Dwerryhouse, M and Hall, L Empowering Children: Ethical Decision Making in Research through a Strength-Based Approach. In: Frankel, S and Kay-Flowers, S, (eds.) The Ethics of Unlocking Research with Children: Creativity, Agency and Change. Emerald. (Accepted)

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Abstract

Research with children, particularly those deemed to have special educational needs (SEN), traditionally takes the form of a deficit model, whereby the decision to engage is taken away from the child and instead sought from an appropriate adult. Whilst the present approach seeks to alleviate risk of harm to child participants, we contend that the current process of bypassing the child, may inadvertently do more harm than good. The process of seeking consent for a child’s engagement via an appropriate adult, discredits the child’s unique strengths and capabilities, essentially withholding their right to be heard. We argue a case for a paradigm shift from the traditional deficit model to a strengths-based approach that empowers children to take the lead. This chapter explores the ways in which a strengths-based approach might be achieved. Considerations include de-mystification of the research process, navigation of ethical dilemmas and accessibility of meaningful consent. Through taking a positivist approach, we seek ways in which we might create meaningful engagement opportunities that amplify the voices of children so that they are no longer withheld, overpowered, or silenced, but instead, engaged, understood, and empowered.

Item Type:	Book Section
Uncontrolled Keywords:	Child empowerment; Child protection; Children's rights; Strengths-based; Participatory research; Justice
Subjects:	B Philosophy. Psychology. Religion > BJ Ethics R Medicine > RA Public aspects of medicine > RA0421 Public health. Hygiene. Preventive Medicine > RA0440 Study and Teaching. Research
Divisions:	Justice Studies (from Sep 19) Screen School
Publisher:	Emerald
SWORD Depositor:	A Symplectic
Date Deposited:	29 Jan 2025 12:17
Last Modified:	29 Jan 2025 12:17
Editors:	Frankel, S and Kay-Flowers, S
URI:	https://researchonline.ljmu.ac.uk/id/eprint/25482

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