Constructivist Grounded Theory Methodology Research Articles

"Bringing and Removing Self from the Table": Therapists' use and management of eating disorder lived experience in the treatment of clients with eating disorders.

Therapists report significant countertransference reactions when treating clients with eating disorders (EDs). Countertransference may be pronounced among therapists with eating disorder lived experience (EDLE). Minimal research examines how therapists with EDLE negotiate their experiences while treating ED clients. Informed by the person-of-the-therapist philosophy, this study sought to understand how therapists use and manage their EDLE when working with ED clients. Using constructivist grounded theory methodology, semistructured interviews (Mtime = 89 min) were conducted with 22 therapists with EDLE. Results revealed that therapists engaged in two interconnected systems. The Central System helps therapists transform their lived experiences into clinical guidance. The Checks and Balances System allows therapists to find a balance between connecting with the client and allowing for differences in experiences to emerge. Lastly, three personal processes existing outside of these systems were found to impact therapists' use of self. Findings provide novel ways thattherapists can use their EDLE.

The Use of a Constructivist Grounded Theory Method - A Good Fit for Social Work Research

This paper explores the application of Constructivist Grounded Theory (C-GT) methodology for social work research. First, it argues that C-GT methodology is well aligned with social work as the two value the individual in the context of their environmental influences. Both also prioritise the importance of respecting and valuing the participant or individual, seeing their perspective as unique and significant. Finally, this research methodology’s systematic yet flexible guidelines align with social work ethics, which also focus on the importance of professional integrity. The paper then provides an example of a C-GT PhD study in relation to an area of social work practice, that is, stability in statutory kinship care in Queensland, Australia. The paper details the specific recruitment and sampling of participants, data collection and coding analysis examples from the PhD study. The examples evidence the relevance of C-GT methodology and its application for research in the area of social work practice, specifically statutory kinship care.

Qualitative analysis of social support for caregivers of children with neurodevelopmental disorders in South India

BackgroundDespite its importance, limited formal social supports are available for caregivers of children with neurodevelopmental disorders (NDDs) navigating rehabilitation and caregiving in low-resource contexts. The current study investigates the social support sources and coping processes of caregivers of children with NDD at a rural rehabilitation center in South India. An emphasis is placed on interactions between the study participants and families of other children with NDD receiving services at the center. Methods and procedureA constructivist grounded theory methodology was adopted. Data analysis was based on data obtained from twenty-two parents obtaining rehabilitation services in the center over two phases. Outcomes and resultsConstant comparative analysis of caregivers' perceptions and experiences generated a theoretical framework of the long-term emergence of social support and coping, comprising three subcategories: accessing service, gaining acceptance and experiencing support at a grassroots level, and coping at a grassroots level. Conclusions and implicationsFindings illustrate the need for and benefit of supporting caregivers of children with NDD to find informal social support. Critical considerations for rehabilitation providers, researchers, and policymakers to facilitate caregivers' formal and informal social support and coping skills are discussed.

“This is not going to be a quick fix”: a grounded theory study of superintendents leading school integration through redistricting

PurposeThis study investigated how superintendents lead the process of within-district racial and socioeconomic integration.Design/methodology/approachThe researchers used Constructivist Grounded Theory methodology to analyze interviews with superintendents, documents and videos from four school districts in suburban, southeastern Pennsylvania.FindingsThe emergent “Leadership for In-District Integration” theory indicated that superintendents who led redistricting initiatives aligned their systems for organizational equity only after developing culturally competent leadership practices and building trusting relationships within the school community. Despite these efforts, only two of the four districts achieved racial or socioeconomic balance in the targeted grade levels. In all districts the efforts to integrate their schools for equity were ongoing.Practical implicationsThe current study's findings indicate that school leaders may face less conflict with constituents about school desegregation if they capitalize on existing needs to redraw district boundaries for other purposes. Superintendents seeking to engage in such work should set clear goals for what constitutes desegregation, view integration as more than demographic balancing and seek support to develop culturally competent leadership practices that build trusting relationships among community members.Originality/valueThe Leadership for In-District Integration theory adds conceptual and practical value to the field of educational administration by effectively illustrating what it meant to superintendents to integrate a school system and revealing insights that may help other school leaders make such a change. This research is significant because it is one of the few studies that focuses primarily on leadership factors associated with integration within suburban school districts.

