Ethical Considerations for Research Involving Boys Diagnosed with Attention-Deficit/Hyperactivity Disorder

Autor/inn/en	Tucker, Leigh Adams; Govender, Kaymarlin
Titel	Ethical Considerations for Research Involving Boys Diagnosed with Attention-Deficit/Hyperactivity Disorder
Quelle	In: Early Child Development and Care, 187 (2017) 7, S.1147-1156 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1159203
Schlagwörter	Males; Attention Deficit Hyperactivity Disorder; Ethics; Preadolescents; Research Methodology; Ethnography; Foreign Countries; Elementary Schools; Urban Schools; Elementary School Students; Recruitment; Participation; Sampling; Informed Consent; Social Influences; South Africa + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Ethik; Pre-adolescence; Präadoleszenz; Research method; Forschungsmethode; Ethnografie; Ausland; Elementary school; Grundschule; Volksschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Recruiting; Rekrutierung; Teilnahme; Sozialer Einfluss; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The "new sociology of childhood" has activated a growing interest in children as social actors and their level of involvement in activities that affect their lives. In the field of research, debate is underway regarding the consent processes and methodological activities that support child participation. This paper highlights methodological and ethical considerations that emerged while engaging in research with young boys (aged 9-11 years old) with a formal diagnosis of attention-deficit/hyperactivity disorder (ADHD). Key issues include recruitment, informed consent, and participatory activities for data production. Sociocultural theories of childhood and disability are applied to reflect on the power and privilege operating through the research process. Engaging in research that involves children with disabilities, in which discourses of risk, stigma, and protection are elevated, problematizes the researcher-researched relationship and expands considerations of what constitutes ethical practice and "valuable data". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01