{"id":5353,"date":"2019-11-01T14:05:12","date_gmt":"2019-11-01T03:05:12","guid":{"rendered":"https:\/\/childethics.com\/?page_id=5353"},"modified":"2024-11-18T11:17:46","modified_gmt":"2024-11-18T00:17:46","slug":"researcher-accountability","status":"publish","type":"page","link":"https:\/\/childethics.com\/researcher-accountability\/","title":{"rendered":"RESPONSIBILITIES"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"5353\" class=\"elementor elementor-5353\" data-elementor-post-type=\"page\">\n\t\t\t\t<div class=\"elementor-element elementor-element-6051dcf e-con-full e-flex e-con e-parent\" data-id=\"6051dcf\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t<div class=\"elementor-element elementor-element-e0c6520 e-con-full animated-slow e-flex elementor-invisible e-con e-child\" data-id=\"e0c6520\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[],&quot;background_background&quot;:&quot;classic&quot;,&quot;animation&quot;:&quot;fadeIn&quot;}\">\n\t\t<div class=\"elementor-element elementor-element-ff8730f e-con-full animated-slow e-flex elementor-invisible e-con e-child\" data-id=\"ff8730f\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[],&quot;background_background&quot;:&quot;classic&quot;,&quot;animation&quot;:&quot;fadeIn&quot;,&quot;animation_delay&quot;:500}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-f9648dc elementor-widget elementor-widget-heading\" data-id=\"f9648dc\" data-element_type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Responsibilities<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-37968b9 e-flex e-con-boxed e-con e-parent\" data-id=\"37968b9\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-6136925 elementor-widget elementor-widget-text-editor\" data-id=\"6136925\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>Ethical Responsibility: Training and Support<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-cabf65a e-flex e-con-boxed e-con e-child\" data-id=\"cabf65a\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-c19208d e-flex e-con-boxed e-con e-child\" data-id=\"c19208d\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-4f03f68 elementor-widget elementor-widget-text-editor\" data-id=\"4f03f68\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/researcher\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Researcher&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;ERIC has been developed to support all researchers, individuals and organisations who are involved in research that is undertaken with, or potentially impacts on, children. This includes all members of any research team, research organisations, other stakeholders and research ethics review committees.&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">Researchers<\/a>\u00a0and others involved in\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/research\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Research&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;ERIC conceptualises research as the collection of data or information within the framework of a methodical study in order to answer specific questions or test hypotheses. This is relevant across the range of research contexts and includes evaluation, monitoring and implementation activities.&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">research<\/a>\u00a0with\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/child\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Child&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;ERIC adopts the definition of a child, consistent with Article 1 of the UNCRC, as &amp;quot;every human being below the age of eighteen years unless under the law applicable to the child, majority is attained earlier.\u201d&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">children<\/a>\u00a0are ultimately responsible for ensuring that research is ethical. Critical ethical engagement requires knowledge and skills that are sustained and enhanced by appropriate ongoing support, training and professional development.\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/ethics\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Ethics&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;Ethics refers to well-founded standards of right and wrong that prescribe what humans ought to do, usually in terms of rights, obligations, benefits to society, fairness, or specific virtues. Ethics also involves the study and development of our own ethical standards via continual examination of our moral beliefs and conduct.&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">Ethics<\/a>\u00a0review boards also have a role to play in supporting\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/researcher\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Researcher&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;ERIC has been developed to support all researchers, individuals and organisations who are involved in research that is undertaken with, or potentially impacts on, children. This includes all members of any research team, research organisations, other stakeholders and research ethics review committees.&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">researchers<\/a>\u00a0in ethical research practice.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-f29623c elementor-widget elementor-widget-text-editor\" data-id=\"f29623c\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>Both novice and experienced researchers face difficult ethical issues (<a href=\"https:\/\/childethics.com\/library\/journal-articles\/is-my-mum-going-to-hear-this-methodological-and-ethical-challenges-in-qualitative-health-research-with-young-people\/\" target=\"_blank\" rel=\"noopener\">Duncan et al., 2009<\/a>) and experience alone is insufficient to anticipate and plan for all relevant factors (<a href=\"https:\/\/childethics.com\/library\/journal-articles\/dealing-chaos-complexity-reality-interviewing-children-families-homes\/\" target=\"_blank\" rel=\"noopener\">MacDonald &amp; Greggins, 2008<\/a>). Every research project has unique ethical and contextual considerations that require the\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000; margin-bottom: 0px;\" href=\"https:\/\/childethics.com\/glossary\/researcher\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Researcher&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;ERIC has been developed to support all researchers, individuals and organisations who are involved in research that is undertaken with, or potentially impacts on, children. This includes all members of any research team, research organisations, other stakeholders and research ethics review committees.&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">researcher<\/a>, and others involved in the research process, to reflect and decide on, guided by sound ethical principles.<\/p><p>The\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000; margin-bottom: 0px;\" href=\"https:\/\/childethics.com\/glossary\/eric\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;ERIC&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;ERIC is the acronym for Ethical Research Involving Children, which is the title of the international, collaborative project that produced the ERIC compendium and the ERIC website. It is not associated in any way with a library database that also has the ERIC acronym.