The role of identity in the experiences of dementia care workers from a minority ethnic background during the COVID-19 pandemic: A qualitative study.

Care home staff working during the COVID-19 pandemic experienced higher levels of stress and increased workloads. People from diverse ethnic backgrounds were disproportionately affected by the COVID-19 pandemic. This study explored the identity experiences of care home staff from diverse ethnic backgrounds in the context of working during the COVID-19 pandemic. Fourteen semistructured interviews were conducted between May 2021 and April 2022 with ethnic minority care home staff in England, who worked during the pandemic. Participants were recruited using convenience and theoretical sampling. Interviews were conducted via telephone or online platforms. A social constructivist grounded theory methodology was utilised in analysing the data. Participants described five key processes which facilitated or hindered the impact that their experiences had on their identity: dealing with uncertainty and transitioning into a COVID-19 world; difficult emotions; experiences of discrimination and racism; the response from the care home and societal systems; and the personal vs collective responsibility. When participants' physical and psychological needs went unmet by support structures within the care home and/or society, they experienced a sense of injustice, lack of control and being unvalued or discriminated against by others. This study highlights the importance of recognising the unique needs of staff from diverse ethnic backgrounds working in care homes and adapting working practices to improve impact on identity, job satisfaction and staff retention. One care home worker was involved in developing the topic guide and helping to interpret the findings.

A Grounded Theory of Culturally Responsible Music Teaching

The purpose of this study was to examine the nature of culturally responsible music teaching (CRMT) from the perspective of U.S. music teachers working in various formal settings. “Cultural responsibility” is an emergent concept regarding teaching and learning that (a) connects with students’ cultural frames and lived experiences, (b) empowers students in their own construction of knowledge and art, and (c) opens students to multiple viewpoints and perspectives on the world and music so that students will have meaningful music experiences and a more meaningful life due to music. I selected a constructivist grounded theory methodology to examine the development of cultural responsibility as a complex, detailed process over time. I sought and found 31 participants who identified as progressive K–12 music teachers who empower diverse learners. Thirteen facets of cultural responsibility were found: inviting, relatable, reachable, interactive, active and student-driven, creativity-based, musically diverse, interdisciplinary, multimodal, enjoyable, heartfelt, crafted, and determined teaching and learning. Music teachers described engaging students in such processes in various, distinct ways. Data revealed that music teachers are more or less culturally responsible because of the elements (methods, aims, and beliefs) of their pedagogy and, in relation, the presence or absence of each facet.

Working Through Stigma: A Constructivist Grounded Theory of Delivering Health Services to Diverse 2SLGBTQ Populations.

Previous research inadequately explores processes and factors influencing the delivery of health services to sexual and gender minorities in ways that equitably attend to the infinite diversity held by these groups. This study employed Intersectionality and Critical Theories to inform Constructivist Grounded Theory methods and methodology; social categories of identity were strategically adopted to explore domains of power operating across multiple forms of oppression, think through subjective realities, and generate a nuanced rendering of power relations influencing health service delivery to diverse 2SLGBTQ populations in a Canadian province. Semi-structured interviews were conducted and the co-constructed theory of Working Through Stigma, with three interrelated concepts, depending on context, resolving histories, and surviving the situation, was generated. The theory depicts the concerns of participants and what they do about power relations influencing health service delivery and broader social contexts. While the negative impacts of stigma were widely and diversely experienced by patients and providers, ways of working within power relations emerged that would be impossible if stigma was not present, highlighting opportunities to positively impact those from stigmatized groups. As such, Working Through Stigma is a theory that flouts the tradition of stigma research; it offers theoretical knowledge that can be used to work within power relations upholding stigma in ways that increase access to quality health services for those whose historical underservicing can be attributed to stigma. In doing so, the stigma script is flipped and strategies for working against practices and behaviours that uphold cultural supremacies may be realized.

