This document discusses the ethical challenges of conducting sensitive research with young people living in vulnerable conditions. It describes four studies involving interviews with young mothers, gang members, and those leaving foster care. These studies explored sensitive topics like poverty, abuse, discrimination, and crime. The document emphasizes the need for an ethical approach that considers both formal guidelines and relational aspects of research. It proposes two key ethical strategies - "doing good" by respecting participants and avoiding harm, and "taking care" through building trust and providing support during sensitive interviews.
Challenges of PR in Contexts with Young PeopleRiseAtManMet
Here are some ways gatekeeping could manifest in a school context:
- Teachers and administrators controlling what research topics or questions students explore. They may steer students away from topics seen as too controversial or critical of the school.
- Strict schedules and class periods that limit when and how long students can work on their research. This could rush the process or prevent deeper exploration.
- Requirements to get administrator approval for any activities or events related to the research. This adds bureaucracy that could delay or alter the work.
- School policies around technology or internet use that hinder how students collect and share information for their projects.
- Fears among staff that the research could reflect poorly on the school and impact things like funding
Attachment Security and Perceived Parental Psychological Control as Parameter...ijtsrd
The study examined attachment security and perceived parental psychological control as parameters of social value orientation among early adolescents. Participants for the study were 210 early adolescents who volunteered from NnamdiAzikiwe University High Awka. Participants’ age ranged from 11 to 15 years, with mean age of 13.26 years and standard deviation of 1.34. Three instruments were deployed for data collection secure domain of the attachment style questionnaire SDASQ by Van Oudenhoven, Hofstra, and Bakker 2003 , adopted version of psychological control domain of the parental control scale developed by Barber 1996 and social value orientation SVO developed by Schwartz 1994 . The study adopted correlation design and statistics appropriate for data analysis were correlation and multiple regression analysis enter method. Hypothesis one was confirmed and result showed that attachment security significantly and positively predicted social value orientation at B = .73 , P . 001. Hypothesis two result was not confirmed at B = .06, p .05. Hence, attachment security is a significant predictor of social value orientation. It was recommended that parents, teachers and care givers should ensure that they establish low anxiety type of relationship with their new born children in order to enhance low anxiety and low avoidance as this will help them at early adolescents to withstand peer pressure of during early adolescent. Nweke, Kingsley Onyibor | Dike Ibiwari Caroline | Dike, Adannia Amarachukwu | Umeaku Ndubuisi Nkemakonam "Attachment Security and Perceived Parental Psychological Control as Parameters of Social Value Orientation among Early Adolescents" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42368.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/psychology/42368/attachment-security-and-perceived-parental-psychological-control-as-parameters-of-social-value-orientation-among-early-adolescents/nweke-kingsley-onyibor
Essay on Environment for all Class in 100 to 500 Words in English. Importance of Environment Essay | Essay on Importance of Environment .... Sample essay on hindrances to environmental conservation. Environmental Pollution Essay – Assisting students with top-notch papers. Environmental Issues Essay. Admission essay: Environmental conservation essay. College Essay: Nature and environment essays. Environment Essay: Example, Sample, Writing Help ️ BookWormLab.
While this weeks topic highlighted the uncertainty of Big Data, th.docxharold7fisher61282
While this weeks topic highlighted the uncertainty of Big Data, the author identified the following as areas for future research. Pick one of the following for your Research paper.:
· Additional study must be performed on the interactions between each big data characteristic, as they do not exist separately but naturally interact in the real world.
· The scalability and efficacy of existing analytics techniques being applied to big data must be empirically examined.
· New techniques and algorithms must be developed in ML and NLP to handle the real-time needs for decisions made based on enormous amounts of data.
· More work is necessary on how to efficiently model uncertainty in ML and NLP, as well as how to represent uncertainty resulting from big data analytics.
· Since the CI algorithms are able to find an approximate solution within a reasonable time, they have been used to tackle ML problems and uncertainty challenges in data analytics and process in recent years.
Your paper should meet the following requirements:
• Be approximately 3-5 pages in length, not including the required cover page and reference page.
• Follow APA guidelines. Your paper should include an introduction, a body with fully developed content, and a conclusion.
• Support your response with the readings from the course and at least five peer-reviewed articles or scholarly journals to support your positions, claims, and observations. The UC Library is a great place to find resources.
• Be clear with well-written, concise, using excellent grammar and style techniques. You are being graded in part on the quality of your writing.
ORIGINAL ARTICLE
Meanings of Bodily and Sexual Expression in Youth Sexting Culture:
Young Women’s Negotiation of Gendered Risks and Harms
Emily Setty1
Published online: 31 August 2018
# Springer Science+Business Media, LLC, part of Springer Nature 2018
Abstract
The present paper explores how young people construct gendered social meanings and cultural norms surrounding sexual and
bodily expression in youth sexting culture. Previous research suggests youth sexting is a gendered phenomenon in which young
men are able to seek social capital through sexting, whereas young women are subject to social shaming and harassment.
Drawing upon findings from group and one-to-one interviews with 41 young people aged 14–18, I show how constructs of risk,
shame, and responsibility operated along gendered lines. Young people attributed agency and legitimacy to young men’s sexual
practices, whereas young women were disempowered, denied legitimacy, and tasked with managing gendered risks of harm in
youth sexting culture. I discuss how young women negotiated and navigated risk and shame and, in some instances, made space
for safe, pleasurable sexting experiences despite and within these narratives. The accounts of two young women, who shared
experiences sexting and social shaming, are presented to show some of the ways young women make sense of social meani.
Response 1Respond to at least two colleagues whose classificatio.docxmackulaytoni
Response 1
Respond
to at least two colleagues whose classifications differ from your own by critiquing their classifications. In addition, suggest one way you might apply each colleague's life-span classification to your social work practice.
Colleague 1: L
It is important because although; a young person may have held down a job, and acts mature, they have not yet experienced enough of life to be considered an adult. The same concept goes for middle aged people. Although; a middle aged person is active, and looks younger than their age, they are still considered to be middle aged. In other words regardless of the accomplishments of a person, their looks, and vitality, they are still catergorized in society by their age. Behaviors that might delay the cognitive, or social aspect of the aging process are socializing with friends and within the community, and participating in activities such as swimming, bingo, traveling, and other hobbies that enhance to cognitive apects of aging.It is proven that people who continue to be active socially, age gracefully, and without limits. They also continue to work brain cells that could eventually die out from dementia, and other illnesses.. Physically a person might speed up the aging process by isolating themselves from friends and family, by not focusing on health and nutrition, and by becoming a couch potato. When a person does not take care of themselves by exercising, and watching what they eat, they end up suffering from illnesses such as diabetes, limit their mobility, and are eventually confined to walkers, wheelchairs, and medications in their later years of life.
Colleague 2: E
According to Zastrow & Kirst Ashman (2016), individuals within the ages of 18 and 65 years are classified as young and middle adulthood. In as much as this classification has been in existence and popular, one can argue that, to determine the term adult hood may not be as easy as it sounds. Adulthood can be perceived differently from people, considering their culture, religion, personal belief, and social economic background. According to Zastrow & Kirst-Ashman (2016), “it is difficult to pinpoint the exact time of life we are referring to when we talk about young adulthood”. Some cultures such as the Nigerian culture, consider adulthood as a period where a child can comfortably carter for his /herself without seeking the help of the parents/guardian. Such age range may be around the ages 27to 30. Other cultures perceive young adulthood as the age where a child can comfortably make good decision in line with the expectation of older adults.
To replace or improve on Zatrow & Kirst Ashman classification on young and middle adulthood, I will suggest a classification of young adulthood and middle adulthood from the ages of 15 to 50. This classification is in line with Buhler theories of young adult hood. According to Zastrow & Kirst-Ashman (2016), Buhler’s theory clustered adolescent and young adulthood together to inclu.
The document discusses the key agents of socialization in Australian society, which are the family and school. The family is the primary agent of socialization as parents are the main influences on children from a young age. Schools are also important secondary agents as they help socialize children into broader social norms and behaviors from an early stage. Both agents play a role in teaching children skills, behaviors, attitudes and values that allow them to function within Australian culture.
A Child And Youth Care Approach To Professional Development And TrainingSarah Morrow
This document discusses a child and youth care approach to professional development and training. It emphasizes the importance of relationships in both child and youth care work and professional development. A developmental/ecological perspective is recommended when planning professional development to consider the context in which learning occurs. A child and youth care approach focuses on practical applications and activities. Relationships are seen as fundamental to both fields, and professional development programs should aim to create supportive learning environments that promote growth.
Challenges of PR in Contexts with Young PeopleRiseAtManMet
Here are some ways gatekeeping could manifest in a school context:
- Teachers and administrators controlling what research topics or questions students explore. They may steer students away from topics seen as too controversial or critical of the school.
- Strict schedules and class periods that limit when and how long students can work on their research. This could rush the process or prevent deeper exploration.
- Requirements to get administrator approval for any activities or events related to the research. This adds bureaucracy that could delay or alter the work.
- School policies around technology or internet use that hinder how students collect and share information for their projects.
- Fears among staff that the research could reflect poorly on the school and impact things like funding
Attachment Security and Perceived Parental Psychological Control as Parameter...ijtsrd
The study examined attachment security and perceived parental psychological control as parameters of social value orientation among early adolescents. Participants for the study were 210 early adolescents who volunteered from NnamdiAzikiwe University High Awka. Participants’ age ranged from 11 to 15 years, with mean age of 13.26 years and standard deviation of 1.34. Three instruments were deployed for data collection secure domain of the attachment style questionnaire SDASQ by Van Oudenhoven, Hofstra, and Bakker 2003 , adopted version of psychological control domain of the parental control scale developed by Barber 1996 and social value orientation SVO developed by Schwartz 1994 . The study adopted correlation design and statistics appropriate for data analysis were correlation and multiple regression analysis enter method. Hypothesis one was confirmed and result showed that attachment security significantly and positively predicted social value orientation at B = .73 , P . 001. Hypothesis two result was not confirmed at B = .06, p .05. Hence, attachment security is a significant predictor of social value orientation. It was recommended that parents, teachers and care givers should ensure that they establish low anxiety type of relationship with their new born children in order to enhance low anxiety and low avoidance as this will help them at early adolescents to withstand peer pressure of during early adolescent. Nweke, Kingsley Onyibor | Dike Ibiwari Caroline | Dike, Adannia Amarachukwu | Umeaku Ndubuisi Nkemakonam "Attachment Security and Perceived Parental Psychological Control as Parameters of Social Value Orientation among Early Adolescents" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42368.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/psychology/42368/attachment-security-and-perceived-parental-psychological-control-as-parameters-of-social-value-orientation-among-early-adolescents/nweke-kingsley-onyibor
Essay on Environment for all Class in 100 to 500 Words in English. Importance of Environment Essay | Essay on Importance of Environment .... Sample essay on hindrances to environmental conservation. Environmental Pollution Essay – Assisting students with top-notch papers. Environmental Issues Essay. Admission essay: Environmental conservation essay. College Essay: Nature and environment essays. Environment Essay: Example, Sample, Writing Help ️ BookWormLab.
