Absenting: Fathers of Children with Autism Face the Future...

Kianna Marie McCoy, Ph.D., MOT, OTR/L, ICDL Susan Braude Stillman, EdD, Six Seconds Abstract Absenting is defined as the father’s fear of what will happen to his child with autism when he is no longer living. The core variable, absenting, was discovered from data based on the main concern of fathers of children with autism. This is the first time in the literature that absenting has been used in association with fathers of children with autism. Fathers of children with autism face the future to resolve absenting in three ways: 1) preparing financially, 2) preparing for future living, and 3) preparing the child to live life to the fullest. Conditions affecting absenting are the severity of the disability and gender of the child. During the process of resolving their main concern, fathers experience self-transformation. This process includes three linear stages: 1) reaching out to the community, 2) balancing family relationships, and 3) helping others. Understanding the theory of absenting can help guide treatment and support for the child and family. Keywords: fatherhood, autism spectrum disorder, caregiving, classic grounded theory   Introduction Fatherhood is underrepresented in academic philosophy and even less prevalent when considering the roles and experiences of fathers who are raising children with autism (Mitchell & Lashewicz, 2016). Gaining information on the perspectives of fathers is key to understanding what it is like to raise a child with autism. Furthermore, the information contributes to a framework in which clinicians can understand and support fathers more effectively. Flippin and Crais (2011) suggested that perceiving and highlighting the “role of fathers” (p. 25) is important due to the unique contribution that they make to the child’s development. Having the father’s perspective can offer insight that provides clinicians with information on resilience, family and childhood development, and positive aspects of parenting. While many research studies have focused on the role of the mother in parenting a child with autism, obtaining information from fathers can provide a more holistic view of how autism affects the family unit. Understanding the perspectives of fathers through a classic grounded theory study provided insight and understanding about how fathers contribute to raising children with autism, how they are coping, and what they are gaining from the experience. The discovered core variable, absenting, which was the main concern of fathers in this study is defined as the fear of what will happen to the child with autism when his or her parents are no longer living. In other words, when the parents are absent, will the child be cared for in the same way he or she was while the parents were living? The fear of absenting consumed the father’s thoughts and actions. The resolution to absenting led each father to face a future full of unknown variables and then begin to prepare for that future. Each father wanted to ensure that their child had enough money for future expenses, a safe place to live, and a good quality of life. As fathers attempt to resolve this life-long concern, they go through a process that brings about self-transformation. This process begins as the father first reaches out to his community for help and support, second turns inward to focus on family and marital relationships, and third shifts his focus to helping others. Methodology The purpose of this study was to gain insight into the experience of father’s raising a child with autism. Classic grounded theory was applied to gain insight into the main concerns of fathers, what...

Recruitment and Data Collection in the 21st Century: Implications for Grounded Theory...

Emily J. Cashwell, Institute for Research and Theory Methodologies Abstract For many people, many aspects of daily life now occur online. Most individuals are well-versed in communication via email and social media, and many are experienced with audio and video conferencing software as a means to hold business meetings and to connect with family and friends. In addition, the coronavirus pandemic has shifted many aspects of modern life, and some universities have imposed research restrictions that prohibit face-to-face interviews. Because of these changes in the structure of modern social and professional life, researchers are faced with new opportunities and challenges in recruiting research participants and collecing data for their studies. Grounded theorists, in particular, are faced with challenges implementing the research design as it was originally developed within the context of these modern circumstances. This article explores social media and audio and video conferencing software as tools that a grounded theorist might consider for virtual participant recruitment and interviewing. Keywords: recruitment, data collection, virtual interviews, virtual research environments Introduction Technology has opened new avenues for conducting research across vast distances. Within the last decade, researchers have begun to use one form of technology, social media, as a cost-effective way to recruit participants (Fenner et al., 2012) and an effective way to recruit people from within hard-to-reach populations (Gorman et al., 2014; Martinez et al., 2014). It is estimated that in the United States about 72% of people use social media (Pew Research Center, 2021); that number is 57.6% worldwide (Global Webindex, 2021). Further, as of 2016, 79% of internet users in the United States use the most popular social media site, Facebook, and research shows that usage is similar across demographic groups (Pew Research Center, 2016). While not a sole strategy for participant recruitment for every research study, social media may provide researchers with easy access to broad populations of interest and a non-coercive way to recruit interested participants. Classic grounded theory (GT) is a research design in which all forms of data may be valuable (Glaser, 1978). However, many grounded theorists rely heavily on interviews as primary sources of data. Glaser (1998) described interviewing participants in person without recording interviews or taking notes and then, afterwards, recording field notes, coding, and memoing to prepare for the next day’s research. However, while some researchers today have dedicated time to devote to research as a primary responsibility, many academics, students, and other researchers are trying to fit research into already full schedules and cannot devote time to research every day. Additionally, participants may be extremely busy, and it is not always realistic for researchers to expect people to be available for in person interviews. Further, for grounded theory students, recording and transcribing interviews may be a requirement of their doctoral programs; in the era of the coronavirus pandemic, virtual data collection and interviewing may be another requirement. Therefore, it is important for researchers, including GT researchers, to learn about possibilities for and successful application of virtual recruitment and data collection strategies. This article is based on personal experiences conducting a classic GT dissertation study, as well as subsequent grounded theory research, using social media and audio and video conferencing software platforms. In the sections that follow, I will address some of the ethical and practical issues that relate to virtual recruitment and data collection that may be relevant to researchers in general to provide context for a discussion about how these topics relate to grounded theorists specifically. Deciding to Recruit...