Role of Women in Commercial Driving – A Constructivist Grounded Theory (CGT) Approach

Women who work in fields where men predominately do so face particular difficulties and employ particular coping skills that have an impact on their motivation and retention in these fields. This study investigates women’s experiences working in male-dominated sectors to comprehend the challenges they encounter and uncover coping mechanisms that allow them to continue their career paths. A lot of women who first favour jobs with a male preponderance quickly transition to female- or gender-balanced career pathways. Plans to motivate women in sectors with a male preponderance can be made easier by understanding their experiences. This exploratory qualitative study was carried out by the researchers utilizing a constructivist grounded theory methodology. They interviewed 60 well-chosen professional drivers in-depth and unstructured. To examine the data, they employ a constructivist grounded theory methodology. The authors contend that discrimination and sexism are mostly caused by unfair practices that women must deal with. These behaviours include disregarding the special physical traits of women and the necessity of work-life balance. Female resilience includes using femininity, accepting masculinity, mentoring, and intrinsic motivators. This study adds to the corpus of information on better retaining and integrating women in environments where men predominate.

Victim-Centered Care Among College Women of Color: A Qualitative Study.

Women of color are disproportionally affected by intimate partner violence (IPV) and sexual assault (SA), and those on college campuses may have additional risk factors. The purpose of this study was to explore how college-affiliated women of color assign meaning to their interaction with individuals, authorities, and organizations tasked to help survivors of SA and IPV. Semistructured focus group interviews ( N = 87) were transcribed and analyzed using Charmaz's constructivist grounded theory methodology. Three priority theoretical elements were identified: what hurts , namely, distrust, uncertain outcomes, and silencing of experiences; what helps , namely, support, autonomy, and safety; and desired outcomes , namely, academic progress, supportive social networks, and self-care. Participants were concerned about uncertain outcomes of their interaction with organizations and authorities that are set to help victims. Results can inform forensic nurses and other professionals about the care priorities and needs of college-affiliated women of color in the context of IPV and SA.

"I miss not being able to offer my couples a box of tissues…": Couples' and therapists' perspectives on the therapeutic alliance with the transition to online couple therapy.

The purpose of this study is to advance theory concerning the experiences of couples and therapists involved in online couple therapy and the meanings they assign to them, with a particular focus on the therapeutic alliance. Using constructivist grounded theory methodology, in-depth semi-structured online interviews were conducted with 36 individuals, including 18 couples who had participated in online couple therapy via videoconference. Additionally, 15 couple and family therapists were interviewed in four online focus groups. Our analysis indicates three dimensions that impact the formation of the therapeutic alliance in online couple therapy: (1) emotional closeness, as a conduit for establishing physical or emotional space; (2) limited care, due to the therapist's difficulty providing comfort and security; and (3) body language, as reflected in the lack of physical presence and the close inspection of the face, at two opposite ends of a continuum. We discuss our findings through the lens of the closeness-distance dynamic, which posits that therapists' ability to regulate themselves depends on their clients' emotional needs. We conclude with implications for clinical practice.

Residents as supervisors: How senior residents make ad hoc entrustment decisions.