While this weeks topic highlighted the uncertainty of Big Data, th.docxharold7fisher61282
While this weeks topic highlighted the uncertainty of Big Data, the author identified the following as areas for future research. Pick one of the following for your Research paper.:
· Additional study must be performed on the interactions between each big data characteristic, as they do not exist separately but naturally interact in the real world.
· The scalability and efficacy of existing analytics techniques being applied to big data must be empirically examined.
· New techniques and algorithms must be developed in ML and NLP to handle the real-time needs for decisions made based on enormous amounts of data.
· More work is necessary on how to efficiently model uncertainty in ML and NLP, as well as how to represent uncertainty resulting from big data analytics.
· Since the CI algorithms are able to find an approximate solution within a reasonable time, they have been used to tackle ML problems and uncertainty challenges in data analytics and process in recent years.
Your paper should meet the following requirements:
• Be approximately 3-5 pages in length, not including the required cover page and reference page.
• Follow APA guidelines. Your paper should include an introduction, a body with fully developed content, and a conclusion.
• Support your response with the readings from the course and at least five peer-reviewed articles or scholarly journals to support your positions, claims, and observations. The UC Library is a great place to find resources.
• Be clear with well-written, concise, using excellent grammar and style techniques. You are being graded in part on the quality of your writing.
ORIGINAL ARTICLE
Meanings of Bodily and Sexual Expression in Youth Sexting Culture:
Young Women’s Negotiation of Gendered Risks and Harms
Emily Setty1
Published online: 31 August 2018
# Springer Science+Business Media, LLC, part of Springer Nature 2018
Abstract
The present paper explores how young people construct gendered social meanings and cultural norms surrounding sexual and
bodily expression in youth sexting culture. Previous research suggests youth sexting is a gendered phenomenon in which young
men are able to seek social capital through sexting, whereas young women are subject to social shaming and harassment.
Drawing upon findings from group and one-to-one interviews with 41 young people aged 14–18, I show how constructs of risk,
shame, and responsibility operated along gendered lines. Young people attributed agency and legitimacy to young men’s sexual
practices, whereas young women were disempowered, denied legitimacy, and tasked with managing gendered risks of harm in
youth sexting culture. I discuss how young women negotiated and navigated risk and shame and, in some instances, made space
for safe, pleasurable sexting experiences despite and within these narratives. The accounts of two young women, who shared
experiences sexting and social shaming, are presented to show some of the ways young women make sense of social meani.
Response 1Respond to at least two colleagues whose classificatio.docxmackulaytoni
Response 1
Respond
to at least two colleagues whose classifications differ from your own by critiquing their classifications. In addition, suggest one way you might apply each colleague's life-span classification to your social work practice.
Colleague 1: L
It is important because although; a young person may have held down a job, and acts mature, they have not yet experienced enough of life to be considered an adult. The same concept goes for middle aged people. Although; a middle aged person is active, and looks younger than their age, they are still considered to be middle aged. In other words regardless of the accomplishments of a person, their looks, and vitality, they are still catergorized in society by their age. Behaviors that might delay the cognitive, or social aspect of the aging process are socializing with friends and within the community, and participating in activities such as swimming, bingo, traveling, and other hobbies that enhance to cognitive apects of aging.It is proven that people who continue to be active socially, age gracefully, and without limits. They also continue to work brain cells that could eventually die out from dementia, and other illnesses.. Physically a person might speed up the aging process by isolating themselves from friends and family, by not focusing on health and nutrition, and by becoming a couch potato. When a person does not take care of themselves by exercising, and watching what they eat, they end up suffering from illnesses such as diabetes, limit their mobility, and are eventually confined to walkers, wheelchairs, and medications in their later years of life.
Colleague 2: E
According to Zastrow & Kirst Ashman (2016), individuals within the ages of 18 and 65 years are classified as young and middle adulthood. In as much as this classification has been in existence and popular, one can argue that, to determine the term adult hood may not be as easy as it sounds. Adulthood can be perceived differently from people, considering their culture, religion, personal belief, and social economic background. According to Zastrow & Kirst-Ashman (2016), “it is difficult to pinpoint the exact time of life we are referring to when we talk about young adulthood”. Some cultures such as the Nigerian culture, consider adulthood as a period where a child can comfortably carter for his /herself without seeking the help of the parents/guardian. Such age range may be around the ages 27to 30. Other cultures perceive young adulthood as the age where a child can comfortably make good decision in line with the expectation of older adults.
To replace or improve on Zatrow & Kirst Ashman classification on young and middle adulthood, I will suggest a classification of young adulthood and middle adulthood from the ages of 15 to 50. This classification is in line with Buhler theories of young adult hood. According to Zastrow & Kirst-Ashman (2016), Buhler’s theory clustered adolescent and young adulthood together to inclu.
The document discusses the key agents of socialization in Australian society, which are the family and school. The family is the primary agent of socialization as parents are the main influences on children from a young age. Schools are also important secondary agents as they help socialize children into broader social norms and behaviors from an early stage. Both agents play a role in teaching children skills, behaviors, attitudes and values that allow them to function within Australian culture.
A Child And Youth Care Approach To Professional Development And TrainingSarah Morrow
This document discusses a child and youth care approach to professional development and training. It emphasizes the importance of relationships in both child and youth care work and professional development. A developmental/ecological perspective is recommended when planning professional development to consider the context in which learning occurs. A child and youth care approach focuses on practical applications and activities. Relationships are seen as fundamental to both fields, and professional development programs should aim to create supportive learning environments that promote growth.
Anti Social Behavior, Prison Condition and the Development of Stable Personal...ijtsrd
This study was based on antisocial behaviour, prison conditions and their influence on the development of a stable identity among child prisoners, in other to investigate this aspect, it lead to the formation of items to investigate aspects of prison conditions and how they influence the formation of a stable identity of child prisoners. This therefore led to the formation of the research question anti social behaviours and prison conditions influence the building of a stable identity of child prisoners. From these, five objectives were generated from the following indicators, overcrowded nature of prisons, health care service, physical and sexual abuse, solitary confinement, and social support. A sample of 40 was used for the study from two prisons in the south west region of Cameroon and the purposive sampling techniques was used to select the participants. The instrument used for the collection of data was a questionnaire which composed of a likert scale section and an open ended section. And for this study a survey design was used and data was analysed using descriptive statistic, mean estimation and thematic analysis. Using the percentages of statistical data, Findings revealed that the overcrowded prisons, physical and sexual abuse, solitary confinement, and social support could all negatively influence the formation of stable identity among child prisoners while health care service could not be link directly to a negative effects. Lyonga Marlvin Njie | Joseph Lah Lo-ol "Anti-Social Behavior, Prison Condition and the Development of Stable Personality by Minor Prisoners" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31748.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/psychology/31748/antisocial-behavior-prison-condition-and-the-development-of-stable-personality-by-minor-prisoners/lyonga-marlvin-njie
Sample Essay On Why I Want To Be A Teacher. Why Do You Want to Be a Teacher? | Teachers | Learning. Why I Want To Be A Teacher - Essay- Becoming an excellent teacher ....
This document discusses the use of digital storytelling in higher education classrooms and outlines some of the ethical issues that need to be considered. It presents two case studies of digital storytelling programs at the University of Michigan and Cape Peninsula University of Technology. The document examines different frameworks for analyzing the ethics of digital storytelling, including an ethic of care and posthuman ethics. It also reflects on how to apply these frameworks to analyze one student's digital story, called Jasmine's story, and considers what matters from different ethical perspectives.
This case study examines a Latino family consisting of Enrique, Sophia, and their two children who are seeking therapy. Sophia is concerned about Enrique's increasing anger issues. The narrative therapist seeks to understand each family member's perspective by asking open-ended and circular questions. The goal is to externalize the problem from the individuals and map out the problem pattern so family members understand they are not the problem. Future sessions will focus on defining a new growth-oriented narrative for each person through scaffolding conversations.
This document is a Sociology Internal Assessment based on the high rate of unemployment in relation to youth groups. I also have uploaded a copy of my Entrepreneurship IA for your perusal if needed.
You can contact me at: erica5dacas@gmail.com
The document discusses youth with involvement in multiple county systems such as child welfare, juvenile justice, and mental health systems, also known as crossover or dually-involved youth. It notes that disproportionate numbers of these youth are female, African American, or LGBTQIA+, and the majority struggle with mental health or substance use issues. The document provides an overview of challenges in supporting these youth and considers best practices such as using a comprehensive model like the Crossover Youth Practice Model, prioritizing prevention, engaging organizations like Youth Advocate Programs, asking families what supports they need, and providing stability during transitions.
Ethical issues in research presentation.pptxgororotich
Ethical issues in educational research encompass considerations around informed consent, privacy/confidentiality, and participant protection. Key ethical issues occur during research design, conduct, and dissemination. Researchers must obtain informed consent, protect privacy of sensitive data, minimize potential harms, and ensure research benefits the educational community. Upholding ethical guidelines is important for responsible and impactful educational research.
The UN Convention on the Rights of the Child: A Transdisciplinary Tool for Ch...THL
This document discusses how a transdisciplinary approach can help address contradictions in child protection research. It defines transdisciplinarity and outlines its key dimensions, such as drawing on complexity theory and including multiple epistemologies. The document proposes using the UN Convention on the Rights of the Child as a transdisciplinary tool to transform child protection research from a linear, predictive model to one informed by complexity theory. It argues this could help account for human agency and free will within a social ecological framework.
