Transcript Research Ethics

Research Ethics
Dr Bryan Mills
Content
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Exercise
Philosophy
Practicalities
UoP
Ethical Questions to Ponder
1. Do codes of ethics offer clear answers on questions of
research morality?
2. Can researchers conduct studies that will cause subjects
to experience pain and suffering? What precautions
must be taken in such studies?
3. What methods can be used to minimize moral objections
to the use of deception in social psychological research?
4. Why do role-plays fail as alternatives to deception?
5. What are some of the unique ethical problems raised by
research conducted in field settings?
6. Who sets the standards for ethics in research?
Adapted from http://www.has.vcu.edu/psy/faculty/fors/ethics.htm#q
• Stanford
http://www.youtube.com/watch?v=RKW_M
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• Milgram
http://www.youtube.com/watch?v=IzTuz0
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Normative Ethical Theory
• Person(s)
• Actions
• Consequences
Adapted from Taylor, H. (2006) Ethical Analysis, The Johns Hopkins University and Holly Taylor.
Normative Ethical Theory
• Virtue theory
• Consequentialist theory
• Non-consequentialist theory
Adapted from Taylor, H. (2006) Ethical Analysis, The Johns Hopkins University and Holly Taylor.
Virtue Theory
(Aristotle Circa 350BC)
• Focus on person
• Cultivation of virtuous traits
Adapted from Taylor, H. (2006) Ethical Analysis, The Johns Hopkins University and Holly Taylor.
Virtue Theory (Aristotle)
• “A just person—…with the virtue of
fairness—not only has the disposition to
act fairly, but when so acting has a morally
appropriate desire to do so. (p. 214).”
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Source: Beauchamp, Tom L.(1991) Philosophical Ethics: Introduction to Moral Philosophy\
Adapted from Taylor, H. (2006) Ethical Analysis, The Johns Hopkins University and Holly Taylor.
Consequentialism
(John Stuart Mill 1806-73)
Focus on consequences of action(s)
• Action(s) are right in proportion as they
tend to promote happiness, wrong as they
tend to produce the opposite of happiness
• Utilitarian
Adapted from Taylor, H. (2006) Ethical Analysis, The Johns Hopkins University and Holly Taylor.
Consequentialism
(John Stuart Mill)
• Maximizing principle
• Impersonal perspective
Adapted from Taylor, H. (2006) Ethical Analysis, The Johns Hopkins University and Holly Taylor.
Non-Consequentialism
(Immanuel Kant 1724-1804)
• Deontologic - ignores the outcome of an
action and requires individuals to act
according to duty
• Focus on action(s) taken
• Motive to act
Adapted from Taylor, H. (2006) Ethical Analysis, The Johns Hopkins University and Holly Taylor.
Non-Consequentialism
(Immanuel Kant)
• Categorical imperative – universal rules –
lying is wrong because if it were
universalised then words would lose
meaning
• Respect for persons –Individuals should
not be treated simply as means to an end
Adapted from Taylor, H. (2006) Ethical Analysis, The Johns Hopkins University and Holly Taylor.
Practicalities
• Greenfield (1997) tells us that the
Declaration of Helsinki is a good place to
start. Whilst this focused on biomedical
research it has lessons for us all.
Here are the main points:
[My comments are in this style of parenthesis]
• It is unethical to conduct research which is badly
planned or poorly executed.
• ...research...must conform to generally accepted
scientific principles...based on adequately
performed...experimentation and on a thorough
knowledge of the scientific literature.
• Every...research project...should be preceded by
careful assessment of predictable risks in
comparison with foreseeable benefits...
Here are the main points:
[My comments are in this style of parenthesis]
• In the publication of results [your write up
constitutes this] of...research...preserve the
accuracy of the results. Report of
experimentation not in accordance with the
principles...should not be accepted for
publication.
• The research protocol should always contain a
statement of the ethical considerations involved.
• Special caution must be exercised in the
conduct of research which may affect the
environment.
UoP Ethical Principles for Research
Involving Human Participants
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1. Informed Consent
2. Openness and Honesty
3. Right to Withdraw
4. Protection from Harm
5. Debriefing
6. Confidentiality
7. Ethical Principles of Professional
Bodies
Informed Consent
• The researcher should, where possible, inform
potential participants in advance of any features of
the research that might reasonably be expected to
influence their willingness to take part in the study.
• Where the research topic is sensitive, the ethical
protocol should include verbatim instructions for the
informed consent procedure and consent should be
obtained in writing.
• Where children are concerned, informed consent may be
obtained from teachers acting in loco parentis. However,
where the topic of research is sensitive, written informed
consent should be obtained from individual
parents/those with parental responsibility.
Openness and Honesty
• So far as possible, researchers should be open and
honest about the research, its purpose and
application.
• Some types of research, for example in social
psychology, appear to require deception in order to
achieve their scientific purpose. Deception will be
approved in experimental procedures only if the following
conditions are met
• a. Deception is completely unavoidable if the purpose
of the research is to be achieved.
• The research objective has strong scientific merit.
• Any potential harm arising from the proposed deception
can be effectively neutralised or reversed by the
proposed debriefing procedures (see section 5).
• Failing to inform participants of the specific
purpose of the study at the outset is not normally
considered to be deception, provided that
adequate informed consent and debriefing
procedures are proposed.
• Covert observation should be resorted to only
where it is impossible to use other methods to
obtain essential data. Ideally, where informed
consent has not been obtained prior to the
research it should be obtained post hoc.
Right to Withdraw
• Where possible, participants should be
informed at the outset of the study that
they have the right to withdraw at any
time without penalty.
• In the case of children, parents and those
acting in loco parentis shall be informed of
the right to withdraw the child from
participation in the study.
Protection from Harm
• Researchers must endeavour to protect participants
from physical and psychological harm at all times
during the investigation.
• Note that where stressful or hazardous procedures are
concerned, obtaining informed consent (1) whilst
essential, does not absolve the researcher from
responsibility for protecting the participant. In such cases
the ethical protocol must specify the means by which the
participant will be protected, e.g. by the availability of
qualified medical assistance.
• Where physical or mental harm nevertheless does result
from research procedure, investigators are obliged to
take action to remedy the problems created.
Debriefing
• Researchers should where possible,
provide an account of the purpose of
the study as well as its procedures. If
this is not possible at the outset, then
ideally it should be provided on
completion of the study.
Confidentiality
• Except with the consent of the participant,
researchers are required to ensure
confidentiality of the participants, identity
and data throughout the conduct and
reporting of the research.
• Ethical protocols may need to specify
procedures for how this will be achieved. For
example. transcriptions of the interviews may be
encoded by the secretary so that no written
record of the participants name and data exist
side by side. Where records are held on
computer, the Data Protection Act also applies.
Ethical Principles of Professional
Bodies
• This set of principles is generic and not
exhaustive in considerations which
apply in all disciplines. Many relevant
professional bodies have published
their own guidelines and principles
these must be followed and the current
principles interpreted and extended as
necessary in this context