The Responsibility of Knowledge: Identifying and Reporting Students with Evidence of Psychological Distress in Large-Scale School-Based Studies

Autor/inn/en	Kern, Margaret L.; Cahill, Helen; Morrish, Lucy; Farrelly, Anne; Shlezinger, Keren; Jach, Hayley
Titel	The Responsibility of Knowledge: Identifying and Reporting Students with Evidence of Psychological Distress in Large-Scale School-Based Studies
Quelle	In: Research Ethics, 17 (2021) 2, S.193-216 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kern, Margaret L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-0161
DOI	10.1177/1747016120952511
Schlagwörter	Identification; Mental Health; Well Being; Anxiety; Measurement Techniques; School Activities; Program Effectiveness; Social Emotional Learning; Ethics; Responsibility; Compliance (Legal); Disclosure; Confidentiality; Risk; Student Rights; Student Surveys; Online Surveys; Referral; Elementary School Students; Secondary School Students; Children; Adolescents; Gender Differences; Stress Variables; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Psychohygiene; Well-being; Wellness; Wohlbefinden; Angst; Messtechnik; Ethik; Verantwortungsübernahme; Zuständigkeit; Risiko; Schülerbefragung; Sekundarschüler; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschlechterkonflikt; Ausland; Australien
Abstract	The use of psychometric tools to investigate the impact of school-based wellbeing programs raises a number of ethical issues around students' rights, confidentiality and protection. Researchers have explicit ethical obligations to protect participants from potential psychological harms, but guidance is needed for effectively navigating disclosure of identifiable confidential information that indicates signs of psychological distress. Drawing on a large-scale study examining student, school, and system-based factors that impact the implementation of a school-based social and emotional learning program, we describe patterns of distress attained from quantitative and qualitative questions and describe the process that we evolved to monitor and disclose sensitive mental health information, providing one example of how researchers might effectively address the responsibilities that emerge when collecting sensitive information from students within an education system. The patterns and processes that emerged illustrate that the inclusion of mental distress information can elicit important insights, but also brings responsibilities for minimising risks and maximising benefits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01