The document discusses the complex relationship between child protection systems and poverty. It argues that children from impoverished families are overrepresented in child protection due to both the struggles of parenting in poverty and increased surveillance of poor communities. It critiques how neoliberal policies have contributed to a more punitive approach focused on individual failings rather than structural causes of disadvantage. The document calls for social work to take a more nuanced understanding of poverty, focus on engagement over assessment, and work towards redistribution and community support as part of a new practice paradigm.
Research involving children and young people has a particular challenge in comparison to research involving adults. Of this particular challenge is related to the issues of ethical considerations and research methods that the researchers have to commit when conducting research. These are two essential research components and integrally linked to one another because they determine the quality and integrity of the research being conducted. These issues require thorough consideration and implemented differently from the research involving adults. Therefore, this paper aimed to discuss the ethical issues and research methods in researching children and critically evaluate these issues from the research practices by taking the cases of the articles in Teaching English to Speakers of Other Languages. Three articles were selected for further analysis to identify the ways the authors address these issues in their articles. The findings indicated that the authors mainly reported common ethical principles, such as voluntary participation and anonymity, but did not explicitly outline the ethical procedures specific for their children participation in their papers. There was also no indication that they employed appropriate methods to work with children such as using child-friendly methods encouraging children’s participations and giving them space to express opinions and thoughts.
‘‘I love my bones!’’ – self-harm and dangerous eating youth behaviours in Por...Teresa Sofia Castro
This document summarizes a research paper that analyzed 11 Portuguese-speaking blogs written by teenagers aged 13-19 who promoted anorexic lifestyles. The analysis found that peer pressure, need for acceptance, and family conflicts revealed how young people internalize thin ideals from sociocultural messages. Content was organized into three categories: common content in pro-anorexic blogs, celebrities/models worshipped as "thinspiration", and how youth deal with social pressures. The study aimed to increase understanding of problematic online content consumed by young people and raise awareness of its potential effects.
8Some Implications for Research and Practice[C]ultural meanings,.docxsleeperharwell
8
Some Implications for Research and Practice
[C]ultural meanings, practices, norms, and social institutions … constitute the matrix in which are embedded the intentions, rules, practices, and activities through which people live their lives (Fiske, Kitayama, Markus & Nisbett, 1998, p. 917).
What goals or objectives must our profession and society adopt to become truly multicultural in vision, values, and practice? (Sue, Bingham, Porche-Burke & Vasquez, 1999, p. 1067).
This final chapter is the most difficult one to write. The quotations above suggest the complexity of understanding individual behavior within a cultural matrix. With the broad definition of culture proposed in this book, applicable to all significant groups that meet the criteria, complexity increases. To take seriously the multicultural nature of persons is to raise theoretical and empirical questions that are very difficult to answer. As a science and profession, we are not accustomed to thinking routinely and easily of individuals in this way. Our discipline will be enriched, however, if we can design creative new research strategies to address these questions.
The implications for practice may be least problematic because, whether in counseling, therapy, or education, theoretical emphasis has long been on taking into account “the whole person.” And in these areas, there is typically one-on-one interaction between persons – between client and mental health worker, or between student and teacher. An individual’s unique social identities or cultural memberships will be evident in behavior – overt or subtle. Whether they are recognized, acknowledged, respected and used positively in the actual practice of counseling, therapy, or education (beyond statements of theory) is a central concern. In research, a multicultural perspective presents a different set of interrelated problems pertaining to sampling, study design, methods, data analysis and interpretation.Research
Each participant or respondent in an investigation brings to it unique experiences and beliefs, perceptions, and response potentials that reflect far greater individual complexity and far more cultural memberships than most researchers are prepared to identify. We agree with Shields (2008, p. 304) that “[t]he facts of our lives reveal that there is no single identity category that satisfactorily describes how we respond to our social environment or are responded to by others.” We also agree with Mann and Kelley (1997, p. 392) that “knowledge is and should be situated in people’s diverse social locations.… [and] grounded in the social biography of … the observed.” Such agreement, however, does not lead easily or directly to researchable empirical questions that can be investigated in a practical way. Multiple issues and problems face the researcher who is accustomed to obtaining demographic descriptions of participants that are usually limited to age, ethnicity, and gender, or to the single-identity or group-members.
A study of social development of children at elementary levelAlexander Decker
This study examined the social development of children at the elementary school level in Lahore, Pakistan. A questionnaire was administered to 100 students, 25 teachers, and 25 parents to assess children's social development. The questionnaire covered domains like relationships with family and peers, participation in social activities, and social skills. The results found that children generally have positive relationships with their family members and participate in social activities. The study recommended that teachers motivate students, recognize each child's abilities, and that parents value their children's opinions to support social development.
Running head CRIMINAL BEHAVIOR1CRIMINAL BEHAVIOR8.docxjoellemurphey
Running head: CRIMINAL BEHAVIOR 1
CRIMINAL BEHAVIOR 8
How to Respond to Criminal Behavior among the Youth
Student’s Name
Institution
Introduction
Criminal behavior has been a major area of focus to most psychologists. This is especially due to the age old debate between nature and being well nurtured. It is the main responsibility of most parents to know the genetic makeup of their children, for the sake of responsible parenting and also, in order to determine the outcome of their behaviors and norms they chose to embrace. Research has been conducted regarding this debate for quite a while, and has proven that both genes and the general environment have a big role to play when it comes to the criminality of an individual(Levine, 2003). The behaviors adopted by children and the youth should be put into consideration, considering that this is what has an impact on the safety of the society and the nation at large. Poor upbringing for the youth hasa great role to play especially in determining the kind of negative behaviors they chose to embrace later in their lives. This paper shows the findings in research on aspects of criminal justice and at the same time, a presentation of the varying opinions on how to respond to criminal behavior among the youth.
Crime during the transition to adulthood
Transition from childhood to adulthood is a complexperiod especially for the youth. In most cases, it becomes difficult for the youth to engage in various systems and they tend to be more conscious of their aging. Whereas most of the youth gradually transform from childhood to adult hood, this is the major stage in life which should be taken more seriously and in most cases, be prioritized in the society (Florez, 2008). Families should give the youth a chance to express their views on different aspects. Through survey data, it was identified that more than 732 youth are transitioning from out of home care to adulthood across for major states.
Based on research aspects, offences committed are attributed to the youth in various countries. Foster youth, just like their peers, tend to engage in less crime over a period of time. Those who lack mentorship are more exposed to criminal elements and tend to participate more in criminal behavior (Ashford, 2009). However, foster youth also remain more prone to arrest just like their peers. The transition from childhood to adulthood should be well handled to ensure that children are raised in lawful environments and at the same time, are provided with basic resources and counseling to help them in the future.
Causes of criminal behavior among the youth
The youth are affected by violence. This includes all children especially between the ages of 12 and 16, who are more exposed to violence and are twice as likely as adults to be victims of such situations. Homicide is known to be the third leading cause of loss of life for people between the ages of 15 and 25. The increase in rates of rape, vic ...
Psychosocial Prevention of Dangerous Behaviour in Childhood and AdolescenceAJHSSR Journal
Children and adolescents are strongly oriented to the present. Most important for them is the
satisfaction of present needs, and the possibility of new adventures and experiences. Pointing out the negative
consequences of an unhealthy action is of no importance to children and young people. They have other, more
important concerns than 'prevention'. Particular attention should be paid to the dangerous behaviour of young
people. With such behaviour, young people try to achieve recognition, for example. For this reason, children
and young people should be given the space and the opportunity to achieve this in a different way. The
purpose of this study was to approach, analyze and ultimately examine Psychosocial Prevention of Dangerous
Behaviour in Childhood and Adolescence in order to assist prevention and health promotion work. The
method adopted for the study was a review of the relevant literature. Based on this study, we find that the more
successful prevention proposals so far have been aimed at enhancing general life skills. Personal resources,
such as a positive image of oneself, the perception of one’s body and one’s self-confidence, as well as social
resources play a decisive role in this matter. The ability to support these factors arises from the field of
movement, play and sport. In summary, the opportunities for movement, play and sports do not only satisfy the
need of children and adolescents to enjoy life, to gain experience and independence, but they are also a
potential means of enhancing general competencies (cognitive, kinetic, aesthetic, social and emotional
abilities).
This document discusses resilience in street children in South Africa. It defines resilience as the ability to manage difficulties and bounce back from adversity by developing life skills like coping with changes, focusing on relationships, thinking positively, and self-care. Street children face hardships like family violence and poverty that force them onto the streets. Developing resilience is important for street children to survive. The document explores traits and experiences that build resilience in adolescent boys and how prevention programs can help at-risk youth develop these skills.
Swk100 Safeguarding self and vulnerable othersTim Curtis
The document discusses the evolution of safeguarding policies from a focus on protection to a broader concept of safeguarding for both children and vulnerable adults. It explores the social and political context driving these changes, and the role and responsibilities of volunteers in ensuring proper safeguarding measures like training, supervision, and reporting procedures are followed to protect both those being served and the volunteers themselves. Critics argue the term "safeguarding" has become too broad and professionals unclear on who to target for interventions.
Crafting an essay on child labor is challenging as it requires balancing empathy, research, and a call to action while navigating the complex socio-economic, cultural, and ethical issues surrounding this sensitive global problem. To effectively address the topic, one must understand the root causes like poverty and lack of education, discuss potential solutions in a nuanced way, and handle the moral implications sensitively by considering the impact on children's lives. Composing an essay on child labor demands a thorough understanding of the issue and a compelling call for action.
The document discusses several ethical considerations for school-based participatory research projects involving youth. It notes that school structures often do not center youth voices or expertise, and the researcher must ensure the project design allows youth to lead. Obtaining proper consent can be challenging, as youth cannot consent without guardian permission. The researcher must also balance relationships with youth and school staff to facilitate open communication and youth-led participation.
