Interactions of Researchers among Children and Youth - Essay Example

? Interactions of Researchers Among Children and Youth Introduction The ability to work with children and young people as researchers is one which can easily change based on the ethical issues at hand. The amount of involvement which the research has with children as well as the amount of time and approach spent with the research can change the initiatives with the children and alter the study which is done. Considering the ethical issues and planning the correct procedures for gathering data is the most effective means of working with children. This will stop interference with those who are a part of the particular study and will provide better insight into the basic information without the involvement that would persuade answers of children and of the researchers. However, for the ethics to be considered there are several dimensions that need to be considered. Each of these are based on the types of interactions which occur, ethical considerations associated with this and the unique situations that are associated with children in a given environment. Ethical Issues of Researchers The problems that arise with researchers are based on ethical considerations which occur as individuals are collecting data within a given field. As the data is collected, it becomes easy to change the perspectives of those that are studying while allowing the impact to alter with the study that is done. This raises ethical concerns for several reasons. The first is based on the impact that occurs when a researcher is on the scene. This can change the scenario of what is occurring. If the data is being collected by observation or interaction, then it may not be consistent with the expected results of those that are in the scene regularly. The ethical question then is concerned with how much a researcher can affect the outcomes of a given study and what the participation leads to. Personal changes, building relationships with others and interacting with the expectation to change things for the better while changing the data and the outcome of the research which is involved (Dennis, 2009, pg. 131). The concept of intervention as an ethical issue is one which can alter the data being collected on a variety of levels. This is dependent on the type of study conducted as well as the level of influence which occurs. The first is with interpersonal interventions, which is inclusive of creating relationships with other individuals involved in the study, specifically which is done with any interactions for the study and which is easily done with the study over a longer period of time. Administrative interventions are also considered, specifically which relates to individuals who have a sense of power over a given institution and which can begin to change or change the data within a given study. Enactment and modeling are also considered, both which are dependent on action based participation in the environment, all which specifically can lead to changed results within the environment. This may change the general way in which individuals would interact, may change the results of the study and questions the intention of finding relevant data without trying to alter the data for the research study (Dennis, 2009, pg. 132). The interventions which occur in research are not only important to note from the general changes which occur, but also the extent to which these can alter. When working with a general population, there may be the same responses which occur while changing only a few responses. However, when working with vulnerable populations or when seeking out answers or change with interpersonal relationships, it changes the data which is collected. There is a difference which occurs among the intervention types, specifically which can alter the data. If the population remains more vulnerable, then the integration of data can easily be manipulated with the researcher going in to make changes within a given society, as opposed to collecting the necessary data (Fisher, 1993, pg. 17). Ethical Issues with Children and Youth When a researcher is working with children and youth, it can be expected that interventions will be easier to make and that the data can easily be changed by the intervention. This is based on the ability to influence children easily because of their vulnerability to research. The development of a child both socially and psychologically creates differences in how they respond to given pieces of information and changes the associations which they have in a given environment. This is further defined by the age of the child, development, understanding of language, socioeconomic status and cultural understandings from both the home and school. Each of these issues makes the children being worked with more vulnerable to a given situation and change the way in which the researcher can influence others. If a researcher intervenes, then it becomes simple and possible to begin to change the responses through influence, conversation and by changing the developmental beliefs of the children (Burns, Jacob, 2008, pg. 97). The areas of influence for children can also reach all areas. The concept of intervention and the ethical issues behind this don’t need to be directly related to the children. Influences can further be defined by the administrative influences and the ability to change the ideals of those surrounding the environment. For instance, if a researcher is working with parents, schools or other environments, then they can also begin to build relationships and interactions with those that are in the given environment. The parent, administrator or other adult can then speak with the children and influence the main behaviors, specifically to create a different understanding of what the researcher is developing. While the child may think that this is a part of learning and development, the influence of others in the environment can change the responses of children and the interactions which occur. This means that the researcher also has to be aware of the surrounding