crying child

Ethics & integrity – How do we make it meaningful?

Judging from the nature of this post, you’ll probably gather that I’m reflecting on how to plan and carry out research that is ethical. The bigger challenge is being able to reflect this process in an application that is useful for purpose and relevant whilst steering clear of a tick box, paper-pushing exercise.


Actually, I’m noticing that the topic of ethics appears to be something of a life choice (no, seriously). A stroll down my local supermarket isle uncovers ‘ethically sourced food’ and ‘free range eggs’. In another context, healthcare, education and social care workers all sign up to practicing within the remits of their governing bodies, safeguarding children through our professional roles, whistle-blowing and engaging in regular training practices to ensure we are up to date with relevant policy. It appears that we are all working harder to protect our knowledge and experiences of protecting others.


Research ethics committees often seek to understand how projects overtly demonstrate informed consent but this is trickier when children cannot sign a form or understand the immense jargon-ridden language we splatter.

“I can see from your high tone and asymmetric tonic neck reflex that you are telling me to get lost!”

Do we then work with what we have and assume consent? Of course, not. But isn’t one person’s perception of a child’s non-verbal assent just as subjective as the next? If a neuro-typical child says ‘yes’ just to please an adult, who’s to say that a non-verbal child will respond any differently? Questions are raised in terms of gauging authentic views that use trustworthy practices for seeking them.


I’ve had some really valuable guidance from lecturers and course peers, especially on the process of working with children and young people, not to mention copious literature on the topic of sociological research. Most discussions on the topic are increasingly suggesting that working ethically is a highly dialogic process that spans the life cycle of all research and beyond. Asking questions, even when there is no clear answer.




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