week 2 Flashcards
Ontology
A branch of philosophy that is concerned with the assumptions we make about the nature of being, existence or reality
Ontological assumptions shape research methods
Realism
reality exists independent of the human mind ad can be accessed through research
Relativism
reality is dependent on the ways we come to know it
Critical realism
reality exists independent of the observer, but we cannot know that reality for certainty
Epistemology
a branch of philosophy that is concerned with questions about what constitutes valid knowledge and how we can obtain it-in other words, questions about how we can know and what we can know
Epistemology- positivism
Our perception of the world = the world!
Aligned with ontology of realism.
Unbiased, objective and scientific research can show us what reality is.
Epistemology- post-positivism
Karl Popper (1959) – addresses the criticisms surrounding positivism.
Researchers and our research are influenced by context.
However, research is done to know and understand a singular truth
Epistemology- interpretivism
Algin with the ontological perspective of relativism
Reality and meaning is understood from an individual perspective
Knowledge is subjective and formed at an individual level
A researcher seeks to interpret an individuals interpretation of their experiences and meaning.
Researchers can use a general interpretivist framework or a specific interpretivist framework relating to critical theories e.g., feminist.
epistemology- constructionism
Aligns with the ontology of relativism
Knowledge is constructed through social processes
Social constructionism
Reality is a construct of social processes – language, culture and society
Knowledge is based on these social processes.
Social Constructivism
Reality is based in social context – reciprocal between a person and their social context.
Knowledge is grounded in social interactions, culture and history
Reflexivity
Acknowledgement by the researcher of the role played by their interpretative frameworks or speaking position (including theoretical commitments, personal understandings and personal experiences) in creating their analytical accounts
the processes of reflecting on biases that can affect research.
Personal reflexivity
The way in which the research is shaped by the researcher’s own background identities, interests viewa
Discursive reflexivity
Detailed attention to the role of the researcher in the research process
Epistemological Reflexivity
The way in which the shaped by theoretical assumptions, research questions methods of data collection
Watson & Rayner (1920)
Can an infant be conditioned to fear animals or inanimate objects that appear alongside a loud noise?
Participant = 9-month old Albert Barger.
Albert could not provide informed consent.
Deliberately causing fear psychological harm!
Did not “de-condition” Albert – was the psychological trauma and fear long lasting?
Zimbardo’s Stanford Prison Experiment (1971)
Set up as a prison – participants were either “inmates/prisoners” or “guards”
Participants did not believe they had the right to withdraw from the study.
Felt like they were actually in prison!
There was no protection from psychological or physical harm.
A highly unethical study and used as an example of what not to do…
Respect for the autonomy, privacy and dignity of individuals, groups, and communities
Psychologists value the dignity and worth of all persons, with sensitivity to the dynamics of perceived authority or influence over persons and peoples and with particular regard to people’s rights’
Scientific integrity
Research should be designed, reviewed and conducted in a way that ensures its quality, integrity and contribution to the development of knowledge and understanding.”
Social responsibility
The discipline of psychology, both as a science and a profession, exists within the context of human society. Accordingly, a shared collective duty for the welfare of human and non-human beings, both within the societies in which psychology researchers live and work, and beyond them, must be acknowledged by those conducting research.”
Maximising benefit and minimising harm
Psychologists value their responsibilities to persons and peoples, to the general public, and to the profession and science of psychology, including the avoidance of harm and the prevention of misuse or abuse of their contribution to society
Five stages of risk assessment.
Identify the risks
Establish potential harm and who would be affected
Evaluate the scale of risks and develop control measures
Document the findings of the protocol
Assess effectiveness – what is the extent of potential harm and how likely is the harm? – Modify if necessary.
physical safety
Qualitative research is often conducted in the “wild” – this may affect the physical safety of the researcher.
Need to consider factors such as the location of study, the nature of participant, experience etc.
Also threats posed by the possible implications of findings
Emotional safety
Discussions, particularly of sensitive and unexpected topics, may cause distress to both the participant and the researcher
Consider a care-plan (e.g. debrief) if this is likely
