Developing creative methods for children's voice research: Potential and pitfalls when constructing verbal and visual methods for research with children with Attention Deficit Hyperactivity Disorder
Citation:
Carr-Fanning, K., & Mc Guckin, C., Developing creative methods for children's voice research: Potential and pitfalls when constructing verbal and visual methods for research with children with Attention Deficit Hyperactivity Disorder, In SAGE Research Methods Cases, London, SAGE, 2017Abstract:
‘How does an elephant tell a mouse what it is like to be an elephant?’ replied one young man, when
we asked, ‘What is it like to live with attention deficit hyperactivity disorder?’ His observations
demonstrate how adult-centred research can hinder children’s ‘voice’. Children’s right to participate
in the decision-making process (e.g. education or health care) has received growing recognition.
However, little is known about ‘how’ this can be achieved in research or practice, especially when
participants have special educational needs. Thus, researchers must develop creative and
unconventional approaches. This case example of a method in action explores findings from our
research, where methodology and methods were co-constructed in consultation with children with
attention deficit hyperactivity disorder (7-18 years). Drawing on findings from four studies, we
examine our three-staged approach to the co-construction of verbal and visual methods, which
included child consultations, creativity, trial-and-error, reflexivity and a trans-disciplinary approach.
The outcome was an innovative draw-label-dialogue technique, which explores the whole child
(circle task), in the context of everyday activities and events (rollercoaster task) and the relationship
between the two (emoticon-labelling task).
Author's Homepage:
http://people.tcd.ie/mcguckic
Author: Mc Guckin, Conor
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SAGE Research Methods Cases.Publisher:
SAGEType of material:
Book ChapterCollections
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Full text availableSubject (TCD):
Inclusive Society , ADD/ADHD , ADD/ADHD , ADHD , ADHD , ADOLESCENT ADHD , ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) , Attention Deficit Hyperactivity Disorder (ADHD) , DISORDER ADHD , EDUCATION , Qualitative research methods , Research Methods , research methodologyDOI:
http://dx.doi.org/10.4135/9781473958036Metadata
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