Qualitative research with vulnerable adolescents. Reflexivity, ethics, emancipatory practice

This study examines the ethical dilemmas associated with the collection of data from adolescents in involuntary contexts. It explores how ethical principles such as voluntariness, informed consent, and non-maleficence can be applied in research involving marginalized adolescents in these settings, while also examining the role of reflexivity in mitigating power asymmetries and methodological distortions. In these circumstances, underprivileged youth often face systemic power disparities and restricted research literacy, which compromise ethical norms, including voluntariness, informed consent, and non-maleficence. The present study employed a qualitative approach that combined problem-centered interviews, the documentary method, and grounded theory to capture the subjective experiences of vulnerable participants and the broader social dynamics at play. Data was collected from adolescents in settings such as juvenile detention centers and probation services, where participation is frequently influenced by oppressive institutional practices. In addition to strict reflective processes, a continuous consent strategy was implemented to address these issues. Reflective research diaries and interpretative groups were integrated into the process to facilitate the identification of methodological distortions, the monitoring of power asymmetries, and the assurance that participants’ concerns were addressed through repeated and transparent communication. The findings suggest that ethical dilemmas in these environments are multifaceted. Despite detailed briefings and assurances regarding data protection, some participants remained distrustful, and their decisions to participate might have been driven more by external pressures than by genuine voluntary consent. Nonetheless, ongoing consent and rigorous reflexivity were demonstrated to alleviate certain difficulties, enhancing trust and augmenting data authenticity. The study emphasizes the need for systematic intervision, external supervision, and specialized training programs to enhance research procedures in these demanding environments. The insights provided by this study are expected to enhance a vital, reflexive ethics framework that complies with existing ethical standards while advancing social justice and scientific integrity in research involving disadvantaged people. (DIPF/Orig.)