environment, vulnerability of the child to the environment and the responses which may occur if any of these are influenced with personal interactions (Dennis, 2009: pg. 132). There is not only the need to consider basic environmental influences. The researcher can also easily change the data according to specific needs. The high risk youth and children that are in a given environment can easily lead to changes in how the researcher approaches gathering information as well as the outcomes. For instance, if a researcher is studying ADHD among children, then there will be a hierarchical link to those working with the children. Schools, intervention programs and others who have the agenda of changing the children’s association with ADHD are some of the implications associated with this. The interventions that are already there to treat the problem may be furthered if a researcher is conducting a study which may help the children and the outcomes of supporting new initiatives for the problem. The result is that the children with ADHD are influenced by those who have the need to create change for helping the children. This is furthered by the potential initiatives of the researchers who are also interested in changes which need to be implemented. These two areas of influence can easily lead to personal interactions that reflect the data and which cause the vulnerable population of children to not express the true realities of ADHD (Loe, 2007, pg. 52). Planning for Ethical Issues The concept which has to be considered when working with children and youth is based on understanding the differences between children and how this can affect the research. The development of children causes the biological, psychological and motivational differences to differ. Even when the children are in the same environment, there can be differences in how the children chose to behave and the responses which they have. The environment has to be considered first, specifically because this may alter the ideals in which the children have. This is combined with needing to understand the differences which each child has and how to plan for the several different types of behaviors that are associated with this. More important, development among children differs, even when they are at the same age. The ethical issues and influences of relationship building then become more pertinent while the researcher needs to be aware of the sensitivity of the environment and the ways in which children can be triggered into different responses if interactions occur (Greig, Taylor, Mackay: 2007: pg. 6). Not only are the considerations with the development of a child, but also potential diversity which may change the central issues. If a research study is being conducted, it can be expected that every child will come from a different background. This may be related to socioeconomic relations that are in society. However, this is also often attributed to the personality differences as well as mental attributes which one has. The behaviors of a child can easily stimulate and change the way in which the research is conducted. For researchers to work with children there is the need to understand the population which is being worked with, general attitudes and behaviors and any personality differences that are based on the diverse backgrounds. This will prepare a researcher for the given environment and will create a deeper understanding of various issues while having a better outlook of the demographics of an area. This will help with interactions as well as observations with students while understanding the limits that can be developed with personal relationships in a given study (Grieg, Taylor, MacKay, 2007: pg. 6). The first way in which researchers can plan for ethical issues when working with children and youth is by recognizing the different types of potential interactions with the children. The main ideal is to find a way to stop the personal interactions that might occur and to instead get a real perspective on the situation. In most cases, there is the ability to observe without creating a sense of personal interaction. However, it should be noted that the observations may lead to children who want to interact or who establish and acknowledge a researcher at different points. In these instances, the researcher won’t be able to use all the data collected. To prepare for this, there will need to be ways of monitoring when the children are acting in a given way while making sure this is limited for the correct alternatives in collecting data. The interactions that are a part of the children and youth development also relates to understanding how children naturally interact with others. There can be generalizations that are a part of this, as well as an understanding of a child’s behaviors and development when in a given situation. Understanding these concepts can develop a different approach to the development of children and provides insight into the main concepts of what the limitations and boundaries should be with children. Because the child is the vulnerable population and is likely to change perspective dependent on the situation and interaction, there can easily be changes by adding in the researchers knowledge about what the boundaries need to be as well as how these might alter the data and results. As the researcher understands about the psychology of children, there will be more effectiveness in the approach to gathering data with children. The last component to consider with personal relationships is based on working with vulnerable populations and understanding what the unique attributes are related to this. For instance, if working which children and youth that have a mental disorder, handicap or special area which is being looked into, then there will need to be consideration about how they will respond. The interactions and personal capabilities of speaking with the children may differ and be limited in alternative ways. This is linked to the attitudes, behaviors and psychological associations that occur with specialty groups that are being