scholarly journals Making Things Right: Nurses' Experiences with Workplace Bullying—A Grounded Theory

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Donna A. Gaffney ◽  
Rosanna F. DeMarco ◽  
Anne Hofmeyer ◽  
Judith A. Vessey ◽  
Wendy C. Budin
Keyword(s):  
Grounded Theory ◽  
Workplace Bullying ◽  
Online Survey ◽  
The United States ◽  
Qualitative Inquiry ◽  
Constructivist Grounded Theory ◽  
Theory Approach ◽  
Quality Outcomes ◽  
Nurse Administrators ◽  
Culture Of Silence

While bullying in the healthcare workplace has been recognized internationally, there is still a culture of silence in many institutions in the United States, perpetuating underreporting and insufficient and unproven interventions. The deliberate, repetitive, and aggressive behaviors of bullying can cause psychological and/or physical harm among professionals, disrupt nursing care, and threaten patient safety and quality outcomes. Much of the literature focuses on categories of bullying behaviors and nurse responses. This qualitative study reports on the experiences of nurses confronting workplace bullying. We collected data from the narratives of 99 nurses who completed an open-ended question embedded in an online survey in 2007. A constructivist grounded theory approach was used to analyze the data and shape a theory of how nursesmake things rightwhen confronted with bullying. In a four-step process, nurses place bullying in context, assess the situation, take action, and judge the outcomes of their actions. While many nurses do engage in a number of effective yet untested strategies, two additional concerns remain: inadequate support among nursing colleagues and silence and inaction by nurse administrators. Qualitative inquiry has the potential to guide researchers to a greater understanding of the complexities of bullying in the workplace.

scholarly journals A Grounded Theory Study: How Non-Treatment-Seeking Substance Users Make Sense of Their Behaviour “I Want To Be Me but I Don’t Know Who Me Is”

2021 ◽  
Author(s):  
Sarah Lawson ◽  
Helen Griffiths
Keyword(s):  
Grounded Theory ◽  
Service Provision ◽  
Help Seeking ◽  
Constructivist Grounded Theory ◽  
Treatment Seeking ◽  
Theory Approach ◽  
Specialist Service ◽  
Substance Users ◽  
Seeking Help ◽  
Grounded Theory Approach

AbstractDespite the global impact of substance misuse, there are inadequate levels of specialist service provision and continued difficulties with treatment engagement. Within policy and research, there is substantial consideration of the importance of these factors. However, there is little empirical evidence of the views of non-treatment-seeking substance users, who make up the majority of the substance using population. The aim of this study was to understand how these individuals make sense of their behaviour and their reasons for not accessing treatment. A constructivist grounded theory approach was used to interview eight individuals who were currently using substances and not seeking help to stop. The analysis highlighted the importance of attachment to an identity associated with substance use, and relational variables such as connectedness to others, for treatment decisions for individuals who use substances. Understanding these influences, through trauma- and attachment-informed service provision, may reduce barriers to help-seeking and improve treatment uptake.

Inspirational Teachers’ Model: A Constructivist Grounded Theory Study in Gifted Education

2021 ◽  
pp. 016235322110235
Author(s):  
Claudia A. Cornejo-Araya ◽  
Leonie Kronborg
Keyword(s):  
Grounded Theory ◽  
Constructivist Grounded Theory ◽  
Future Research ◽  
Theory Approach ◽  
Positive Attitudes ◽  
Safe Learning Environment ◽  
Contextual Determinants ◽  
Developmental Characteristics ◽  
Highly Able ◽  
Grounded Theory Approach

Adopting a constructivist grounded theory approach, 91 students from Years 9 to 11, in gifted educational programs from three schools in Melbourne, nominated their inspiring teachers. Eleven teachers, who received the highest number of nominations, were invited to an interview and an observation of their teaching. The emerged theoretical construct was identified as “Opening new possibilities: Inspiring teachers of gifted and highly able students,” which is further explained through three main categories: Being a knowledgeable and passionate teacher, creating an academically safe learning environment, and teaching beyond and above the regular curriculum. In addition, the theoretical process was explained through three phases: Expanding knowledge and understanding, Fostering positive attitudes, and Encouraging students to take action. Contextual determinants were considered to analyze and report the findings: students’ developmental characteristics, school culture, curriculum, and gifted educational provisions. Findings are discussed in the light of existing literature, as well as study limitations and ideas for future research.

