Constructed grounded theory

The concept of ‘core category’ is most associated with the grounded theory method developed by Barney Glaser and Anselm Strauss but has been utilised in relation to other qualitative methods such as phenomenology. The terminology varies and a core category may sometimes be referred to or indexed as core theme, core meaning, core variable, or central category. A core category is the main theme, story-line, or process which subsumes and integrates all lower-level categories in a grounded theory, encapsulates the data efficiently at the most abstract level, and is the category with the strongest explanatory power......

The aim of this study was to investigate how individuals;who had been victims of school bullying;perceived their bullying experiences and how these had affected them;and to generate a grounded theory of being a victim of bullying at school. Twenty-one individuals;who all had prior experiences of being bullied in school for more than one year;were interviewed. Qualitative analysis of data was performed by methods from grounded theory. The research identified a basic process of victimising in school bullying;which consisted of four phases: (a) initial attacks;(b) double victimising;(c) bullying exit and (d) after-effects of bullying. Double victimising refers to a process in which there was an interplay between external victimising and internal victimising. Acts of harassment were repeatedly directed at the victims from their social environment at school – a social process that constructed and repeatedly confirmed their victim role in the class or the group. This external victimising affected the victims and initiated an internal victimising;which meant that they internalised the socially constructed victim-image and acted upon this image;which in turn often supported the bullies’ agenda and confirmed the socially constructed victim-image. The findings also indicate the possible positive effect of changing the social environment.

Bessy Albrecht-Ross, Susanne Leitner, Lea Putz-Erath, Kerstin Rego, Kathrin Rohde, Nicole Weydmann (2016). "Falls meine Kleine weint, muss ich mal kurz weg" – Von den Möglichkeiten und Herausforderungen einer Online-Grounded-Theory-Arbeitsgruppe. In: Claudia Equit und Christoph Hohage, Handbuch Grounded Theory – von der Methodologie zur Forschungspraxis.

The effect of the individual analyst on research findings can create a credibility problem for qualitative approaches from the perspective of evaluative criteria utilized in quantitative psychology. This paper explicates the ways in which objectivity and reliability are understood in qualitative analysis conducted from within three distinct epistemological frameworks: realism, contextual constructionism, and radical constructionism. It is argued that quality criteria utilized in quantitative psychology are appropriate to the evaluation of qualitative analysis only to the extent that it is conducted within a naive or scientific realist framework. The discussion is illustrated with reference to the comparison of two independent grounded theory analyses of identical material. An implication of this illustration is to identify the potential to develop a radical constructionist strand of grounded theory.

There is a widespread idea that in grounded theory (GT) research, the researcher has to delay the literature review until the end of the analysis to avoid contamination – a dictum that might turn educational researchers away from GT. Nevertheless, in this article the author (a) problematizes the dictum of delaying a literature review in classic grounded theory, (b) presents arguments for using extant literature in the substantive field within a constructivist grounded theory, and (c) suggests data sensitizing principles in using literature, which are: theoretical agnosticism, theoretical pluralism, theoretical sampling of literature, staying grounded, theoretical playfulness, memoing extant knowledge associations, and constant reflexivity.

This volume demystifies the procedures and practical uses of Grounded Theory, a well-established research methodology used around the world today by social scientists, teachers, and qualitative researchers. Intended for graduate students, supervisors, and researchers, it provides readers with the tools for understanding, justifying, and disseminating new theoretical insights for the Applied Linguistics community and beyond.

Lambert M. (2019) Grounded theory. In: M. Lambert (Ed.) Practical Research Methods in Education: An Early Researcher’s Critical Guide. Abingdon: Routledge. ‘Grounded theory’ is a well-used research design which allows researchers to develop organized, persuasive theory from wide-ranging practical investigation. In this chapter, key principles and issues relating to the approach are critically discussed.

Research into the use of transitional objects (Winnicott, 1971) by adult clients in psychotherapy has given little attention to the question of how a transitional object (TO) works. This question is addressed through the use of a semi-structured interview. Data was collected on the clinical practice and theoretical understanding of TO emergence and use of three psychodynamic-interpersonal (PI) and three Gestalt psychotherapists. A grounded theory analysis suggests that a TO works by a process of embodiment which can be structured with reference to a four-level model consisting of physical, process, contextual and conceptual levels. Therapists of both orientations emphasized the TO as a focus of intersubjectivity within the therapeutic relationship. Differences between the PI and Gestalt therapists are also examined. The clinical implications of this four-level model of embodiment for the use of TOs in psychotherapy are explored, together with suggestions for further research.

