scholarly journals How adopters’ and foster carers’ perceptions of ‘family’ affect communicative openness in post-adoption contact interactions

2021 ◽  
Vol 45 (4) ◽  
pp. 430-441
Author(s):  
Fiona Macleod ◽  
Lesley Storey ◽  
Teresa Rushe ◽  
Michele Kavanagh ◽  
Francis Agnew ◽  
...  
Keyword(s):  
Grounded Theory ◽  
Social Constructivist ◽  
Constructivist Grounded Theory ◽  
Contact Interactions ◽  
Grounded Theory Methodology ◽  
Context Sensitive ◽  
Adoptive Mothers ◽  
Family Membership ◽  
Ebb And Flow ◽  
The Way

This article explores the constructions of communicative openness following adoption. Data from three waves of interviews with six adoptive mothers and four foster carers were collected, transcribed verbatim and analysed in keeping with a social constructivist grounded theory methodology. The results show that the way ‘family’ is constructed can both facilitate and impede communicative openness. Those who hold a fluid, child-centred concept of family, are willing to construct it as different and can accept the ebb and flow of family membership intuitively and view such openness as a natural part of caring for children. Those with a more traditional, nuclear construction of family may associate adoption with fear, a sense of biological related competition and the need to control the controllable, all of which act as barriers to communicative openness. The study demonstrates that communicative openness is person and context sensitive and emphasises the need to think creatively and flexibly about the very nature of family.

Navigating International Mindedness

2021 ◽  
pp. 259-271
Author(s):  
Nicholas Palmer
Keyword(s):  
Grounded Theory ◽  
International Baccalaureate ◽  
Constructivist Grounded Theory ◽  
Innovative Approach ◽  
Global Society ◽  
Grounded Theory Methodology ◽  
Teachers And Students ◽  
Empathy Scale ◽  
Tangible Benefit

According to the International Baccalaureate (IB), the more interwoven global society becomes, the more internationally minded we are all likely to be. International mindedness (IM), however, can pose a distinct challenge for educators in terms of both practicality and meaning. This chapter presents research into the articulation and implementation of IM in an IB school. Through a constructivist grounded theory methodology, the researcher presents analysis resulting in five categories: scepticism, connection, authentication, long-term thinking, and empathy (SCALE). As well as scaffolding a pathway toward a concrete IM, SCALE offers an innovative approach to interrelation and interculturalism in schools. The findings presented in this chapter will interest those seeking an active IM that has a tangible benefit for teachers and students alike.

scholarly journals “Doing” Intergenerational Friendship: Challenging the Dominance of Age Homophily in Friendship

2020 ◽  
pp. 1-14
Author(s):  
Catherine Elliott O’Dare ◽  
Virpi Timonen ◽  
Catherine Conlon
Keyword(s):  
Older Adults ◽  
Grounded Theory ◽  
Leisure Activities ◽  
Qualitative Approach ◽  
Constructivist Grounded Theory ◽  
Grounded Theory Methodology ◽  
Three Components

ABSTRACT This article challenges the dominance of age homophily in the literature on friendship. Using findings from a recent study on intergenerational friendship, we put forward a new conceptualization of a homophily of doing-and-being in friendships between adults who are of different generations. This research took a qualitative approach using constructivist grounded theory methodology. Homophily of doing-and-being has three components: being “friends in action” (pursuing interests and leisure activities, or simply spending time together), being “not only old” (sharing identities beyond age), and sharing attitudes and approaches to friendship and life. Additionally, “differences” were an important element of interest between the intergenerational friends. Our discovery of the centrality of doing-and-being, and the relative insignificance of age homophily, constitute a novel way of looking at friendship, and a new way of conceptualizing how and why (older) adults make and maintain friendships.

scholarly journals Psychiatrists' understanding and use of psychological formulation: a qualitative exploration

2016 ◽  
Vol 40 (4) ◽  
pp. 212-216 ◽  
Author(s):  
Roxanna Mohtashemi ◽  
John Stevens ◽  
Paul G. Jackson ◽  
Stephen Weatherhead
Keyword(s):  
Grounded Theory ◽  
Contextual Factors ◽  
Constructivist Grounded Theory ◽  
Clinical Implications ◽  
Psychiatry Training ◽  
Structured Interviews ◽  
Grounded Theory Methodology ◽  
Adult Psychiatry ◽  
Psychological Formulation ◽  
Qualitative Exploration

Aims and methodTo establish an initial conceptualisation of how psychiatrists understand and use formulation within adult psychiatry practice. Twelve psychiatrists took part in semi-structured interviews. Transcripts were analysed using a constructivist grounded theory methodology.ResultsFormulation was conceptualised as an addition to diagnosis, triggered by risk, complexity and a need for an enhanced understanding. Participants valued collaborative formulation with psychologists. Multiple contextual factors were perceived to either facilitate or inhibit the process. Barriers to formulation led to a disjointed way of working.Clinical implicationsFindings contribute to an understanding of formulation within psychiatry training and practice.