As residency programmes transition to competency-based medical education, there has been substantial inquiry into understanding how ad hoc entrustment decisions are made by attending supervisors in the clinical context. However, although attendings are ultimately responsible for the decisions and actions of resident trainees, senior residents are often the ones directly supervising junior residents enrolled in competency-based training programmes. This clinical dynamic has been largely overlooked in the ad hoc entrustment literature. The purpose of this study was to explore the considerations senior residents entertain when making ad hoc entrustment decisions for their junior resident colleagues. In semi-structured interviews, 11 senior resident supervisors (third, fourth and fifth year) in obstetrics and gynaecology described how they entrust junior residents with clinical activities in the moment. Following constructivist grounded theory methodology, data were iteratively collected and coded with constant comparison until theoretical sufficiency was determined. Senior residents described many similar considerations as attendings regarding ad hoc entrustment of junior residents, including patient safety, desire to optimise the learning environment, junior resident qualities (such as discernment and communication skills), learner handover from colleagues, and situational factors. Uniquely, senior residents discussed how their role as a middle manager and their desire to protect the junior resident (from burnout, becoming a second victim and from attendings) impacts their decisions. Although senior residents make ad hoc entrustment decisions with some similar considerations to attendings, they also seem to think about additional factors. It may be that these different considerations need to be accommodated in documentation of ad hoc entrustment decisions if these documents are to be used for high-stakes summative entrustment decisions made by competency committees.

Limiting Misleading ideas about the History of Grounded Theory Methodology

Since its inception in the sociological field more than fifty years, Grounded Theory Methodology (GTM) has been extended to a range of research areas but there still be confusions and misconceptions about its history and methodological principles. This paper attempts to provide a full theoretical overview of the history of GTM and allows limiting misconceptions about the methodology itself. Drawing upon social sciences perspectives, the paper begins by briefly shedding the light on two major related concepts: Grounded Theory (GT) and Grounded Theory Methodology (GTM). It continues by defining what GTM really means and outlines the reasons behind The Discovery of grounded theory and further focuses on the big split that gave birth to three schools of Grounded Theory Methodology: Glaserian, Straussian and Constructivist GTM.

A grounded theory approach to exploring the experiences of community pharmacists in Lebanon to a triple whammy of crises: The Lebanese financial crisis, COVID-19 pandemic, and the Beirut port explosion

BackgroundCommunity pharmacists like other health care professionals in Lebanon have been grappling with a series of multifaceted, country-wide and ongoing challenges that have formed the impetus for this research. We aimed to explore experiences of community pharmacists in Beirut, Lebanon, during three concurrent crises in 2020: the Lebanese financial crisis, COVID-19 pandemic and the Beirut Port explosion. MethodsA qualitative approach using a constructivist grounded theory methodology was employed. Between October 2020 and February 2021, semi-structured interviews were conducted with purposefully recruited community pharmacists working in Beirut. All interviews were conducted virtually, and data collected were analysed using inductive reasoning, with open coding and concept development. ResultsThirty-five participants (63% female, mean age 30) were interviewed online. Emergent categories and theoretical concepts included 1. painting the picture - pharmacists describing the context/setting; 2. impact of the crises - on community pharmacists, the profession, patients and the system; 3. response to the crises - of community pharmacists, the profession (+ practice), patients and the system; and 4. need for advocacy and leadership. A theory was developed about “unsustainable resilience” in the scheme of ongoing crises. ConclusionsThe findings revealed a shared sense of futility and despair among pharmacists collectively as a profession, as well as a sense of unsustainable healthcare systems in Lebanon, and environments impacting on the resilience of pharmacists at an individual level. A call for action is needed for urgent sustainable structural and financial reforms, advocacy and planning for future resilient systems, as well as a resilient pharmacy profession and protection of pharmacists' wellbeing and livelihood.

