Experiencias en el reconocimiento de las diferencias de necesidades

Ethical principle Statement of values

1. Respect Psychologists value the dignity and worth of all persons, with sensitivity to the dynamics of perceived authority or influence over clients, and with particular regard to people’s rights including those of privacy and self determination.

2. Competence Psychologists value the continuing development and maintenance of high standards of competence in their professional work, and the importance of preserving their ability to function optimally within the recognised limits of their knowledge, skill, training, education and experience.

3. Integrity Psychologists value honesty, accuracy, clarity, and fairness in their interactions with all persons, and seek to promote integrity in all facts of their scientific and professional endeavours.

4. Responsibility Psychologists value their responsibilities to clients, to the general public, and to the profession and science of psychology, including the avoidance of harm and the prevention of misuse or abuse of their contributions to society.

155 Appendix 12: Ethical Considerations

Principle Procedures Supporting documents

Respect Introductory information sheets were provided to all gatekeepers and participants to fully inform them of the purpose, nature and anticipated outcomes of the study and what their participation would involve. At no point were the participants misled to the aim of the research process and this has been made clear throughout.

All information for the children and young people was provided to the participants at an age appropriate level.

The only screening for the participants to be involved in the research was based on a selection criterion to ensure that it was appropriate to apply IPA to the data collected.

Each participant was given a choice to participate and to continue participating at each stage of the research process. Participants were also made aware of their right to withdraw at anytime and that this would result in their data being deleted.

All data collected was kept confidential, securely stored and password protected. It was made clear that the exception to confidentiality would be the disclosure of information that insinuated harm to the participants or others (nothing arose throughout the data collection process that breached this confidentiality.)

All data collected was anonymised at the analysis stage, pseudonyms were used throughout the report and it was ensured that data could not be traced back to individual schools or participants. Informed consent was sought from all participants stating understanding of the information and the willingness to participate. The parents for CYP under 16 were asked to provide consent for the CYP’s participation and CYP were asked to provide their assent following an information session. This included consent for data to be stored in accordance with the Data Protection Act 1998.

Gatekeeper, parent and participant information sheets (Appendix 3,4,5) Age differentiated information sheets (Appendix 5) Information sheets, consent forms and interview schedule (Appendix 5, 6)

Consent and assent forms (Appendix 3,4,5)

Competence Full research supervision was carried out throughout the research process to ensure full competence of the researcher.

156

IPA guidelines and criterion were closely followed throughout to ensure effectives research.

A research journal was kept for research reflexivity throughout the process. A full description of this is refered to in the reports critical appraisal.

Research journal extract (Appendix 17)

Responsibility An ethical review of the research design was carried out and passed by the university ethics committee.

A full duty of responsibility for the research participants was taken by working closely with teachers and staff within the school where the research was carried out to ensure there were no unnecessary disruptions to their schooling while conducting the research.

Due to the audit nature of the research CYP were not exposed to any further risk than they would have been in already in school as it was carried out in the safe school environment with a member of familiar staff present during the interviews.

Consideration was given to all possible risk or harm that could arise through the research process when developing the research design and risk assessments and safeguarding protocols have been reviewed and adhered to throughout the process.

Awareness was given to the impact of the research on the participants and participants were regularly reminded of their ethical rights that the research was voluntary, their right to withdraw at anytime without giving reason and their rights to not answer questions they are not happy with. The participants were provided with a initial information session and asked to volunteer for the research interviews, were fully informed about the research following the BPS (2014) human research criteria for informing participants before continuing.

Participants were provided with an age appropriate verbal and written debrief at the end of the research process, providing them with an opportunity to ask questions, researcher details and contacts to go to to discuss the research further or later withdraw and procedures for how to make a complaint.

Safeguarding protocol (Appendix 16)

Information sheets and consent form (Appendix 3,4,5)

Debrief form (Appendix 15)

157

Integrity A literature review was completed to rationalise the research being conducted and the impact it would have on expanding the knowledge and understanding in the area of mindfulness.

The research proposal was passed by the university ethics committee ensuring ethical and methodological standards were sufficient.

The aims of the research have been made as clear as possible to both the participant and the reader throughout the research proposal, procedure and reporting process.

Report literature review (Section A)

Information Sheets (Appendix 5)

158

Appendix 13: Core Principles for Evaluating the Validity of Qualitative