&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">ERIC<\/a>\u00a0resources can offer support and advice for thinking through and designing ethical research, as well as developing a reflexive approach. Of particular relevance in this regard may be:<\/p><ul><li><a href=\"https:\/\/childethics.com\/ethical-guidance\/\">The ERIC Guidance<\/a><\/li><li><a href=\"https:\/\/childethics.com\/resources\/case-studies\/\">The ERIC Case Studies<\/a><\/li><li><a href=\"https:\/\/childethics.com\/getting-started\/\">The Reflexive Tool<\/a>: A Tool for Putting the ERIC Approach into Practice<\/li><\/ul><p>It is also essential that researchers have ready access to support and professional learning through their institution or mentors to help guide and inform their work. Support may include formal and informal training and supervision arrangements, and other means of ensuring that researchers are reflecting critically on their research practice, decision-making and ethical issues that may arise. The\u00a0<a href=\"https:\/\/childethics.com\/case-studies\/developing-an-ethical-and-reflexive-mindset-in-emerging-childhood-researchers-by-daniella-bendo-and-paige-sheridan\/\">ERIC Case Study<\/a>\u00a0by Daniella Bendo and Paige Sheridan entitled, Developing an Ethical and Reflexive Mindset in Emerging Childhood Researchers, offers one example of how the ERIC resources can be used as a basis and tool for ethical research training.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-cacbf28 e-flex e-con-boxed e-con e-child\" data-id=\"cacbf28\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-d5537ec e-flex e-con-boxed e-con e-child\" data-id=\"d5537ec\" data-element_type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;,&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-1538bdd elementor-widget elementor-widget-text-editor\" data-id=\"1538bdd\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>It is the responsibility of all those engaged in research with children, particularly researchers, to work out how ethical principles apply in specific projects and across all aspects of research practice.<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-92f4e24 e-con-full e-flex e-con e-child\" data-id=\"92f4e24\" data-element_type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;,&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-893df19 animated-slow elementor-invisible elementor-widget elementor-widget-text-editor\" data-id=\"893df19\" data-element_type=\"widget\" data-settings=\"{&quot;_animation&quot;:&quot;fadeIn&quot;}\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>While mechanisms of governance and review cannot guarantee ethical practice, ethical guidelines and formalized ethical review processes can provide support for researchers and participants.<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-6a26e40 e-flex e-con-boxed e-con e-child\" data-id=\"6a26e40\" data-element_type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;,&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-512699e elementor-widget elementor-widget-text-editor\" data-id=\"512699e\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>Download the full set of Getting Started questions as a pdf. Available in\u00a0<a href=\"https:\/\/childethics.com\/wp-content\/uploads\/2022\/07\/Researcher-Support-English.pdf\" target=\"_blank\" rel=\"noopener\">English<\/a>,\u00a0<a href=\"https:\/\/childethics.com\/wp-content\/uploads\/2022\/07\/ERIC-compendium-FR_Researcher-Support.pdf\" target=\"_blank\" rel=\"noopener\">fran\u00e7ais<\/a>,\u00a0<a href=\"https:\/\/childethics.com\/wp-content\/uploads\/2022\/07\/ERIC-compendium-ES_Researcher-Support.pdf\" target=\"_blank\" rel=\"noopener\">espa\u00f1ol<\/a>,\u00a0<a href=\"https:\/\/childethics.com\/wp-content\/uploads\/2022\/07\/ERIC_Korean-Researcher-Support.pdf\" target=\"_blank\" rel=\"noopener\">\ud55c\uad6d\uc5b4<\/a>,\u00a0<a href=\"https:\/\/childethics.com\/wp-content\/uploads\/2022\/07\/ERIC_Turkish-Researcher-Support.pdf\" target=\"_blank\" rel=\"noopener\">T\u00fcrk\u00e7e<\/a>\u00a0and\u00a0<a href=\"https:\/\/childethics.com\/wp-content\/uploads\/2022\/07\/ERIC-Bahasa-Indonesian-Researcher-Support.pdf\" target=\"_blank\" rel=\"noopener\">Bahasa Indonesia<\/a>.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-9947b3a e-flex e-con-boxed e-con e-parent\" data-id=\"9947b3a\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-cac23e5 e-flex e-con-boxed e-con e-child\" data-id=\"cac23e5\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-e429876 e-flex e-con-boxed e-con e-child\" data-id=\"e429876\" data-element_type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;,&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-46d84bb e-flex e-con-boxed e-con e-parent\" data-id=\"46d84bb\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-89d6aa0 e-flex e-con-boxed e-con e-child\" data-id=\"89d6aa0\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-dcf606e e-flex e-con-boxed e-con e-child\" data-id=\"dcf606e\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-44c375b elementor-widget elementor-widget-n-accordion\" data-id=\"44c375b\" data-element_type=\"widget\" data-settings=\"{&quot;default_state&quot;:&quot;all_collapsed&quot;,&quot;max_items_expended&quot;:&quot;multiple&quot;,&quot;n_accordion_animation_duration&quot;:{&quot;unit&quot;:&quot;ms&quot;,&quot;size&quot;:400,&quot;sizes&quot;:[]}}\" data-widget_type=\"nested-accordion.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"e-n-accordion\" aria-label=\"Accordion. Open links with Enter or Space, close with Escape, and navigate with Arrow Keys\">\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-7210\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"1\" tabindex=\"0\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-7210\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Skills and Training <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewBox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewBox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-7210\" class=\"elementor-element elementor-element-00d642e e-flex e-con-boxed e-con e-child\" data-id=\"00d642e\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-7210\" class=\"elementor-element elementor-element-70e20a6 e-flex e-con-boxed e-con e-child\" data-id=\"70e20a6\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-7210\" class=\"elementor-element elementor-element-7687da0 e-flex e-con-boxed e-con e-child\" data-id=\"7687da0\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-7210\" class=\"elementor-element elementor-element-a6a00f4 e-flex e-con-boxed e-con e-child\" data-id=\"a6a00f4\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-0aedd7b elementor-widget elementor-widget-text-editor\" data-id=\"0aedd7b\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>Respecting the dignity, rights and well-being of children in research requires that researchers understand, and are adequately skilled, in implementing evolving evidence about what constitutes ethical research. While many skills used in research with adults are important and transferable, these alone are not sufficient for conducting research with children. The need for researchers to have specialised skills and training is critically important (<a href=\"https:\/\/childethics.com\/library\/other-literature\/building-capacity-for-ethical-research-with-children-and-young-people-an-international-research-project-to-examine-the-ethical-issues-and-challenges-in-undertaking-research-with-and-for-children-in-d\/\" target=\"_blank\" rel=\"noopener\">Powell et al., 2011<\/a>).