The Power of Constructivist Grounded Theory for Critical Inquiry

2016 ◽  
Vol 23 (1) ◽  
pp. 34-45 ◽  
Author(s):  
Kathy Charmaz
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Qualitative Inquiry ◽  
Methodological Individualism ◽  
Constructivist Grounded Theory ◽  
Critical Inquiry ◽  
Critical Questions

The pragmatist roots of constructivist grounded theory make it a useful method for pursuing critical qualitative inquiry. Pragmatism offers ways to think about critical qualitative inquiry; constructivist grounded theory offers strategies for doing it. Constructivist grounded theory fosters asking emergent critical questions throughout inquiry. This method also encourages (a) interrogating the taken-for-granted methodological individualism pervading much of qualitative research and (b) taking a deeply reflexive stance called methodological self-consciousness, which leads researchers to scrutinize their data, actions, and nascent analyses. The article outlines how to put constructivist grounded theory into practice and ends with where this practice could take us.

Exploring the process of workplace bullying in Indian organizations

2017 ◽  
Vol 6 (3) ◽  
pp. 247-273 ◽  
Author(s):  
Arpana Rai ◽  
Upasna A. Agarwal
Keyword(s):  
Grounded Theory ◽  
Workplace Bullying ◽  
Study Data ◽  
Support Network ◽  
Theory Approach ◽  
Validity Of Results ◽  
Content Type ◽  
Hrm Practices ◽  
Bullying Policy ◽  
The Social

Purpose The purpose of this paper is to explore the process of workplace bullying in Indian organizations from the victims’ perspective. Design/methodology/approach The study adopted the grounded theory approach and centered on the participants’ experiences, interpretations, and reactions toward bullying. In total, 23 self-reported victims formed the sample of the study. Data from interviews were analyzed using the coding procedure of grounded theory methodology. To enhance the validity of results, in addition to interviews, member checking technique was also used. Findings The study revealed that the process of workplace bullying in Indian organizations can be broadly explained in four sequential phases: exposure and confusion over mistreatment; making attributions; utilizing options within the organization; and adjustment with the current situation. The findings highlight the importance of sense-making, the social support network, complexity of coping behaviors, silence motives of employees as well as negative and nourishing effects of workplace bullying. The role of culture is visible in the bullying dynamics. Research limitations/implications The study examined bullying from the victims’ perspective; however, perpetrator and bystanders’ perspective would have added interesting insights into the findings. Practical implications The findings point toward the rhetoric of HRM practices in Indian organizations. A well formulated and implemented anti-bullying policy will reduce the rhetoric of HRM practices in Indian organizations. Originality/value The present study contributes to the limited literature on the process of workplace bullying by exploring the process in a new national context (India).

Exploring bullying among Indian managers: a grounded theory approach

2019 ◽  
Vol 13 (4) ◽  
pp. 588-611 ◽  
Author(s):  
Upasna A. Agarwal ◽  
Arpana Rai
Keyword(s):  
Grounded Theory ◽  
Workplace Bullying ◽  
Study Data ◽  
Theory Approach ◽  
Validity Of Results ◽  
Content Type ◽  
Outcome Relationship ◽  
Grounded Theory Approach ◽  
Intervening Factors

