Operational Definitions
Chapter 3 Methodology
3.8 Ethical Considerations
‘Race’ is a sensitive and sometimes volatile issue in South Africa and the world. The ethics of research that focuses on ‘race’ then becomes of heightened importance. The researcher is acutely aware of this and was committed to making sure that the research and the discourse that it engendered did not fulfil and give legitimacy to ‘race’ classification, stereotypes and negative connotations associated with the construct. The ethical considerations discussed below attempted to ameliorate this.
3.8.1 Responsibility
This entailed creating a ‘safe space’ for the voice of the respondent to narrate their lived experiences and internal reality without fear or favour. This asked of the researcher that she not only creates but protects the discourse arena and the players within. This was achieved by establishing the various levels of confidentiality within the group, the moderator ensuring all voices are heard and promoted and the reinforcement of ethical principles laid out here.
The safety of the participants was promoted by reinforcing that participants were able to leave at any time during the focus group as well as allowing participants with a distressing emotional
29 response to discuss their feelings with a counsellor that was available on site at a different location. This allowed the participants to access a counsellor anonymously, immediately and without the researcher’s involvement. Further to this safety was promoted by the confidential nature of the focus group.
It was also incumbent on the researcher to take responsibility that the research looked towards social justice and transformation by the creation of opportunities that address some of the issues that humans face which affects their lives. This research around ’race should thus have social significance at some level. The feedback loop to both academic staff and students needed to be closed and the findings and recommendations of the research be clearly disseminated.
3.8.2 Power Dialectic
The researcher is an academic in the same Department as the participants and this created a power dialectic. This was accounted for in the informed consent form that confirmed that the research was in no way related to their course of study and did not prejudice them in any way.
To ensure that the power dialectic did not affect the focus group dynamic and the respondent’s participation external moderators for the focus group were used. This ensured that the participants were free to disclose their reality and thoughts and that the process was removed from relationships or structures aligned to the Department of Occupational Therapy and the examining of the participants. Different external moderators were utilised as a result of a need to keep the external moderators race consistent with that of the group as well as per their availability.
Further to this the researcher ensured that she portrayed herself as a researcher first and foremost in any and all correspondence or contact during the research process so that the participants were able to distinguish between the lecturer and researcher roles. This contact was in the form of lecturing contact, casual academic contact, and contact such as the necessary focus group emails. The researcher did not allude to the research during contact time, either formally or informally with the potential respondents/possible participants.
3.8.3 Respect for Autonomy
The respondents/participants were free to make their own independent decisions about participation and withdrawal with no coercion either overt or covert, the researcher was
30 particularly aware of this possibility being a lecturer within the Department of Occupational Therapy. Autonomy was ensured in the following ways:
Voluntary participation: A general invitation containing the information letter was sent out to all registered occupational therapy students within second, third and fourth year, by email using occupational therapy department database inviting them to participate on a volunteer basis. This process allowed the respondents to act autonomously when they volunteered, it was clearly stated from the onset that neither participation nor non-participation would in any way reflect on the students, especially as participant details were coded for purposes of anonymity during data analysis. (See Appendix 2: Information Letter)
Informed consent: participants were required to sign a letter of consent on the day of the focus group which comprised the title of the study, procedure and length of time of focus group.
This was facilitated by the moderator on the day. It created an understanding of the nature of the research and outlined the nature of participation and importantly the rights and privileges of participants such as having the right to withdraw from the research process at any time on their own cognition. This document also requested informed consent for use of a Dictaphone also that no coercion between lecturer and student was at play. The informed consent letter was separate to the information letter. (See Appendix 3)
Anonymity: The participant was coded by the fieldworker according to a seating number at the focus group as developed by the researcher. This ensured that they would not be recognised and attached to certain opinions expressed. This was of great importance to the researcher, a staff member as it ensured that the anecdotes and quotes emanating from the research could not be attributed to any particular student participant by herself or other members of staff/or other students that the information will be disseminated to. This is of particular significance as participants needed to be assured that no future bias for or against any participant would occur. It is for this reason that the researcher did not personally conduct the focus groups but appointed an external moderator to do so. The seating number code was then changed into a consistent pseudonym during the data presentation stage. The e- group gave themselves numbers and this did not necessitate researcher intervention.
Right to withdraw: Participants were informed in writing as well as orally that they had the right to withdraw at any time during the research process including during the focus group without prejudice. It was explicitly stated on their consent form as well as told to them on the day of the focus group meeting by the moderator.
31 Confidentiality: The respondent’s information letter and letter of informed consent stated that all information would be handled confidentially however this did not preclude dissemination of the information pertinent to the findings which has all markers of respondent identities removed. Participants were told before the focus group began that the research focused on the content of the discussion and not the participant’s identities, and in this way reinforced confidentiality of person. Participants were furthermore requested to uphold the confidentiality of the content and identity of the focus group by not talking about it to others which was assented to verbally at the start of each focus group. Transcripts and dictaphone recordings are secured in a password protected computer for a period of five years with restricted access to the researcher and supervisor as per UKZN policy the Data Protection Act of 1998.
3.8.4 Justice
This entails treating all participant/ prospective participant equally and equitably. This process occurred throughout the running of the focus groups and will further occur, following submission of the research study when findings and recommendations have been finalised, on the university premises at a time convenient to the researcher and the discipline. All registered occupational therapy students will be invited to give feedback following the dissemination of the research findings. The feedback will be invited through electronic forms as well as anonymous notes that can be dropped into the Departments suggestion box. These suggestions will be taken to the relevant structures including the discipline for vetting and consideration. In this way the researcher will enable all voices a chance to be heard.
The focus groups were loosely moderated to ensure openness and even handling taking particular care not to show any bias or responses which may indicate or expose ideological predisposition of the perspective of the researcher or the moderator. This type of moderation was essential in keeping within the phenomenological approach, creating opportunities to meaning making around the investigated issue by the participants, seeking a broad understanding from the participants’ perspective versus a narrow prescribed view, led by pointed probes. The focus remained consistent but the probes were not uniform for all focus groups as a result of data reduction and on-going verification as well as the particular character and content of the focus group on any given day. Consistency was maintained through a thorough briefing of the moderator prior to each focus group, through the open ended nature of questions and allowing the discourse to be generated from the participants.
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3.8.5 Beneficence and non-maleficence
Beneficence entails always acting in the best interests, here of the participant and society and protecting the person from harm and is thus intertwined with ethical responsibility. It is anticipated that the findings of the study will contribute to transformational changes that will be wrought within curricula and educational facilitation of students within the Department of Occupational Therapy, and in this way directly benefit the students themselves, including the participants, their colleagues and clients.
This will occur through various levels of dissemination of the study including feedback of findings to all students registered for the occupational therapy degree in the form of an informative email and seminar as deemed appropriate at the time and in consultation with members of staff. Participants who have exited the course or graduated will be contacted through email and provided with the above email and invited to the seminar.
Non-maleficence was upheld by ensuring that participants and moderators were not exposed to any deliberate harm or risk of more than a minimal level. The possibility that the topic under discussion could illicit strong emotional responses such as distress or catharsis was at all times a consideration The management of the focus group by a skilled moderator and the prior arrangement to provide immediate access to any student in need, contained risk for harm at a minimal level. This was ensured throughout all procedures, the management of data and the running of the focus groups.
This section in its ethical consideration and methodology formed the foundation upon which this study was built. Chapter four begins the discussion first generally and then specifically according to macro-themes of the findings.
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