what do children and young people think about taking part in surveys?
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What do children and young people think about taking part in surveys?. Rachel Ormston 3 July 2008. Today’s seminar. Rationale for the study Broad methodology Some findings Concluding thoughts. Study aims. Perspectives of children on taking part in survey research ‘Ethical’ issues - PowerPoint PPT PresentationTRANSCRIPT
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What do children and young people think about taking part in
surveys?
Rachel Ormston
3 July 2008
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Today’s seminarToday’s seminar
• Rationale for the study
• Broad methodology
• Some findings
• Concluding thoughts...
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Study aimsStudy aims
• Perspectives of children on taking part in survey research
• ‘Ethical’ issues
• Addressing two key gaps
• Survey research
• Children’s perspectives
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Study designStudy design
• 8 focus groups in 4 London schools
• Ages 7/8, 9/10, 12/13, 14/15
• 6 or 8 participants; boys and girls together
• 1 or 1.5 hours on school premises
• Use of video stimuli to explore key issues
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What we discussed with the What we discussed with the childrenchildren
• Decisions about taking part in surveys
• Who should have a say?
• How can we ensure ‘informed’ consent?
• Incomplete information
• Ending interviews early, refusing questions, withdrawing data
• Privacy and presence of others
• Confidentiality & disclosure
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Decisions about taking part: key Decisions about taking part: key questionsquestions
• Who should have a say in whether you take part? Or,
what’s the role of parents?
• What would influence your decision to say yes or no?
• What information do you need in order to decide? Or,
what constitutes ‘informed’ consent?
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Who should have a say - and Who should have a say - and why? why?
• Factors influencing children’s views include …• Children’s rights as subjects
• Parents’ rights of control
• Parental protection from (perceived) risks
• Age of the child
• Where the interview is held
• Interview topic
• Should parents or children be approached first?
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What would influence your What would influence your decision to say yes or no? decision to say yes or no?
• Factors influencing children’s views included …
• Salience of the interview topic • Value of research• Beliefs about confidentiality• Feeling comfortable about the interviewer• Do you have to take part?• Confidence and ‘feeling special’
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What information do you What information do you need to decide? need to decide?
• Background about the survey
• Practical arrangements
• What will happen to my answers?
• Role of verbal versus written information
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Incomplete information: key Incomplete information: key questionsquestions
• Why might you want to finish an interview early?
• Would you feel able to finish it early if you wanted to?
• Would you feel able to refuse particular questions?
• Why might you want to withdraw your answers later
on?
• Would you feel able to do so?
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Why might you want to finish Why might you want to finish an interview early?an interview early?
• Interviewer: behaviour, characteristics
• Interview: long, boring
• Questions: ‘private’, irrelevant, hard
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Would you feel able to finish Would you feel able to finish early if you wanted to?early if you wanted to?
• Barriers to ending focused around...• Expression: shyness / embarrassment / concern to be polite• Interviewer reaction• Guilt
• So, would they feel able to finish early?
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Would you feel able to refuse Would you feel able to refuse a particular question?a particular question?
• Reasons for refusal focused around... • questions being too personal• not knowing the answer• not understanding the question
• Spectrum of views on feasibility - easy and straightforward to too difficult
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Withdrawing answers later onWithdrawing answers later on
• Reasons for wanting to withdraw answers focused around -
• Correction
• Confidentiality
• Regret
• Should withdrawal being allowed?
• Would you feel able to ask to do this?
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Privacy: key questionsPrivacy: key questions
• Is it acceptable - or desirable - for someone else to be
present during the interview?
• What are the reasons for wanting privacy?
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Privacy and the presence of othersPrivacy and the presence of others
• Reasons for having others present
• Comfort
• Assistance and correction
• Safety
• Reasons for doing interview in private
• Confidentiality
• Embarrassment
• Distraction or irritation
• Sensitive or personal topics
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Confidentiality: key questionsConfidentiality: key questions
• Is it ever acceptable to pass on someone’s answers?
• How do you decide when it’s acceptable or not?
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ConfidentialityConfidentiality
• ‘Wide’ vs. ‘narrow’ views if justified to breach...• Wide – stealing, problems with schoolwork, any bullying• Narrow – should not disclose self-harm or parental abuse
• Key considerations• What was promised?• Has child agreed to disclosure?• An ‘important’ issue?• Potential outcomes?• Alternatives to telling?
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Concluding thoughtsConcluding thoughts
• Sensitive or personal topics
• Right or wrong answers
• Role of the survey interviewer
• Information about their characteristics
• Offering advice
• Explanation and clarification
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Full report on NatCen websiteFull report on NatCen website
‘Children’s perspectives on participating in survey research’
(2007) by Alice Reeves, Caroline Bryson, Rachel Ormston
and Clarissa White, NatCen: London (ISBN: 978-1-904599-
79-1)
www.natcen.ac.uk/pages/publications/
children_perspectives_on_participating.pdf
[email protected], Tel 0131 221 2567
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