The aim of this study was to examine how transitional objects (TOs) work from the perspective of adult clients in psychotherapy. Data were collected using a semistructured interview with 6 female clients in humanistic psychotherapy. Grounded-theory analysis of this material suggests that a TO works through a 5-phase process of ‘holding’ in which the client successively integrates 3 themes: (a) the continuity of the therapist's existence, (b) connectedness with the therapist, and (c) the development of a new sense of self. A spiral microtheory is proposed that shows how these themes interact across time and relate to the client's experience of shame. The analysis suggests a use of TOs that is broader than D. W. Winnicott's (1953) conception and includes selfobject functions (H. Kohut, 1971).

Grounded theory methodology (GTM) is a popular methodology used in social work dissertation research. GTM entails the development of theory 'grounded in' and generated from data systematically gathered and analyzed through qualitative methods. But little is known of its theory development and relationship to social work education at the doctoral level. In this article, we reflect on contemporary usage of GTM with respect to the state of theory development in social work education by reviewing a sample of Canadian social work doctoral dissertations that utilize GTM, identifying if and how theory was developed. Our analysis draws from a broader review of GTM research published as social work doctoral dissertations in Canada using the Qualitative Research Quality Checklist (QRQC). The findings indicate that almost half of the dissertations in the sample did not contribute to theory development, and for many, theory development was not the intention. This raises a question about whether theory development when utilizing GTM is essential in social work dissertation research, and perhaps, whether the focus should be on exploring a social work issue rather than generating theory. The paper concludes with considerations for social work educators in regards to research methodology, epistemology, and theory.

Clear role definition is essential for directing the focus of nurse education and several studies have attempted to define the role of the mental health nurse (MHN). These, however, came to the conclusion that mental health nursing was difficult to articulate. The aim of this study was to understand how, during their transition to first level registration, mental health student nurses (MHSNs) perceived the role of the MHN. Semi-structured interviews were conducted with 14 MHSNs during the last 6 months of their transition to MHN. Transcripts were analysed using a qualitative approach based on grounded theory. Six key themes were identified, five of which were defined mental health nursing roles. The sixth theme related to non-therapeutic intervention on the part of some MHNs. Several areas of concern were identified. First, MHSNs expected to conduct more psychologically based interventions than were achievable in practice. Second, emphasis on drug administration can lead to a conflict of interest in the nurses’ advocacy role with patients. Third, MHSNs sometimes observed poor role models in their placements, which could have a negative impact on the way in which future MHNs view the role of the MHN.

La Teoría Fundamentada (TF) se ha mostrado recientemente como uno de los métodos cualitativos más utilizados. Desde su surgimiento, se han establecido distintas perspectivas sobre cómo desarrollar un proceso de investigación basado en este método. El presente trabajo tuvo como objetivo exponer el origen de la TF, sus supuestos epistemológicos y la forma en como algunas de las perspectivas vigentes conciben a la misma. Para esto se hizo una revisión teórica de las perspectivas sobre TF que han sido consideradas como las más representativas. La TF se caracteriza por su sistematicidad y potencial para la construcción de teorías basadas en el análisis de datos; particularmente en aquellas problemáticas difíciles de abordar desde perspectivas netamente cuantitativas. Es necesario comprender los supuestos, las limitaciones y los alcances de la TF, de tal manera que se aproveche su potencial para abordar temas de interés desde un posicionamiento que va más allá de lo superficial.

Grounded theory methodology evolved during Barney Glaser and Anselm Strauss‟ (1965) seminal study on the awareness of dying. Grounded theory represented a radical, qualitative alternative to the quantitative sociology of the time and sought to provide a way of capturing lived experience. It was also developed as a method for bridging the gap between theory and empirical research in the social sciences. Glaser and Strauss (1967) outline the constant comparative method as a procedure for generating theory from qualitative data (texts such as observations, interviews, and documents) in terms of four iterative stages...
An American Library Association 2013 Outstanding Reference Source.

Objectives: We aim to provide an understanding of the psychological sequela of androgen insensitivity syndrome (AIS) in phenotypic females in order to begin to inform psychosocial health care services.

Design: Eight adult women with AIS were recruited through the Androgen Insensitivity Syndrome Support Group-United Kingdom (AISSG-UK). Data was collected via two semi-structured interviews with each woman.

Methods: Transcripts were analysed using grounded theory and a conceptual model was developed which suggests a way of understanding the AIS distress experienced by the participants.

Results: The pivotal concept is a woman's fear of devaluation. This is connected to her level of adaptation and perception of having a compromised womanhood. These, in turn, are related to her medical management and involvement with others via a support group and in talking about AIS.

