the moral framework in which researchers and participants operate. Through an analysis of children’s engagement in a long term ethnographic study, where their participation involved both providing and gathering data, we show the interconnections between so-called ‘research activities’ and young people’s everyday decision-making. Children’s participation in research takes place within existing and emerging relationships. Decision-making based on values – on the part of both children and adults – is part and parcel of these relationships. This paper demonstrates the need to engage with children’s moral worlds seriously while planning and conducting social research. | |||
* Lynch, K. (1999) ‘Equality studies, the academy and the role of research in emancipatory social change’, The Economic and Social Review, 30(1), 41-69 | |||
Available Online: [[http://www.esr.ie/vol30_1/3_Lynch.pdf|http://www.esr.ie/vol30_1/3_Lynch.pdf]] | |||
'''Abstract:''' | |||
This paper analyses the role of research in relation to social change. It explores, in particular, the implications of utilising an emancipatory research methodology in the study of issues of equality and social justice. While recognising the difficulties involved in developing an emancipatory approach to research, it is argued that such an approach is analytically, politically, and ethically essential if research with marginalised and socially excluded groups is to have a transformative impact. | |||
<noinclude>{{RECOUP_footer|Ethical_issues}}</noinclude><noinclude>[[Category:RECOUP]]</noinclude> | <noinclude>{{RECOUP_footer|Ethical_issues}}</noinclude><noinclude>[[Category:RECOUP]]</noinclude> | ||