A Social Constructivist Grounded Theory of School Principal Legal Learning

2020 ◽  
pp. 194277512090219
Author(s):  
Tracey L. Schneider
Keyword(s):  
Grounded Theory ◽  
School Principal ◽  
School Law ◽  
Social Constructivist ◽  
Constructivist Grounded Theory ◽  
Specific Content ◽  
Law Faculty ◽  
Practical Reality ◽  
K 12 ◽  
Building Level

This article presents a social constructivist grounded theory of school principal legal learning. The author analyzed 10 interviews with K-12 school principals and 10 school law faculty documents to investigate how principals develop the knowledge and skills to address legal issues in schools. Two themes emerged. The first theme was source of legal learning, with categories that included theoretical legal learning and practical/reality-based learning. The second theme was supports for legal learning, with categories that included supports of school law faculty, attorneys, policies, building level–specific content, professional development, and a combined practice of reflection to develop a common-sense approach.

scholarly journals The Australian Parliament and press freedom in an international context

2019 ◽  
Vol 13 (2) ◽  
pp. 139-153
Author(s):  
Mark Pearson ◽  
Camille Galvin
Keyword(s):  
Grounded Theory ◽  
Press Freedom ◽  
International Context ◽  
Grounded Theory Methodology ◽  
Freedom Of Press ◽  
One Step ◽  
The Way

The article reports on a study using grounded theory methodology to track the contexts in which Australian parliamentarians used the expressions 'press freedom' and 'freedom of press' over the ten years from 1994 to 2004. It uses Parliamentry Hansard records to identify the speeches in which discussions of press freedom arose. Interestingly, the terms were used by members of the House of Representativies or Senate in just 78 speeches out of more than 180,000 over that decade. Those usages have been coded to develop a theory about the interface between press freedom and the parliament. This article reports just one aspect of the findings from the larger study—the way parliamentarians have contrasted the value of press freedom in Australia with press freedom in other countries. It is one step towards building a broader theory of press freedom in the Australian parliamentary context. 

scholarly journals UNDERSTANDING CLASSIC, STRAUSSIAN, AND CONSTRUCTIVIST GROUNDED THEORY APPROACHES

2019 ◽  
Vol 5 (3) ◽  
pp. 111-115
Author(s):  
Windy Rakhmawati
Keyword(s):  
Grounded Theory ◽  
Data Analysis ◽  
Literature Review ◽  
Constructivist Grounded Theory ◽  
Nursing Research ◽  
Philosophical Position ◽  
Grounded Theory Methodology ◽  
Classic Grounded Theory ◽  
Develop Theory

Grounded theory has been utilized in nursing research in order to develop theory from data. Since there are three approaches in the grounded theory methodology that consist of Classic grounded theory, Straussian grounded theory, and Constructivist grounded theory, thus understanding about perspective of each approach is needed. Those approaches have different points of views regarding the philosophical position, role of literature review, and coding process in data analysis. This review provides an understanding about the grounded theory approaches for researchers particularly the novice researchers, and selects an appropriate approach in their study.

scholarly journals Learning thresholds for early career occupational therapists: A grounded theory of learning-to-practise

2019 ◽  
Vol 83 (7) ◽  
pp. 469-482
Author(s):  
Carolyn M Murray ◽  
Ian Edwards ◽  
Mark Jones ◽  
Merrill Turpin
Keyword(s):  
Grounded Theory ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
Early Career ◽  
Theory And Practice ◽  
Constructivist Grounded Theory ◽  
Learning Needs ◽  
Grounded Theory Methodology ◽  
Values And Beliefs ◽  
Practice Style

Introduction Early career occupational therapists experience considerable learning. This research sought to develop a theory of how they learn once practising. Method The research employed a constructivist grounded theory methodology. Interviews were conducted with 20 participants who were either experienced ( n = 8), early career occupational therapists ( n = 10) or in supporting roles for early career occupational therapists ( n = 2). Participants were asked their views about what early career occupational therapists find troublesome and how they respond. Data were collected and analysed concurrently. Open, focused and theoretical coding were used to develop a theory. Findings The theory of learning-to-practise occupational therapy included four learning thresholds: consolidating professional reasoning; navigating into the workplace; building competence and confidence; and developing a personal theory and practise style. There were 11 strategies identified that early career occupational therapists use to cross the learning thresholds. Early career occupational therapists’ understanding and value of knowledge shifted, which culminated in them ‘realising’ their personal theory and practice style. They refined their values and beliefs and learned to be more deliberate and reflective in their thinking and actions. Conclusion Early career occupational therapists were challenged, which promoted learning. This research extends understanding of the learning needs, thinking and actions taken by early career occupational therapists to cross learning thresholds and to develop their personal theory and practice style.

The Wicked Relationship Between Organisations and Information Technology

2002 ◽  
pp. 239-261
Author(s):  
Gill Mallalieu ◽  
Clare Harvey ◽  
Colin Hardy
Keyword(s):  
Information Technology ◽  
Grounded Theory ◽  
Business Processes ◽  
Social Complexity ◽  
Wicked Problem ◽  
Grounded Theory Methodology ◽  
It Systems ◽  
Detailed Method ◽  
The Relationship ◽  
The Way

The concept of the “wicked problem” is useful in coming to terms with any studies, which involve people, organisations and information technology. It helps to define the shortcomings of traditional positivist approaches in areas which display social complexity. This paper describes how the relationship between an organisation’s business processes and its legacy IT systems is considered under the RAMESES project as a wicked problem. The way in which this conceptualisation has led the authors to adopt the grounded theory methodology is discussed. The particular, detailed method undertaken within this framework is outlined; some results presented and conclusions about the success of the approach are drawn.

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