Description
How the research affords the ethical principles:- Autonomy. Making sure that participants can consent through free choice, without worrying to be disadvantaged if they refuse. The information must be available that is understandable for participants, so that they fully understand what they are asked to do, should they agree to be part of the study
- Do no harm. The obligation not to do harm: the researcher must take reasonable, sufficient and appropriate steps to avoid causing harm (+ the safeguarding clause)
- Do good. It is not enough not to cause harm, the research are required to act for the benefit of others. The principle of beneficence states that the researcher needs to be clear about what benefits there will be to the actual participants and to society
- Inclusion. The researcher must make clear that all participants are treated fairly and equally, and this includes consideration of would should be included in the study and who should be excluded
- Participation, throughout the stages of the research cycle
| Period | 12 Nov 2025 |
|---|---|
| Held at | Middlesex University, United Kingdom |
| Degree of Recognition | National |
Keywords
- ethics
- public patient involvement
- agency
- socialisation of research
- public sociology
- participated research
Documents & Links
Related content
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Activities
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Observation as dialogue, observation of dialogue
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University of Northampton Research Conference 2023
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Northamptonshire Patient Public Involvement Forum. Safeguarding in Research
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How do children’s rights mean what they mean? And what they mean for childhood
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Research Outputs
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Leading engagement and learning in, out and between digital and non-digital interactions
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Environments: tools of the educational trade or networked spaces of learning? Reflections at the intersection between learning environments and intergenerational relationships
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Facilitation of children’s agency as dialogic education: examples from practice and reflection on practice, including a critical comparison with neo-vygotskian methodologies
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How do childhood and children’s rights mean what they mean? Innovating the debate around the social semantics of childhood and children’s rights through an interdisciplinary approach
Research output: Contribution to Journal › Article › peer-review
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Promoting Children's Rights in European Schools: Intercultural Dialogue and Facilitative Pedagogy
Research output: Book/Report › Book › peer-review
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Observing Migrant Children: Shifting the Frame from Linguistic Deficit to Display of Agency
Research output: Contribution to Book/Report › Chapter › peer-review
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A taxonomy of trust in education: With a lens to magnify the limitations of hierarchical foundations of trust, and a key to solve the puzzle of children’s trust in teaching
Research output: Contribution to Journal › Article › peer-review
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Interpreters as facilitators of emotional expressions in multilingual medical interactions: observations from Italian healthcare practices
Research output: Contribution to Journal › Article › peer-review
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A critical comparison between democratic, neo-Vygotskian and dialogic pedagogies
Research output: Contribution to Journal › Article › peer-review