Ethics Flashcards
According to Mertens, how is deception undone?
Mertens, 1998
Undone by: Debriefing, Dehoaxing, Guarding privacy and confidentiality, Obtaining fully informed consent.
When can the use of deception be justified? Mertens (?)
‘most professional associations’ ethical guidelines for psychologists and educators prohibit the use of deception unless it can be justified and the effects of the deception “undone” after the study is completed.
What does Guba & Lincoln think about deception in research?
the allowance of deception in research settings is one of the main failings of the postpositivist paradigm. Harm results from discovering you have been duped and objectified including ‘loss of dignity’ ‘loss of self-esteem’ and ‘loss of agency & autonomy’.
‘it is with our ___, ___, ___ and ___ that we honour our participants.’ (_____,____)
‘It is with our anxiety, dread, guilt and shame that we honour our participants.’ (Josselson, 1996)
Reflexivity requires researchers to do what according to Etherington?
come from behind the protective barriers of objectivity and invite others to join us in our learning. Etherington, 2007.
‘anxiety to get it right can cause me to _________’ Etherington, ___
‘anxiety to get it right can cause me to lose sight of a participant as an independent actor who possesses the power to say what he feels. Etherington, 2007.
Which declarations laid out the inviolable principle of consent?
Helsinki & Nuremburg. Subjects have the right to be informed of the nature and purposes of the research and autonomously choose whether to participate in it. Symmetrical responsibilities as researcher.
What does Palaiologou believe about participatory research.
Participatory research – ‘such approaches aim to reduce the potential for asymmetrical relationships in research and move away from being merely concerned with techniques or methods towards a commitment to collaboration and to dialectically challenging the power relationships in research.’ Palaiologou, 2016.
Explore views on the position of the researcher to the group?
Bridges, 2002 - ‘there is no view from nowhere’
Bridges, 2002 – ‘while individuals from within a community have access to a particular kind of understanding of their experience, this does not automatically attach special authority’
Bridges, 2002 - ‘the epistemological argument (that outsiders cannot understand the experience of a community to which they do not belong) becomes an ethical argument when this is taken to entail the further proposition that they ought not therefore attempt to research that community.
Charleton, 1998 – ‘the innate inability of able-bodied people, regardless of fancy credentials and awards, to understand the disability experience’
Pendlebury & Enslin, 2002 - ‘Rather he positions himself, self-consciously, on both sides of the cultural divide, taking the dual perspective of a trained and attentive listener makes advocacy possible without either paternalism or mimicry.’
Explain what happened with Fenwoman?
Tickle, 2002 – Mary Chamberlain’s Fenwomen – oral history written to give a voice to the women of Isleham village, Cambridgeshire. The identities of individuals living there, with personal details recorded and photographs of village life included as illustrations, were not difficult for reporters to uncover.
‘it appears that three key conditions of the ethnographer, the use of confidentiality, anonymity and openness, were in tension in Isleham/Gislea. It seems that these conditions were muddled, or their boundaries transgressed, in a way which resulted in disclosure, hurt, outrage and distrust, and which consequently undermined the activist aims, leaving the women feeling vulnerable and powerless in the face of an exploitative media pack.
What does Homan believe about current consent protocols?
directly attacks those researchers who merely pay lip-service to consent as an ethical issue – researchers often utilise powerful gatekeepers in order to smooth the way to gaining access to participant’s data. Eg. Gaining consent from a Headteacher where the researcher knows that if the person at the top of the institution gives consent it is unlikely that anyone lower in the hierarchy will refuse to participate.
Explain the Emancipatory Paradigm
Mertens 1995 – characteristics of the emancipatory paradigm with ethical implications for methodological choices:
- Traditionally silenced voices must be included to ensure that groups marginialized in society are equally “heard”
- An analysis of power inequalities in terms of the social relationships involved in the planning, implementation, and reporting of the research is needed
- A mechanism should be identified to enable the research to be linked to social action, those who are most oppressed and least powerful should be at the center of plans for action in order to empower them to change their own lives.
Explain Sanstrom’s example of challenging ethical situations?
Sandstrom 1988 – Driving some adolescent participants home, the participants shouted out of the window of Sandstrom’s car some racist slurs at some black m.
Raises the question of how far should you go to engender the trust of your participants, allow racism – as Sandstom did? Commit a crime?
“one must wonder whether the researcher who ‘enables’ drug dependency or who permits crimes to occur is really acting in accord with the presumption of ‘doing no harm’.”
‘As researchers, we cannot deny our position of ____________________________________________________’
Etherington, 2007. ‘As researchers, we cannot deny our position of power, neigther should we deny that participants also have their power’.
Suggested guidelines for ethical research reflexive relationships? (4)
- To remain aware of the potential power imbalance between researcher
and participants, especially where there are current or previous boundary
issues created by dual relationships, and where there are issues of race,
gender, age, etc.; - To negotiate research decisions transparently with participants, and to
balance our own needs with those of participants and agencies involved; - To provide ongoing information as it becomes available, even when that
requires the use of appropriate and judicious researcher self-disclosure; - To include in our writing and representations information about research
dilemmas that may occur, and the means by which they have been resolved.
