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ETHICS-IN-QUALITATIVE-RESEARCH.pptx
- 1. ETHICS IN QUALITATIVERESEARCH
- 2. Ethical behavior representsa set of moral principles, rules, or standards governing a person or a profession. We understand that to be ethical is to "do good and avoid evil."
- 3. Major Principles Associated WithEthical Conduct
- 4. DO NO HARM Participantsin a research study will not be involved in any situation in which they might be harmed. Although this is the standard we are most concerned about violating, it is fairly safe to assume that the research you plan and conduct will not be harmful to participants. This principle is often applied to studies involving drugs or a treatment that might be harmful to participants.
- 5. DO NO HARM Bottomline: It is best to safeguard against doing anything that will harm the participants in your study. If you begin a study and you find that some of your participants seem to have adverse reactions, it is best to discontinue the study, even it it means foregoing your research plan.
- 6. PRIVACY AND ANONYMITY Anyindividual participating in a research study has a reasonable expectation that privacy will be guaranteed. Consequently, no identifying information: about the individual should be revealed in written or other communication. Further, any group or organization participating in a research study has a reasonable expectation that its identity will not be revealed.
- 7. PRIVACY AND ANONYMITY Bottomline: Remove identifying information from your records. Seek permission from the participants if you wish to make public information that might reveal who they are or who the organization is. Use caution in publishing long verbatim quotes, especially if they are damaging to the organization or people in it.
- 8. CONFIDENTIALITY Any individual participatingin a research study has a reasonable expectation that information provided to the researcher will be treated in a confidential manner. Consequently, the participant is entitled to expect that such information will not be given to anyone else. During research, you might learn a considerable amount of personal information because many of the interviews you conduct will be open ended and may move in various directions. As a researcher, you are in a situation that you control. If you sense an interview might be moving in a personal direction, you might have to stop the interview and suggest to the participant that he/she talk to a counselor or other trusted support person.
- 9. CONFIDENTIALITY Bottom line: Itis your responsibility to keep the information you learn confidential. If you sense that an individual is in an emergency situation, you might decide that you can waive your promise for the good of the individual or of others. You need to be much more sensitive to information that you obtain from minors and others who might be in a vulnerable position.
- 10. INFORMED CONSENT • Participantswill be informed of the nature of the study and may choose whether or not to participate. • Participants will not be coerced into participation. • It is more difficult to obtain consent from minors or individuals who do not have a clear understanding of written English or those who are mentally disabled or emotionally fragile.
- 11. INFORMED CONSENT Bottom line:Your responsibility is to make sure that participants are informed, to the extent possible, about the nature of your study. Even though it is not always possible to describe the direction your study might take, it is your responsibility to do the best you can to provide complete information. If participants decide to withdraw from the study, they should not feel penalized for so doing. You need to be aware of special problems when you study people online. For example, one concern might be vulnerability of group participants.
- 12. RAPPORT AND FRIENDSHIP Onceparticipants agree to be part of a study, the researcher develops rapport in order to get them to disclose information. Duncombe and Jessop (2005) have brought out issues related to what they call faking friendship. They suggested that the interviewer might put herself in the position of being a friend so as to get participants to disclose more information than they really want to. There is a difference between developing rapport and becoming a friend.
- 13. RAPPORT AND FRIENDSHIP Bottomline: Researchers should make sure that they provide an environment that is trust- worthy. At the same time, they need to be sensitive to the power that they hold over participants. Researchers need to avoid setting up a situation in which participants think they are friends with the researcher.
- 14. INTRUSIVENESS Individuals participating ina research study have a reasonable expectation that the conduct of the researcher will not be excessively intrusive. Intrusiveness can mean intruding on their time, intruding on their space, and intruding on their personal lives. Make a reasonable estimate of the amount of time participation will take. You might have to negotiate a neutral location for a discussion. Invading personal lives is a very real problem when you are studying the lives of others. Sometimes the conversation gets very personal.
- 15. INTRUSIVENESS Bottom line: Experienceand caution are the watchwords. You might find it difficult to shift roles to neutral researcher, especially if your field is counseling or a related helping profession.
- 16. INAPPROPRIATE BEHAVIOR Individuals participatingin a research study have a reasonable expectation that the researcher will not engage in conduct of a personal or sexual nature. Researchers might find themselves getting too close to the participants and blurring boundaries between themselves and others. We probably all know what we mean by inappropriate behavior.
- 17. INAPPROPRIATE BEHAVIOR Bottom line:If you think you are getting too close to those you are studying, you probably are. Back off and remember that you are a researcher and bound by your code of conduct to treat those you study with respect.
- 18. DATA INTERPRETATION A researcheris expected to analyze data in a manner that avoids misstatements, misinterpretations, or fraudulent analysis. It guides you to use your data to fairly represent what you see and hear.
- 19. DATA INTERPRETATION Bottom line:You have a responsibility to interpret your data and present evidence so that others can decide to what extent your interpretation is believable.
- 20. DATA OWNERSHIP ANDREWARDS In general, the researcher owns the work generated. Some researchers choose to archive data and make them available through databanks. Questions have been raised as to who actually owns such data. Some have questioned whether the participants should share in the financial rewards of publishing.
- 21. DATA OWNERSHIP ANDREWARDS Bottom line: In fact, most researchers do not benefit financially from their writing. It is rare that your work will turn into a bestseller or even be published outside your university. But, if you have a winner on hand, you might think about sharing some of the financial benefits with others.
- 22. DATA OWNERSHIP ANDREWARDS Bottom line: In fact, most researchers do not benefit financially from their writing. It is rare that your work will turn into a bestseller or even be published outside your university. But, if you have a winner on hand, you might think about sharing some of the financial benefits with others.
- 23. Reference Lichtman, M. (2013).Qualitative Research in Education: A User's Guide, 49-55
- 24. ETHICS IN QUALITATIVERESEARCH Thank you!
Editor's Notes
- #3 This general definition is helpful as we try to understand research ethics.