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Qualitative Research Topics In Early Childhood Education – The emotional dangers of turning stories into data: Exploring the experiences of qualitative researchers working on sensitive topics
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Qualitative Research Topics In Early Childhood Education
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Child and Adolescent Mental Health Center, Mental Health Services Capital Region Copenhagen, University of Copenhagen, Copenhagen DK-1165, Denmark
Effects Of Armed Conflict On Child Health And Development: A Systematic Review
Received: 4 October 2019 / Revised: 30 October 2019 / Accepted: 5 November 2019 / Published: 7 November 2019
(This article deals with the practical and ethical dilemmas of the special issue of researching sensitive topics with vulnerable populations.)
Children with autism spectrum disorders often suffer from poor school participation, isolation and poor quality of life. Adequate support options to address these risks are lacking, in part because their perspectives on children’s support needs are unknown. We need to improve children’s involvement in social research. However, including children with autism in research is not always easy, and there is little literature on qualitative methods to address the challenges associated with including children with unique characteristics such as autism. Children with autism may lack mimicry to reflect their emotions, and may respond to questions very briefly despite having a nuanced view of the issue, leaving the researcher to act. A few hints remain for As a result, it can be difficult for the researcher to “read” the child, assess ethically important moments, and adapt procedures to the individual child. Based on a qualitative study of 22 children with autism in a Danish capital region, this article reflects on the methodological and practical challenges of including children with autism in research. Matching expectations between the researcher and the child, being open to forms of interaction, and posing the right questions are considered important to gaining insight into the child’s perspective.
Children are increasingly recognized as important agents in research on children’s everyday lives and well-being. Within the new sociology of childhood, children are seen not only as “subordinates” to whom adults must speak but also as important social actors who should be included and recognized as having their own legitimate voices. should go [1, 2, 3, 4]. This social childhood agenda is in line with the requirements of the United Nations Convention on the Rights of the Child (UNCRC) (1989), which recommends that children be free to express their views on matters that affect them. Right to do. Children are essential recipients of social support, and this is why researchers call for increased recognition of children’s perspectives in organizing welfare services for children [5, 6, 7, 8]. In line with this growing demand to include children in social planning, the literature on research methods and ethics on children has expanded over the past decades [ 7 , 9 , 10 , 11 , 12 ].
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However, there is a lack of research and methodological literature that describes how to include vulnerable subgroups of children with unique characteristics, such as developmental disabilities including autism spectrum disorders (now called “autism”). Is). An increasing number of children are being diagnosed with autism. In fact, some studies estimate that the prevalence of autism in children has increased 20- or 30-fold since the 1970s [13]. These children constitute an exposed group in society that needs research attention to improve their well-being and educational development [1]. However, the perspective of children with autism is represented in only a limited amount of research [14, 15], and studies involving children with autism do not address the development of procedural, pragmatic, and moral learning. are
Autism can affect the way we as researchers engage a child in our research for other reasons. For example, autism causes difficulties in social interaction, social communication, and social imagination, meaning understanding indirect speech or gestures, reading facial expressions, and imagining other people’s thoughts and feelings. Communication can be difficult, and communication in general with strangers can be a challenge for autistic people [16, 17, 18]. In qualitative research, interaction and conversation are essential to gain insight into individuals’ unique perspectives, and autism is inherently challenging to participate in qualitative research.
In addition, autism is often, but not always, associated with a higher risk of psychiatric illness, such as depression or anxiety [19, 20, 21], as well as school and academic performance, isolation, poor social inclusion with peers, and poor quality of life [20, 21]. For these reasons, engaging children with autism in research can be vulnerable and difficult. Assessing the school well-being and daily lives of children with autism is a delicate process, as the topics can be sensitive to the child. Additionally, while school well-being can be a sensitive topic for children without autism, the challenges are compounded by their inherent communication difficulties as well as difficulties in “reading social play,” ie. Imagining other children’s feelings and talking about the abstract. Concepts Children with autism may be viewed as a unique group that requires adaptation, if not reinterpretation, of commonly used qualitative methods for research purposes. , or require customization, which is the focus of this article.
Neither autism nor childhood is considered a fixed concept. Rather, they are socioculturally flexible categories [22] associated with overall understandings that are constantly evolving according to sociological perspectives of health, childhood, and normality [23] . This may explain why there appear to be very few studies that link qualitative research methods to childhood research as well as autism research. In fact, there is virtually no literature examining methods and approaches to include children with autism in qualitative research [ 6 , 24 ]. Consequently, this article is set out to describe the methodology and practical knowledge gained from a qualitative study conducted with 22 school-aged children with autism living in the capital region of Denmark. The overall aim of this article is to encourage further research into the daily lives and well-being of children with autism, as called for by researchers in the field [5, 14, 15] by sharing methodological learning. Is.
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The qualitative study of 22 children presented in this article is part of a larger mixed-methods research project on the daily life and school experiences of 65 children with autism. Findings relating to children’s well-being at school and everyday life are reported elsewhere (first author), whereas this article will focus on the methodological and practical knowledge gained. The conduct of the study is based on the first author’s experience working with children and adolescents with autism in institutional and school settings (over 10 years), which provides a broad insight into what children with autism experience. How can be seen as a unique group. Research Objectives Furthermore, this study is based on experiences gained from spending a month observing the assessment process in an outpatient clinic of a mental health service in the capital region of Denmark. These experiences with autism pedagogy and the autism diagnosis process mean that children gain professional knowledge of their potential challenges, but also, openness about their specific personal life circumstances and Met with ignorance. The absence of in-depth information about specific children in the study increased opportunities for children to provide their perspective on everyday life and school well-being. According to Parsons [14] and Press and Jordan [15], it is our experience that children with autism will want to be involved in research related to their daily lives, and this is what motivates this study.
The 22 children who participated in the qualitative study were aged 9–15 years and all had undergone an assessment process at an outpatient clinic in the capital region of Denmark and received a diagnosis of autism prior to the study. All of them were mildly to moderately affected by their autism, meaning that they had understandable language and could engage in a normal school environment to some extent, possibly with the help of personal tutors. some of
