کراکینگ کد اخلاق: مفاهیم اخلاقی طراحی یک مطالعه پژوهشی که مربوط به مداخلات درمانی با کودکان در بازی درمانی فردی هست، چیست؟

When designing a research study it is imperative to consider the ethical implications of the project. This paper discusses the nature, definition and development of ethical practice within the field of health research and the evolving role of ethical codes and committees. The development of international standards is examined but the focus is principally on practice in Great Britain. The author draws upon Greek mythology and makes a comparison between the quest for ethical approval and Psyche's journey into the underworld. The ethical impact of including children within research is considered with particular reference to play therapy practice. It is concluded that ethical codes may seem to be encrypted but they do not need to be “cracked;” rather, they exist to guide and inform the researcher when faced with moral dilemmas. Indeed, despite the safeguards and guidelines in place this article suggests that we must still rely on the integrity of the individual to ensure that research is carried out in an ethical manner.

Designing a research project in an ethically acceptable way can seem like trying to crack an enigma code. Unravelling the mysteries of the ethical guidelines available and applying them to the investigation can be a daunting task. Even with the intent to prioritise the needs of client participants or “subjects” it can seem a gargantuan undertaking that requires the genius of Alan Turing and his code-breaking colleagues at the clandestine Bletchley Park.2 In the process of formulating my own research project to explore the impact of play therapy I have encountered a number of ethical issues that have caused me to research the subject of ethics more fully. This paper begins by exploring the definition and nature of ethics. This is informed by the historical perspective of the evolution of ethical practice and the establishment of international standards to protect research participants. Recent reforms in policy and practice relating to the inclusion of children in research are outlined. The difference between consent and assent is established and some of the practical implications of gaining consent/assent from a minor are detailed. Particular considerations of including children in play therapy research are explored.

International guidelines, national protocols and professional bodies direct the development of ethical research practice and have some responsibility for monitoring the conduct of research and protecting research participants. Ethical codes are created to direct the course of ethical decisions; they cannot be decrypted as a means of solving ethical dilemmas. It is the integrity of the researcher that will be principally responsible for ensuring that research is carried out in an ethical manner. Play therapy practitioners who undertake research will also be influenced by the principles that guide their professional practice, a child-centred approach that will honour the needs and requirements of the individuals involved whether or not they are required to provide their consent or assent. Regardless of the jurisdiction of external controls the practice of ethical research within the field of play therapy will depend on the conduct of practitioners. We may learn lessons about ethical practice from history but ultimately we must rely on the integrity of the individual.