Conducting psychosocial research with children and adolescents: A developmental perspective

In the past 10 years, childhood has become a focal point of concern. Childr en are viewed as symbolizing an investment in the future of societies aroun d the world. In the past, knowledge about children's views was realized thr ough objective measures or from representative accounts by adults (e.g., pa rents and teachers) who were thought to know the child best. Current resear ch suggests that most adult representations and interpretations are only at tempts to describe something that more or less represents the child's world . The literature suggests that in the past, children have been perceived ma inly as objects rather than subjects of research interest. This perhaps ref lects the viewpoint held by many that children are unable to comprehend and describe their world and life experiences because of developmental immatur ity and/or that there are intrinsic difficulties in researching children. T he purpose of this article is to describe how a child's developmental level affects the research process. Specifically discussed are developmental dif ferences in responses to research including psychosocial research methods, assent, and consent with children. Copyright (C) 2000 by W.B. Saunders Comp any.