A code of morality

A matter of principled sensitivity to the rights of others. Being ethical limits the choices we can make in the pursuit of truth. Ethics say that while truth is good, respect for human dignity is better, even if, in the extreme case, the respect of human nature leaves one ignorant of human nature. (Cavan, 1977:810)

Milgram Obedience to Authority

Ethical Framework Informed Consent: Is it freely given? Do participants understand the process? Does a hierarchy of consent e.g. children, parents, teachers affect such decisions? Privacy, Confidentiality, Anonymity: Will the study intrude, come closer to people than they want? How will information be guarded? Intervention and advocacy: what do I do if I see harmful, illegal or wrongful behaviour by others? Should I speak for someone’s interests besides my own? Whose? Ownership of data and conclusions: Who owns my data? Who controls the diffusion of my reports? Other concerns?

Ethical Milestones  The Nuremberg Code (1947) established the right and the importance of voluntary participation and informed consent.  The Declaration of Helsinki is a statement of recommendations from the World Medical Association in  The National Research Act (US) was passed in 1974 in response to the Tuskegee Syphilis Study.

Tuskegee Study ( )  The 40 year long Tuskegee study monitored, but did not treat, 399 African-American men who were infected with syphilis.  John Heller, director of the Venereal Diseases unit of the US Public Health Status from 1943 to Among Heller's remarks were the following: "The men's status did not warrant ethical debate. They were subjects, not patients; clinical material, not sick people”

Principles  Non-Maleficence (do no harm): researchers should avoid harming participants.  Beneficence (do good): research on human subjects should produce some positive and identifiable benefit rather than simply be carried out for its own sake.  Autonomy or self-determination: research participant’s values and decisions should be respected.  Justice: all people should be treated equally Murphy and Dingwall (2001, p,339)

DCU Guidelines Integrity Conflict of Interest Beneficence and Non-maleficence Informed consent Competence and Training Sound research design Openness Confidentiality and storage of records Research misconduct Authorship

Ethics Ethics in data analysis - preserve anonymity - be clear of ownership of collected data - accurate account of the information Ethics in writing - avoid language and words that hold bias or discrimination - be aware of potential to falsify or invent findings to meet needs Ethics in disseminating research - try and anticipate the repercussions of your research in certain audiences / not misuse your findings against another group - release the details of the research with the design / proposal for the study to allow others determine its credibility Creswell (2003, p.67)

Educational Researchers Our position lies uncomfortably between that of the internal evaluator whose main loyalty is to colleagues and the school, and the external researcher for whom informal comments and small incidents may provide the most revealing data. (Kelly, 1989a)

New Guidelines Guidelines for Developing Ethical Research Projects Involving Children (Department of Children and Youth Affairs, 2012) Basic ethical Principles and Concepts:  A commitment to the well-being, protection and safety of participants;  A duty to respect the rights and wishes of those involved;  An obligation to address the issue of who ought to receive the benefits of research and bear its burdens;  A responsibility to conduct high-quality scientific research;  A commitment to communicate the results of research to relevant stakeholders and policymakers.

Guidelines Core Ethical Concepts  Minimising risk of harm;  Informed consent and assent;  Confidentiality and Anonymity. In relation to children’s research:  Child Protection Principles;  Legal obligations and policy commitments in relation to children;  A child-centred, inclusive approach to research.

What research procedures or circumstances might make ethical approval necessary?  A vulnerable or dependent population (e.g. children, mentally disabled, ethnic groups)  A situation where participants may feel obligated to take part, or where participation may not be voluntary (e.g. students in a class, employees in their workplace, prisoners, patients in a hospital)  Access to records that include personal information  Observing people  Risk of creating psychological stress  Risk of identifying distressed or disturbed individuals

 Risk to a participant’s reputation  Risk that participants might suffer any economic loss by participating in the study  Risk that participants might be stigmatized by participating in the study  Political or physical risk to a subject/researcher in an international setting (e.g. unauthorized contact with a foreigner)  Risk that participants’ personal information may not be kept confidential  Risk that participants may suffer through loss of anonymity What research procedures or circumstances might make ethical approval necessary?

ET3 Ethical Procedure  Submit research proposal using provided template by Monday 12 th November  Proposals will be assessed and examined under ethical procedures and guidelines: 1.Research project does not require ethical approval. 2.Research project with some ‘tweaking’ will not require ethical approval. 3.Research project will require ethical approval.

ET3 Ethical Procedure Research project does not require ethical approval. Research project with some ‘tweaking’ will not require ethical approval. Research project will require ethical approval. Literature review is based on submitted Proposal: Lecturers will feedback if needed Lecturers will advise you on how to revise elements of your proposal: move to literature review Must complete an Ethical Form for ERC in DCU for submission on December 14 th. Must wait for approval from ERC before continuing with project 2. If approval denied, will need to rewrite proposal.