A Renewed Commitment to Life: A Grounded Theory Study of Suicide Attempts in Badakhshan, Tajikistan

Suicide is a serious and complex problem. The majority of suicides occur in low and middle-income countries. Also, suicide presents differently in different parts of the world and needs to be studied in its socio-cultural-religious context. Research on suicide in Central Asian countries, which are majority Muslim countries is limited. This study focuses on lived experiences of suicide in Badakhshan, Tajikistan; a remote Muslim province in Central Asia using the constructivist grounded theory methodology. This study also attempts to identify factors associated with suicide in this region. Twelve participants who identified as Muslim and made a suicide attempt were interviewed face-to-face in Tajikistan. Data from the interviews, including field notes, were analyzed using the constructivist grounded theory method to form a mid-range theory on the experience of suicide in Badakhshan. Findings include the development of a mid-range theory of suicide attempts in Badakhshan, Tajikistan and include the core categories of experiencing extreme hardship, seeking or not seeking help and the factors associated with suicide in the province. Findings that shed light on the lived experiences of suicide in this province its social, cultural, religious and political context.

Implementing Virtual Literature Circles to Support English Language Development

The research from this mixed-methods, quasi-experimental study explores the effectiveness of literature circle (LC) strategies to support English language development, reading comprehension, and student engagement in an online synchronous post-secondary course. A total of 40 linguistically and culturally diverse participants were split evenly between the control group and the experimental group. Using constructivist grounded theory methodology, the study draws upon data from surveys, reading comprehension assessments, observations, and document analysis. To compare the mean scores between the less proficient and more proficient writers, independent samples t-test was used. Results indicated that there are significant differences between the two groups in content knowledge, vocabulary, elaborative discussion of text, reading experience and confidence, and in all the measures of literary competence. The results show that LC strategies also improve English language development while engaging students in virtual learning processes.

Sarah Waller's Help-Seeking Model: Understanding African American Women Intimate Partner Violence Survivors' Help-seeking Process.

African American women overwhelmingly experience the poorest outcomes resulting from intimate partner violence (IPV) victimization. Despite theoretical advancements, there remain a paucity of theories that explicate this marginalized population's comprehensive help-seeking process that includes the domestic violence service provision system and the Black church. We conducted 30 in-depth, semi-structured interviews with women who self-identified as African American. We utilized sensitizing concepts from the Transtheoretical Model of Change and Intersectionality theories, along with Agency framework and employed constructivist grounded theory methodology. Sarah's Help-Seeking Model emerged from the data and includes nine phases: (1) Awareness, (2) Acknowledgment, (3) Assessment, (4) Enough, (5) Enlist, (6) Escalate, (7) Reject, (8) Resolve, and (9) Restoration. This is the first theory that identifies how this vulnerable and underserved population's mental health and social support-seeking process is partially mediated by mistrust of law enforcement, disappointment in linkage to care and services, fear of death, and willingness to survive.

Improving Attachment Security in Early Childhood Intervention: A Framework From Constructivist Grounded Theory

This study explored how early childhood intervention (ECI) professionals could support the development of secure attachment in children with developmental delay or disability (DD) within the context of ECI in Australia. Secure parent–child attachment is conducive to the aims of ECI to enhance the development, well-being, and participation of children with DD. Constructivist grounded theory methodology was applied to collect and analyze data from in-depth, semi-structured interviews with three parents and 18 professionals. Seven conceptual categories were selected: (a) Importance; (b) Challenges; (c) The System; (d) The Key Worker; (e) Assessment; (f) Strategies; and (g) Outcomes. Two dominant themes were identified: the quality of the relationship between the ECI professional and the family and self-regulation. An attachment-focused ECI framework is proposed, aligned with the ecological system model.

Are mothers under lunchbox pressure? An exploration of the experiences of Victorian mothers preparing lunchboxes for their children.

