ABSTRACT
The increasing recognition of the importance of listening to children and young people has prompted a rapid expansion of qualitative research that seeks to better understand young people’s perspectives and experiences (Christensen & James, 2008; Hill, 2006; Milstein, 2010; Morrow, 2012). Research ethics frameworks have responded to such developments, and a now large area of literature highlights the particular ethical complexities and sensitivities of conducting close-focused research with children and young people (Alderson & Morrow, 2011; Horton, 2001; McCarry, 2012; Powell et al., 2012). Much of this literature sets out a series of codified ethical principles advising researchers about how best to address procedural research ethics as part of the requirements of research ethics approval processes. These principles include (but are not limited to) addressing the complexities of ascertaining informed consent from children and young people (and from parents/guardians and other adult “gatekeepers”); attending to issues of confidentiality, privacy, and anonymity whilst simultaneously protecting children from the “risks” of participation; and dealing with sensitive issues or possible disclosures of significant harm (Alderson & Morrow, 2011; Powell et al., 2012).
