Universität Wien

400013 SE Qualitative research Methods with vulnerable groups (2022W)

Methods seminar

5.00 ECTS (2.00 SWS), SPL 40 - Doktoratsstudium Sozialwissenschaften
Continuous assessment of course work
ON-SITE
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 15 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

  • Monday 24.10. 08:00 - 16:30 Seminarraum 11 Vernetzungsraum für Vienna Doctoral School of Social Sciences, Kolingasse 14-16, OG01
  • Tuesday 25.10. 08:00 - 13:00 Seminarraum 11 Vernetzungsraum für Vienna Doctoral School of Social Sciences, Kolingasse 14-16, OG01
  • Monday 05.12. 08:00 - 16:30 Seminarraum 11 Vernetzungsraum für Vienna Doctoral School of Social Sciences, Kolingasse 14-16, OG01
  • Tuesday 06.12. 08:00 - 13:00 Seminarraum 11 Vernetzungsraum für Vienna Doctoral School of Social Sciences, Kolingasse 14-16, OG01

Information

Aims, contents and method of the course

Vulnerability is part of being human, but some persons are extraordinary vulnerable, such as young children, people with disabilities, refugees, people with dementia, or people at the end-of-life, to give only a few examples. Research with vulnerable groups presents certain challenges and requires special attention to the participants and to research ethics. Qualitative research methods therefore have to take these characteristics into consideration. In the seminar, we will discuss the concepts and theories of vulnerability, of principle biomedical ethics and of care ethics and their relevance for research with vulnerable groups. We will discuss the following questions:
- What are the methodological prerequisites for participation of vulnerable groups in research?
- What are specific challenges for communication with vulnerable groups in research and how can they be encountered?
- How can we as researchers secure informed consent of our vulnerable participants?
- What are the differences between autonomy from a principal ethics point of view and relational autonomy?
- How do we best care for our own vulnerability as researchers and our emotions involved in research?
- How can we provide reflexivity in the research process and the qualitative methods that are applied?
The participating PhD students will be offered extensive opportunities to discuss methodological and ethical issues embedded in their own specific research endeavor. They will be invited to exchange ideas, methodological approaches and designs as well as experiences with other students and with the lecturers. Lecturers will present examples from their own research practice, particularly with people with dementia and people at the end-of-life. Together, we will read and discuss relevant academic literature. Students will prepare a short presentation based on the literature. The topic of the presentation will be set in the first module.

Assessment and permitted materials

The seminar is 'prüfungsimmanent', i.e. the monitoring of the performance of the students is embedded in the seminar.

Minimum requirements and assessment criteria

Students are expected to attend to all modules of the seminar, maximum half a day attendance can be missed. Students will contribute to discussions, present their own research, discuss the research of the other participants, read the literature provided by the lecturers and prepare a short literature based presentation as well as perform short exercises between the modules.

Examination topics

Reading list

Beauchamp, Tom L., Childress, James F. (2019): Principles of Biomedical Ethics. Oxford University Press
Brown Bené (2015): Daring Greatly. How the Courage to be Vulnerable Transforms the Way We Live, Love, Parent, and Lead. New York: Penguin
Browne Victoria, Danely Jason, Rosenow Doerthe (eds.) (2021): Vulnerability and the Politics of Care. Oxford: Oxford University Press
Clark, David; Ingleton, Christine & Seymour Jane (2000). Support and supervision in palliative care research. Palliative Medicine, 14(5), 441-446. doi: 10.1191/026921600701536156
Conradi, Elisabeth (2001): Take Care. Grundlagen einer Ethik der Achtsamkeit. Campus: Frankfurt am Main
Dewing, Jan (2008): Process consent and research with older persons living with dementia. Research Ethics Review, 4(2), 59-64.
Gastmans, Chris (2013): Dignity-enhancing nursing care: A foundational ethical framework. Nursing Ethics, 20(2), 142-149
Mackenzie Catriona (2019): Feminist innovation in philosophy: Relational autonomy and social justice. Women's Studies International Forum 72 (2019) 144–151. doi.org/10.1016/j.wsif.2018.05.003
McKillop, James & Wilkinson, Heather (2004): Make it easy on yourself!: Advice to researchers from someone with dementia on being interviewed. Dementia, 3(2),117-125.
Reitinger, Elisabeth, Pichler, Barbara, Egger, Barbara, Knoll, Bente, Hofleitner, Birgit, Plunger, Petra, Dressel, Gert, Heimerl, Katharina (2018): Mit Menschen mit Demenz forschen ethische Reflexionen einer qualitativen Forschungspraxis zur Mobilität im öffentlichen Raum. FQS Forum Qualitative Sozialforschung, doi: 10.17169/fqs-19.3.3152.
Roth, Wolff-Michael, von Unger, Hella (2018): Current Perspectives on Research Ethics in Qualitative Research. Forum Qualitative Research, 19, No. 3, Art. 33
Schrems, Berta (2020): Vulnerabilität in der Pflege. Was verletzlich macht und Pflegende darüber wissen müssen. Weinheim: Beltz Juventa
Slaughter, Susan; Cole, Dixie, Jennings, Eileen & Reimer, Marlen A. (2007): Consent and assent to participate in research from people with dementia. Nursing Ethics, 14(1), 27-40.
Tronto Joan (2013): Caring democracy: Markets, equality, and justice. NYU Press.
Von Unger, Hella (2021): Ethical Reflexivity as Research Practice. Historical Social Research, 46(2), 186-204. https://doi.org/10.12759/hsr.46.2021.2.186-204

Association in the course directory

Last modified: We 19.10.2022 11:10