Este documento presenta los lineamientos generales para la proyección social en la Universidad Minuto de Dios - UNIMINUTO. Incluye los referentes legales e institucionales, la política y principios de proyección social, y las estrategias como las prácticas profesionales, prácticas en responsabilidad social, voluntariado, educación continua y transferencia de conocimientos a la comunidad. Los lineamientos buscan guiar las actividades de proyección social de acuerdo con la misión de UNIMINUTO de formar líderes de transform
Anti Social Behavior, Prison Condition and the Development of Stable Personal...ijtsrd
This study was based on antisocial behaviour, prison conditions and their influence on the development of a stable identity among child prisoners, in other to investigate this aspect, it lead to the formation of items to investigate aspects of prison conditions and how they influence the formation of a stable identity of child prisoners. This therefore led to the formation of the research question anti social behaviours and prison conditions influence the building of a stable identity of child prisoners. From these, five objectives were generated from the following indicators, overcrowded nature of prisons, health care service, physical and sexual abuse, solitary confinement, and social support. A sample of 40 was used for the study from two prisons in the south west region of Cameroon and the purposive sampling techniques was used to select the participants. The instrument used for the collection of data was a questionnaire which composed of a likert scale section and an open ended section. And for this study a survey design was used and data was analysed using descriptive statistic, mean estimation and thematic analysis. Using the percentages of statistical data, Findings revealed that the overcrowded prisons, physical and sexual abuse, solitary confinement, and social support could all negatively influence the formation of stable identity among child prisoners while health care service could not be link directly to a negative effects. Lyonga Marlvin Njie | Joseph Lah Lo-ol "Anti-Social Behavior, Prison Condition and the Development of Stable Personality by Minor Prisoners" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31748.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/psychology/31748/antisocial-behavior-prison-condition-and-the-development-of-stable-personality-by-minor-prisoners/lyonga-marlvin-njie
Sample Essay On Why I Want To Be A Teacher. Why Do You Want to Be a Teacher? | Teachers | Learning. Why I Want To Be A Teacher - Essay- Becoming an excellent teacher ....
This document discusses the use of digital storytelling in higher education classrooms and outlines some of the ethical issues that need to be considered. It presents two case studies of digital storytelling programs at the University of Michigan and Cape Peninsula University of Technology. The document examines different frameworks for analyzing the ethics of digital storytelling, including an ethic of care and posthuman ethics. It also reflects on how to apply these frameworks to analyze one student's digital story, called Jasmine's story, and considers what matters from different ethical perspectives.
This case study examines a Latino family consisting of Enrique, Sophia, and their two children who are seeking therapy. Sophia is concerned about Enrique's increasing anger issues. The narrative therapist seeks to understand each family member's perspective by asking open-ended and circular questions. The goal is to externalize the problem from the individuals and map out the problem pattern so family members understand they are not the problem. Future sessions will focus on defining a new growth-oriented narrative for each person through scaffolding conversations.
This document is a Sociology Internal Assessment based on the high rate of unemployment in relation to youth groups. I also have uploaded a copy of my Entrepreneurship IA for your perusal if needed.
You can contact me at: erica5dacas@gmail.com
The document discusses youth with involvement in multiple county systems such as child welfare, juvenile justice, and mental health systems, also known as crossover or dually-involved youth. It notes that disproportionate numbers of these youth are female, African American, or LGBTQIA+, and the majority struggle with mental health or substance use issues. The document provides an overview of challenges in supporting these youth and considers best practices such as using a comprehensive model like the Crossover Youth Practice Model, prioritizing prevention, engaging organizations like Youth Advocate Programs, asking families what supports they need, and providing stability during transitions.
Ethical issues in research presentation.pptxgororotich
Ethical issues in educational research encompass considerations around informed consent, privacy/confidentiality, and participant protection. Key ethical issues occur during research design, conduct, and dissemination. Researchers must obtain informed consent, protect privacy of sensitive data, minimize potential harms, and ensure research benefits the educational community. Upholding ethical guidelines is important for responsible and impactful educational research.
The UN Convention on the Rights of the Child: A Transdisciplinary Tool for Ch...THL
This document discusses how a transdisciplinary approach can help address contradictions in child protection research. It defines transdisciplinarity and outlines its key dimensions, such as drawing on complexity theory and including multiple epistemologies. The document proposes using the UN Convention on the Rights of the Child as a transdisciplinary tool to transform child protection research from a linear, predictive model to one informed by complexity theory. It argues this could help account for human agency and free will within a social ecological framework.
The document discusses the complex relationship between child protection systems and poverty. It argues that children from impoverished families are overrepresented in child protection due to both the struggles of parenting in poverty and increased surveillance of poor communities. It critiques how neoliberal policies have contributed to a more punitive approach focused on individual failings rather than structural causes of disadvantage. The document calls for social work to take a more nuanced understanding of poverty, focus on engagement over assessment, and work towards redistribution and community support as part of a new practice paradigm.
Research involving children and young people has a particular challenge in comparison to research involving adults. Of this particular challenge is related to the issues of ethical considerations and research methods that the researchers have to commit when conducting research. These are two essential research components and integrally linked to one another because they determine the quality and integrity of the research being conducted. These issues require thorough consideration and implemented differently from the research involving adults. Therefore, this paper aimed to discuss the ethical issues and research methods in researching children and critically evaluate these issues from the research practices by taking the cases of the articles in Teaching English to Speakers of Other Languages. Three articles were selected for further analysis to identify the ways the authors address these issues in their articles. The findings indicated that the authors mainly reported common ethical principles, such as voluntary participation and anonymity, but did not explicitly outline the ethical procedures specific for their children participation in their papers. There was also no indication that they employed appropriate methods to work with children such as using child-friendly methods encouraging children’s participations and giving them space to express opinions and thoughts.
‘‘I love my bones!’’ – self-harm and dangerous eating youth behaviours in Por...Teresa Sofia Castro
This document summarizes a research paper that analyzed 11 Portuguese-speaking blogs written by teenagers aged 13-19 who promoted anorexic lifestyles. The analysis found that peer pressure, need for acceptance, and family conflicts revealed how young people internalize thin ideals from sociocultural messages. Content was organized into three categories: common content in pro-anorexic blogs, celebrities/models worshipped as "thinspiration", and how youth deal with social pressures. The study aimed to increase understanding of problematic online content consumed by young people and raise awareness of its potential effects.
8Some Implications for Research and Practice[C]ultural meanings,.docxsleeperharwell
8
Some Implications for Research and Practice
[C]ultural meanings, practices, norms, and social institutions … constitute the matrix in which are embedded the intentions, rules, practices, and activities through which people live their lives (Fiske, Kitayama, Markus & Nisbett, 1998, p. 917).
What goals or objectives must our profession and society adopt to become truly multicultural in vision, values, and practice? (Sue, Bingham, Porche-Burke & Vasquez, 1999, p. 1067).
This final chapter is the most difficult one to write. The quotations above suggest the complexity of understanding individual behavior within a cultural matrix. With the broad definition of culture proposed in this book, applicable to all significant groups that meet the criteria, complexity increases. To take seriously the multicultural nature of persons is to raise theoretical and empirical questions that are very difficult to answer. As a science and profession, we are not accustomed to thinking routinely and easily of individuals in this way. Our discipline will be enriched, however, if we can design creative new research strategies to address these questions.
The implications for practice may be least problematic because, whether in counseling, therapy, or education, theoretical emphasis has long been on taking into account “the whole person.” And in these areas, there is typically one-on-one interaction between persons – between client and mental health worker, or between student and teacher. An individual’s unique social identities or cultural memberships will be evident in behavior – overt or subtle. Whether they are recognized, acknowledged, respected and used positively in the actual practice of counseling, therapy, or education (beyond statements of theory) is a central concern. In research, a multicultural perspective presents a different set of interrelated problems pertaining to sampling, study design, methods, data analysis and interpretation.Research
Each participant or respondent in an investigation brings to it unique experiences and beliefs, perceptions, and response potentials that reflect far greater individual complexity and far more cultural memberships than most researchers are prepared to identify. We agree with Shields (2008, p. 304) that “[t]he facts of our lives reveal that there is no single identity category that satisfactorily describes how we respond to our social environment or are responded to by others.” We also agree with Mann and Kelley (1997, p. 392) that “knowledge is and should be situated in people’s diverse social locations.… [and] grounded in the social biography of … the observed.” Such agreement, however, does not lead easily or directly to researchable empirical questions that can be investigated in a practical way. Multiple issues and problems face the researcher who is accustomed to obtaining demographic descriptions of participants that are usually limited to age, ethnicity, and gender, or to the single-identity or group-members.
A study of social development of children at elementary levelAlexander Decker
This study examined the social development of children at the elementary school level in Lahore, Pakistan. A questionnaire was administered to 100 students, 25 teachers, and 25 parents to assess children's social development. The questionnaire covered domains like relationships with family and peers, participation in social activities, and social skills. The results found that children generally have positive relationships with their family members and participate in social activities. The study recommended that teachers motivate students, recognize each child's abilities, and that parents value their children's opinions to support social development.
Running head CRIMINAL BEHAVIOR1CRIMINAL BEHAVIOR8.docxjoellemurphey
Running head: CRIMINAL BEHAVIOR 1
CRIMINAL BEHAVIOR 8
How to Respond to Criminal Behavior among the Youth
Student’s Name
Institution
Introduction
Criminal behavior has been a major area of focus to most psychologists. This is especially due to the age old debate between nature and being well nurtured. It is the main responsibility of most parents to know the genetic makeup of their children, for the sake of responsible parenting and also, in order to determine the outcome of their behaviors and norms they chose to embrace. Research has been conducted regarding this debate for quite a while, and has proven that both genes and the general environment have a big role to play when it comes to the criminality of an individual(Levine, 2003). The behaviors adopted by children and the youth should be put into consideration, considering that this is what has an impact on the safety of the society and the nation at large. Poor upbringing for the youth hasa great role to play especially in determining the kind of negative behaviors they chose to embrace later in their lives. This paper shows the findings in research on aspects of criminal justice and at the same time, a presentation of the varying opinions on how to respond to criminal behavior among the youth.
Crime during the transition to adulthood
Transition from childhood to adulthood is a complexperiod especially for the youth. In most cases, it becomes difficult for the youth to engage in various systems and they tend to be more conscious of their aging. Whereas most of the youth gradually transform from childhood to adult hood, this is the major stage in life which should be taken more seriously and in most cases, be prioritized in the society (Florez, 2008). Families should give the youth a chance to express their views on different aspects. Through survey data, it was identified that more than 732 youth are transitioning from out of home care to adulthood across for major states.
