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Grounded Theory Methodology (grounded + theory_methodology)
Selected AbstractsBoundaries of Britishness in British Indian and Pakistani young adultsJOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 6 2009Kiren Vadher Abstract This study explored what it means to be British from the perspective of young British Indian and Pakistani adults. Fifteen respondents were interviewed using a semi-structured schedule in order to explore their self-descriptions and self-categorizations, how different contexts influence their identifications as British and as Indian/Pakistani, their sense of patriotism, and their perceptions of racism, discrimination and multiculturalism. Grounded theory methodology was used to analyse the interviews. The respondents' identifications and the role of context, threat and racism were studied in detail, and a model of how these individuals defined the boundaries of Britishness, and how they positioned themselves in relationship to these boundaries, was derived from the data. Six boundaries of Britishness were identified, these being the racial, civic/state, instrumental, historical, lifestyle and multicultural boundaries. Participants used these boundaries flexibly, drawing on different boundaries depending on the particular context in which Britishness was discussed. The implications of these multiple boundaries for the conceptualization of national identification are discussed. Copyright © 2009 John Wiley & Sons, Ltd. [source] Occupational therapists as expert witnesses on work capacityAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 2 2010Shelley Allen Aim:,The aim of this study was to explore the particular challenges for occupational therapists during their cross-examination as an expert witness on work capacity. Methods:,Grounded theory methodology was used to collect and analyse data. Interviews were conducted with 31 participants with direct experience of occupational therapy work capacity assessments. Of these, 19 were occupational therapists, six were medical specialists and six were lawyers. Results:,All participant groups perceived that maintaining one's credibility in the witness box was of paramount importance. The occupational therapists identified 11 strategies that barristers may use to challenge their credibility as an expert witness. Conclusions:,The three professional groups proposed practices that maintain occupational therapists' credibility as expert witnesses on the work capacity of personal injury claimants. [source] Accounting and NPM in UK Local Government , Contributions Towards Governance and AccountabilityFINANCIAL ACCOUNTABILITY & MANAGEMENT, Issue 2 2005Andrew Goddard Despite its size and economic importance, accounting in UK local government is still relatively under-researched. Two important developments which have emerged in recent years across the whole public sector are governance and New Public Management. It is timely to study the contribution which local government accounting makes in this changing context. Governance has proved a particularly contentious concept to define. This study has attempted to understand governance from the participants' perspective and consequently a grounded theory methodology has been used. The empirical research comprised four UK local authority case studies over a twelve month period. The grounded theory developed makes two important contributions to our knowledge of accounting and NPM in relation to governance and accountability in local government. These are the relative importance of accountability rather than governance per se to participants, and the more significant contribution to accountability made by budgeting practices rather than NPM practices such as performance indicators, contracting out of services and Best Value studies. The reasons for these findings are explored and theorised in the paper, using Bourdieu's concept of habitus. [source] Using a synthesised technique for grounded theory in nursing researchJOURNAL OF CLINICAL NURSING, Issue 16 2009Hsiao-Yu Chen Aims., To introduce a synthesised technique for using grounded theory in nursing research. Background., Nursing increasingly uses grounded theory for a broadened perspective on nursing practice and research. Nurse researchers have choices in how to choose and use grounded theory as a research method. These choices come from a deep understanding of the different versions of grounded theory, including Glaser's classic grounded theory and Strauss and Corbin's later approach. Design., Grounded theory related literature review was conducted. Methods., This is a methodological review paper. Results., Nursing researchers intent on using a grounded theory methodology should pay attention to the theoretical discussions including theoretical sampling, theoretical sensitivity, constant comparative methods and asking questions, keeping memoranda diagramming, identification of a core category and a resultant explanatory theory. A synthesised approach is developed for use, based on Strauss and Corbin's style of sampling and memoranda writing, but selecting theoretical coding families, that differ from the paradigm model of Strauss and Corbin, from the wide range suggested by Glaser. This led to the development of a multi-step synthesised approach to grounded theory data analysis based on the works of Glaser, Charmaz and Strauss and Corbin. Conclusions., The use of this synthesised approach provides a true reflection of Glaser's idea of ,emergence of theory from the data' and Strauss and Corbin's style of sampling and memoranda writing is employed. This multi-step synthesised method of data analysis maintains the philosophical perspective of grounded theory. Relevance to clinical practice., This method indicates how grounded theory has developed, where it might go next in nursing research and how it may continue to evolve. [source] Youth, community belonging, planning and powerJOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 4 2007Caterina Arcidiacono Abstract In order to explain people's action in the community to which they feel they belong (Arcidiacono, 2006; Brodsky, 2006; De Piccoli & Tartaglia, 2006), this study investigates the power perception in relation to the local community, based