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In diesem Aufsatz befassen wir uns mit ethischen Herausforderungen, denen wir in einer vierjährigen postkritischen Ethnografie zu den Umsiedlungserfahrungen von Burundier*innen mit Flüchtlingsstatus begegnet waren, die in den südlichen Appalachen der Vereinigten Staaten leben. Wir diskutieren in unserem Beitrag, wie wir unsere Entscheidungen im Prozess abwägten, was und wie wir das, was wir lernten, teilten insbesondere vor dem Hintergrund, das zu schützen und in Ehren zu halten, was die Teilnehmenden erlebt hatten und uns mitteilten. Im Besonderen beziehen wir uns in der Rahmung unseres Entscheidungsfindungsprozesses auf die Konzepte der "praktizierten Ethik" oder "Ethik der Praxis" (ethics in practice) und der "relationalen Ethik" (relational ethics). Hierbei problematisieren wir die Verpflichtungen zu Transparenz, Vertrauenswürdigkeit und Fürsprache vor dem Hintergrund einer Auseinandersetzung mit Fragen der Verantwortung und Repräsentation. Wir schließen mit drei Erfahrungswerten hinsichtlich 1. des Werts der Generierung von mehrlagigen Beschreibungen; 2. des Potenzials von experimentellen Formen des Schreibens; und 3. der Bedeutung, die "relationaler Ethik" zukommt., In this article, we engage with some of the ethical challenges we faced during a four-year postcritical ethnography that focused on the resettlement experiences of Burundians with refugee status living in southern Appalachia in the United States.We discuss how we navigated decisions about what and how to share all that we learned, particularly as we sought to protect and honor what participants shared and experienced. Broadly, we frame our decision-making process in relation to the notions of ethics in practice and relational ethics. Notably, we complicate commitments to transparency, trustworthiness, and advocacy, as we examine issues of responsibility and representation. We conclude by offering three considerations or "lessons learned" for qualitative researchers, including the: 1. value of generating a layered account of experience; 2. potentiality of experimental forms of writing, and 3. importance of foregrounding relational ethics.

This chapter is about some of the ways in which adults with intellectual disabilities (such as, e.g. those with Down syndrome) communicate with those around them — most specifically, with staff who are charged with supporting them. Such staff help service users live independently, by overseeing their day-to-day household activities, arranging travel, planning leisure outings, and providing accompaniment to institutional appointments. In the United Kingdom (UK),1 recent government policy places great value on the activities of support staff in the promotion of choice, control, and empowerment. The Care Act 2014 (UK Government, 2014) placed a duty on local authorities to promote an individual’s well-being, which includes ‘control by the individual over day-to-day life (including over care and support)’ and ‘participation in work, education, training or recreation’. In doing this, the authority must have regard for ‘the individual’s wishes, views, feelings or beliefs’, with the individual ‘participating as fully as possible in decisions … and being provided with the information and support necessary to enable the individual to participate’.

This chapter is about some of the ways in which adults with intellectual disabilities (such as, e.g. those with Down syndrome) communicate with those around them — most specifically, with staff who are charged with supporting them. Such staff help service users live independently, by overseeing their day-to-day household activities, arranging travel, planning leisure outings, and providing accompaniment to institutional appointments. In the United Kingdom (UK),1 recent government policy places great value on the activities of support staff in the promotion of choice, control, and empowerment. The Care Act 2014 (UK Government, 2014) placed a duty on local authorities to promote an individual’s well-being, which includes ‘control by the individual over day-to-day life (including over care and support)’ and ‘participation in work, education, training or recreation’. In doing this, the authority must have regard for ‘the individual’s wishes, views, feelings or beliefs’, with the individual ‘participating as fully as possible in decisions … and being provided with the information and support necessary to enable the individual to participate’.

Attention Deficit Hyperactivity Disorder (ADHD) is the most commonly diagnosed disorder in childhood with worldwide prevalence estimated around 5% (Polanczyk, de Lima, Horta, Biederman, & Rohde, 2007). Those that are given a diagnosis of ADHD often present with emotional and social difficulties, including poor emotional regulation and a greater excessive emotional expression, especially for anger and aggression (Wehmeier, Schacht, & Barkley, 2010). Such difficulties impact on self-esteem and self-concept, although this impact has rarely been addressed in research (Ryan & McDougall, 2009; Wehmeier et al., 2010). Instead, research has focused on assessment, diagnosis, and treatment (Barkley, 2006), or behaviour management for parents or carers to reduce and manage undesirable behaviour (Gavita & Joyce, 2008).