<\/p><p>Training should also focus on establishing professional boundaries (<a href=\"https:\/\/childethics.com\/library\/other-literature\/ethical-and-safety-guidelines-for-sexual-and-reproductive-health-research-and-data-collection-with-adolescents-draft\/\" target=\"_blank\" rel=\"noopener\">WHO, 2011<\/a>). This requires an understanding of the importance and meaning of boundaries in the specific local context, as this may vary. For example, boundaries may become blurred when community-based researchers are assisting with research in their own communities. Also, perceptions of boundaries may vary across cultural contexts. In some cultures the definition of professional boundaries implies a more distant approach, which may actually be culturally inappropriate and even offensive in other cultural contexts. In some contexts, trust and closeness may be necessary prerequisites for sharing meaningful information and may even help toward balancing the uneven power relationship between researchers and participants. The quality of the\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000; margin-bottom: 0px;\" href=\"https:\/\/childethics.com\/glossary\/data\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Data&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;Data comes in many different formats and is gathered for different purposes, and through different processes, using a wide range of methods. Essentially, research &amp;#039;data\u2019 refers to any information that has been collected, generated or created for the purpose of producing research findings. In research involving children, data may include, but is not limited to, interview transcripts and\/ or notes, observational \/ field notes, survey responses, child or researcher-framed videos or photographs, drawings or other creative works, digital data linked to a social media site, test responses, results of a health or medical test (undertaken as a part of a study). All such data requires appropriate consent to be collected and used, and must be securely stored. &lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">data<\/a>\u00a0is dependent, to a degree, on the quality of the relationships formed. This further highlights the need for reflection in forming and sustaining respectful relationships, ensuring boundaries are professional and appropriate for the context.<\/p><p>Existing guidance also points to the importance of specialised training in particular areas. These include, for example, identifying and managing safety issues, including suspected\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/child-abuse\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Child abuse&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;Any action or lack of action by individuals or institutions that directly or indirectly harms children, makes them unsafe, or prevents healthy development. Different forms of child abuse include neglect, sexual, physical and emotional abuse.&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">child abuse<\/a>\u00a0and\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/neglect\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Neglect&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;Continued failure to provide for a child\u2019s basic needs, including physical, medical, educational, social, psychological and emotional needs.&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">neglect<\/a>\u00a0(<a href=\"https:\/\/childethics.com\/library\/journal-articles\/ethical-challenges-conducting-research-hard-reach-families\/\" target=\"_blank\" rel=\"noopener\">Gorin et al., 2008<\/a>;\u00a0<a href=\"https:\/\/childethics.com\/library\/other-literature\/ethical-approaches-to-gathering-information-from-children-and-adolescents-in-international-settings-guidelines-and-resources\/\" target=\"_blank\" rel=\"noopener\">Schenk &amp; Williamson, 2005<\/a>); supporting\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/child-led-research\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Child-led research&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;Research that children choose, design, carry out and disseminate themselves with adult &amp;lt;em&amp;gt;support&amp;lt;\/em&amp;gt; rather than adult &amp;lt;em&amp;gt;management&amp;lt;\/em&amp;gt;. Adult support may be related to practical or logistical issues, supporting the development of children\u2019s research skills, providing technical assistance, reflecting together on ethical considerations, advising on safety, and facilitating ways to help ensure young researchers\u2019 findings are engaged with by decision-makers.&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">child-led research<\/a>\u00a0(<a href=\"https:\/\/childethics.com\/library\/journal-articles\/small-shoes-big-steps-empowering-children-as-active-researchers\/\">Kellett, 2010<\/a>); gathering information related to violence (<a href=\"https:\/\/childethics.com\/library\/ethical-and-methodological-considerations-for-researching-children-exposed-to-political-violence\/\" target=\"_blank\" rel=\"noopener\">Bennouna &amp; Stark, 2021<\/a>;\u00a0<a href=\"https:\/\/childethics.com\/library\/other-literature\/who-ethical-and-safety-recommendations-for-interviewing-trafficked-women\/\" target=\"_blank\" rel=\"noopener\">Zimmerman &amp; Watts 2003<\/a>); sexual violence (<a href=\"https:\/\/childethics.com\/library\/other-literature\/who-ethical-and-safety-recommendations-for-researching-documenting-and-monitoring-sexual-violence-in-emergencies\/\" target=\"_blank\" rel=\"noopener\">WHO, 2007)<\/a>;\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/child\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Child&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;ERIC adopts the definition of a child, consistent with Article 1 of the UNCRC, as &amp;quot;every human being below the age of eighteen years unless under the law applicable to the child, majority is attained earlier.\u201d&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">child<\/a>\u00a0labour (<a href=\"https:\/\/childethics.com\/library\/other-literature\/ethical-considerations-when-conducting-research-on-children-in-the-worst-forms-of-child-labour-in-nepal\/\" target=\"_blank\" rel=\"noopener\">Edmonds, 2005<\/a>) and collecting biological samples (CIOMS &amp; WHO,\u00a0<a href=\"https:\/\/childethics.com\/library\/other-literature\/international-ethical-guidelines-for-biomedical-research-involving-human-subjects\/\" target=\"_blank\" rel=\"noopener\">2002<\/a>,\u00a0<a href=\"https:\/\/childethics.com\/library\/other-literature\/international-ethical-guidelines-for-epidemiological-studies\/\" target=\"_blank\" rel=\"noopener\">2008<\/a>).