1
Q
What is Ethics
A
- Moral Philosophy
- The way we conduct ourselves
- Supports concept of right and wrong
- Uses thinking & reasoning and critical thinking for right and wrong
- Justified by Universal Principles
2
Q
What is NOT Ethics
A
- Gut feelings or intuition
- Professional Code of Conduct
- Public Opinion or concensus
- Dogma, Doctrine or religeon
- Laws
3
Q
Overview of Ethics History - Early
A
- Prehistoric - Hunter gatherers needed to co-operate to have collective societies
- Mythology - Hesiod’s Theogony, Do what the Gods want, but the Gods are fickle and change their minds
- Pre-Socratic “Texts” - Parmenides says change is impossible, so nothing actually matters
- Socrates & Plato - The Form Virtue; Virtue = Knowledge = Happiness
*** **
4
Q
Overview of Ethics History - Later
A
Aristotle - Purpose of llie is the pursuit of Eudaimonia (overall happiness,fulfilment & highest potential)
Post-Classical World - Developments in ethics connected with uptake of Christianity and Scripture
Late Nineteenth Century - Ethics associated with rise in professions like law & medicine. Executions, voluntary euthanasia are bound up by “do no harm” Hippocratic Oath
5
Q
Social Research
A
Embeded in the totality of scholarly practice
Ethics requires the demonstration of:
* Moral Deliberation, Choice, Accountantability
6
Q
The Doctors Trial
A
- Doctors who performed medical experiments in WW2
- They said the experiments were the same as before the war and they were not against the law
- Now Ethics is part of the Nuremburg Code 1948
7
Q
Nuremburg Code
A
- Voluntary Informed Consent - Consent is Essential
- Abscense of Coersion - Must be voluntary
- Properly formulated experimentation
- Beneficence
Code not law, but started the path to ethical laws and guidelines we use today
8
Q
Ethical Codes in Research
A
- Helsinki Declaration 1964
- About medical research with human subjects
Nuremburg also informed other codes of ethics
9
Q
Helsinki Declaration - Six Principles
A
- Protection from harm
- Respect for individual dignity
- Right to self-determination
- Right to privacy
- Right to confidentiality
- Honesty & Integrity of researchers
10
Q
Australian Ethical Guidelines
A
- National Statement on Ethical Conduct in Human Research 2007 - Australia
- Includes guidelines for Medical Research
Intended for: - Any research involving humans
- Any Ethical Review Body that reviews research
- Those involved with Research Governance
- Reseach participants
11
Q
What constitutes Human Research
A
Withor about ppl, their data or tissue including:
* Surveys, interviews or focus groups
* psychological, physiologica or medical testing
* Observation by researchers
* Accessing personal documents or data
* Collection of body parts, organs, tissue or fluids and exhaled breath
* Personal information from existing publications
12
Q
Two Key Themes in Human Research
A
- Risk and Benefit
- Consent
13
Q
Two Key Themes in Human Research
Risk & Benefit
A
- Upon commencement of study we are responsible to assess any “Risk of Harm”
- Anyone involved must understand this risk compared to the Benefit of the study
14
Q
Two Key Themes in Human Research
Consent
A
- People must be given the cope to make their own decisions
- This is known as the “Requirement for Consent”
15
Q
National Statement 3 Levels of Risk -
A
- Harm
- Discomfort
- Inconveniencee
16
Q
National Statement 3 Levels of Risk - Harm
A
Physical, psychological, economic, devaluation, legal or social
17
Q
National Statement 3 Levels of Risk - Discomfort (low risk)
A
Minor side effects of medication, anxiety, induced reactions
18
Q
National Statement 3 Levels of Risk - Inconvenience (negligible risk)
A
- Filling in survey, length of time
- Use of existing data is exempt from this code
- Research involving certain groups or methodologies mus be reviewed by full HREC
19
Q
HREC Review
A
- Regardless of level of risk research involving certain groups must be reviewed by HREC
- Human Research Ethics Committee
20
Q
NHREC
A
- National Human Research Ethics Committees
- Review research proposals involving human participants to ensure that they are ethically acceptable.