Purpose This paper aims to explore the phenomenon of workplace bullying – its nature, antecedents, direct and indirect effects – from victim’s perspective. Design/methodology/approach The study adopted grounded theory approach and centered on the participants experiences and interpretations of bullying. A total of 23 self-reported victims formed the sample of our study. Data from interviews were analyzed using the coding procedure of grounded theory methodology. To enhance validity of results, in addition to interviews, creative drawings were used for triangulation. Findings The study reveals some similarities and culturally relevant variation in the sources and outcomes of bullying. The role of culture on bullying is visible. The study also adds to the limited literature on underlying and intervening factors in bullying–outcome relationship. Research limitations/implications The study examined bullying from the victim’s perspective. Perpetrator and bystander’s perspectives would have added interesting insights into the findings. Practical implications Effective identification of, prevention of and intervention in workplace bullying are imperative for individuals and organizations. Rich descriptions from victims on enablers of bullying and how these events have affected their everyday experiences may also boost practitioners’ and policymakers’ willingness to rectify the potential issues leading to bullying in organizations. Originality/value The present study contributes to the workplace bullying research in general and Indian context in particular by examining contextually relevant antecedents, consequences as well as underlying and intervening factors.

The Virtuous Circle: A Grounded Theory Exploration of the Good Lives Model

Sexual Abuse ◽  
2018 ◽  
Vol 31 (8) ◽  
pp. 908-929
Author(s):  
Miriam Ryan ◽  
Mathew McCauley ◽  
Davina Walsh
Keyword(s):  
Grounded Theory ◽  
Constructivist Grounded Theory ◽  
Future Research ◽  
Theory Approach ◽  
Structured Interviews ◽  
Community Based ◽  
Good Lives Model ◽  
Sexual Offenses ◽  
Grounded Theory Approach ◽  
Good Lives

Sexual offenses evoke strong emotional responses and frequently elicit demands from society that offenders be indefinitely incarcerated or treated until they are deemed safe, which may impact the provision of therapeutic treatment for offenders. However, in recent years, there has been a proposal to move toward a positive, strengths-based treatment approach, namely the Good Lives Model (GLM). The present study used semi-structured interviews and a constructivist grounded theory approach to examine the experience of 13 men who were voluntarily engaging in or had completed a GLM community-based treatment program. A conceptual model emerged which outlines the process the men underwent, the factors they identified as crucial for change, and the perceived gains. The model extends previous work by exploring the process from the clients’ perspective. Implications for future research, prevention, and treatment are discussed.

Mental illnesses are not an ‘ideal type’ of disability for disability income support: Perceptions of policymakers in Australia and Canada

2019 ◽  
Vol 48 (4) ◽  
pp. 452-459 ◽  
Author(s):  
Ashley Mcallister
Keyword(s):  
Grounded Theory ◽  
Ideal Type ◽  
Mental Illnesses ◽  
Constructivist Grounded Theory ◽  
Medical Illness ◽  
Theory Approach ◽  
Income Support ◽  
The Disabled ◽  
Disability Income ◽  
Grounded Theory Approach

Aim: This article aims to explore how policymakers conceptualise a person suitable for disability income support (DIS) and how this compares across two settings – Australia and Canada. Methods: A constructivist grounded theory approach was used; 45 policymakers in Australia and Canada were interviewed between March 2012 and September 2013. All policymakers are or were influential in the design or assessment of DIS. Results: Results found that the policymakers in both jurisdictions define a suitable person as having as an ‘ideal type’ of disability with five features – visibility, diagnostic proof, permanency, recognition as a medical illness and perceived as externally caused. Many of the policymakers described how mental illnesses are not an ‘ideal type’ of disability for DIS by juxtaposing the features of mental illnesses against physical illnesses. As such, mental illnesses were labelled imperfect disabilities and physical illnesses as ‘ideal type’ for DIS. Conclusions: The rise of DIS recipients has divided the once protected ‘deserving’ category of the disabled into more (‘ideal type’ of disability) and less deserving (imperfect disability). Such conceptualisations are important because these categories can influence the allocation of welfare resources.

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