Promoting children’s informed assent in research participation

Dockett, Sue; Perry, Bob; Kearney, Emma

doi:10.1080/09518398.2012.666289

Cited by 56 publications

(43 citation statements)

References 24 publications

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“…We are calling on researchers to engineer the contexts wherein children should make informed decisions about research participation (Dockett, Perry and Kearney 2013).…”

Section: Discussionmentioning

confidence: 99%

Respecting and fulfilling the right of post-primary pupils to consent to participate in trials and evaluative research: a discussion paper

Maguire

Byrne

Kehoe³

2016

International Journal of Research & Method in Education

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This paper provides an introduction to issues surrounding the participation rights of young people in research and the implications of their growing involvement in research as well as providing a discourse on the ethical implications related to consent. The unique contribution of this paper is that it considers children's rights in respect to the increasing opportunities for young people to take part in evaluation research. The aim of this paper, therefore, is to acknowledge the growing involvement for young people in research and the implications of ensuring that their rights of participation are respected. Secondly we will consider the children's rights legislation and our obligations as researchers to implement this. Finally we will explore consent as an issue in its own right as well as the practicalities of accessing participants. This paper will postulate that any research about young people should involve and prioritise at all stages of the research process; including participation in decision-making.We conclude by identifying five key principles, which we believe can help to facilitate the fulfilment of post-primary pupils' ability to consent to participate in trials and evaluative research. evaluative research has brought with it increased opportunities for children and young people to be involved in research that will shape their future and that of their peers (Bourke and Loveridge 2014), through, for example, trials in socio-emotional learning, sex education, 2 literacy, numeracy, and physical activity. A systematic review conducted on the occurrence of trials in education since the 1980s has found a huge increase in published trials in the past ten years with around 100 educational trials published each year (Connolly 2015). Whilst the majority of these trials were conducted in North America, around 30% were based in Europe (Connolly 2015). School-based trials are accompanied by a range of general and specific ethical issues such as confidentiality, sampling, data storage, secondary data analysis and consent. These can take on added significance when children and young people are involved. IntroductionChildren and young people are, in legal terms, viewed as 'minors' who are 'vulnerable' and in need of safeguarding (Bos et al., 2013). In contrast to most research with adults, research with children and young people can be subject to multiple and hierarchical layers of consent in the form of school-based institutional gatekeepers and parental/guardian permissions (Gallagher et al., 2010). The extent to which children and young people can genuinely express willingness to take part and/or have the freedom to refuse to take part in evaluative research can thus risk becoming blurred.

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“…We are calling on researchers to engineer the contexts wherein children should make informed decisions about research participation (Dockett, Perry and Kearney 2013).…”

Section: Discussionmentioning

confidence: 99%

Respecting and fulfilling the right of post-primary pupils to consent to participate in trials and evaluative research: a discussion paper

Maguire

Byrne

Kehoe³

2016

International Journal of Research & Method in Education

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“…They are causing some expansion to my work (principally in terms of timeframes, consultation processes and processes of information sharing). Like others who are increasingly dissatisfied with and questioning of research on and involving children (Bourke & Loveridge, 2014;Dalli & Te One, 2012;Dockett, Perry, & Kearney, 2013;Harwood, 2010;Phelan & Kinsella, 2013) and puzzling over how best to be doing research about teaching in early childhood education, I am attending to ways in which I can conceptualise and practice research so that its impact in curriculum and within the early childhood education settings can be recognised as rich in learning opportunities, and above all conducted ethically and respectfully with those whose lives are supposed to benefit from it.…”

Section: What Does It Mean To Do Research In Early Childhood Settingsmentioning

confidence: 99%

“…Brought to you by | MIT Libraries Authenticated Download Date | 5/10/18 6:05 PM a r t i C l e s j o u r n a l o f p e d a g o g y 2 / 2 0 1 5 1 0 6 draw informed consent (Fargas-Malet et al, 2010), including debates over whether children can actually provide informed consent; the provision of child assent within research (Dockett, Perry & Kearney, 2013;Phelan & Kinsella, 2013); withdrawal of assent during a project (Bourke & Loveridge, 2014;Dockett, Einarsdóttir, & Perry, 2012); and discussions of law or policy and assumptions about competence (Atwool, 2013), often centred around a researchers' views of children (Farrell, 2005;Kellett, Robinson, & Burr, 2004). Researchers are guided by the legal and policy frameworks operating in their own jurisdictions, in New Zealand by institutional procedures (for example university ethics committees), and by their own subjectivities and experiences of working within research and with children and their families (such as those I described of myself earlier).…”

Section: Researching Ethically With Young Children Their Families Anmentioning

confidence: 99%

“…It began an early process of information sharing and that also extended an invitation to children to participate. Such practice is not particularly new (Dalli & Te One, 2012;Dockett, Perry & Kearney, 2013), but if teachers and parents have already consented to a child's participation in a study, sometimes children can feel compelled to say yes (Bourke & Loveridge, 2014), or may want to change their minds. It was important to me to address the children directly so they could begin to form an idea of what was being asked of them.…”

Section: Informing About and Inviting Children Families And Teachersmentioning

confidence: 99%

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Research work as curriculum work in New Zealand early childhood settings: What should be taught and learned?

Gunn

2015

Journal of Pedagogy

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This article draws from experiences in an ongoing study of children's narrative competence in the early years across early childhood education and school settings. Focusing on the research as it is being conducted in the early childhood context (a kindergarten), the paper inquires into what it means to do research in education settings where curriculum is constituted as everything that happens there, and principles of curriculum demand empowering, responsive and reciprocal, inclusive and holistic practices. Questions of research ethics, children's rights to assent or dissent to participate, to learn about the findings and consequences of the research, and to have the research recognised as curriculum experience are raised. Sitting at the intersection of research work and pedagogical/curriculum work the paper explores lessons from New Zealand of striving towards a fuller curriculum policy implementation and of addressing demands for ethical research practices with children who are very young.

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“…; Mortari & Harcourt ; Bessell ; Dockett et al . ; McNamara ). While many of these researchers have practice‐based backgrounds, there can be significant differences in resourcing, contextual understanding, existing rapport and research knowledge that separate the experience of conducting child consultations considerably.…”

mentioning

confidence: 99%

Children as capable evaluators: evolving conceptualizations of childhood in NGO practice settings

Kelly¹,

Smith

2016

Child & Family Social Work

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This paper explores the conceptualization of children and how this limits and enables opportunities for children to be active participants in society. These conceptualizations are put into applied settings by showcasing a practice example of a non‐government organization, Windermere, facilitating an evaluative feedback session with children. This provides a new angle from the bulk of peer‐reviewed literature which focuses on academic research with children. The practice example extends the conversation about the importance of listening and hearing the voice of children and contributes practical information to add to the development of child aware competencies. By linking theory and practice, this paper investigates ways of practicing, thinking and acting differently for and with children.

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Promoting children’s informed assent in research participation

Cited by 56 publications

References 24 publications

Respecting and fulfilling the right of post-primary pupils to consent to participate in trials and evaluative research: a discussion paper

Respecting and fulfilling the right of post-primary pupils to consent to participate in trials and evaluative research: a discussion paper

Research work as curriculum work in New Zealand early childhood settings: What should be taught and learned?

Children as capable evaluators: evolving conceptualizations of childhood in NGO practice settings

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