21
Q
Groups at Particular Vulnerability in Research Context
A
- Pregnant women and child
- Dependent on medical without capacity for consent
- Cognitive impairment, intellecutal disability or mental ilness
- People involved in illegal activities
- ATSI Peoples
22
Q
How can Researchers Manage Risk
A
- Clearly and overtly identify the risks involved
- Assess the severity and add suport options
- Judge the benefits of study
- Minimise risk and establish meaning
- Monitor Research - Supervisor & HREC
23
Q
Assessment of Risk to Researchers
A
- Identify potential to compromise the safety of the researcher
- Not explicitly addressed in Codes of Ethics but still important
- Most institutions do include a Researcher Risk Assessment as part of their ethical process
24
Q
Consent In Research
A
- Gaining consent is a requirement with these conditions
1. Consent should be voluntary - Free from coersion
2. Should be based on Sufficient Information
3. Give adequate understanding of the Reseach being conducted
4. Be in plain language that is easily understood
5. Access to contact details of the researcher
6. Access to a complaints process
25
4 Ethical Snakes
These reasons make Qual Research different from Quant
1. Potential for Harm
2. Informed Consent
3. Managing Dual Relationships
4. Issues of Representation
26
4 Ethical Snakes - Potential for Harm
Four pertinent issues with Potential for Harm
1. Limits to Confidentiality
2. Participant Distress
3. Researcher Trauma
4. Researcher Safety
27
4 Snakes - Limits to Confidentiality
* Qual researchers can't provide complete confidentiality
* Must Provide RPIS (Research Participant Information Sheet)
* How will identity be proteceted - Pseudonym, remove identifiying information, keep recording safe
* Take care with data
* Mandatory Reporting disclosure
28
Member Checking
* The process of removing identifying information from data
* Check with participants for their satisfaction
* Show any changes to participants; removal or adjustment of identifiers
* Delete recordings once transcripts have been produced
* Remove from USB and other portable storage
29
4 Snakes - Distress
* Qaul Interviews are more likely to be distressting
* Distress does not alway mean Harm but still be careful
* Extreme Beneficence can be taken as paternalism
* Paternalism denies autonomy and freedom of choice
*
30
4 Snakes - Researcher Trauma
* Researchers can experience Vicarious Trauma when exposed to sensitive data
* Qual research involves extended personal Contact with participants
* Have strategies in place to protect them
31
4 Snakes - Researcher Safety
Put safety plans in place to protect reseachers
* Buddy System
* Do not conduct research in yours or participants home
* Do not use personal contact details always use the company
32
Informed Consent - 3 Rights
* Right to be informed about the research
* Right to decide if you will participate
* Right to withdraw at any time
33
Informed Consent is Dynamic
* Qual methods are open, flexible, and evolve through research
* Unstructured Interview questions cannot be predicted
* Consent giving is not a single occurance but is negotiated along the way
*
34
How is Informed Consent Given?
* At beginning of research
* Member Checking
* Conducted throughout the research
35
Managing Dual Relationships
* Role Confusion is greater because personal contact is greater in Qual
* Boundaries must be clearly defined
* Particpants may view Researchers as clinicians
36
Strategies for Dealing with Dual Relationships
* Do not offer personal advicce
* List resources for support
* Discuss ethics services sheets at the beginning of the research
37
Issues of Representation
Justice is protected in the following ways:
* Consent forms written in appropriate language
* Consent forms in Native language if necessary
* Recognise contributions of participants
* Identify Out-Group relative to participants at beginning
38
Justice Pertinent to Issues of Representation
This is demonstrated ith the way we represent our participants
* Researchers story may be different from particpants
* Stories may vary in Qual but not Quant
* Researcher interpretation is subjective and Epistomological - Conceptual Baggage
* Raw analysis is far removed from Raw Data
39
Power Play in Issues of Representation
* Researcher occupy a position of power over participants
* Often have more social power especially if studying vulnerable people
40
Addressing Power Imbalances
* We invite participants as active collaborators
* Ensure the visibility of our participants
* e.g. Nothing About Us Without Us
41
Research Governance
Systems & Procedures set up to monitor research activity
* Oversight of Human Research Ethics Committees (HREC)
* Insurance Cover
* Intellecutal Property Rights
* Dealing with Complaints
* Monitoring research outcomes and dissemenation
42
The HREC
Human Rights Ethics Committee
* Follows Australian Code for the Responsible Conduct of Research
* Review and Monitor with National Statement
* Review Research Proposals involving people
* Monitor Experiments involving people
* Maintain Register of experiments in detail
* Establish & Maintain communication with Health & Ethics committees
43
HREC Membership
* Minimum eight people sitting, good gender representation, 1/3 outside the institution
* Chair person
* 2 laypersons (1 man & 1 woman)
* 1 person with current, professional, industry experience
* 1 person performs pastoral care
* 1 lawyer
* 2 people with current reasearch experience
44
Primary task of the HREC
Determine Merit & Integrity of the research
Ensure participants are treated with:
* Justice
* Beneficence
* Respect
It is a legal requirement that research does not begin until approved by the HREC
45
Merit & Integrity for Research
* Contribution to knowlege and social welfare
* Design that will acheive the aim of research
* Based on the literature or is new idea
* Shows respect for Participants
* Experienced supervisors
* Conducted in appropriate facilities
* Follows design principles eg no coercion
46
Justice, Beneficence, Respect
* **Justice:** Fair recruitment, no burden or exploitation, fair access to research benefits
* **Beneficence:** Benefits must justify risks and show care welvare of participants
* **Respect:** privacy, confidentiality and cultural sensitivity of participants
47
Need for Ethical Review
48
Positivist Paradigm
Qual Research is Positivist Scientific Model
* Emphasis on explaining behaviour with valid causes
* Focus on observable/measurable action
* Objective, Neutral, detached - Researcher passively records events.