Based on research aspects, offences committed are attributed to the youth in various countries. Foster youth, just like their peers, tend to engage in less crime over a period of time. Those who lack mentorship are more exposed to criminal elements and tend to participate more in criminal behavior (Ashford, 2009). However, foster youth also remain more prone to arrest just like their peers. The transition from childhood to adulthood should be well handled to ensure that children are raised in lawful environments and at the same time, are provided with basic resources and counseling to help them in the future.
Causes of criminal behavior among the youth
The youth are affected by violence. This includes all children especially between the ages of 12 and 16, who are more exposed to violence and are twice as likely as adults to be victims of such situations. Homicide is known to be the third leading cause of loss of life for people between the ages of 15 and 25. The increase in rates of rape, vic ...
Psychosocial Prevention of Dangerous Behaviour in Childhood and AdolescenceAJHSSR Journal
Children and adolescents are strongly oriented to the present. Most important for them is the
satisfaction of present needs, and the possibility of new adventures and experiences. Pointing out the negative
consequences of an unhealthy action is of no importance to children and young people. They have other, more
important concerns than 'prevention'. Particular attention should be paid to the dangerous behaviour of young
people. With such behaviour, young people try to achieve recognition, for example. For this reason, children
and young people should be given the space and the opportunity to achieve this in a different way. The
purpose of this study was to approach, analyze and ultimately examine Psychosocial Prevention of Dangerous
Behaviour in Childhood and Adolescence in order to assist prevention and health promotion work. The
method adopted for the study was a review of the relevant literature. Based on this study, we find that the more
successful prevention proposals so far have been aimed at enhancing general life skills. Personal resources,
such as a positive image of oneself, the perception of one’s body and one’s self-confidence, as well as social
resources play a decisive role in this matter. The ability to support these factors arises from the field of
movement, play and sport. In summary, the opportunities for movement, play and sports do not only satisfy the
need of children and adolescents to enjoy life, to gain experience and independence, but they are also a
potential means of enhancing general competencies (cognitive, kinetic, aesthetic, social and emotional
abilities).
This document discusses resilience in street children in South Africa. It defines resilience as the ability to manage difficulties and bounce back from adversity by developing life skills like coping with changes, focusing on relationships, thinking positively, and self-care. Street children face hardships like family violence and poverty that force them onto the streets. Developing resilience is important for street children to survive. The document explores traits and experiences that build resilience in adolescent boys and how prevention programs can help at-risk youth develop these skills.
Swk100 Safeguarding self and vulnerable othersTim Curtis
The document discusses the evolution of safeguarding policies from a focus on protection to a broader concept of safeguarding for both children and vulnerable adults. It explores the social and political context driving these changes, and the role and responsibilities of volunteers in ensuring proper safeguarding measures like training, supervision, and reporting procedures are followed to protect both those being served and the volunteers themselves. Critics argue the term "safeguarding" has become too broad and professionals unclear on who to target for interventions.
Crafting an essay on child labor is challenging as it requires balancing empathy, research, and a call to action while navigating the complex socio-economic, cultural, and ethical issues surrounding this sensitive global problem. To effectively address the topic, one must understand the root causes like poverty and lack of education, discuss potential solutions in a nuanced way, and handle the moral implications sensitively by considering the impact on children's lives. Composing an essay on child labor demands a thorough understanding of the issue and a compelling call for action.
The document discusses several ethical considerations for school-based participatory research projects involving youth. It notes that school structures often do not center youth voices or expertise, and the researcher must ensure the project design allows youth to lead. Obtaining proper consent can be challenging, as youth cannot consent without guardian permission. The researcher must also balance relationships with youth and school staff to facilitate open communication and youth-led participation.
Este documento presenta los lineamientos generales para la proyección social en la Universidad Minuto de Dios - UNIMINUTO. Incluye los referentes legales e institucionales, la política y principios de proyección social, y las estrategias como las prácticas profesionales, prácticas en responsabilidad social, voluntariado, educación continua y transferencia de conocimientos a la comunidad. Los lineamientos buscan guiar las actividades de proyección social de acuerdo con la misión de UNIMINUTO de formar líderes de transform
El documento describe la intervención indirecta en el trabajo social. La intervención indirecta incluye actividades como el estudio, análisis, planificación y evaluación. Se compone de cuatro elementos: 1) organización y documentación del caso, 2) programación y planificación de intervenciones, 3) intervenciones en el entorno del cliente, y 4) colaboración con otros trabajadores sociales. La intervención indirecta es una forma importante en que los trabajadores sociales pueden intervenir de manera invisible al inicio del proceso.
El documento describe la metodología de intervención en trabajo social. Explica que la metodología se elaboró a partir de experiencias prácticas y aportes de ciencias humanas. Describe dos modelos enfrentados, el médico y el de intervención, y conceptos claves como cambio, contradicción e independencia. Finalmente, explica que las fases de la metodología pueden ordenarse de forma lógica o cronológica.
El documento trata sobre la intervención en trabajo social desde la calidad integrada. Explica que la intervención profesional está orientada a mejorar la calidad de vida de los usuarios y la calidad de servicio. También describe las características, áreas y objetivos de la intervención en trabajo social, así como los elementos clave para mejorar la calidad de servicio como el liderazgo, planificación, gestión del personal y satisfacción del cliente.
El documento describe el trabajo social como una profesión interdisciplinaria que ayuda a resolver problemas sociales y mejorar el desarrollo de las personas. Los trabajadores sociales usan habilidades como la empatía, la comunicación y el trabajo en equipo para brindar recursos a quienes los necesitan. Siguen principios como el respeto, la dignidad y los derechos humanos. Aunque enfrentan desafíos como la saturación emocional, protegen la privacidad de los clientes.
El documento habla sobre el trabajo social. Explica que el trabajador social es un profesional interdisciplinario que tiene como objetivo aportar soluciones a los problemas que afectan a los seres humanos y limitan el desarrollo social. Enumera algunas de las habilidades y fortalezas clave del trabajador social como la empatía, el conocimiento de recursos, la comunicación y la capacidad de trabajar con individuos, grupos y comunidades.
Este documento discute los dilemas éticos que enfrentan los trabajadores sociales. Explica que los dilemas éticos surgen cuando hay argumentos contradictorios sobre cómo proceder, ya sea en los principios, fines o medios de una intervención. También puede haber conflictos entre paradigmas éticos o entre sujetos con diferentes puntos de vista. Luego, analiza los tipos de mala praxis que pueden ocurrir, como errores técnicos, negligencia o anteponer valores personales sobre los profesionales. Finalmente, presenta criterios para resolver dilemas é
Este documento presenta una reflexión sobre el quehacer del trabajador social. Explica que el ámbito de estudio del trabajo social es amplio y busca resolver problemas sociales como el calentamiento global. También describe las motivaciones del trabajador social, como abordar problemas ambientales de manera contextualizada. Finalmente, concluye que el trabajo social ha evolucionado de ser asistencial a trabajar en problemas como el medio ambiente y el consumismo, y propone campañas de reciclaje orgánico.
Predictably Improve Your B2B Tech Company's Performance by Leveraging DataKiwi Creative
Harness the power of AI-backed reports, benchmarking and data analysis to predict trends and detect anomalies in your marketing efforts.
Peter Caputa, CEO at Databox, reveals how you can discover the strategies and tools to increase your growth rate (and margins!).
From metrics to track to data habits to pick up, enhance your reporting for powerful insights to improve your B2B tech company's marketing.
- - -
This is the webinar recording from the June 2024 HubSpot User Group (HUG) for B2B Technology USA.
Watch the video recording at https://youtu.be/5vjwGfPN9lw
Sign up for future HUG events at https://events.hubspot.com/b2b-technology-usa/
Orchestrating the Future: Navigating Today's Data Workflow Challenges with Ai...Kaxil Naik
Navigating today's data landscape isn't just about managing workflows; it's about strategically propelling your business forward. Apache Airflow has stood out as the benchmark in this arena, driving data orchestration forward since its early days. As we dive into the complexities of our current data-rich environment, where the sheer volume of information and its timely, accurate processing are crucial for AI and ML applications, the role of Airflow has never been more critical.
In my journey as the Senior Engineering Director and a pivotal member of Apache Airflow's Project Management Committee (PMC), I've witnessed Airflow transform data handling, making agility and insight the norm in an ever-evolving digital space. At Astronomer, our collaboration with leading AI & ML teams worldwide has not only tested but also proven Airflow's mettle in delivering data reliably and efficiently—data that now powers not just insights but core business functions.
This session is a deep dive into the essence of Airflow's success. We'll trace its evolution from a budding project to the backbone of data orchestration it is today, constantly adapting to meet the next wave of data challenges, including those brought on by Generative AI. It's this forward-thinking adaptability that keeps Airflow at the forefront of innovation, ready for whatever comes next.
The ever-growing demands of AI and ML applications have ushered in an era where sophisticated data management isn't a luxury—it's a necessity. Airflow's innate flexibility and scalability are what makes it indispensable in managing the intricate workflows of today, especially those involving Large Language Models (LLMs).
This talk isn't just a rundown of Airflow's features; it's about harnessing these capabilities to turn your data workflows into a strategic asset. Together, we'll explore how Airflow remains at the cutting edge of data orchestration, ensuring your organization is not just keeping pace but setting the pace in a data-driven future.
Session in https://budapestdata.hu/2024/04/kaxil-naik-astronomer-io/ | https://dataml24.sessionize.com/session/667627
1. Social Work & Society ▪▪▪ M. Törrönen, K. E. Petersen: Ethical reflections on sensitive research with
young people living in conditions of vulnerability
Social Work & Society, Volume 19, Issue 1, 2021
ISSN 1613-8953 ▪▪▪ http://nbn-resolving.de/urn:nbn:de:hbz:464-sws-2470
1
Ethical reflections on sensitive research with young people living in
conditions of vulnerability
Maritta Törrönen, University of Helsinki
Kirsten Elisa Petersen, Aarhus University
1 Introduction
Any research with young people includes ethical and practical questions that need to be taken
into consideration, including concerns about possible exploitation, child protection, informed
consent and gatekeeper issues (Kellett, 2003). Qualitative research involving young people in
vulnerable life situations automatically includes ethical challenges and dilemmas. These
challenges and dilemmas help to advance knowledge about and insight into the young
people’s difficult living conditions. They also draw special attention to the need to handle this
knowledge and insight ethically during a research process involving young people.
