Why collaborate with children in health research: An analysis of the risks and benefits of collaboration with children.
Bird, D., Culley, L., & Lakhanpaul, M. (2013). Why collaborate with children in health research: An analysis of the risks and benefits of collaboration with children. Archives of disease in childhood – Education & practice edition, 98, pp. 42-48.
Do current consent and confidentiality requirements impede or enhance research with children with learning disabilities?
Scott, J. K., Wishart, J. G., & Bowyer, D. J. (2006). Do current consent and confidentiality requirements impede or enhance research with children with learning disabilities? Disability & Society, 21(3), pp. 273-287.
Recognition as a framework for ethical participatory research: Developing a methodology with looked after young people.
Hooper, C.-A., & Gunn, R. (2014). Recognition as a framework for ethical participatory research: Developing a methodology with looked after young people. International Journal of Social Research Methodology, 17(5), pp. 475-488.
Who benefits? A critical reflection of children and young people’s participation in sensitive research.
McCarry, M. (2012). Who benefits? A critical reflection of children and young people’s participation in sensitive research. International Journal of Social Research Methodology, 15(1), pp. 55-68.
Balancing autonomy rights and protection: Children’s involvement in a child safety online project.
Ost, S. (2013). Balancing autonomy rights and protection: Children’s involvement in a child safety online project. Children & Society, 27(3), pp. 208-219.
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.
Research with children: Three challenges for participatory research in early childhood.
Waller, T., & Bitou, A. (2011). Research with children: Three challenges for participatory research in early childhood. European Early Childhood Education Research Journal, 19(1), pp. 5-20.
Insiders’ perspectives: A children’s rights approach to involving children in advising on adult-initiated research.
Dunn, J. (2015). Insiders’ perspectives: A children’s rights approach to involving children in advising on adult-initiated research. International Journal of Early Years Education, 23(4), pp. 394-408.
The inclusion of open-ended questions on quantitative studies of children: Dealing with unanticipated responses relating to child abuse and neglect.
Lloyd, K., & Devine, P. (2015). The inclusion of open-ended questions on quantitative surveys of children: Dealing with unanticipated responses relating to child abuse and neglect. Child Abuse & Neglect, 48, pp. 200-207.
Young people’s perspectives on participatory ethics: Agency, power and impact in domestic abuse research and policy-making.
Houghton, C. (2015). Young people’s perspectives on participatory ethics: Agency, power and impact in domestic abuse research and policy-making. Child Abuse Review, 24(4), pp. 235-248.