Conclusions: Participants showed a clear preference for open communication about their condition throughout the process of medical management. We recommend sensitive, pacing of information to allow young women and their families to make informed decisions about treatment and a realistic adaptation to life with AIS.

The use of documents as a source of extant data is relatively common in grounded theory (GT) research. While GT promotes the dictum “all is data,” finding consistent commentary on how to use documents as data is difficult, especially among seminal works. The need to be aware of the context of extant data is a vital step prior to commencing analysis, especially in view of the lack of physical interaction between the researcher and that data. Contextual positioning is proposed as a tool that can be used to prepare extant data for analysis. Contextual positioning enhances the interactivity of the data collection process and positions the researcher before the document in a more reflexive manner. A model of contextual positioning is presented in this article to assist researchers in positioning extant data (such as documents) more reflexively. A concrete example of the use of this method is outlined to promote understanding of the value of this process.

Objective. The objective of this study was to explore the experience of patients who had stoma surgery to treat cancer in order to explicate why problems associated with stoma surgery are not decreasing despite technical improvements in stoma care.


Design. A longitudinal design was used in order to capture the process of preparing for surgery and dealing with its aftermath. Participants were interviewed using a semi-structured protocol on three occasions; 1-2 weeks before surgery (eight participants), 1-2 weeks after surgery (seven participants), and 3 months after surgery (four participants).


Method. Transcripts were analysed guided by the procedures of grounded theory. This involved developing categories from the data and linking them together to form a conceptual understanding of our participants' experience.


Results. Lowered personal control was the most important concept to emerge from the analysis. We identified perceived causes of lowered control, its mitigating factors, the strategies used to manage this experience and the consequences of these processes.


Conclusions. We make three recommendations based on the conclusion that improvements could be implemented in the psychological aspects of stoma care and, in particular, the enabling of patient perceived self-efficacy. First, improvements could be made in doctor-patient communication with doctors becoming more aware of their psychological impact on patients. Second, specialist stoma care nurses could be trained to recognize patients with dysfunctional self-efficacy beliefs and/or delayed adaptation. Finally, we identify a need for more prolonged practical emotional support for at least some stoma out-patients.

The aim of this study was to further understanding of blame in systemic therapy. Five families were chosen by their therapeutic team as engaging in blaming of a kind that the therapists found difficult to work with. Couples from each of the five families participated. A video extract from therapy identified by therapists as typifying blaming within the family was used as a focus for semistructured interviews with each parent. Transcripts were analyzed according to the procedures of grounded theory. On the basis of this inductive qualitative analysis, a framework of understanding emerged from the data consisting of the core category, “dialectical understanding,” and an accompanying set of overarching themes. These themes capture the way in which participants oscillated among 13 dialecics in their discussion of blame within their family and within family therapy. The model provides a framework for analyzing the style and content of therapy conversations with a view to helping therapists facilitate therapeutic change in this difficult client group.

This article introduces grounded theory and places this method in its historical context when 1960s quantitative researchers wielded harsh criticisms of qualitative research. The originators of grounded theory, sociologists Glaser and Strauss, sought to defend the quality of qualitative research and argued that grounded theory increased its quality by providing a method of theory construction. Our major foci include: (1) introducing the logic of grounded theory, with emphasis on how researchers can use it to construct theory, (2) detailing criteria for quality in the major forms of grounded theory advocated by Glaser and Strauss and augmented by Glaser, Strauss and Corbin and refined by Corbin, and Charmaz and (3) providing an analysis of how constructivist grounded theorists Thornberg, Halldin, Bolmsjö and Petersson attended to the interviewing process, coding, and developing their theoretical concept of double victimizing. Students and researchers new to the method can use our concluding guidelines as a checklist to assess the quality of their constructivist grounded theory research.

Grounded theory methodology (GTM) is a popular methodology used in social work dissertation research. GTM entails the development of theory 'grounded in' and generated from data systematically gathered and analyzed through qualitative methods. But little is known of its theory development and relationship to social work education at the doctoral level. In this article, we reflect on contemporary usage of GTM with respect to the state of theory development in social work education by reviewing a sample of Canadian social work doctoral dissertations that utilize GTM, identifying if and how theory was developed. Our analysis draws from a broader review of GTM research published as social work doctoral dissertations in Canada using the Qualitative Research Quality Checklist (QRQC). The findings indicate that almost half of the dissertations in the sample did not contribute to theory development, and for many, theory development was not the intention. This raises a question about whether theory development when utilizing GTM is essential in social work dissertation research, and perhaps, whether the focus should be on exploring a social work issue rather than generating theory. The paper concludes with considerations for social work educators in regards to research methodology, epistemology, and theory.