Conducting research concerning young people living in conditions of vulnerability can
involve contact with sensitive topics during the empirical process and demands special ethical
attention (Powell et al., 2018). In this process, several of the young people formerly placed in
out-of-home care tell stories of difficult experiences during childhood, conflicts with parents,
or not having contact with parents at all, as well as feelings of loneliness and difficulties in
attending school and education.
Inspired by feminist ethics and a situated research ethics perspective, this article approaches
several ethical dilemmas and challenges arising from qualitative research with young people
in vulnerable life situations. In our article, “crisis” arises when research is conducted on
young people over 18 years of age living in different life situations and backgrounds – as
young mothers, young adults leaving care, and young people with gang-controlled
communities – who should not be stigmatized and not identified. With smaller children, the
research process would be different because of their age and the procedures of research
application. Thus, the concept of crisis is here based on the methodological aspects of
conducting research involving young people formerly placed in out-of-home care.
For a long time, there have been ethical discussions about young people who live in
vulnerable living conditions (Bernard, 2013; Conolly, 2008). For instance, many of the young
men in gang-related communities are immigrants from the global south who experience
problems related to community integration, difficulties with schooling and education, and
upbringing in so-called disadvantaged housing areas. Regarding the young women aged 18-23
who become mothers, research has also identified that this group has been brought up in
homes affected by parents’ difficulties – for example, violence or neglect – as well as by
difficulties with schooling and out-of-home placement. Several of the young women also
recalled out-of-home placements during childhood and adolescence and had difficulties
focusing on schooling and education (Petersen & Kragelund, 2018).
2. Social Work & Society ▪▪▪ M. Törrönen, K. E. Petersen: Ethical reflections on sensitive research with
young people living in conditions of vulnerability
Social Work & Society, Volume 19, Issue 1, 2021
ISSN 1613-8953 ▪▪▪ http://nbn-resolving.de/urn:nbn:de:hbz:464-sws-2470
2
However, research with young people leaving care revealed a variety of experiences. There
are experiences of supportive and smooth transitions and overall well-being, but there are also
experiences of alienation and discrimination (Törrönen et al., 2018b). There are good reasons
why the situations of young people who have the most disadvantaged life situations are
important to consider. Yet we must remember that being in care or leaving care does not have
only one kind of result.
“Living in conditions of vulnerability” is used here as a term which indicates that nothing is
wrong with the young people, and it is not about identifying or stigmatising them. This is
about intersectional experiences. For example, young people being raised in disadvantaged
housing areas marked by poverty, and often with family members who have difficulties in
taking care of them due to abuse or mental illness, are conditions that intervene and present
challenges to young people’s everyday lives, well-being, and opportunities for sustainable
development (Petersen, 2009, 2015, 2018; Petersen & Ladefoged, 2020b).
During one research interview (Petersen, 2015), Hans, a 19-year-old gang member,
recounts memories of being teased and bullied by the others in his school. He tells how,
as a child, he felt very sad and alone because he had no friends. Furthermore, Hans
explains the consequences of him thinking that no one cared for him or understood him.
In his late childhood, he developed a violent temper. When he was teased in the
schoolyard, he suddenly began beating the others so violently that he did them harm.
Hans has repeatedly changed schools because he was expelled for violent behaviour and
placed outside the home. He has served time both at a secure institution for young
people and in prison. He quakes throughout the interview, and he only calms down
when we go outside so he can smoke a cigarette.
This research interview with Hans gives rise to ethical reflections on how we could give
young men and women a voice in the research process and, at the same time, respect what are
often very sensitive and vulnerable life histories. This demand does not seem to be readily
answered in the traditional and explicit requirements for ethical consideration before, during
and especially after the research process – particularly the requirements concerning the
respect, protection and privacy of those involved. Ethics in social research traditionally
concerns moral, legal and professional guidelines related to, for example, the importance of
respect, confidentiality and not exposing informants to harm throughout the research process
(Petersen, 2018; Petersen & Ladefoged, 2018, 2020b; Piper & Simmons, 2005; Swartz, 2009,
2011). These important ethical guidelines need to be addressed in research with young people.
However, these guidelines at the formal ethical level should also be discussed from another
important perspective that can be called the ethical relational level (Petersen & Ladefoged,
2020a, p. 15). The formal ethical level combines all regulations governing ethical research
practice with human beings in the social sciences. The ethical relational level is based on the
formal ethical level, but it extends consideration to the research process, including
interactions between the researcher and the informant. The ethical relational level includes
fieldwork situations that demand ethical consideration (Petersen & Ladefoged, 2020a, p. 15).
The relational level involves doing research with young people in face-to-face situations and,
sometimes, using ethnographic research methods that involve collecting data. This level is an
important part of the traditional ethical guidelines. It is rooted in how we, as researchers and
persons ourselves, are doing research. What are our theoretical premises, and how should we
cooperate with young people (see Case 2017)?
3. Social Work & Society ▪▪▪ M. Törrönen, K. E. Petersen: Ethical reflections on sensitive research with
young people living in conditions of vulnerability
Social Work & Society, Volume 19, Issue 1, 2021
ISSN 1613-8953 ▪▪▪ http://nbn-resolving.de/urn:nbn:de:hbz:464-sws-2470
3
The authors of this article represent the disciplines of social work and psychology. We have
different theoretical approaches that, nonetheless, have similarities. Both researchers have
adopted an approach to adolescents as competent actors in their own lives, acting under given
conditions and with certain opportunities. We also recognize the importance of integrating the
young people’s perspectives on their own lives. In psychological research, this is based on the
critical psychology approach (Holzkamp, 1983, 1998, 2005; Markard et al., 2004; Dreier,
2004; Højholt, 2001, 2005; Schwartz, 2007, 2014; Petersen, 2009, 2015, 2017, 2018; Petersen
& Ladefoged, 2018; APA 2017) inspired by sociocultural learning theory (Lave & Wenger,
2004). In social work research, these ideas are combined with an understanding of reciprocal
social work (Törrönen et al., 2018a; Törrönen et al., 2018b, p. 67) that supplements strength-
based approaches (Saleebey, 1996) and complementary research approaches that value
clients’ experiences and views (Mayer & Timms, 1970). Such approaches are based on
participatory methods that involve clients in social services that shape their future (see, for
instance, Franklin & Sloper 2006, p. 724-725; Winter & Munn-Giddings, 2001).
The ethical relational level is connected to the protection of young people’s anonymity, but
also to safeguarding their relationships with other peers or people who might have power over
them when they are relating sensitive details of their lives. We have to especially consider any
risk of comprising the anonymity or confidentiality of personal, sensitive, or confidential
information provided by human participants. We also must be thoughtful if we involve
colleagues or other individuals whose response may be influenced by power or relationships
with young people, and if our research requires the co-operation of a gatekeeper for initial
access to young people. These concerns are especially relevant when direct and/or indirect
contact with young people is involved (see Ethics Application Form, 2015).
Ethical challenges and dilemmas have put severe pressure on the traditional ethical
guidelines, demanding the development of new ethical strategies in interactions with young
men and women during the research process – especially those relating to sensitive topics
(Sieber & Stanley, 1988; McCosker et al., 2001; Powell et al., 2018; Petersen & Ladefoged
2020b, p. 156).
In this article, we first discuss what sensitive topics are in research with young people.
Second, we outline our research methodology using four studies as examples of research with
young people living in conditions of vulnerability. Third, in a section on ethical
considerations on research with young people, we concentrate on ethical strategies. Ethical
challenges and dilemmas associated with the traditions of feminist and situated ethics inspire
strategies that can help both researchers and young people during the research process. For
the present, two key strategies are presented: doing good and taking care.
2 Sensitive topics as ethical relational questions in research with young adults
The concept of sensitive topics is inspired by Richards et al. (2015), who argue that the
concept should be understood as referring to topics that might potentially be considered
sensitive: for instance, sexuality, drug and alcohol use, family violence and parental
incarceration. However, it is also important to address the question of what is sensitive, to
whom and why. Richards et al.’s definition of sensitive topics stresses the social dimension of
the concept. In the same way, Sparrman (2014) argues that what makes a topic sensitive
cannot be reduced to a single factor, but is rather underpinned by multiple, complex
relationships between various stakeholders in the environment in which the research takes
place.
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Likewise, Sieber and Stanley (1988) define sensitive topics as those that are socially sensitive,
meaning there are potential social consequences for individuals and groups. Furthermore,
McCosker et al. (2001) suggest that a definition of the concept of sensitive topics must be
based on context, cultural norms and values. This view is inspired by Lee (1993), who
highlights three important types of sensitive topics: first, issues considered private, stressful or
sacred, such as sexuality or death; second, issues that, if revealed, might cause stigmatization
or fear, such as illegal behaviour; and third, issues related to political danger, where
researchers may study areas subject to controversy or social conflict.
As we develop a definition of sensitive topics, it is evident that they point out the cultural
norms of a society and the limits of acceptable behaviour. When young people are sharing
their experiences and trust researchers, researchers have to be culturally delicate. In our
research examples, sensitive topics refer, for instance, to disadvantaged living conditions,
poverty, ethnic minority status, inadequate schooling, physical and mental parental neglect,
limited familial and community support, homelessness, trauma, health problems, abuse,
rejection, experiences of discrimination, violence and crime (Stein, 2011, p. 2409; Kestilä et
al., 2012, pp. 600-603; Ward, 2016, p. 107; Zeira et al., 2011, p. 2461; Törrönen et al., 2018c,
p. 20).