<\/p><p>It is not only researchers who need specialised skills but also other members of the research team, such as research assistants and field workers in large scale research projects. Researchers, interviewers and all members of the research team need skills in communication and forming respectful relationships with children,\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/young-people\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Young people&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;Youth is the transitional phase between childhood and adulthood. The term \u2018youth\u2019 is not defined in international law; however, working definitions from the United Nations use the term \u2018youth\u2019 for young people 15 years through to age 24 years. Young people are a heterogeneous group in constant evolution and the experience of \u2018being young\u2019 varies enormously across regions and within countries.&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">young people<\/a>, parents, community members and stakeholders. Training may include an emphasis on establishing rapport with children, putting them at ease, understanding verbal and non-verbal cues, and responding to needs they might reveal during the research process (<a href=\"https:\/\/childethics.com\/library\/other-literature\/ethical-approaches-to-gathering-information-from-children-and-adolescents-in-international-settings-guidelines-and-resources\/\" target=\"_blank\" rel=\"noopener\">Schenk &amp; Williamson, 2005<\/a>;\u00a0<a href=\"https:\/\/childethics.com\/library\/other-literature\/ethical-and-safety-guidelines-for-sexual-and-reproductive-health-research-and-data-collection-with-adolescents-draft\/\" target=\"_blank\" rel=\"noopener\">WHO, 2011<\/a>). The\u00a0<a href=\"https:\/\/childethics.com\/case-studies\/developing-an-ethical-and-reflexive-mindset-in-emerging-childhood-researchers-by-daniella-bendo-and-paige-sheridan\/\">ERIC Case Study by Daniella Bendo and Paige Sheridan<\/a>\u00a0entitled, Developing an Ethical and Reflexive Mindset in Emerging Childhood Researchers, offers one example of how the ERIC resources can be used as a basis and tool for ethical research training.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-7211\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"2\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-7211\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Encouraging Reflexivity <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewBox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewBox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-7211\" class=\"elementor-element elementor-element-ce41a1e e-flex e-con-boxed e-con e-child\" data-id=\"ce41a1e\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-7211\" class=\"elementor-element elementor-element-116ca54 e-flex e-con-boxed e-con e-child\" data-id=\"116ca54\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-7211\" class=\"elementor-element elementor-element-e8c5ac6 e-flex e-con-boxed e-con e-child\" data-id=\"e8c5ac6\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-7211\" class=\"elementor-element elementor-element-c5d5be7 e-flex e-con-boxed e-con e-child\" data-id=\"c5d5be7\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-219f541 elementor-widget elementor-widget-text-editor\" data-id=\"219f541\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>Major influences on the way research is done, as identified by researchers, include their own ethical principles, personal experiences and institutional requirements (<a href=\"https:\/\/childethics.com\/library\/other-literature\/building-capacity-for-ethical-research-with-children-and-young-people-an-international-research-project-to-examine-the-ethical-issues-and-challenges-in-undertaking-research-with-and-for-children-in-d\/\" target=\"_blank\" rel=\"noopener\">Powell et al., 2011<\/a>). Existing guidance suggests that training should provide all staff with opportunities to recognise and overcome their own prejudices (WHO,\u00a0<a href=\"https:\/\/childethics.com\/library\/other-literature\/who-ethical-and-safety-recommendations-for-researching-documenting-and-monitoring-sexual-violence-in-emergencies\/\" target=\"_blank\" rel=\"noopener\">2007<\/a>,\u00a0<a href=\"https:\/\/childethics.com\/library\/other-literature\/ethical-and-safety-guidelines-for-sexual-and-reproductive-health-research-and-data-collection-with-adolescents-draft\/\">2011<\/a>), build\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/reflexivity\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Reflexivity&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;The capacity of researchers to reflect critically about the impact of their research on participants and their communities, on researchers themselves, and on the body of knowledge under investigation.&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">reflexivity<\/a>\u00a0and\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/ethical-mindfulness\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Ethical mindfulness&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;Ethical mindfulness is the moment by moment attention to ethics and the ethical implications of all actions (or inactions). It is closely linked to reflexivity and ethics in practice.&amp;lt;span style=&amp;quot;color: #ff4400;&amp;quot;&amp;gt;Related Terms:&amp;lt;\/span&amp;gt;Reflexivity, Ethics in practice&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">ethical mindfulness<\/a>\u00a0(<a href=\"https:\/\/childethics.com\/library\/journal-articles\/reflexivity-and-ethical-mindfulness-in-participatory-research-with-children-what-does-it-really-look-like\/\" target=\"_blank\" rel=\"noopener\">Canosa et al., 2018<\/a>;\u00a0<a href=\"https:\/\/childethics.com\/library\/journal-articles\/ethical-research-involving-children-facilitating-reflexive-engagement-2\/%20target=\" rel=\"noopener\">Powell, Graham &amp; Truscott, 2016<\/a>;\u00a0<a href=\"https:\/\/childethics.com\/library\/journal-articles\/ethical-mindfulness-reflexivity-managing-research-relationship-children-young-people-14-year-qualitative-longitudinal-research-qlr-study\/\" target=\"_blank\" rel=\"noopener\">Warin, 2011<\/a>), be aware of the limits of the researcher\u2019s role and what researchers can achieve (<a href=\"https:\/\/childethics.com\/library\/other-literature\/so-you-want-to-involve-children-in-research-a-toolkit-supporting-childrens-meaningful-and-ethical-participation-in-research-relating-to-violence-against-children\/\" target=\"_blank\" rel=\"noopener\">Laws &amp; Mann, 2004<\/a>) and establish professional boundaries and self-care for researchers (<a href=\"https:\/\/childethics.com\/library\/other-literature\/ethical-and-safety-guidelines-for-sexual-and-reproductive-health-research-and-data-collection-with-adolescents-draft\/\" target=\"_blank\" rel=\"noopener\">WHO, 2011<\/a>). Professor Tatek Abebe explores the challenges of this further in two ERIC Case Studies entitled,\u00a0<a href=\"https:\/\/childethics.com\/case-studies\/immediacy-of-fieldwork-in-participatory-research-with-children-in-precarious-contexts-by-tatek-abebe\/\">Immediacy of fieldwork in participatory research with children in precarious contexts<\/a>, and,\u00a0<a href=\"https:\/\/childethics.com\/case-studies\/reciprocity-in-participatory-research-with-children-in-precarious-contexts-tatek-abebe\/\">Reciprocity in participatory research with children in precarious contexts<\/a>.