Researching sensitive topics
Supporting researchers working with sensitive topics
There is a distinct lack of research that explores how sensitive or difficult research can impact academics, research assistants and post-graduate researchers. Although many research topics can expose researchers to emotionally disturbing and harrowing accounts, there is very little research and support for those carrying out research in this area (Dickson-Swift, James, Kippen, & Liamputtong, 2009)
A study from 2017 revealed that more than forty per cent of academics in the UK exhibited symptoms of mild or several mental disorders (Gorczynski et al, 2017). While it is not yet possible to assess the full impact of Covid-19 and local and national lockdowns, there is growing evidence that they increased stress levels among academics with caring responsibilities. Statistics about student wellbeing in the UK are similarly alarming: a recent survey ‘found high levels of anxiety and depression, with more than 50% experiencing levels above the clinical cut offs, and females scoring significantly higher than males’ (Chen and Lucock, 2022).
Universities in the UK have responded to the mental health crisis among students and staff with a range of measures including ‘wellbeing’ initiatives and counselling. However, there are still significant gaps in the support structures for students and staff in Higher Education who study difficult topics. Our project seeks to address one of these gaps: the lack of support for academic staff and postgraduate students whose wellbeing is affected by their research. Researchers working on ‘sensitive issues’ are expected to assess and mitigate a range of risks, including possible consequences for participants, host institutions, and individual researchers. But, as researchers in the Social Sciences and Humanities working on sensitive issues, we know from our own experience that it can be difficult to anticipate how this research will impact our mental health and to know what support is available and suitable.
Sensitive research
Whilst it is difficult to ascertain what is defined as sensitive research there are some indicators in literature as to what this includes. Lee and Renzetti (1990) outline the importance of considering the potential risk for all involved in the research – including the researcher. This also links to the concept of harm and the potential for this when researching potentially harrowing topics (Corbin & Morse, 2003). It is recognised that any topic has the potential to cause harm to the researcher based upon their own personal experiences (Hughes, 2004). Topics that are widely regarded as ‘sensitive’ include war, domestic violence, political activism, rape, homicide, mental health, death, traumatic childbirth, abortion and sexual health and behaviours.(Enosh & Buchbinder, 2005; Possick, 2009; Sollund, 2008; Mitchell & Irvine, 2008; Lipscomb, 2010; Elmir et al., 2011; Goodrum & Keys, 2007; Walls, Parahoo, Fleming, & McCaughan, 2010). Typically, the focus lies on the wellbeing of those being researched, rather than that of the researcher. However, the negative impact upon researchers in these fields can be far reaching (McGarry, 2010; Dickson-Swift, James, Kippen, & Liamputtong, 2008; Walls et al., 2010).
Objectives
Our project has three aims:
1. Create a trans-national peer-support network for academic staff and postgraduate students whose research has negatively impacted their wellbeing or has the potential to do so
2. Organise a series of in-person and online events to increase awareness of and knowledge of the ethical challenges and risks associated with research on sensitive issues.
3. Create a digital tool kit for researchers and post graduate researchers – developing this in conjunction with mental health professionals and academics. This will be underpinned by the principles of transferability across international contexts.
Sources:
Corbin, J. , & Morse, J. M. (2003). The unstructured interactive interview: Issues of reciprocity and risks when dealing with sensitive topics. Qualitative Inquiry, 9(3), 335–354. doi: 10.1177/1077800403009003001
Dickson-Swift, V., James, E. L., Kippen, S., & Liamputtong, P. (2006). Blurring boundaries in qualitative health research on sensitive topics. Qualitative Health Research, 16(6), 853–871. doi: 10.1177/104973230628752
Dickson-Swift, V., James, E. L., Kippen, S., & Liamputtong, P. (2008). Risk to researchers in qualitative research on sensitive topics: Issues and strategies. Qualitative Health Research, 18(1), 133–144. doi: 10.1177/1049732307309007
Elmir, R., Schmied, V., Jackson, D., & Wilkes, L. (2011). Interviewing people about potentially sensitive topics. Nurse Researcher, 19(1), 12–16.
Enosh, G. , & Buchbinder, E. (2005). The interactive construction of narrative styles in sensitive interviews: The case of domestic violence research. Qualitative Inquiry, 11(4), 588–617. doi: 10.1177/1077800405275054
Goodrum, S. , & Keys, J. L. (2007). Reflections on two studies of emotionally sensitive topics: Bereavement from murder and abortion. International Journal of Social Research Methodology, 10(4), 249–258. doi: 10.1080/13645570701400976
Hughes, R. (2004). Safety in nursing social research. International Journal of Nursing Studies, 41(8), 933–940. doi:10.1016/j.ijnurstu.2004.05.002
Lee, R. M. , & Renzetti, C. M. (1990). The problems of researching sensitive topics: An overview and introduction. The American Behavioral Scientist, 33(5), 510–528
Lipscomb, M. (2010). Participant overexposure and the role of researcher judgement. Nurse Researcher, 17(4), 49–59.
McGarry, J. (2010). Exploring the effect of conducting sensitive research. Nurse Researcher, 18(1), 8–14
Mitchell, W. , & Irvine, A. (2008). I'm okay, you're okay?: Reflections on the well-being and ethical requirements of researchers and research participants in conducting qualitative fieldwork interviews. International Journal of Qualitative Methods, 7(4), 31–44.