Evolating: A Classic Grounded Theory of Personal Transformation...

Judith Wright, Wright Graduate University for the Realization of Human Potential, USA Robert Wright, Wright Graduate University for the Realization of Human Potential, USA Gordon Medlock, Wright Graduate University for the Realization of Human Potential, USA Abstract The phases of learning and transformation emerged from this classic grounded theory study of historic transformers and exceptional students revealing the theory of evolating: a multiphase process through which individuals consciously engage in their own transformation and attain otherwise improbable levels of human potential. The theory defines a 6-phase, non-linear process with stages of yearning, engaging, revelating, liberating, rematrixing, and dedicating. While many adults experience the early phases, few proceed through rematrixing and dedicating. The data indicate that evolating among exceptional students who do engage in all the phases predictably leads to a deeper, more accomplished life of greater meaning and purpose. The theory also provides a framework for strategizing learning and growing as well as explaining periods of stagnancy and ineffectual efforts to change attempted by both individuals and institutions. The theory has been used to structure the experiential and academic educational programs of the Foundation, including a graduate-level university curriculum in transformational coaching and leadership and an organizational consulting practice. Further contributions of the theory for the fields of learning psychology, business education, coaching, transformational leadership, and organizational change have been identified as areas for further study, based on this research. Keywords: Classic Grounded Theory, Transformation, Personal Growth, Change, Evolating, Yearning, Introduction The desire for transformation and growth is a common yearning within the human experience. While many individuals may aim for excellence, very few are successful in attaining the highest levels of internal development to realize lives of ever-increasing quality, greatness, and meaning. Understanding what distinguishes the journey of the most accomplished can benefit all adults as well as the educators, coaches, and leaders who work on behalf of their growth. For more than 35 years in the academic setting, we’ve studied well-known transformers and observed, mentored, and supported extraordinary individuals in their progression to advanced levels of development and leadership. In this study, we decipher the stages of personal growth and learning that are unique to the highest achievers among us. Using classic grounded theory (CGT), we analyzed the interviews of exceptional individuals to gain insight into their experiences, phases of growth, and cycles of progress. This multistage, non-linear journey emerged in the theory of evolating: a six-phase process of yearning, engaging, revelating, liberating, rematrixing, and dedicating. Although many adult individuals may encounter and progress through the first four of these stages, fewer advance through all six stages. In the primary stage of yearning, individuals often experience a vague dissatisfaction or motivational impulse that obscures deeper longing underneath. This impulse clarifies with growing social-emotional learning and extends beyond mere wanting or goal setting to deeper here-and-now expression that can yield a lifelong focus on inner growth. Yearning propels the individual into engagement where action, discovery, and a more profound self-knowledge tap new levels of yearning. Revelating follows engagement and is marked by a wide array of learning, from simple lessons to deeply affecting lessons that shift an individual’s view of what is possible. In liberating, individuals continue their transformation by breaking away from deeply ingrained ways of seeing and believing and engage in new, more empowering ways of thinking, feeling, and acting that further redefine their sense of self. Following liberating, select individuals progress to rematrixing, strategically liberating, and dedicating. It is during these phases that they attempt...

