Practical guide 2: Advice for research teams involving children and families

We want to use processes that ensure children and families are informed participants who are respected and supported throughout the entire research process.

We aim to ensure that children and families play a central role both as research participants and, where possible, as “co-researchers.” We also want to ensure that the perspectives of children, families, and professionals are acknowledged and respected throughout the research process.

Preparations

• Plan time to prepare yourself and the participants before the meeting.
• Send out any questions you want answered well in advance to the participants.
• Give participants the opportunity to visit the meeting location ahead of the data collection session if they wish to familiarize themselves with the environment and how to get there.
• Prepare materials for the data collection session for each participant.
• It can be helpful to use visual aids such as photos, images, and similar to support the text in the materials.
• Ensure that the meeting place is adapted to the child’s needs regarding sound, light, scent, etc.
• Use images—for example, of the building or entrance—to help participants find the meeting location.
• Make sure there are signs that show the way.

Preparing for communication during the meeting

As a researcher, you must allocate enough time to communicate with each participant. Some may express themselves verbally, while others might have limited verbal abilities. If you, as the researcher, are not familiar with the participants beforehand, it can be helpful to start by gathering background information such as their name, age, and so on.

Identify support needs

Listen and ask questions to ensure that participants can express their individual needs.

During data collection

Refer to Guide 1.

• Be clear about what is expected and stick to the planned information and structure.
• Assume ability, but ensure you use any necessary aids to support the child and family in participating.
• Set aside time at the beginning to explain what is expected from the participant. Use simple language.
• For group data collection, such as group interviews, it is important to have guidelines on the interview structure— for example, taking turns or another agreed method.

If the data collection takes place in a group, some participants may feel uncomfortable speaking (observe body language and ask if the child prefers to speak first or last). This approach can create a safe environment for each participant to respond in a “non-threatening” way.

• Speak slowly.
• If you use specific terms or definitions, you may need to explain them and provide examples.
• Do not interrupt participants; allow plenty of time for responses. The clearer your questions, the easier it is for participants to answer. Avoid giving too many options; instead, suggest possible choices.
• Some participants may communicate in ways beyond words — a long silence may indicate confusion or difficulty finding the right words. Offer visual support where needed and possible.
• Be mindful that moving around the room can distract participants.

After the meeting/data collection

• You can follow up with a written thank-you via email or letter, depending on how the child and family prefer to communicate. If it fits within the study’s timeframe and methodology, you may offer participants the opportunity to provide feedback or additional comments afterward if they feel uncomfortable doing so immediately following the meeting or data collection.
• Provide feedback within a reasonable time if this was part of the agreement with the participants.
• Give participants the opportunity to ask questions.