Ethical guidelines are crucial when carrying out research. Such guidelines help
to minimize the risk of potential harm resulting from the data collection process to participants, researchers
and others, and ensure that any remaining risks are outweighed by the potential benefits. Research ethics and
methodologies are closely linked, with ethically sound research protocols and tools adding to the value of the research.
Evaluating the impacts of programs and policies on children presents particular challenges. Many of these are complex, the impacts are often long-term, and children have particular vulnerabilities to harm. This dashboard includes information about evaluation for children - processes and measures for gathering and reporting data on behalf of children. It includes information on evaluation with children - engaging them in the process of gathering and interpreting data. And it includes information on evaluation by children - where children are engaged in the decision making about the evaluation and in using the findings from the evaluation.
Ethical Considerations when Collecting Data
The main ethical frameworks that underpin ethical guidelines for research are based on duties (deontological),
best outcomes (consequentialist) rights, and virtues. Guidelines relevant to research with children draw on many
principles and dimensions from across the entire range of ethical approaches
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Dilemmas include the possible impacts of participation
in research, particularly the risk of discomfort, distress, or trauma and the risk that others will learn of their
involvement in the research. Challenges also include those related to the provision of information, including how
much information to provide to children and how much to provide to parents; children’s consent to participate in
research; and confidentiality in relation to child protection.
Collecting Data on Children
Article 12 of the UN Convention on the Rights of the Child states that children are entitled to participate in all decisions affecting them, regardless of their age.
There may be many reasons that you are talking with
children- you may be interested in their opinions and perspectives as a part of
your programming, involving children in monitoring or talking to children for
purposes of support. You may be talking
to children alone, in pairs or bigger groups of children.
1. Atmosphere
When
you talk to children, you are as the adult the one responsible for the
communication, although talking to children is not always predictable. You should take care to create the best
possible atmosphere by using the following principles:
A. Safety
It is
essential for children to feel safe. This
will make them more open, and give a good experience of joining the group.
B. Validation
Create
the atmosphere in which all the participants are valued, and that all statement
are OK, as long as they comply with the rules of mutual respect in the group. Many children in difficult circumstances feel
shameful and have low self confidence- let them feel that they are valued and
acknowledged.
In a
group, everyone is a member, and should be allowed space. Children will share more with the group if
they feel included and the group atmosphere is better if you make sure to
include everyone
2. Purpose
State your purpose clearly. Are you going to pass information to children, do you need information from them (could be for an assessment) or are you talking to children with the purpose of comfort, reassurance and support?
Tell the children what your purpose is, and keep that purpose at the back of your head. Children may start talking about something else, be prepared to change focus according to the children’s interests. Sometimes children change focus to get a small “break”- allow some small talk, it can be relaxing and create a good atmosphere in the group, but bring the conversation back on track, respecting the personal space of the children.
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3. Prepare Yourself
What is the purpose of talking to the child/children?
What do you want the child/children to gain from this?
Do you need more information in advance? It is wise to know something about the life conditions of children in the area/ under the same conditions.
Does the child/children know that you will talk to the parents and vice-versa?
What problems and consequences could this communication have for the child and for you (moral, practical etc)?
Prepare any materials (paper, pens, flipchart etc)
Remember that most children enjoy talking to an adult who is genuinely interested to hear what they are sharing. Remember to be aware of the children’s and your own body language. Are you at ease and relaxed? Remember that you are responsible for the communication, but situations can be unpredictable. You cannot solve the situation for all children, but listening to them is important and a great support for most children.
Key Resources
If you are starting to think about how to genuinely involve children’s participation in research, you better be ready to read. By reading some of the great material on research with children you can begin to understand children’s position in research – even in our adult-centric world.
Monitoring and Evaluating with Children's Participation: This guide from Plan International and Save the Children is intended for use by practitioners seeking to assess and strengthen children’s participation in wider society. It provides indicators and tools to help monitor and evaluate the scope of children’s participation and a step-by-step guide to undertake the process.
Ethical Research Involving Children: The international Ethical Research Involving Children (ERIC) project has been specifically designed to provide a rich repository of information and resources to assist researchers, and guide and improve research involving children. It also aims to encourage critical reflection, dialogue and collegiality within and across the international research community.
Ethical approaches to gathering information from children and adolescents in international settings: The Population Council developed this guide in response to a growing need for practical guidance on
collecting information from and about young people. The initial need for such
recommendations was identified in the context of activities among
children and adolescents affected by HIV and AIDS. However, they apply equally well to address other health and social welfare
conditions and difficult circumstances, such as those who have experienced abuse,
trafficking, or displacement.
Ethical Principles,
Dilemmas and
Risks in Collecting
Data on Violence
against Children: is a literature review from a Technical Working Group on Data Collection on Violence against Children. This literature review aims to
capture current thinking around ethical issues and provide support to guide recommendations for ethical
research practice and decision-making in collecting data on children facing violence.
