Concluding Interviews and Surveys when Working with Vulnerable Populations

• In Event: Novel Methods In Drugs and Health Research

Abstract

Research involving marginalized populations is often shaped by assumptions that participation in sensitive-topic studies may cause harm. However, emerging evidence suggests that when researchers prioritize respect, trust, and relational engagement, participation can be meaningful and beneficial. This study contributes to that literature by examining how participants receiving substance use disorder services experience the conclusion of a life‑course survey, with particular attention to final questions designed to support reflection, voice, and emotional closure. Using data from 401 adults enrolled in an RCT in Michigan, we analyzed responses to two concluding survey items: whether participants had a positive mentor growing up and whether they had “any other thoughts about this survey or the topics covered.” Most participants (63.3%) reported having had a positive mentor, identifying family members, teachers, clergy, coaches, and neighbors. Responses to the final open‑ended question clustered into four categories: neutral non-responses (77%), positive feedback (11%), negative feedback (1.5%), and reflective personal comments (11%). Reflective responses often involved meaning-making, trauma disclosure, or hopes that participation would “help others,” while positive responses expressed appreciation or interest in the survey. Negative responses centered on confidentiality concerns or critiques of survey format.
Findings highlight that even brief closing questions can elicit emotional processing, self-reflection, and insight among participants with high rates of adversity, including homelessness, overdose history, and severe psychological distress. These results underscore the ethical importance of intentional survey closure practices that acknowledge participants’ experiences, support autonomy, and reinforce reciprocity. Implications include refining debriefing procedures, offering context for reflective items, and recognizing that incentives for participation extend beyond compensation to include opportunities for contribution, voice, and meaning-making. This study demonstrates that ethical research design must attend not only to consent and risk mitigation but also to how participants understand and interpret the end of their involvement in the research process.

Authors

• Meghan M. O'Neil, Michigan State University

• Tasha Purdue, The Ohio State University

• Rachel Orler, Michigan State University School of Criminal Justice