Here, we do not discuss these sensitive topics as such but focus on ways research teams can
help young people deal with these sensitive issues when they arise during the research
process. As Sparrman (2014, p. 305) points out in relation to her own research on children
and sexuality, there is a need for reflective analysis on the experience of negotiating access. In
her opinion, participating reveals a structure of relationships in which fears, responsibilities
and assignments of vulnerability are negotiated. Drawing on these considerations, our article
mainly considers Lee’s two sensitive topics as private, stressful or sacred issues or issues that,
if revealed, might cause stigmatization or fear. This division helps us to discuss the ethical
challenges and dilemmas associated with sensitive topics in young people’s lives.
3 Methodology, method, and design of the studies
The empirical work in our article concerns ethical reflections on four research projects
conducted in Denmark, Finland, and the United Kingdom between 2011 and 2018. These
studies raised several ethical challenges and dilemmas related to conducting research on so-
called sensitive topics (Powell et al., 2018). Young people joined these projects as co-
researchers, but also as interviewees, mainly within the qualitative research tradition. The
research data mainly consisted of individual semi-structured research interviews involving
young mothers aged 18–23 (N = 21), young men in gang-related street communities (N = 19),
and young adults aged 18–32 leaving care (N = 74).
The empirical research perspective is unfolded with a focus on young people as co-
researchers. Holzkamp (1998) uses this term to indicate that the subject should not be
included as an object in the exploration, but rather as a co-researcher engaging in the subject’s
own daily life. In this context, what is important is that participants are not subjected to the
researcher’s objective and external view, but rather treated as co-researchers in the research
process. This means that the researcher as well as the co-researcher are perceived as subjects
both actively participating in the research project, but from their individual perspective
(Petersen, 2018; Petersen & Ladefoged, 2020b).
The methodological approach adopted for our studies can be called participatory research,
which is an approach whereby local perspectives, needs, and knowledge are studied through
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collaborations with community members – here, young people (see Smith et al., 2010;
Gardner, 2018, p. 205; Törrönen et al., 2018c). Therefore, the key issue in this context is to
ensure that knowledge of the young people’s perspectives, experiences, and actions is
captured; otherwise, the knowledge is at risk of being de-subjectified, that is, detached from
the subject itself (Dreier, 1997; Petersen, 2015, 2017; Petersen & Ladefoged, 2020b). Based
on this, it is maintained that knowledge of young people living in disadvantaged conditions
must be placed in their social and situational contexts – and not detached. This kind of
approach yields non-institutional knowledge about young adults’ lives (Campbell & Trotter,
2007). This method aims to create participatory spaces while building dialogue and trust
between young people and researchers through participation (see Johnson, 2017, p. 1;
Larkins, 2016, p. 16; Larkins et al., 2014a, p. 16; Larkins et al., 2014b, p. 110).
The first research project, conducted through semi-structured interviews from 2012 to 2016,
focused on young mothers (N = 21) aged 18–23 and their young children. Some of these
mothers had been placed outside of their homes through childhood and adolescence, both in
institutional care and in family care, and several of their newborn children were at risk of
being placed outside of their own homes (Petersen & Kragelund, 2018).
The second research project (2014–2018) focused on young men (N = 19, aged 16–29 years)
who joined gangs in Denmark. In this research project, most of the young men had been
placed out-of-home – some of them in daycare centres through childhood and adolescence,
and several of them in secured institutions before the age of 18. Out of the young men who
participated in the research project that were over 18, most had also been arrested and served
prison time, primarily related to so-called gang-related crimes (Petersen, 2015, 2017, 2018).
These two research projects were conducted to gain knowledge about the subjects’ everyday
lives. They initiated pedagogical interventions that can be prospectively developed as
preventive measures based on the young people’s own experiences. There was a particular
focus on the pedagogical interventions that the young mothers needed to take care of small
infants and to prevent out-of-home placements for their young children.
The third study was conducted in Finland from 2011 to 2012 with the help of ten co-
researchers who interviewed their peers (N = 50) about their feelings when they started living
independently after leaving care. Leaving care experiences included experiences of leaving
family foster care, kinship care, treatment foster care, and residential or group care. The
questions for the interview were developed with young people using participatory research
methods from an EU project: Children’s rights in alternative care, from theory to practice:
Filling the vacuum through peer research (see Stein & Verweijen-Slamnescu, 2012; Törrönen
& Vauhkonen, 2012a, 2012b).
The fourth study was conducted in the United Kingdom from 2016–2018 with six co-
researchers who interviewed their peers (N = 24). This research was based on the EU-funded
study, Reciprocal Encounters – Young Adults Leaving Care (see Törrönen et al., 2018b). The
data set was gathered from the UK following the same methods of participatory research as
those used in Finland.
The focus of these third and fourth studies, which contained approximately one year of
fieldwork each, was on what can be learned from the perspectives of young people. How
could they best be supported through a difficult period? How can their knowledge and skills
contribute to decision-making about their future lives (see also Bøe et al., 2015)? The co-
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researchers had training days (two in Finland, four in England) devoted to planning the
interview schedule, composing interviews, analysing data and writing with researchers.
When applying for ethical approval and planning the start of the project in the UK, we had to
fill out an ethics application form from the university, prepare participation information
sheets, consent forms, and an interview schedule and apply for approval from the
participating local authorities. The UK and Finland represent different welfare states in
Europe and have different child welfare services. Yet if the societies and services are very
different from each other, the young people’s hopes for leaving care services contain
surprising similarities (see Törrönen et al., 2018b).
In Finland, co-researchers were paid for each interview, whereas in the UK, it was not
allowed by the local authority. Instead, we celebrated with two dinners in local restaurants
and always offered food when we had meetings. The interviews took place in so-called pop-
up centres while social care workers and researchers were close by. Both countries’ co-
researchers had opportunities to share their experiences with social care workers after the
project ended. Participation information sheets containing the researchers’ contact details
were shared with the interviewees in case they wanted to be in connection after the interview.
It was stressed that participation in these four studies was anonymous and voluntary, and that
the young people could refuse to take part without providing a reason. The young people’s
names were not reported to anyone. We emphasized that no one would learn what he or she
had said unless revealing something that made the research team believe that another young
person was being hurt or was likely to be hurt. This did not happen in these cases.
4 Findings: Ethical relational considerations on conducting research with young
people
Here, we summarise our ethical considerations at the ethical relational level on two different
strategies: a strategy of doing good and a strategy of taking care. Both strategies were visible
in our research with young people.
4.1 A strategy of doing good in research
Ethics is often about not exposing those being examined to harm. However, Piper and Simons
(2005) raise the point that ethics is also about doing good – conducting research that helps by
giving voices to community groups that, for example, live in vulnerable and marginalized
conditions. Doing good in research is the opposite of doing harm. It can have many meanings.
In our research, it meant that young people could share their experiences by gaining the
empathy of researchers and peers with similar experiences. It also meant making it possible
for them to feel like important actors that have an impact on other young people’s living
conditions. These kinds of practices can give young people experiences of equality and being
heard (Törrönen, 2018, p. 8). Here, we learned at least three different ways research may do
good. First, young people can get a feeling that their experiences have been heard. Second,
they might feel like becoming active and trying to help other young people in similar
situations. Third, treating young people as co-researchers can teach them research and
everyday life or even working life skills.
Emphatic encounters
The research conducted alongside the young mothers, young people in gang-related
communities, and young adults leaving care yielded insights into conditions of exclusion and
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marginalization – but also, from their perspective, well-being (Dreier, 2004; Petersen, 2018).
This is one way to ensure that knowledge of the young people’s own experiences is captured
in its social and situational contexts (Dreier, 1997; Petersen, 2015, 2017).
Søren, 22 years old, is one of the young men who has been associated with gang-related
communities since he was 13 years old. During the research interview, Søren tells me
that he has been living with his mother during his childhood and that he has only seen
his father ‘now and then’. He thinks he has always had quarrels with his mother, some
of them also very violent, until the municipality thought it was best that he moved to a
residential institution. During the interview, Søren tells me that it was a good thing for
him to move to an institution, especially because it meant that he did not have to quarrel
with his mother all the time. In particular, when his mother had been drinking, it was
difficult for Søren to be at home, and at an early stage, he began hanging out on the
street with his friends, simply for him not having to be at home. He started skipping
school and committing petty crimes without his mother finding out. Søren also tells me
that ever since he can remember, his mother has been drinking, and that she would scold
him for ‘everything’ while she was drunk. Getting older, as he remembers, he stopped
coming home just to avoid them arguing, and still to this day, he keeps his distance from
his mother if she has been drinking. For him, moving to an institution gave him a break,
and he thought that the pedagogues were ‘nice enough’. It was the pedagogues as well
who helped him attend school, gain an education, and find housing of his own.
(Petersen, 2015)
To give a voice to Søren and the other young people created an opportunity to get behind the
young people’s stories, including those that pertained to crime and violent behaviour. This
largely meant gaining insight into the fact that many of the young people’s lives were
characterized by social exclusion, difficulties in school and bullying. Many ended up on the
streets at an early stage, where it was possible to join communities with other young people
who also felt uncomfortable in school.
As researchers, we aim to reach emphatic interaction by listening, showing understanding,
and empathizing with participants’ struggles. During the research process, we learned that
participants felt they were not always trusted (projects 3 and 4). They asked if we really
thought they were capable of conducting interviews. Some of them also said that it was nice
to speak with us because we do not talk to them like young persons who have been in care.
These kinds of sentences tell how they must feel in their normal life experiences. They reflect
cultural prejudices that interpret young people with difficult childhoods or youth experiences
from a narrow perspective. We also had social care workers in our third and fourth projects
who knew the co-researchers and could support them both throughout the process and after it
(see also Törrönen & Vauhkonen, 2012b, p. 38).
Peer support and being an actor
Young people wanted to share their experiences to help other young people in the same
situations in which they had been or were. This showed that the concept of doing good in
research, to a great extent, was actually about helping other young people deal with their
difficult and marginalized lives. They showed strong solidarity with their peers and said that
they wanted to help others. This was proudly reported as one reason to join the research
project as a co-researcher or an interviewee. They could tell that the project did not help them,
but if it could help others in care or leaving care, it was worth joining. This can be seen as
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their way to have an impact on the project and society in general. This is one sign that they
were not only passive recipients but also wanted to be active in society.
