what do children and young people think about taking part in surveys? rachel ormston 3 july 2008

What do children and young people think about taking part in

surveys?

Rachel Ormston

3 July 2008

Today’s seminarToday’s seminar

• Rationale for the study

• Broad methodology

• Some findings

• Concluding thoughts...

Study aimsStudy aims

• Perspectives of children on taking part in survey research

• ‘Ethical’ issues

• Addressing two key gaps

• Survey research

• Children’s perspectives

Study designStudy design

• 8 focus groups in 4 London schools

• Ages 7/8, 9/10, 12/13, 14/15

• 6 or 8 participants; boys and girls together

• 1 or 1.5 hours on school premises

• Use of video stimuli to explore key issues

What we discussed with the What we discussed with the childrenchildren

• Decisions about taking part in surveys

• Who should have a say?

• How can we ensure ‘informed’ consent?

• Incomplete information

• Ending interviews early, refusing questions, withdrawing data

• Privacy and presence of others

• Confidentiality & disclosure

Decisions about taking part: key Decisions about taking part: key questionsquestions

• Who should have a say in whether you take part? Or,

what’s the role of parents?

• What would influence your decision to say yes or no?

• What information do you need in order to decide? Or,

what constitutes ‘informed’ consent?

Who should have a say - and Who should have a say - and why? why?

• Factors influencing children’s views include …• Children’s rights as subjects

• Parents’ rights of control

• Parental protection from (perceived) risks

• Age of the child

• Where the interview is held

• Interview topic

• Should parents or children be approached first?

What would influence your What would influence your decision to say yes or no? decision to say yes or no?

• Factors influencing children’s views included …

• Salience of the interview topic • Value of research• Beliefs about confidentiality• Feeling comfortable about the interviewer• Do you have to take part?• Confidence and ‘feeling special’

What information do you What information do you need to decide? need to decide?

• Background about the survey

• Practical arrangements

• What will happen to my answers?

• Role of verbal versus written information

Incomplete information: key Incomplete information: key questionsquestions

• Why might you want to finish an interview early?

• Would you feel able to finish it early if you wanted to?

• Would you feel able to refuse particular questions?

• Why might you want to withdraw your answers later

on?

• Would you feel able to do so?

Why might you want to finish Why might you want to finish an interview early?an interview early?

• Interviewer: behaviour, characteristics

• Interview: long, boring

• Questions: ‘private’, irrelevant, hard

Would you feel able to finish Would you feel able to finish early if you wanted to?early if you wanted to?

• Barriers to ending focused around...• Expression: shyness / embarrassment / concern to be polite• Interviewer reaction• Guilt

• So, would they feel able to finish early?

Would you feel able to refuse Would you feel able to refuse a particular question?a particular question?

• Reasons for refusal focused around... • questions being too personal• not knowing the answer• not understanding the question

• Spectrum of views on feasibility - easy and straightforward to too difficult

Withdrawing answers later onWithdrawing answers later on

• Reasons for wanting to withdraw answers focused around -

• Correction

• Confidentiality

• Regret

• Should withdrawal being allowed?

• Would you feel able to ask to do this?

Privacy: key questionsPrivacy: key questions

• Is it acceptable - or desirable - for someone else to be

present during the interview?

• What are the reasons for wanting privacy?

Privacy and the presence of othersPrivacy and the presence of others

• Reasons for having others present

• Comfort

• Assistance and correction

• Safety

• Reasons for doing interview in private

• Confidentiality

• Embarrassment

• Distraction or irritation

• Sensitive or personal topics

Confidentiality: key questionsConfidentiality: key questions

• Is it ever acceptable to pass on someone’s answers?

• How do you decide when it’s acceptable or not?

ConfidentialityConfidentiality

• ‘Wide’ vs. ‘narrow’ views if justified to breach...• Wide – stealing, problems with schoolwork, any bullying• Narrow – should not disclose self-harm or parental abuse

• Key considerations• What was promised?• Has child agreed to disclosure?• An ‘important’ issue?• Potential outcomes?• Alternatives to telling?

Concluding thoughtsConcluding thoughts

• Sensitive or personal topics

• Right or wrong answers

• Role of the survey interviewer

• Information about their characteristics

• Offering advice

• Explanation and clarification

Full report on NatCen websiteFull report on NatCen website

‘Children’s perspectives on participating in survey research’

(2007) by Alice Reeves, Caroline Bryson, Rachel Ormston

and Clarissa White, NatCen: London (ISBN: 978-1-904599-

79-1)

www.natcen.ac.uk/pages/publications/

children_perspectives_on_participating.pdf

r.ormston@scotcen.org.uk, Tel 0131 221 2567