The researcher made sure that clear ethical principles guided her constantly during the research. Educational research entails research involving human beings, therefor it is imperative that ethical and legal responsibilities are understood when educational research is conducted (McMillan & Schumacher, 2010). The concept ethics can be understood as the correct behaviours and procedures that are necessary for the researcher to conduct research. Ethics in research entails what is right and what is wrong. Ethics delivers criteria by which the researcher can perceive their own work and relates to the trustworthiness, honesty and integrity of professional colleagues during the study (Leedy & Ormrod, 2010).
South Africa has number of different cultures therefore is it important that researchers are aware of the differences between the different cultural groups. Strydom in (Fouche, et al., 2011) states that cultural customs of communities must be respected. The school where data was collected has learners with various cultural and religious beliefs, as well as different home languages. The researcher will ensure that no learners’ belief systems will be impinged upon and because the language of learning in the school is “English” and the restorative process takes place in English, it was important that the researcher gained the trust and cooperation of the participants whilst ensuring that their well-being is protected as individuals with communication barriers (English not being the first language or language of choice in some cases) who are involved in crime, are part of a vulnerable population (Creswell & Plano Clark, 2017).
The researcher remained honest and transparent, to ensure the trust of the participants and so gained as much information as possible. Ethical research can best be achieved by gaining informed consent, encouraging voluntary participation,
assuring confidentiality, anonymity and privacy, showing respect to all participants, and ensuring that no physical harm and distress comes to the participants.
It is vital that the participants who choose to participate in the study, are empowered in order to fulfil a collaborative role in the study (McMillan & Schumacher, 2010). Research was done with the informed consent of the learner as well as the parent and that inclusion in the study was voluntary. The research adhered to the following ethical principles:
3.5.1 Informed Consent
Participants were contacted privately and asked to sign a letter of consent. An outline of the aims of the study, the nature of involvement of the participants in the study and how the data will be used was send to the parent in an information letter. Participants were informed what was to expect from them; they were informed of the nature and purpose of the research study and what their participation would entail. The participants were informed that there was no right or wrong answer to the questions. Consent was obtained from all participants before they commerce with the questionnaire.
The participants received the following documentation:
1. An information sheet (ANNEXURE C)
2. Child assent form (ANNEXURE D)
3. A parent/guardian consent form (ANNEXURE E)
3.5.2 Confidentiality
Participants that were included in the study were assured of confidentiality and no personal identification information is to be included in the process of reporting the data (McMillan & Schumacher, 2010). Participants were assured that only the researcher and supervisor have access to the raw data as the supervisor will have to review data before being released (Creswell & Plano Clark, 2017). All data is stored on the researcher’s hard drive. The results will be presented in an anonymous manner in doctoral thesis.
3.5.3 Protection from Harm
No participant should be exposed to physical or psychological harm and the researcher must ensure that discussions are open, caring and fair in order to eliminate feelings of humiliation (McMillan & Schumacher, 2010). The researcher has taken the necessary steps in ensuring that all ethical issues are adhered to. Due to the sensitive nature of the study and the age of the participants, all efforts to ensure no harm to the participants in any way have been made.
3.5.4 Misinterpretation and Misuse of Results
The researcher interpreted results and the results are communicated in such a way that potential misunderstanding and misuse is minimised.
3.5.5 UNISA Clearance and Gauteng Department of Education Approval
Ethical clearance was obtained from UNISA. The researcher adhered to the UNISA Research Policy, UNISA Research Ethics Policy and UNISA Intellectual Property Policy. Ethical approval and ethical clearance from the College Research Ethics Review Committee was obtained as per the UNISA Research Ethics Policy. See annexure A.
Ethical approval and ethical clearance was obtained from the Gauteng Department of Education and the selected school. See annexure B.
3.6 CONCLUSION
In this chapter a layout of the relevant principles underlying the research design to be utilised, were recorded. These principles are serving as the bases for Chapters 4 and 5 to follow, thereby facilitating the accomplishment of the aim and objectives of this study.
CHAPTER 4
IDENTIFYING LEARNERS AT RISK OF OFFENDING BEHAVIOUR
4.1 INTRODUCTION
Two of the objectives of this study, is an exploration of risk factors that may play a role in the management of discipline related concerns and conduct, as well as potential offending behaviour of learners that can be identified and mediated at an early stage. This will facilitate a change of behaviour of the offending learner, allow for peer, and school involvement of a restorative nature in the process. This chapter will deal specifically with the following research objectives:
To discuss the factors that are associated with an increased risk of the violation of classroom and school norms and offending behaviour.
To demonstrate how learners at risk can be identified for intervention and counselling before they engage in offending behaviour.