When young people interviewed their peers, it allowed them to meet others like them and
show empathy for their experiences. This is a type of peer support. The young co-researchers
felt that the interviewees could speak more freely to them because of their backgrounds and
experiences. Thus, the relation between the interviewers and interviewees was more balanced
than it likely would have been with an adult interviewer who had no experience with out-of-
home care. Moreover, we learned that the topics they discussed with their peers might
sometimes be more sensitive to us researchers than to them. For they had been living these
realities, and they related that they had somehow adapted to painful and negative experiences.
However, the co-researchers showed anger and disappointment when sharing their own or
their peers’ knowledge of mistreatment, injustice, and discrimination.
Learning research and everyday life skills
Through training sessions (two in Finland, four in England), co-researchers could learn life
skills that were important for their futures – for instance, conveying their opinions, travelling
by public transport, collaborating and being on time. Through participatory methodology,
young people helped in creating the interview schedule, learned research and interview skills
and, through analysis sessions, participated in knowledge production. These discussions gave
voice to a wide variety of experiences (both good and bad) with being in care and leaving
care.
‘I think it’s interesting and insightful for young people. It helps you to develop and learn
new skills. You learn a lot and see how the numbers and statistics are reported.’ (Co-
researcher, 11 March 2017)
The sessions we had with young co-researchers were usually joyful. We had good spirits and
young people were often the most enthusiastic participants. Young co-researchers joined very
eagerly in the first year, but afterwards, their responsibilities and life changes took over our
meetings. Young adults who joined the projects as co-researchers received a certificate
confirming their participation in an EU research project.
‘I have learned a lot… about myself… I have learned life skills and skills to help me
deal with how much I panic plus stress. It made me want to do something with my life
even if I didn’t always think about it.’ (Co-researcher, 11 March 2017)
4.2 A strategy of taking care in research
It cannot be sufficiently emphasized that research within the humanities and social sciences is
traditionally subject to a number of very explicit requirements related to ethical considerations
before, during and after the research process. However, despite ethical considerations,
research with young people shows that ethics must be viewed as a continuous process of
questions, actions and reflections, as Gallagher (2009) has pointed out. Research with
adolescents also helps to emphasize that ethical considerations are an integral part of the
entire research process and not just guidelines that can be established before the collection of
data begins (Powell et al., 2012; Holland et al., 2010, Petersen & Ladefoged, 2020a).
Very quickly, it became clear to the researcher who interviewed young people that the ethical
guidelines she had reflected on before the research project did not at all provide sufficient
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instruction when she started an interview – especially once people talked about sensitive
topics.
This finding reflects the researcher’s struggle: should the researcher interrupt an interview if
many emotions occur? Or should she stop the young person so that he or she did not have to
recount the very painful experiences of bullying and violence? Was it at all necessary to let
the young people talk about these violent experiences in their childhoods? For these are
experiences that, for many of the young people, have been and continue to be very painful,
and have had an influence on the young people’s lives and dreams.
Schwartz (2014) uses the term ethical red flags, which refers to unexpected situations during
the research process and demand the researcher’s special attention. The ethical red flags
emerged in Schwartz’s research when she gained access to very sensitive stories about young
people’s lives; they were used to indicate that the researcher should pay special attention to
and take care of the young people relating these sensitive stories. Drawing on Schwartz’s
(2007, 2014) ethical reflections, the researcher in the first and second projects also used the
concept of ethical red flags when an interview began to shift toward sensitive topics. In such
cases, the researcher raised the symbolic flag and discussed with each individual whether this
was a topic he or she believed we should broach – and if so, what it would mean to the young
person to have this opportunity (Petersen, 2018). Soon enough, it became clear that if one of
the young people started to talk about difficult childhood memories, the researcher stopped
the interview and asked if the young person needed to talk about these experiences. They also
asked whether it was a difficult subject to the young person and how the young person wanted
the researcher to listen or respond to this part of the interview.
Hans, who was mentioned earlier, especially helped the researcher to understand that
many of the young men and women also felt they needed to talk about their lives and
that, at the same time, it felt good that someone would listen to their ‘life story’. Hans
says that although it was difficult to talk about, it was also nice to be able to tell, and
nice that it felt like the researcher wanted to listen to him and understand him. When the
interview was completed, she and Hans discussed whether some of his stories about
sensitive topics should be left out of the research. Thus, Hans…contributed to …taking
care of the young people all the time during the interview.
In the third and fourth projects, red flags were also used during the training sessions so co-
researchers could practice how to conduct interviews with their peers. This exercise was used
to teach co-researchers to be sensitive when the possible interviewee did not want to answer
or found the question too difficult to answer. Moreover, rules about admissible actions in the
group were written down to create a safe space to work during the training days. This created
a sense of safety, encouraging the young people to participate and be more confident in their
ability to solve ethical problems (Balakrishnan & Cornforth, 2013). The aim was to have them
practice awareness of sensitive topics; they were to be ready to stop the interview or to move
to another question that felt more comfortable. Co-researchers practiced using the interview
schedule and the tape recorders. They practiced in pairs, with one person playing the role of
the interviewer and the other, the interviewee. The social care workers talked afterwards with
the co-researchers concerning how they felt about the questions and what was easy or
difficult. The co-researchers, in their role as interviewees, also had a red paper in their hands
that they could raise if they felt the question was uncomfortable.
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The interviewees were told at the beginning of each interview that they could skip the
questions they felt were too difficult or emotional to answer. Some interviewees did use this
opportunity. We noticed that sometimes, financial questions or questions about family
relations were difficult to answer or created uneasy feelings depending on the background of
the young person. Sometimes, the young people did not offer any answers to certain
questions, which might speak to their sensitive nature without the individual saying so. In
general, young people acting as co-researchers or interviewees seem to take the task very
seriously. In most cases, they tried their best to follow the schedule of interview questions and
answer each question.
Some feedback we received from co-researchers afterwards (project four, written by one
caseworker):
• Welcomed participants and encouraged them to give their views
• Were calm and supportive and contributed to a welcoming environment for young
people
• Were confident and engaging with young people
• Were professional in getting informed consent and talking through confidentiality and
safeguarding
• Displayed empathy and shared their own experiences in order to identify with others
• Listened to difficult stories
• Contributed to professional discussion and debate
5 Discussion of the findings and implications for social work
Our aim in this article was to discuss ethical reflections on research that uses a participatory
methodology to study sensitive topics. The focus was on young people over 18 years of age
living in different backgrounds and in potential conditions of vulnerability. Questions about
what is sensitive, to whom and why are underpinned by complex relationships between
different stakeholders and are based on context, cultural norms and values (Sparrman, 2014;
Sieber & Stanley, 1988; Richard et al., 2015; McCosker et al., 2001). Sensitive topics were
not discussed here as such because we concentrated on the ethical relational level during the
research process with young people.
Especially when doing ethnographic research by spending time with young people in the
places where they spend their time, there will be requirements for ethical consideration
before, during and after the research process. These considerations are related to respect,
protection and not exposing the informants to harm throughout the research process (Piper &
Simmons, 2005; Swartz, 2009, 2011; Petersen, 2018). We found it interesting not only to
explain the traditional ethical concerns but also to highlight the ethical relational concerns,
which are connected to the ways that all parties involved in a research project work and
cooperate. As the basis of our reflections, we used empirical work from four research projects
in the fields of psychology and social work conducted in Denmark, Finland, and the United
Kingdom between 2011 and 2018. These studies raised ethical challenges and dilemmas
related to conducting research on so-called sensitive topics. We wanted to ethically reflect on
how we could give young men and women a voice in the research process and, at the same
time, notice what are often very sensitive and vulnerable life histories. We concentrated here
on discussing two ethical strategies: a strategy of doing good and a strategy of taking care of
the research participants. Both of these strategies might benefit social work practices with
young people, especially for those working in out-of-home care or aftercare.
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A strategy of doing good is a demanding ethical task. It contains many perspectives, but here
we understand it like Piper and Simons (2005), who claim that one way of doing good is
helping to amplify the voices of those, for instance, who live in vulnerable and marginalized
conditions. Ethics usually demands that we not expose any research participants to harm, but
it can also have this kind of positive element. As ways of doing good, we identified emphatic
encounters, peer support, learning research, everyday life and even working life skills. Young
people who were young mothers, residents of gang-related communities and young people
with out-of-home and aftercare experiences shared their knowledge about their living
conditions and well-being. However, they also showed a strong sense of solidarity and wanted
to help other young people through the same situations they were in. Peer support can develop
in someone the view that he or she is not the only one with a certain experience since there are
other young people with similar experiences.
A strategy of taking care of research participants is connected to ethical considerations
throughout the research process, not only to the process before data collection (Gallagher,
2009; Powell et al., 2012; Holland et al., 2010). One way to take care of research participants
is to use ethical red flags, which are used to mark that the researcher or co-researcher should
pay special attention when they are used (Schwartz, 2007, 2014). Moreover, the projects
wanted to create safe spaces for cooperation. This has helped to participate and create trust in
research. For as Crane and Broome (2017) have found in their literature review of
participatory research with children, trust is a significant contributing factor in children’s and
adolescents’ participation in research.
It is difficult to evaluate what the consequences of different research projects are soon after
the projects end. Usually, organisational practices change slowly. If we only count the types
of administrative or organisational changes that occur, we might disvalue important human
points of view. It is important that young people are heard, but also that they have the means
of making decisions together with adults (Kiili & Larkins, 2016, p. 11). In our work, young
people were involved in research about aspects of their own lives, which encouraged them to
have some impact on aspects of the research process (Holland et al., 2008, p. 4). Our aim was
to do research not on young people, but with them (Smith et al., 2010, p. 1116). It is very
important that our encounters with young people give them a positive sense that they are
heard and seen. These are ways to show young adults with traumatic life experiences that
their existence matters and that there are possibilities for change in their personal lives.
Thanks to all the youth that participated in the research projects, and thanks to the anonymous
peer review for constructive comments on the article.
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Author´s Address:
Maritta Törrönen
University of Helsinki, Faculty of Social Sciences
Unioninkatu 37
00014 University of Helsinki, Finland
maritta.l.torronen@helsinki.fi
Author´s Address:
Kirsten Elisa Petersen
Aarhus University, Danish School of Education
Tuborgvej 164, bygning D, 242
2400 København NV
Danmark
kepe@edu.au.dk