<\/p><p>This emphasis on personal dispositions, principles, awareness and experience, highlights the central importance of providing opportunities for researchers to reflect critically on their practice, examine their assumptions, develop their understandings and review their ethical decision-making on a continuing basis. Ethical supervision, for example, provides researchers with an opportunity to reflect, discuss concerns, extend thinking, seek guidance and debrief, as well as providing a forum for accountability. Hence, ongoing support, supervision, training and professional development are essential components of the research process.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-7212\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"3\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-7212\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Researcher Safety <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewBox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewBox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-7212\" class=\"elementor-element elementor-element-fe8e21c e-flex e-con-boxed e-con e-child\" data-id=\"fe8e21c\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-7212\" class=\"elementor-element elementor-element-bbd8160 e-flex e-con-boxed e-con e-child\" data-id=\"bbd8160\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-7212\" class=\"elementor-element elementor-element-b8a151f e-flex e-con-boxed e-con e-child\" data-id=\"b8a151f\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-7212\" class=\"elementor-element elementor-element-3703826 e-flex e-con-boxed e-con e-child\" data-id=\"3703826\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-239f375 elementor-widget elementor-widget-text-editor\" data-id=\"239f375\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<div id=\"1658274511862-a32a383f-0ea3\" class=\"vc_tta-panel vc_active\" data-vc-content=\".vc_tta-panel-body\"><div class=\"vc_tta-panel-body\"><div class=\"wpb_text_column wpb_content_element \"><div class=\"wpb_wrapper\"><p>In addition to ensuring the safety of children involved in research, researchers also need to consider their own safety from\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/harm\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Harm&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;Harm in research includes physical retribution or punishment from others for participating or not participating in research activities, as well as physical harm, emotional distress, anxiety or loss of self-esteem as direct consequences of the research study itself.&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">harm<\/a>, always placing this above completion of the research tasks (<a href=\"https:\/\/childethics.com\/library\/other-literature\/so-you-want-to-involve-children-in-research-a-toolkit-supporting-childrens-meaningful-and-ethical-participation-in-research-relating-to-violence-against-children\/\" target=\"_blank\" rel=\"noopener\">Laws &amp; Mann, 2004<\/a>).\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/research\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Research&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;ERIC conceptualises research as the collection of data or information within the framework of a methodical study in order to answer specific questions or test hypotheses. This is relevant across the range of research contexts and includes evaluation, monitoring and implementation activities.&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">Research<\/a>\u00a0staff may face safety and security issues whilst engaged in fieldwork and may therefore require specific training and strategies to ensure safety, in accordance with the context in which the research is occurring.\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/researcher\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Researcher&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;ERIC has been developed to support all researchers, individuals and organisations who are involved in research that is undertaken with, or potentially impacts on, children. This includes all members of any research team, research organisations, other stakeholders and research ethics review committees.&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">Researcher<\/a>\u00a0safety may require attending to security plans, back up communication systems, secure transportation and team strategies (<a href=\"https:\/\/childethics.com\/library\/other-literature\/who-ethical-and-safety-recommendations-for-researching-documenting-and-monitoring-sexual-violence-in-emergencies\/\" target=\"_blank\" rel=\"noopener\">WHO, 2007<\/a>). Explicit safety protocols for researchers need to take the research context into account. Consultation is a necessary component in developing these protocols to ensure that local cultural, social and geographical factors are taken into consideration.<\/p><p>In addition to physical safety, it is important that researchers attend to their own distress, particularly if they are working in research contexts where this is likely to arise. It is not always possible to predict what may cause distress for members of the research team, just as it is not possible to predict what may cause distress for children. The key consideration is to be aware of possible issues that may arise and prepare in advance to manage these. Supervision can usefully provide a forum for\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000; margin-bottom: 0px;\" href=\"https:\/\/childethics.com\/glossary\/debriefing\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Debriefing&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;Debriefing refers to the process of sharing information about the research with participants after the data has been collected. Generally, this involves seeking feedback from research participants and\/or researchers about the research methods, content and process. In experimental research designs, debriefing refers more specifically to providing participants with information that was either withheld (such as the nature of experimental conditions) or misinformation that was provided (i.e., deception) as part of the experimental procedure. In such cases, debriefing aims to undo any harm that may have been caused by the deception\/withholding of information.&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">debriefing<\/a> and attending to any distress arising from aspects or events within the research contexts.