A healthy diet is particularly important during childhood. Research suggests that more than 95% of Australian primary school aged children do not eat a diet consistent with the Australian Dietary Guidelines, putting them at risk of poor health. Interventions to improve the quality of children's lunchboxes may help address this issue. However, there is limited understanding of the factors impacting lunchbox preparation. This study explored the experiences of 10 mothers of Victorian primary school students. Mothers took part in semi-structured interviews exploring their views on lunchbox preparation and food choices. The study used a Constructivist Grounded Theory methodology and data were analysed using an inductive, thematic approach. Analysis of the interviews yielded four main themes. (i) Mothers experienced a range of non-nutritional barriers that impacted the food choices they made for their children. (ii) Children's preferences influenced parental food choices. (iii) Mothers experienced and/or perceived judgement about the food choices they make for their children. And (iv) Mothers identified a lack of support and information from schools about what was appropriate for school lunch. Findings of this study indicate that mothers are concerned with balancing nutrition and child preferences within the broader context of guidelines, perceived or real judgement and income constraints. SO WHAT?: The school environment may be an ideal setting to promote healthy eating but support for parents is needed. This is the first study in Victoria exploring mothers' perspectives on lunchbox preparation and provides initial information on which future research can build.

A constructivist grounded theory of counselling psychologists’ in-the-moment decision-making process about touching their clients

BackgroundClinician-client touch is controversial, and seemingly widespread. However, talking therapists report little-to-no training on it and major accrediting bodies offer no explicit guidance. Consequently, some clinicians feel a lack confidence and competence around touch and fear accusations of bad practice. There is no research on counselling psychologists’ (CoPs’) ‘in-the-moment’ (in-session) decision-making process about touching their clients. Hence, this study aimed to develop a constructivist grounded theory (CGT) of this process to facilitate best practice by identifying issues and evaluating and recommending changes to existing models, guidelines, and training.MethodologyFollowing a CGT methodology, cycles of semi-structured interviews were conducted with nine CoPs, one clinical psychologist and two body psychotherapists about their process. The interview transcripts were analysed following Charmaz’s (2014) three-stage CGT coding process.FindingsA dual process model of touch-decision-making was produced, with the core category ‘weighing the predicted balance of appropriateness’: participants use an embodied sense of ‘felt appropriateness’ and a cognitive process of ‘considering the appropriateness’ to assess whether a ‘touch-related action’ is likely to be experienced as minimising harm and maximising therapeutic benefit to the client.ConclusionThe findings indicate a need for a CoP ‘professional stance’ towards touch-decision-making and talking about and upholding touch-boundaries in clinical practice.

Graduate radiographers’ experience of learning MRI practice: A pilot study using constructivist grounded theory methodology

IntroductionTraditionally radiographers, specialising in MRI practice, would have first worked in a general imaging department, however due to the shortage of MRI radiographers within the UK, opportunities have now arisen for graduate radiographers to enter MRI practice directly. There are no requirements to undertake formal MRI qualifications or competency frameworks for UK MRI practitioners. Consequently, training is often conducted in house by other MRI practitioners and is not regulated or audited. The aim of this pilot study was to explore graduate radiographers’ experiences of learning MRI practice. MethodsA constructivist grounded theory methodology was implemented. Purposeful sampling was employed, and participants were recruited via social media. Participants (n3) had all entered MRI practice directly from graduation within the last 5 years and were currently working in the UK. Data was collected through semi-structured interviews, undertaken virtually and audio recorded. Analysis of the data was conducted using the constructivist grounded theory process, as set out by Charmaz and NVivo software was used to manage the data. ResultsFive core categories emerged from the data, 1) aspirations to enter MRI practice, 2) engaging in the learning process, 3) influences of the learning environment, 4) confidence in competence, 5) identification of the need for further learning. These core categories describe the stages of the participants' experience of learning MRI practice. ConclusionThe results of this pilot study demonstrate the pathway taken by graduate MRI radiographers through their MRI educational experience. Undergraduate placements, within MRI, influenced their choice to enter MRI practice, however it did not sufficiently prepare them and further education was necessary. All the participants were provided with a structure to their learning and assessment of competence was required, although the complexity of which varied between participants. Despite feeling competent to undertake MRI imaging examinations all participants sought out opportunities to engage with more formalised MRI radiographer education. Consequently, there may be a need for a standardised national training programme for MRI radiographers to ensure consistency of training and assessment. Further research with a larger participant size is required to consolidate these findings.