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In this chapter I consider, with a focus on researcher responsibilities, two examples of research which involved experimentation as a research procedure (Stephens in Investigating effects of Six Thinking Hats and emotional intelligence training on creativity thinking and emotional intelligence of recidivists in Lagos State, 2012; Oczak and Niedźwieńska in J Empirical Res Hum Res Ethics 2(3):49–59, 2007). In the first example, the research was aimed at trying to ascertain whether interventions which consisted of creativity training and emotional intelligence training for recidivists in Nigerian prisons (Lagos) had an effect on the creative thinking scores and emotional intelligence scores of participants. I draw out and extrapolate from Stephens' exposition the responsibility that he assumed, while also encouraging the responsibility of the recidivists to try to activate a potential for learning, while appreciating the limited life chances of prisoners before and after entering the prison system. I move on to discuss Oczak and Niedźwieńska's research—in which they offer an experiment to ascertain how their proposed new debriefing procedure following a deceptive experiment was received by the research participants. I explain how their debriefing was designed in an effort to generate beneficial and educative effects for participants (and others engaging with the research); and I underscore the importance of their eliciting participants' experiences of the research procedure as part of their study.

DOI: 10.1007/978-3-319-74386-8_5

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