<\/p><\/div><\/div><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-7213\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"4\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-7213\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Researcher Safety <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewBox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewBox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-7213\" class=\"elementor-element elementor-element-e98eb01 e-flex e-con-boxed e-con e-child\" data-id=\"e98eb01\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-7213\" class=\"elementor-element elementor-element-aa2205e e-flex e-con-boxed e-con e-child\" data-id=\"aa2205e\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-7213\" class=\"elementor-element elementor-element-736a446 e-flex e-con-boxed e-con e-child\" data-id=\"736a446\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-7213\" class=\"elementor-element elementor-element-f463585 e-flex e-con-boxed e-con e-child\" data-id=\"f463585\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-0ab2b11 elementor-widget elementor-widget-text-editor\" data-id=\"0ab2b11\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<div id=\"1658274511862-a32a383f-0ea3\" class=\"vc_tta-panel vc_active\" data-vc-content=\".vc_tta-panel-body\"><div class=\"vc_tta-panel-body\"><div class=\"wpb_text_column wpb_content_element \"><div class=\"wpb_wrapper\"><p>Research\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/ethics\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Ethics&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;Ethics refers to well-founded standards of right and wrong that prescribe what humans ought to do, usually in terms of rights, obligations, benefits to society, fairness, or specific virtues. Ethics also involves the study and development of our own ethical standards via continual examination of our moral beliefs and conduct.&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">ethics<\/a>\u00a0committees (RECs) and institutional or ethical review boards (IRBs or ERBs), (hereafter all collectively referred to as \u2018ethics review boards\u2019), are a potentially useful source of support for researchers. Most national legal regulations require that research institutions establish an independent ethical review board to thoroughly review all research plans (<a href=\"https:\/\/childethics.com\/library\/other-literature\/ethical-approaches-to-gathering-information-from-children-and-adolescents-in-international-settings-guidelines-and-resources\/\" target=\"_blank\" rel=\"noopener\">Schenk &amp; Williamson, 2005<\/a>) and researchers are generally required to apply for ethical approval from ethics review boards prior to starting research projects (<a href=\"https:\/\/childethics.com\/library\/books-and-book-sections\/the-ethics-of-research-with-children-and-young-people-a-practical-handbook\/\" target=\"_blank\" rel=\"noopener\">Alderson &amp; Morrow, 2011<\/a>).<\/p><p>Ethics review boards are established within organisations to review the ethical acceptability of all research involving humans conducted within their jurisdiction or under their auspices. They are mandated to approve, reject, request modifications or terminate any proposed or ongoing research involving humans. Ethics review boards ensure that ethical standards of conduct of research activities are met, and therefore participants are protected from harm.<\/p><p>However, the usefulness of ethics review boards is a source of contention and debate, between ensuring ethical scrutiny of research on the one hand, and avoiding an excessively onerous bureaucratic process on the other. Some researchers are critical of the increasingly formal, bureaucratic regulation, seeing it as \u2018rule fetishism\u2019 that does not help develop understanding of ethical decision-making in specific contexts (<a href=\"https:\/\/childethics.com\/library\/journal-articles\/negotiating-informed-consent-children-school-based-research-critical-review\/\" target=\"_blank\" rel=\"noopener\">Gallagher et al., 2010<\/a>). Ethical review processes are experienced by some researchers as overly protective, preventing children\u2019s participation in research, and causing unnecessary and frustrating time delays (<a href=\"https:\/\/childethics.com\/library\/journal-articles\/childrens-participation-rights-in-research\/\" target=\"_blank\" rel=\"noopener\">Powell &amp; Smith, 2009<\/a>). Issues of concern also include a lack of specialised child research knowledge within the membership of some ethics review boards and lack of institutional memory as membership changes. There is also a serious concern that researchers may pass on ethical responsibility to ethics review boards, who cannot guarantee that ethical research is supported and poor research is prevented (<a href=\"https:\/\/childethics.com\/library\/books-and-book-sections\/the-ethics-of-research-with-children-and-young-people-a-practical-handbook\/\" target=\"_blank\" rel=\"noopener\">Alderson &amp; Morrow, 2011<\/a>). In short, ethics review boards have been identified by researchers as one of the issues of greatest ethical concern for researchers overall (<a href=\"https:\/\/childethics.com\/library\/other-literature\/building-capacity-for-ethical-research-with-children-and-young-people-an-international-research-project-to-examine-the-ethical-issues-and-challenges-in-undertaking-research-with-and-for-children-in-d\/\" target=\"_blank\" rel=\"noopener\">Powell et al., 2011<\/a>).<\/p><p>Nevertheless, ethics review boards do play a critical role and \u201ccan help prevent poor research, safeguard\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/research-participants\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Research participants&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;The individuals who take part in a study, either directly or indirectly via a representative, and who have given their informed consent.&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">research participants<\/a>\u00a0and be a protective barrier between potential participants and researchers\u201d (<a href=\"https:\/\/childethics.com\/library\/books-and-book-sections\/the-ethics-of-research-with-children-and-young-people-a-practical-handbook\/\" target=\"_blank\" rel=\"noopener\">Alderson &amp; Morrow, 2011<\/a>, p. 74). The increase in formal ethics mechanisms and subsequent scrutiny of research studies and researchers can result in better protection for children (<a href=\"https:\/\/childethics.com\/library\/books-and-book-sections\/the-ethics-of-research-with-children-and-young-people-a-practical-handbook\/\" target=\"_blank\" rel=\"noopener\">Alderson &amp; Morrow, 2011<\/a>;\u00a0<a href=\"https:\/\/childethics.com\/library\/journal-articles\/involving-children-in-health-and-social-research-human-becomings-or-active-beings\/\" target=\"_blank\" rel=\"noopener\">Balen et al., 2006<\/a>). ERIC aims to provide resources to support ethics review boards in their role and promote a shared understanding and language to support ethics review boards and researchers work together to improve and advance ethical research involving children.