Addressing power imbalancesIn resea

Addressing power imbalances
In research with children, particularly those who are vulnerable, it is important to recognize that there can be a significant power imbalance between adults and children, an imbalance that can be exacerbated through the research process, where the researcher is considered the expert (Jones, 2000; Save the Children, 2001; Thomas & O’Kane, 1998). Children in our reference group predicted this imbalance and felt that it was important for us to set up interviews in a way that minimized children’s feelings of powerlessness. They believed that this was important because otherwise, children would feel uncomfortable and uncertain about their role, and, ultimately, would not participate actively. These views mirror those of other researchers, who warn that if this power differential goes unresolved, children might respond with what they think researchers want to hear, particularly in one-to-one interviews (Davis, 1998;
Morrow & Richards, 1996; Noble-Carr, 2007).

As such, we would often meet in spaces where children felt some comfort and ownership. We would sit on the floor with the kids and join in on many of the activities. One child said that this was good because it meant that he did not think of us as though we were teachers, whereas others enjoyed being able to spread out and be relaxed. Another specific strategy we adopted was to put children in charge of the tape recorders being used to record interview sessions. This technique was found to not only help to diminish power differentials in the interview but also to aid the willingness of children to be taped and the establishment of rapport between researcher and respondent (Mahon et al., 1996, p. 152). Children were told that they “were the boss of the tape recorder” and that they could stop and start the interview however they pleased. Children reported that they felt valued and that they had some control, which was important to them. Similarly, at group sessions children were given disposable cameras and were asked to take photos of “key moments.” Children enjoyed the role of photographer, with a number of the more
reluctant participants engaging with the broader process as a result.

Confidentiality
Children in the study stressed the importance of adults’ respecting children’s ownership over their experiences and the choices that they had in whether they shared these with others. As such, children felt that it was important that we treated the interviews as confidential but said that it was “OK” for them to talk to others if they were worried that they “weren’t safe” or “weren’t being looked after properly” or if something bad had happened, “like an adult has been touching them down there or something like that—that person should be found out.” A number of the children took the commitment of researchers to confidentiality very seriously. In one of the early interviews, for example, a young girl talked about how a house needed to have enough space for it to be considered “a home” and shared that she liked her new house because it had a stairway that she could slide down on her boogie board (Figure 4).3 When the researcher shared the story with the girl’s mother, saying that he thought that her child’s views were
insightful, the child reprimanded him by saying that he had made a promise not to tell anyone, even “if it was in a compliment.” The researcher apologized to the child, thanked her for teaching him an important lesson, and promised to not make the same mistake again. Later the child’s mother fed back to the researcher how much the child appreciated the researcher’s willingness to accept her concern and the fact that he recognized the value she placed on her story.

Hasil (Bahasa Indonesia) 1:

Mengatasi ketidakseimbangan kekuatanDalam penelitian dengan anak-anak, terutama orang-orang yang rentan, penting untuk mengenali bahwa ada ketidakseimbangan kekuatan yang signifikan antara orang dewasa dan anak-anak, ketidakseimbangan yang dapat diperburuk melalui proses penelitian, di mana peneliti dianggap ahli (Jones, 2000; Menyelamatkan anak-anak, 2001; Thomas & O'Kane, 1998). Anak-anak dalam kelompok referensi kami meramalkan ketidakseimbangan ini dan merasa bahwa itu penting bagi kita untuk mengatur wawancara dengan cara yang diminimalkan perasaan anak ketidakberdayaan. Mereka percaya bahwa ini adalah penting karena jika tidak, anak-anak akan merasa tidak nyaman dan tidak pasti tentang peranan mereka, dan, pada akhirnya, tidak akan berpartisipasi secara aktif. Pandangan ini cermin dari peneliti lain, yang memperingatkan bahwa jika listrik ini diferensial berjalan belum terselesaikan, anak-anak mungkin merespon dengan apa yang mereka pikirkan peneliti ingin mendengar, terutama dalam satu-satu wawancara (Davis, 1998;Morrow & Richards, 1996; Noble-Carr, 2007).As such, we would often meet in spaces where children felt some comfort and ownership. We would sit on the floor with the kids and join in on many of the activities. One child said that this was good because it meant that he did not think of us as though we were teachers, whereas others enjoyed being able to spread out and be relaxed. Another specific strategy we adopted was to put children in charge of the tape recorders being used to record interview sessions. This technique was found to not only help to diminish power differentials in the interview but also to aid the willingness of children to be taped and the establishment of rapport between researcher and respondent (Mahon et al., 1996, p. 152). Children were told that they “were the boss of the tape recorder” and that they could stop and start the interview however they pleased. Children reported that they felt valued and that they had some control, which was important to them. Similarly, at group sessions children were given disposable cameras and were asked to take photos of “key moments.” Children enjoyed the role of photographer, with a number of the morereluctant participants engaging with the broader process as a result.ConfidentialityChildren in the study stressed the importance of adults’ respecting children’s ownership over their experiences and the choices that they had in whether they shared these with others. As such, children felt that it was important that we treated the interviews as confidential but said that it was “OK” for them to talk to others if they were worried that they “weren’t safe” or “weren’t being looked after properly” or if something bad had happened, “like an adult has been touching them down there or something like that—that person should be found out.” A number of the children took the commitment of researchers to confidentiality very seriously. In one of the early interviews, for example, a young girl talked about how a house needed to have enough space for it to be considered “a home” and shared that she liked her new house because it had a stairway that she could slide down on her boogie board (Figure 4).3 When the researcher shared the story with the girl’s mother, saying that he thought that her child’s views wereinsightful, the child reprimanded him by saying that he had made a promise not to tell anyone, even “if it was in a compliment.” The researcher apologized to the child, thanked her for teaching him an important lesson, and promised to not make the same mistake again. Later the child’s mother fed back to the researcher how much the child appreciated the researcher’s willingness to accept her concern and the fact that he recognized the value she placed on her story.