on two studies of Neapolitan youths. Both research projects, one with 101 participants and the other with 600 participants, looked at youth community belonging, respectively focusing on problems connected to youth unemployment, on related resources (Arcidiacono, Sommantico, & Procentese, 2001), and finally on youth planning of future actions in the community (Arcidiacono, Di Napoli, & Sarnacchiaro, submitted). A reinterpretation of the categories emerging from these studies was carried out, by first adopting the grounded theory methodology and subsequently the Prilleltensky (in press) approach of a greater conceptualization within the power frame. The classification undertaken suggests that the perception of a lack of youth power is closely linked to their expectations for the local community. A lack of individual and social power, rage and hopelessness is the core evidence among our interviewees. Powerlessness firstly denies empowerment, thus it is as if young people distance themselves from the context. The assumption of this perspective opens new paths through which promoting empowerment processes. Copyright © 2007 John Wiley & Sons, Ltd. [source] Adolescents coping with mood disorder: a grounded theory studyJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 2 2007R. J. MEADUS phd rn A grounded theory methodology was used to explore the phenomenon of coping as experienced by adolescents with a mood disorder. Mood disorders among children and adolescents are more persistent than previously thought and have numerous negative associated features, including further episodes of depression, impaired social, academic and vocational relationships, use of alcohol and other drugs, and an increased risk of suicide. Current literature offered little awareness of how adolescents cope with a mood disorder, as well as their perspective of how such an illness impacts their lives. A substantive theory regarding the process of coping for adolescents with a mood disorder was generated from the data collected from one male and eight female adolescents. Using grounded theory coding procedures, a four-phase coping theory identified by the categories feeling different, cutting off connections, facing the challenge/reconnecting, and learning from the experience was developed. The core category identified in this research was An Unplanned Journey: Coping Through Connections. Implications identified for nursing practice, research and education included greater attention on the prevention of adolescent mood disorder, and the education of adolescents about the development and enhancement of healthy coping skills. [source] Initiating Sexual Experiences: How Do Young Adolescents Make Decisions Regarding Early Sexual Activity?JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 4 2005Tricia M. Michels Understanding how young adolescents make decisions to engage in early sexual activities is vital for intervention efforts aimed at fostering positive youth development and reducing the negative outcomes of adolescent sexual behavior. In-depth interviews with 42 suburban, mostly White, ninth-grade adolescents (52% females, mean age=14.1, SD=.45) elicited accounts of their early sexual decisions. We adapted grounded theory methodology to build a model of sexual decision making from the adolescents' narratives. Six dominant categories emerged: contextual factors (relationship and personal characteristics), consideration of risks and benefits, boundary setting, boundary communication, the sexual experience, and evaluation. Our model of early sexual decision-making processes, developed from the perspectives of young adolescents, highlights active consideration of health and social risks and benefits, as well as the generation of options regarding sexual activity. The model also shows that young adolescents set clear boundaries of sexual limits and evaluate sexual experiences, suggesting a dynamic process of decision making. [source] International health electives: thematic results of student and professional interviewsMEDICAL EDUCATION, Issue 7 2010Andrew Petrosoniak Medical Education 2010: 44: 683,689 Objectives, The purpose of this study was to explore the complexities (including harms and benefits) of international health electives (IHEs) involving medical trainees. This exploration contributes to the ongoing debate about the goals and implications of IHEs for medical trainees. Methods, This qualitative study used anonymous, one-to-one, semi-structured interviews. All participants had previous international health experiences. Between September 2007 and March 2008, we interviewed a convenience sample of health care professionals (n = 10) and medical trainees (n = 10). Using a modified grounded theory methodology, we carried out cycles of data analysis in conjunction with data collection in an iterative and constant comparison process. The study's thematic structure was finalised when theme saturation was achieved. Results, Participants described IHEs in both negative and positive terms. IHEs were described as unsustained short-term contributions that lacked clear educational objectives and failed to address local community needs. Ethical dilemmas were described as IHE challenges. Participants reflected that many IHEs included aspects of medical tourism and the majority of participants described the IHE in negative terms. However, a few participants acknowledged the benefits of the IHE. Specifically, it was seen as an introduction to a career in global health and as a potential foundation for more sustainable projects with positive host community impacts. Finally, despite similar understandings among participants, self-awareness of medical tourism was low. Conclusions, International health electives may include potential harms and benefits for both the trainee and the host community. Educational institutions should encourage and support structured IHEs for trainee participation. We recommend that faculties of medicine and global health educators establish pre-departure training courses for trainees and that IHE opportunities have sufficient structures in place to mitigate the negative effects of medical tourism. We also recommend that trainees be provided with opportunities to conduct self-reflection and critically assess their IHE