<\/p><p><em>Managing the ethical review of research across multiple contexts<\/em><br \/>Contemporary research often involves collaborative partnerships and may involve a number of local populations and multiple ethics review boards. Consequently, this raise concerns as to how to manage the ethical review of research across these multiple contexts. The issues include managing the formal ethics review requirements of organisations and countries in which the research is taking place, as well as conforming to international guidelines. A serious and growing concern are the \u201cdouble standards when minority world RECs\/IRBs demand high standards but research in other countries may have little or no ethical scrutiny or accountability\u201d (<a href=\"https:\/\/childethics.com\/library\/books-and-book-sections\/the-ethics-of-research-with-children-and-young-people-a-practical-handbook\/\" target=\"_blank\" rel=\"noopener\">Alderson &amp; Morrow, 2011<\/a>, p. 80). This concern points to the need for establishment of review processes that take a range of national and international contexts into account. The Nuffield Council on Bioethics (2002) recommends that all countries should establish effective systems for ethical review, including establishing and maintaining ethics review boards that are independent of governments and sponsors of research. In addition, it recommends that research should be reviewed in both the country hosting the research and the country sponsoring the research. However, this does not always mean that both countries\u2019 ethics review boards will agree, as highlighted in the\u00a0<a href=\"https:\/\/childethics.com\/case-studies\/research-ethics-committee-conditions-ethical-challenges-of-researching-with-poor-communities-in-malawi\/\">ERIC Case Study by Elsbeth Robson<\/a>\u00a0entitled,\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000; margin-bottom: 0px;\" href=\"https:\/\/childethics.com\/glossary\/research-ethics-committee\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Research ethics committee&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;See Ethics review board&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">Research Ethics Committee<\/a>\u00a0Conditions: Ethical Challenges of Researching with Poor Communities in Malawi.<\/p><p><em>Improving the role and capacity of ethics review boards<\/em><br \/>Suggestions for improvement include:<\/p><ul><li>There has been recent growth, particularly in health and medical research, to involve children, young people and parents in research advisory groups, which can have a role in offering ethical advice and in screening research projects (<a href=\"https:\/\/childethics.com\/library\/involving-children-and-young-people-in-clinical-research-through-the-forum-of-a-european-young-persons-advisory-group-needs-and-challenges\/\" target=\"_blank\" rel=\"noopener\">Gaillard et al., 2018<\/a>;\u00a0<a href=\"https:\/\/childethics.com\/library\/international-childrens-advisory-network-multifaceted-approach-patient-engagement-pediatric-clinical-research\/\" target=\"_blank\" rel=\"noopener\">Gwara et al., 2017<\/a>;\u00a0<a href=\"https:\/\/childethics.com\/library\/use-of-a-reference-group-in-researching-childrens-views-of-psychotherapy-in-malta\/\" target=\"_blank\" rel=\"noopener\">Jones, Mercieca &amp; Munday, 2020<\/a>;\u00a0<a href=\"https:\/\/childethics.com\/library\/journal-articles\/changing-things-for-the-better-the-use-of-children-and-young-peoples-reference-groups-in-social-research\/\" target=\"_blank\" rel=\"noopener\">Moore, Noble-Carr &amp; McArthur, 2016<\/a>;\u00a0<a href=\"https:\/\/childethics.com\/library\/co-producing-research-with-youth-the-neurox-young-peoples-advisory-group-model\/\" target=\"_blank\" rel=\"noopener\">Pavarini et al., 2019<\/a>). These are important developments, which need to continue to be advanced and reflexively critiqued. For example, care needs to be taken to ensure that children\u2019s roles were not tokenistic, and that the heterogeneity of children is represented (<a href=\"https:\/\/childethics.com\/library\/conceptualizing-youth-participation-in-childrens-health-research-insights-from-a-youth-driven-process-for-developing-a-youth-advisory-council\/\" target=\"_blank\" rel=\"noopener\">Arunkumar et al., 2019<\/a>;\u00a0<a href=\"https:\/\/childethics.com\/library\/journal-articles\/tick-box-for-child-the-ethical-positioning-of-children-as-vulnerable-researchers-as-barbarians-and-reviewers-as-overly-cautious\/\" target=\"_blank\" rel=\"noopener\">Carter, 2009<\/a>).<\/li><li>Developing specialist research ethics review boards, specifically for consultation regarding research with children and young people (<a href=\"https:\/\/childethics.com\/library\/journal-articles\/childrens-participation-rights-in-research\/\" target=\"_blank\" rel=\"noopener\">Powell &amp; Smith, 2009<\/a>;\u00a0<a href=\"https:\/\/childethics.com\/library\/journal-articles\/ethical-issues-social-research-difficulties-encountered-gaining-access-children-hospital-research\/\" target=\"_blank\" rel=\"noopener\">Stalker et al., 2004<\/a>).<\/li><li>Co-opting individuals who have expertise in the area of research with children onto ethics review boards (<a href=\"https:\/\/childethics.com\/library\/journal-articles\/accessing-children-research-participants-examining-role-gatekeepers\/\" target=\"_blank\" rel=\"noopener\">Coyne, 2010b<\/a>).<\/li><li>Ensuring\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/ethics-review-board\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Ethics review board&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;Ethics review boards (also called institutional review boards (IRB), independent review boards, research ethics committees, ethics review committees) exist in many countries for medical and other clinical research. They are also mandatory in some countries, universities and other organisations for any research involving human participants (such as in Australia, Canada, Norway, Sweden, the USA and UK). Ethics committees review the proposed research design and methods of a study from an ethical perspective. The review is generally underpinned by the foundational ethical principles of beneficence, respect and justice, with the overall aim of minimising physical and psychological harm to participants, as well as protecting researchers and the reputation of the institution. Ethical review also considers issues around autonomy and dignity, privacy, informed consent, equality, inclusivity and diversity, and social responsibility. Review boards generally comprise members from different departments across the university or institution who can offer both expert and lay-person perspectives depending on their area of expertise, and may also include members external to the institution.Ethics review varies considerably but typically involves established processes (some regulated by national standards or protocols) based on compliance, documentation and formalised templates. Based on feedback from the review process, aspects of the research may need to be amended. Final formal approval must be received (often with an ethics number where the documentation can be re-accessed) prior to the start of the research project. In some countries, ethics review for research beyond medical fields can be less formally organised and regulated. Proof of ethical research clearance is often required by many journals when publishing research.