Scholarlink

<p>Bullying in childhood and adolescence is pervasive and has both short- and long-term psychological impacts, including depression, anxiety, substance abuse, self-harm/suicide and low self-esteem. Bullying research increasingly uses participatory methods that require very specific ethical considerations: in particular, ongoing consent, addressing power dynamics, and protection from harm and distress in the recollection of difficult bullying experiences. We conducted a pre-registered rapid review of peer-reviewed and grey literature, published since 2015, to identify the ethical considerations of participatory research with children and young people on bullying. Importantly, this review itself adopted a participatory approach: children and young people were involved as members of a youth advisory group, youth co-researchers, and co-authors, contributing to the design, analysis, and write-up of the review. The findings of the included articles (<i>n</i> = 30) confirm a predominant focus on protection from harm in such research. Approaches to consent varied widely, from parental-only consent to child and adolescent-only consent, with several studies emphasising child-friendly and ongoing consent processes. Ethical approvals were commonly obtained, though they were rarely discussed in depth. To minimise harm, researchers avoided personal disclosures, adapted activities to developmental needs, engaged teachers and youth workers, and ensured access to support services. Privacy was protected through anonymisation, pseudonymisation, secure data storage, and clear communication of confidentiality limits. Compensation included reimbursements, vouchers, and informal recognition. Studies addressed power dynamics by fostering collaborative environments, valuing contributions, and promoting shared ownership. Reflexivity played a key role, with researchers examining their positionality and emotional responsibilities. Overall, the review highlights the need for flexible, child-centred, and ethically robust approaches when involving children and young people in sensitive research.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Ethical Considerations for Participatory Research With Children and Young People in Bullying Research: A Rapid Review

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月1日

查看全文
  • Azza Warraitch,
  • Megan Reynolds,
  • Dylan Pidgeon,
  • Ciara Wacker,
  • Mae Treacy,
  • Numra Rabbani,
  • Kristin Hadfield,
  • Ashling Bourke

摘要

Bullying in childhood and adolescence is pervasive and has both short- and long-term psychological impacts, including depression, anxiety, substance abuse, self-harm/suicide and low self-esteem. Bullying research increasingly uses participatory methods that require very specific ethical considerations: in particular, ongoing consent, addressing power dynamics, and protection from harm and distress in the recollection of difficult bullying experiences. We conducted a pre-registered rapid review of peer-reviewed and grey literature, published since 2015, to identify the ethical considerations of participatory research with children and young people on bullying. Importantly, this review itself adopted a participatory approach: children and young people were involved as members of a youth advisory group, youth co-researchers, and co-authors, contributing to the design, analysis, and write-up of the review. The findings of the included articles (n = 30) confirm a predominant focus on protection from harm in such research. Approaches to consent varied widely, from parental-only consent to child and adolescent-only consent, with several studies emphasising child-friendly and ongoing consent processes. Ethical approvals were commonly obtained, though they were rarely discussed in depth. To minimise harm, researchers avoided personal disclosures, adapted activities to developmental needs, engaged teachers and youth workers, and ensured access to support services. Privacy was protected through anonymisation, pseudonymisation, secure data storage, and clear communication of confidentiality limits. Compensation included reimbursements, vouchers, and informal recognition. Studies addressed power dynamics by fostering collaborative environments, valuing contributions, and promoting shared ownership. Reflexivity played a key role, with researchers examining their positionality and emotional responsibilities. Overall, the review highlights the need for flexible, child-centred, and ethically robust approaches when involving children and young people in sensitive research.