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...

About the Authors

Kari Allen-Hammer, Ph.D. serves as the Advocacy Director for LiveLifeResources, a 501(c)3 non-profit organization in the United States. Additionally, she provides wellness and performance coaching in private practice, in West Sacramento, California and through tele-health services. Emily Cashwell is the Director of Education and Research at the Institute for Research and Theory Methodologies (RTM), an organization that trains, mentors, and supports students, faculty, and researchers worldwide in qualitative, multi-method, mixed method, and grounded theory research. She received her doctoral degree in psychology with a specialization in Consciousness, Spirituality, and Integrative Health from Saybrook University in Pasadena, CA. She has also earned a master’s degree in Nutrition and Integrative Health from Maryland University of Integrative Health and a master’s degree in Special Education from George Mason University. Her research interests include authenticity, the trait of high sensitivity, and experiences of neurodiversity. Gordon Medlock, PhD, is a scholar-practitioner with over 30 years of experience as a psychotherapist, coaching psychologist, and human capital management consultant. He is currently Director of Doctoral Research at the Wright Graduate University for the Realization of Human Potential. He has been published in the areas of existential and humanistic psychology and grounded theory and has been trained and mentored by Odis Simmons and Bob Wright in classic grounded theory methodology. He earned a PhD in philosophy from Yale University and a master’s degree in clinical social work from the University of Chicago, and he is an ICF-PCC level coach. He is co-chair of the research committee of the Graduate School Alliance for Education in Coaching, clarifying academic and practice standards for graduate level coach education. Email: gordon@wrightgrad.edu Kianna McCoy graduated with her PhD from Fielding Graduate University in Infant and Early Childhood Development in 2018. In 2003, she graduated from the University of Utah with her Master’s Degree in Occupational Therapy. While attending Fielding, she was mentored by Dr. Susan Stillman to conduct her first classic grounded theory study. Kianna is a licensed occupational therapist in California and has been working with children and families for over 20 years. She has worked as a clinician in a variety of settings, in administration and as an expert training leader for ICDL. Alan Kim-Lok Oh, MCounsPsy, MBA, KB, PA is a consultant psychologist, and clinician at a private hospital. He has a practice that provides consultation, behavioral health screening and assessment, counseling and psychotherapy services to adults, elders, adolescents and children in the following formats – individual, group, family, couple or a combination of these formats based on patient and client needs. Alan is also a registered counsellor in Malaysia. He is completing his doctoral research in psychology at Universiti Malaysia Sabah. Together with his wife and daughter, Alan lives in Kota Kinabalu, Sabah. Patrick A. Palmieri, DHSc, DPhil(Hon), EdS, MBA, MSN, PGDip(Oxon), ACNP, RN, CPHRM, CPHQ, FAAN, Dr. Patrick Palmieri is director of the South American Center for Qualitative Research at the Universidad Norbert Wiener and the founding director of the EBHC South America: A JBI Affiliated Group (https://www.jbisa.org/). He completed a postdoctoral program in caring science (Watson Caring Science Institute) mentored by Dr. Jean Watson and training in evidence-based health care (University of Oxford). He also earned a doctoral degree in health sciences (A.T. Still University) and graduate degrees in nursing (Vanderbilt University), education (University of Missouri), and business administration (Saint Leo University). With extensive experience as a research methodologist and professor of nursing, Dr. Palmier has mentored many doctoral dissertations and numerous research projects. He is an...