&amp;lt;span style=&amp;quot;color: #ff4400;&amp;quot;&amp;gt;Related Terms:&amp;lt;\/span&amp;gt;Procedural ethics&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">ethics review board<\/a>\u00a0members are required to have understandings of current thinking around research involving children and notions of children\u2019s capacities (<a href=\"https:\/\/childethics.com\/library\/journal-articles\/for-their-own-good-recruiting-children-for-research\/\" target=\"_blank\" rel=\"noopener\">Campbell, 2008<\/a>;\u00a0<a href=\"https:\/\/childethics.com\/library\/journal-articles\/accessing-children-research-participants-examining-role-gatekeepers\/\" target=\"_blank\" rel=\"noopener\">Coyne, 2010b<\/a>;\u00a0<a href=\"https:\/\/childethics.com\/library\/childrens-participation-in-research-on-sensitive-topics-addressing-concerns-of-decision-makers\/\" target=\"_blank\" rel=\"noopener\">Powell et al., 2020<\/a>).<\/li><li>Engaging an independent local community advisory group to monitor activities (<a href=\"https:\/\/childethics.com\/library\/other-literature\/ethical-approaches-to-gathering-information-from-children-and-adolescents-in-international-settings-guidelines-and-resources\/\" target=\"_blank\" rel=\"noopener\">Schenk &amp; Williamson, 2005<\/a>).<\/li><li>Using independent agencies to review research proposals (<a href=\"https:\/\/childethics.com\/library\/journal-articles\/obstacles-involving-children-young-people-foster-care-research\/\" target=\"_blank\" rel=\"noopener\">Gilbertson &amp; Barber, 2002<\/a>).<\/li><li>University ethics committees redesigning their systems of approval to ensure that: supervisors understand the risks involved and will monitor student researchers effectively; student researchers have adequate experience and\/or training for working with children\u2019s issues; and children participating in research are fully informed (<a href=\"https:\/\/childethics.com\/library\/journal-articles\/obstacles-involving-children-young-people-foster-care-research\/\" target=\"_blank\" rel=\"noopener\">Campbell, 2008<\/a>;\u00a0<a href=\"https:\/\/childethics.com\/library\/children-and-young-peoples-decision-making-in-social-research-about-sensitive-issues\/\" target=\"_blank\" rel=\"noopener\">Moore et al., 2020<\/a>). These issues resonate with those argued to be fundamental to ethical requirements in wider contexts: that children should always be required to give\u00a0<a class=\"glossaryLink\" style=\"box-sizing: border-box; background-color: transparent; text-decoration: none !important; color: #000000 !important; font-weight: 500; border-bottom: 1px dotted #000000;\" href=\"https:\/\/childethics.com\/glossary\/consent\/\" aria-describedby=\"tt\" data-cmtooltip=\"&lt;div class=glossaryItemTitle&gt;Consent&lt;\/div&gt;&lt;div class=glossaryItemBody&gt;See Informed consent&lt;\/div&gt;\" data-mobile-support=\"0\" data-gt-translate-attributes=\"[{&quot;attribute&quot;:&quot;data-cmtooltip&quot;, &quot;format&quot;:&quot;html&quot;}]\">consent<\/a>; information should always be provided to them; and researchers should have sufficient knowledge to reflexively consider children\u2019s responses as the research process unfolds (<a href=\"https:\/\/childethics.com\/library\/journal-articles\/childrens-participation-rights-in-research\/\" target=\"_blank\" rel=\"noopener\">Powell &amp; Smith, 2009<\/a>).<\/li><li>Ethics review boards reviewing health research protocols involving children and adolescents should be multidisciplinary and independent, with at least one member having expertise in conducting paediatric research (<a href=\"https:\/\/childethics.com\/library\/other-literature\/best-practices-for-health-research-involving-children-and-adolescents-genetic-pharmaceutical-longitudinal-studies-and-palliative-care-research-2\/\" target=\"_blank\" rel=\"noopener\">Avard et al., 2011<\/a>; CIOMS &amp; WHO,\u00a0<a href=\"https:\/\/childethics.com\/library\/other-literature\/international-ethical-guidelines-for-biomedical-research-involving-human-subjects\/\" target=\"_blank\" rel=\"noopener\">2002<\/a>,\u00a0<a href=\"https:\/\/childethics.com\/library\/other-literature\/international-ethical-guidelines-for-epidemiological-studies\/\" target=\"_blank\" rel=\"noopener\">2008<\/a>). If none of the members have such expertise, the Board should seek the advice of an ad hoc expert (<a href=\"https:\/\/childethics.com\/library\/other-literature\/best-practices-for-health-research-involving-children-and-adolescents-genetic-pharmaceutical-longitudinal-studies-and-palliative-care-research-2\/\" target=\"_blank\" rel=\"noopener\">Avard et al, 2011<\/a>).<br \/>The implementation of such recommendations may better position ethics review boards to protect the children and families participating in research and provide valuable, on-going support for researchers.<\/li><\/ul><\/div><\/div><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-46f9eadd e-flex e-con-boxed e-con e-parent\" data-id=\"46f9eadd\" data-element_type=\"container\" data-settings=\"{&quot;jet_parallax_layout_list&quot;:[]}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-43f16953 elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"43f16953\" data-element_type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-326a39e6 animated-slow elementor-invisible elementor-widget elementor-widget-text-editor\" data-id=\"326a39e6\" data-element_type=\"widget\" data-settings=\"{&quot;_animation&quot;:&quot;fadeIn&quot;}\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><strong>Keywords<\/strong>: researcher accountability, ethical roles, duty of care, child-centred approach<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Responsibilities Ethical Responsibility: Training and Support Researchers\u00a0and others involved in\u00a0research\u00a0with\u00a0children\u00a0are ultimately responsible for ensuring that research is ethical. Critical ethical engagement requires knowledge and skills that are sustained and enhanced by appropriate ongoing support, training and professional development.\u00a0Ethics\u00a0review boards also have a role to play in supporting\u00a0researchers\u00a0in ethical research practice. Both novice and experienced researchers [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":9130,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-5353","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/childethics.com\/wp-json\/wp\/v2\/pages\/5353","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/childethics.com\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/childethics.com\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/childethics.com\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/childethics.com\/wp-json\/wp\/v2\/comments?post=5353"}],"version-history":[{"count":5,"href":"https:\/\/childethics.com\/wp-json\/wp\/v2\/pages\/5353\/revisions"}],"predecessor-version":[{"id":11277,"href":"https:\/\/childethics.com\/wp-json\/wp\/v2\/pages\/5353\/revisions\/11277"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/childethics.com\/wp-json\/wp\/v2\/media\/9130"}],"wp:attachment":[{"href":"https:\/\/childethics.com\/wp-json\/wp\/v2\/media?parent=5353"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}