An observational study of children’s involvement in informed consent for exome sequencing research.
Miller, V. A., Werner-Lin, A., Walser, S. A., Biswas, S., & Bernhardt, B. A. (2016). An observational study of children’s involvement in informed consent for exome sequencing research. Journal of Empirical Research on Human Research Ethics, 12(1), pp. 6-13.
A qualitative study into dependent relationships and voluntary informed consent for research in pediatric oncology.
Dekking, S. A. S., van der Graaf, R., Schouten-van Meeteren, A. Y. N., Kars, M. C., & van Delden, J. J. M. (2016). A qualitative study into dependent relationships and voluntary informed consent for research in pediatric oncology. Pediatric Drugs, 18(2), pp. 145-156.
Working alterity: The impossibility of ethical research with youth.
Loutzenheiser, L. W. (2007). Working alterity: The impossibility of ethical research with youth. Educational Studies, 41(2), pp. 109-127.
Beyond the child’s voice: Towards an ethics for children’s participation rights.
I’Anson, J. (2013). Beyond the child’s voice: Towards an ethics for children’s participation rights. Global Studies of Childhood, 3(2), pp. 104-114.
Ethical dilemmas in relational narrative inquiry with children.
Huber, J., & Clandinin, D. J. (2002). Ethical dilemmas in relational narrative inquiry with children. Qualitative Inquiry, 8(6), pp. 785-803.
Doing adulthood in childhood research.
Johansson, B. (2012). Doing adulthood in childhood research. Childhood, 19(1), pp. 101-114.
The active, competent child, capable of autonomous action: An inherent quality or the outcome of a research process?
Samuelsson, T., Sparrman, A., Cardell, D., & Lindgren, A.-L. (2015). The active, competent child, capable of autonomous action: An inherent quality or the outcome of a research process? AnthropoChildren, 5(July), pp. 1-19.
Children’s experiences of participating in research: Emotional moments together?
Hadfield-Hill, S., & Horton, J. (2014). Children’s experiences of participating in research: Emotional moments together? Children’s Geographies, 12(2), pp. 135-153.
Informed consent in school-based ethnography: Using visual magnets to explore participation, power and research relationships.
Kustatscher, M. (2014). Informed consent in school-based ethnography: Using visual magnets to explore participation, power and research relationships. International Journal of Child, Youth & Family Studies, 5(4.1), pp. 686-701.
Situating participatory methodologies in context: The impact of culture on adult–child interactions in research and other projects.
Twum-Danso, A. (2009). Situating participatory methodologies in context: The impact of culture on adult–child interactions in research and other projects. Children’s Geographies, 7(4), pp. 379-389.