* Aims to generate unviersally valid laws of human behaviour
49
Anti-Positivist Paradigm
This movement laid the foundation for Qual Research to counter Positivist Behaviour Paradigm
* Emphasis on behaviour through lens of meaning, significance, symbolism
* Study subjects persepective, hidden intentions and motives
* Involved, participatory, self aware researchers
* Generate valid descriptions based on accurate, detailed, in context information
50
Paradigm - Define in Psychology
* **Purpose:** defined by a Research Question
* Basic assumptions, ways of thinking, and methods of study
* Commonly accepted by members of a discipline or group
51
Ontology - Define in Psychology
* **Nature of Reality**
* Questions about what exists
* How different aspects of being are related to each other
52
Epistomology - Define in Psychology
* **Nature & Theory of Knowledge**
* The nature, origin, and limitations of knowledge
* Concerned with the justification of truth claims
53
Methodology - Define in Psychology
* **How Research is Conducted**
* The science of method or orderly arrangement
* Logic of applying principles of reasoning to science and social questions
* The system of methods, principles, and rules of procedure
54
Your Standpoint
* Epistemological Position
* Once purpose and ontology are established
* Epistem determines the method you use to interpret data
* What appears simple can be interpreted many ways
55
Epistomolgical Positions x 3
1. Realist
2. Interpretivist
3. Dicsursive
56
Epistomological Position - Realist
* Language is a reflection of interna understanding
* Can access what people think and feel
* Experiential
* Bracketing is important to capture truth
57
Epistomological Position - Interpretivist
* Aim to better understand experiences, actions and ways of thinking
* Standpoint is important
* Experiences are interpreted through the researchers perspective
58
Epistomological Position - Discursive
* Explores language in construction of reality
* Language is a type of social action
* Language constructs versions of reality
* Knowledge is a social construct so is standpoint dependent
* Meaning is constructed by actors in situations
* Meaning is not inherent in objects
59
Reflexivity
* It is not possible or desirable to separate self from inquiry
* What is important to us reflects who we are
* Science is best served when our Bias is acknowledge
* We should think critically about our **subjectivity**
* This is excersising **reflexivity**
60
Define Reflexivity
* Awareness of what we personally bring to construction of meaning
* Accept it is impossible to be entirely subjective
61
Two Types of Reflexivity
1. Personal
2. Epistemological or Functional
62
Embodiment
* Personal Reflexivity
* Our own values, interests, beleifs shape research
* How our social identities shape our research
63
Epistomological Reflexivity
* How assumptions affect the research process and interpretations
* Question defined and limited
* What can be found
* How design study constructs data and findings
64
Things to consider in Reflexivity - Personal History
* How has my personal history led to my interest in topic
* Do I have a personal truth in the topic
* Will my research be compromised/is my bias self serving
65
Things to consider in Reflexivity - Embodiment
* How does my own embodiement and social history influence my engagement with subjects
* What are my stereotype views about the group I am studying
* How will my participants view me
66
Things to consider in Reflexivity - Power Balance
* Where is the power held in the project
* Where am I in the power heirarchy
* Did I personally develop the study and methodology
* Could I have been more objective
* How can I ensure the voice of the group comes through
67
Criticism of Reflexivity
* It is not possible to analyse every action of a researcher
* This could detract from observing participants
68
Ethnographic Research
* Time and emotional investment in community
* Obligation to serve the community
* Don't be just a voyeur, become part of the community
* Use suitable field workers
* List limitations in the research
PSYC3102 - HSA3
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