Theory of Securing

Alan Kim-Lok Oh, MCounsPsy, KB, PA, Universiti Malaysia Sabah Abstract This article outlines the theory of securing. It explains the feelings of insecurity of ordinary people and how they secure themselves. Securing is a basic social psychological process of “becoming” where the person’s selfhood is formed by how they continuously deal with their feelings of insecurity. This process has two interrelated stages: (1) instantaneous relieving and (2) honesting. When they engage instantaneous relieving and increasingly trapped in a vicious cycle, they become a lesser version of themselves. However, when they transition into honesting, they recover and continuously realize a better version of themselves. This theory has implications in helping professions and future research on personal growth and optimal functioning. Keywords: feelings of insecurity, instant relief, self, becoming, honesty                                                                 Introduction To feel secure is central in our lives. Our sense of security is easily affected and volatile. Feelings of insecurity are distressful and as the magnitude of these feelings increase over time, they become more painful to bear. Thus, feelings of insecurity are a main concern in life. The theory of securing explains how a person continuously resolves this main concern by securing themselves and thus determining their selfhood and their place in the world.  This mid-range grounded theory is generated by generalizing the theory of pain resolving (Oh et al., 2016) outside of the substantive area in which the theory emerged. Methodology The goal of this classic grounded theory study is to extend the grounded theory of pain resolving in addiction and recovery (Oh et al., 2016) outside the substantive area of addiction and recovery. When generalized and transferred outside of the substantive area of addiction and recovery, the theory of pain resolving was modified by new data.  Theoretical sampling was carried out on relevant literature that supplied secondary data “to provide as broad and diverse range of theoretical ideas” (Glaser, 1978, p. 150) on the extended area as possible. The literature that is used as secondary data in this study includes publications within and outside of the substantive area of addiction and recovery, those that share people’s struggles and distresses in life either as an individual or a group within personal, relational, professional, and entrepreneurial domains. As the internet is an abundant source of available secondary data to extend and expand the original theory, these publications were sourced from the internet. These publications include online articles that contain personal stories, reflections and opinions. A total of 143 online articles were sourced and collected from internet websites using Google search. The search was guided and directed by theoretical sampling. These online articles were sourced from various websites as per Appendix 1. Secondary data were also sourced from academic articles (i.e. Bigus, 1996; Carmona & Whiting, 2021; Shepherd, 2003; Wojciszke & Struzynska-Kujalowicz, 2007) and books (i.e Bromley, 1993; Brown, 2012; Forsyth, 2010; Maslow, 1971; Rogers, 1961, 1963; Sarno, 2001). Theoretical sampling determines the direction of data collection where the process of data collection is “controlled by the emerging theory” (Glaser, 1978, p. 36).  When the literature was reviewed, selective coding was carried out using main concepts from the original theory while “staying open [to new codes that may emerge and] keeping in mind the current categories” (Glaser, 1978, p. 47). Together with constant comparative method (Glaser, 1998) and memoing where “memos track the growth of conceptual ideas as they emerged” (Glaser, 2014, p. 60), new and existing concepts emerged, expanded and modified. Concepts and ideas in the new memos...

Criteria for Assessing a Classic Grounded Theory Study: A Brief Methodological Review with Minimum Reporting Recommendations...

Kara L. Vander Linden, Saybrook University, USA Patrick A. Palmieri, South American Center for Qualitative Research, Perú Abstract Introduction: Reporting criteria for research studies are essential to assess the methods and to evaluate the usefulness of the findings. The purpose of this review was to identify the essential criteria to report a classic grounded theory (classic GT) study. Method: A methodological review of the reporting criteria for a classic GT study. Results: Grounded theory studies generally report theoretical sampling, theoretical saturation, memoing, and constant comparative analysis. In addition, classic GT studies reported unstructured interviews, a grand tour question, substantive and theoretical coding, and hypothetical probability statements. However, they did not report comprehensive literature reviews. An early focus on useability of the resulting theory was expanded to include criteria for fit, understandability, relevance, grab, general, work, control, and modifiability. Conclusion: Essential criteria were identified for reporting grounded theory research with differentiations for classic GT. The classic GT criteria should be included as a reporting extension to complement the existing reporting guidelines. Key Words: Classic grounded theory (Classic GT), theoretical sampling, theoretical coding, theoretical sensitivity, theoretical saturation, constant comparative analysis, grand tour question, reporting guidelines, peer-review, research evaluation, COREQ, SRQR, EQUATOR Introduction Recommended reporting criteria are essential for researchers developing a manuscript to guide the disclosure of their research methods and findings (Moher et al., 2008). This paper is the first in a series about the methodological processes and procedures that should be disclosed in a manuscript reporting a classic grounded theory (classic GT) study. Reporting criteria are also important for reviewers tasked with evaluating the methodological quality of a manuscript reporting a qualitative research study. In this regard, the reviewer is responsible for carefully assessing the manuscript to identify study limitations requiring revision, or fatal flaws requiring rejection. All qualitative research methods have established procedures to demonstrate rigor and techniques to establish trustworthiness. The same is true for classic grounded theory. The purpose of this methodological review is to identify the essential reporting criteria for qualitative research manuscripts reporting a classic GT study. First, an overview of the methods and results sections will be described in terms of the research protocol and the work to implement the study. Next, the minimum reporting criteria for a classic GT study are identified and discussed. Then, the importance of reporting criteria for a classic GT study are explained within the context of the two primary guidelines for reporting qualitative research. Finally, minimum reporting criteria for a classic GT study are recommended as an extension to strengthen existing guidelines for reporting qualitative research. Research Designs and Protocol Development The protocol for a research study is a plan for how a study will be conducted (Salkind, 2010). The protocol should be based on the methodological norms for the selected study design with a clear explanation about how the procedures will be operationalized. Researchers should cite the appropriate methodological literature to support the procedures. The protocol should guide the implementation of the research study. Although implementation should follow the protocol as closely as possible, minor variations are common occurrences, especially within the context of qualitative research. Any variation from the original research protocol, should be clearly identified and briefly justified. The protocol implementation should result in a manuscript that clearly and concisely reports the study findings in alignment with the research methods. Criteria for Reporting the Research Methodology for a Classic Grounded Theory When reviewing a manuscript reporting a grounded theory study, the first criterion for...