experiences. [source] Teaching paediatric residents about learning disorders: use of standardised case discussion versus multimedia computer tutorialMEDICAL EDUCATION, Issue 8 2005Carolyn Frazer Bridgemohan Background, We developed a standardised case-based educational exercise on the topic of childhood learning disorders, and a multimedia computerised adaptation of this exercise, as part of a national curriculum project based on the Bright Futures guidelines. Objective, To explore resident perceptions of the facilitated case discussion (FCD) and the computerised tutorial (CT). Design, Quasi-randomised comparison of two educational interventions. Setting, Preclinic teaching conferences at a large urban children's hospital. Participants, A total of 46 paediatric residents years 1,3 assigned to either FCD (n = 21) or CT (n = 25). Interventions, FCD residents met in groups of 8,12 with a trained facilitator for a structured case discussion, while CT residents worked in groups of 2,3 at a computer station linked to an interactive website. Outcome Measures, Participant responses during semistructured focus group interviews. Analysis, Focus group transcripts, field notes and computer logs were analysed simultaneously using qualitative grounded theory methodology. Results, Residents experienced CT as fun, offering flexibility, greater auditory and visual appeal and more opportunities for active learning. FCD allowed greater contact with expert faculty and made the material more relevant to clinical practice. FCD participants emphasised the clinical skills gleaned and stated that the learning experience would change their future patient management. Both groups reported that case discussion was more interactive than computer learning. Median time spent on learning was slightly shorter for the CT group. All groups of learners arrived at the correct final diagnosis. Conclusions, FCD and CT stimulate different types of learning among paediatric residents. Future studies are needed to determine how to integrate these two techniques to meet the learning needs of residents in diverse settings. [source] Pre-ICD Illness Beliefs Affect Postimplant Perceptions of Control and Patient Quality of LifePACING AND CLINICAL ELECTROPHYSIOLOGY, Issue 3 2010CLAIRE N. HALLAS Ph.D. Background: The implantable cardioverter defibrillator (ICD) is a device used in the treatment of ventricular arrhythmias and the prevention of sudden cardiac death. However, the ICD has been associated with negative psychological outcomes such as anxiety, depression, panic, and poor quality of life (QoL). Recent studies suggest that the preimplantation psychology of patients, combined with their postimplantation perceptions about their cardiac condition, are greater contributory factors than their medical status to a poor outcome. Method: Our study employed an interview-based qualitative grounded theory methodology to explore whether medical history hetereogeneity and illness beliefs impact on the QoL of 13 ICD patients. Results: Perceived control emerged as the core category related to QoL with three subsystem themes related to control: (1) illness beliefs, attributions, and appraisals; (2) coping resources and strategies; and (3) the social world. Patients at risk for the poorest adaptation were younger (<45), unemployed, and with an acute onset cardiac history. These patients interpreted their illness as severe, utilized emotion-focused coping (e.g., avoidance of situations), and believed themselves to be socially excluded. Adjusted patients used proactive problem-focused coping (e.g., normalizing) and minimized consequences of the device. Conclusions: The data developed a theoretical model of QoL, which identified perceived control, illness beliefs, and coping impacting on adjustment. From our study, we have a wider understanding of the combination psychological issues relevant to ICD patients and are able to treat those at risk with interventions to promote adjustment in the context of a society that values health and well-being. (PACE 2010; 33:256,265) [source] A qualitative exploration of the perception of emotions in anorexia nervosa: A basic emotion and developmental perspectiveCLINICAL PSYCHOLOGY AND PSYCHOTHERAPY (AN INTERNATIONAL JOURNAL OF THEORY & PRACTICE), Issue 4 2009John R. E. Fox Abstract Difficulties in emotional processing have long been regarded as a core difficulty within anorexia nervosa. Recent research and theory have started to highlight how eating disorder symptoms are often used to regulate painful emotions. However, there has been a lack of theoretical sophistication in how emotions have been considered within the eating disorders. This study was designed to use qualitative methodologies to address these inadequacies and provide a richer, more thorough account of emotions within anorexia nervosa. It used a grounded theory methodology to gather and analyse interview data from 11 participants who had a diagnosis of anorexia nervosa, being seen at a regional eating disorder service (both inpatient and day patient). The results highlighted two main overarching themes regarding the perception and management of emotions within anorexia nervosa: (1) development of poor meta-emotional skills; and (2) perception and management of emotion in anorexia nervosa. These two categories comprised of a significant number of components from the qualitative analysis, including difficulties with anger, meta-emotional skills and poverty of emotional environments while growing up. Once the data had been collected and analysed, links were made between the findings of this research and the current literature base.,Copyright © 2009 John Wiley & Sons, Ltd. Key Practitioner Message: Practitoners needs to consider the importance of poor meta-emotional skills within anorexia nervosa. These meta skills appears to be more complicated than the simplistic notion of alexithymia. The routes to these difficulties in emotion appear to be drawn from a complicated developmental picture. The role of anger needs to be considered more fully in the psychotherapeutic work with people with anorexia nervosa. This study's findings suggest that increasing levels of anger may play a role in increased eating disorder symptomatology, especially vomitting. [source] | |||||||||||||