Hasil (Bahasa Indonesia) 2:

Mengatasi ketidakseimbangan kekuatan
Dalam penelitian dengan anak-anak, terutama mereka yang rentan, penting untuk mengenali bahwa ada dapat menjadi ketidakseimbangan yang signifikan kekuasaan antara orang dewasa dan anak-anak, ketidakseimbangan yang dapat diperburuk melalui proses penelitian, dimana peneliti dianggap ahli (Jones, 2000; Save the Children, 2001; Thomas & O'Kane, 1998). Anak-anak dalam kelompok referensi kami memprediksi ketidakseimbangan ini dan merasa bahwa itu adalah penting bagi kita untuk mengatur wawancara dengan cara yang diminimalkan perasaan anak-anak dari ketidakberdayaan. Mereka percaya bahwa ini adalah penting karena jika tidak, anak akan merasa tidak nyaman dan tidak pasti tentang peran mereka, dan, pada akhirnya, tidak akan berpartisipasi secara aktif. Pandangan ini mencerminkan orang peneliti lainnya, yang memperingatkan bahwa jika daya diferensial ini berjalan belum terselesaikan, anak-anak mungkin menanggapi dengan apa yang mereka pikir peneliti ingin mendengar, terutama dalam satu-ke-satu wawancara (Davis, 1998;
Morrow & Richards, 1996; Noble -Carr, 2007). Dengan demikian, kita akan sering bertemu di ruang di mana anak-anak merasa beberapa kenyamanan dan kepemilikan. Kami akan duduk di lantai dengan anak-anak dan bergabung dalam pada banyak kegiatan. Satu anak mengatakan bahwa ini adalah baik karena itu berarti bahwa ia tidak berpikir kita seolah-olah kita guru, sedangkan yang lain menikmati mampu menyebar dan santai. Strategi lain yang spesifik kami mengadopsi adalah untuk menempatkan anak-anak yang bertanggung jawab atas tape recorder yang digunakan untuk merekam sesi wawancara. Teknik ini ditemukan tidak hanya membantu untuk mengurangi perbedaan kekuasaan dalam wawancara tetapi juga untuk membantu kesediaan anak-anak untuk direkam dan pembentukan hubungan antara peneliti dan responden (Mahon et al., 1996, hal. 152). Anak-anak diberitahu bahwa mereka "adalah bos dari tape recorder" dan bahwa mereka bisa berhenti dan mulai wawancara namun mereka senang. Anak-anak melaporkan bahwa mereka merasa dihargai dan bahwa mereka memiliki beberapa kontrol, yang penting bagi mereka. Demikian pula, di sesi kelompok anak-anak diberi kamera sekali pakai dan diminta untuk mengambil foto dari "saat-saat penting." Anak-anak menikmati peran fotografer, dengan sejumlah lebih peserta enggan terlibat dengan proses yang lebih luas sebagai hasilnya. Kerahasiaan Anak-anak di Studi menekankan pentingnya orang dewasa 'menghormati kepemilikan anak lebih pengalaman mereka dan pilihan yang mereka miliki di apakah mereka bersama ini dengan orang lain. Dengan demikian, anak-anak merasa bahwa penting bahwa kita diperlakukan wawancara sebagai rahasia tetapi mengatakan bahwa itu adalah "OK" bagi mereka untuk berbicara dengan orang lain jika mereka khawatir bahwa mereka "tidak aman" atau "tidak tampak setelah benar "atau jika sesuatu yang buruk telah terjadi," seperti orang dewasa telah menyentuh mereka di sana atau sesuatu seperti itu-yang orang harus tahu. "Sejumlah anak-anak mengambil komitmen peneliti untuk kerahasiaan sangat serius. Dalam salah satu wawancara awal, misalnya, seorang gadis muda berbicara tentang bagaimana sebuah rumah diperlukan untuk memiliki cukup ruang untuk itu harus dianggap "rumah" dan bercerita bahwa ia menyukai rumah barunya karena memiliki tangga yang dia bisa meluncur ke bawah di papan boogie nya (Gambar 4) 0,3 Ketika peneliti berbagi cerita dengan ibu gadis itu, mengatakan bahwa ia berpikir bahwa pandangan anaknya yang mendalam, anak menegurnya dengan mengatakan bahwa ia telah membuat janji untuk tidak memberitahu siapa pun, bahkan "apakah itu dalam pujian." Peneliti meminta maaf kepada anak, mengucapkan terima kasih atas mengajarkan pelajaran penting, dan berjanji untuk tidak membuat kesalahan yang sama lagi. Kemudian ibu anak makan kembali ke peneliti berapa banyak anak menghargai kesediaan peneliti untuk menerima perhatian dan fakta bahwa ia mengakui nilai dia ditempatkan pada ceritanya.