observed. When a researcher can understand these specific traits, there is the ability to prevent conflict of data and of the ethics of a given program. The interactions with the children also have to move into the potential alterations in data from outside interactions. Administrative and institutional interactions need to be considered when preparing the data. Ethical agreements need to be filled first with the legalities in mind that there won’t be influences of data by speaking about the materials to those that are in schools, special programs or other parts of the child’s life, unless this is a part of the research. There also needs to be an ethical consideration that the researcher will not state opinions or influence behaviors when in a given situation. By considering these two components, there is the ability to begin placing boundaries on the administrative and institutional interactions. More important, ethical considerations can be planned before beginning a project. This will stop the interactions from interfering with the work while making the researcher and those involved in the project aware of the ethical considerations that are a part of the project. When planning for the administrative and institutional component of the research, there is the need to let others in the institution understand the research and purpose. If the research can be done without interference, then it will work more effectively. However, if interaction is needed, then a disclosure agreement can be signed about confidentiality of the research and of information, unless interviews are conducted. This means that the children and the administrators agree to not speak about the project or influence any of the behaviors while studying. There can also be other considerations when speaking with the administrators that relate to how the data can alter if there are any interventions. By letting others know before the research project starts that there might be differences in the environment is altered, it will prevent problems from occurring and will change the way that most look at the research project. Another important aspect with the administrative and institutional individuals is based on the need for the researcher to understand the relationship to the children in a given environment, as well as the relationship which parents will have to the children in a given situation. This has to be considered both from the angle of looking at the way in which parents and institutions can influence children in a given situation as well as what needs to be known for specific research studies to work effectively. If these aren’t considered, then there won’t be the ability to create the right relationships with the administrators, parents or children. More important, the children can easily be influenced outside of the research study because of the need to let others know about the research. To prevent this, there need to be agreements on the confidentiality of the study as well as notifications that the information needs to not be influential with children involved. Conclusion and Recommendations The concept of intervention in research is one which can lead to ethical issues, specifically because of the capability of altering data and the research associated with a given environment. It has been found that interactions with individuals, administrators and institutions can all change the outcome of a specific project, whether it is intentional or unintentional. This can hinder the data and the experiment and can become misleading. The problems associated with this then lead to unethical behaviors of researchers, most which are not realized within society. This becomes problematic with those that are conducting an experiment and trying to find valid information, specifically because it can manipulate and change the outcome according to the interactions and perspectives of the researcher. To alter this, there is the need to recognize what the problems are with ethics and the interactions which occur among those in society. This has to be combined with an understanding of ways in which this interaction can upset or change the data. Preventative methods can then be given before beginning a research program, specifically so there isn’t an initiation of change and so the correct data can be gathered while allowing other researchers to gather insight and answers for potential solutions to a given study. Making sure that the ethical process is considered first and understanding how to work into potential solutions through planning and cautious initiatives can then alter the way that one works within society. The concept of working with children and youth is one which is vital in considering ethics and interventions with a study. The development of children and the vulnerability which most have at earlier ages makes it easier to manipulate and change data in any given environment. Researchers are required to be cautious with the personal interactions, administrative relations and the associations with institutions which may change the association with the research. By altering these specific approaches, there is the ability to create a different approach to the main ideal which is taken among those in society. More important, the children won’t change their opinions or interactions, specifically through the preparation and the understanding of how children’s association with a researcher may change. References Burns, MK, S Jacob. (2008). “Ethical and Legal Issues with Using Response to Intervention to Assess Learning Disabilities.” Journal of School Psychology 102 (17). Dennis, Barbara. (2009). “What Does It Mean when an Ethnographer Intervenes?” Ethnography and Education 4 (2). Fisher, Celia. (1993). “Integrating Science and Ethics in Research with High – Risk Children and Youth.” Society for Research in Child Development 7 (4). Greig, Anne, Jayne Taylor, Tommy MacKay. (2007). Doing Research with Children London: Sage Publications. Loe, IM. (2007). “Academic and Educational Outcomes of Children with ADHD.” Ambulatory Pediatrics 15 (4). Read More