Volume 20
Coming Home: A Journey Back to the Authentic Self
Emily Cashwell, Saybrook University Abstract The theory of coming home is a three-stage classic grounded theory that details an individual’s initial exploration of the world in childhood, followed by the subsequent abandoning of their authentic self and then the life-long journey back home to their most authentic being. In the first stage of the process, individuals act and express in authentic ways and receive feedback from the environment about which aspects of themselves are acceptable and which are not. In the second stage of the process, driven by feelings of shame and lowered self-worth or the awareness that certain aspects of themselves are unacceptable, individuals engage in abandoning behaviors to fit in and avoid rejection. After months, years, or even decades of increasing awareness about these behaviors, individuals may enter the third stage of the process, during which they come to re-explore, accept, and embrace their authentic selves. Keywords: classic grounded theory, authenticity, authentic self, self-exploration, self-acceptance Introduction Authenticity has been a concept of interest to humans for centuries. To date, the body of literature on authenticity has been comprised mostly of research on state authenticity (Lenton et al., 2013; Lenton et al., 2015) and trait authenticity (Kernis & Goldman, 2006; Wood et al., 2008). There has been limited research, however, on the possibility or process of becoming more authentic throughout the course of one’s life. This research study began as an inquiry into the lived experiences of highly sensitive individuals. Following the steps of a classic grounded theory outlined by Glaser and Strauss (1967) and later by Glaser (1978, 1992, 1998, 2002), I identified the main concern of learning to be and accept oneself. Then, through constant comparison of new data with already discovered concepts, I developed the theory of coming home. This theory addresses the gap in the literature around the process of becoming more authentic across the lifespan. Methodology Classic grounded theory (CGT) is a useful method for inductively generating theories about patterns of human behavior that help individuals within a substantive area to understand their situations and take meaningful action to resolve their main concerns (Glaser, 1978). CGT is typically conducted through a series of main stages, which include preparation, data collection and analysis, memoing, sorting, creating a theoretical outline, and writing. The grounded theorist works on stages sequentially and often simultaneously, with many stages overlapping and insights from one stage informing work on another. This particular CGT was developed during my doctoral research at Saybrook University. To prepare for this research study, I identified an area of interest, which was the experience of being highly sensitive. In order to minimize preconceptions, I delayed an initial review of the literature. I then developed a grand tour question, which is a broad open-ended research question or statement, that is likely to facilitate participant sharing about the experiences and concerns most relevant to them around the substantive area of interest (Glaser, 1978). My initial research statement was “Tell me about the experience of being deeply affected by people and situations.” I began data collection and analysis while awaiting Saybrook University IRB approval by coding and memoing on four short stories written by people who self-identified as highly sensitive. Once I received IRB approval to begin data collection with human subjects, I set aside the four stories and the memos developed from them and conducted an initial interview using my grand tour statement. I open coded that interview, memoed on the emerging concepts, and then conducted another interview....Building Up
Elizabeth Kellogg, Saybrook University, USA Kara Vander Linden, Saybrook University, USA Abstract The theory of building up, developed using classic grounded theory (CGT), explains how the fit between an individual and a transformational opportunity impacts the extent to which an individual is empowered by that experience. Classic grounded theory identifies and explains human behavior patterns using an inductive, iterative process of data collection and analysis. Theoretical sampling guided data collection and constant comparative analysis of data, which yielded building up as the core pattern of behavior in negotiating challenges through transformative opportunities. Building up summarizes the potential outcomes of participation in an opportunity based on the fit of the interaction of variables in the individual and in the opportunity. An optimal fit is ideal; however, most relevant for practical applications are the variables that most frequently contribute to a good enough fit, which are deconstructing limiting beliefs, feeling supported within the experience, a sense of agency, and the timing of the opportunity. Keywords: classic grounded theory, transformation, empowerment, beliefs, agency, skills Introduction This study began as an inquiry into the sociological and psychological mechanisms contributing to the healing, empowering, and sometimes dramatically transformative effects of adaptive surfing. The benefits of participation in adaptive sport programs have been established (Arslan, 2013; Lundberg et al., 2011; Lundberg et al., 2011; Yazicioglu et al., 2012). However, there is not a substantial amount of research about adaptive surfing that identifies the specific mechanisms of these positive outcomes that might inform program development in order to maximize limited resources. Classic grounded theory (CGT) methodology is well suited for a phenomenon that is not well understood, as the theory emerges from lived experiences in the substantive area and is practically applicable (Glaser & Strauss, 1967; Glaser, 1978, 1998). As happens with CGT, the substantive area expanded as data was collected, analyzed, and abstracted, eventually encompassing transformative opportunities more generally, such as rehabilitation programs and higher education. What emerged was a mid-range theory describing the impact of the fit between the individual and the opportunity on the extent to which an individual is built up within an opportunity. Building up is empowering individuals by deconstructing limiting beliefs and developing internal and external resources within a transformative opportunity. The fit between an individual and an opportunity influences the extent to which an individual is likely to be built up. An optimal fit is ideal, but a good enough fit may be sufficient for building up. The key components of a good enough fit are deconstructing limiting beliefs and building resourceful beliefs and skills, being cared for, agency, and the timing of the opportunity. As one study participant, a motivational coach by trade, stated, “There are key components, not all of them need to be in place.” For some in the study it was “someone who believed in me,” for another it was “being able to accomplish something much bigger…as far as my physical limits, I amazed myself.” The key components of a good enough fit may be the most relevant for practical application of the theory. Methodology This classic grounded theory study was conducted in an attempt to explain the activity within a system using CGT’s iterative, systematic, six-step process (Glaser, 1978, 1998; Glaser & Strauss, 1967). These steps, often simultaneous, are preparation, data collection, analysis, memoing, sorting, and writing (Simmons, n.d.). Per CGT protocol, preparation was minimal in order not to impose preconceptions about “the patterns of behavior which are relevant” (Glaser, 1998, p. 117). The...Potentializing Wellness to Overcome Generational Trauma
Cynthia D. Stirbys, the University of Windsor Abstract The Indian residential school (IRS) system is part of Canada’s colonial history: Indigenous children who attended IRS suffered immensely at the hands of the school administrators, staff, and students. How Indigenous females cope with the intergenerational transmission of trauma was explored. Indigenous women in this classic grounded theory study aimed to resolve their main concern of kakwatakih-nipowatisiw, a Cree term used to identify learned colonial (sick) behaviours that weaken familial ties. Analysis resulted in a substantive theory of potentializing wellness, which explains the varied behaviours of how Indigenous women cope with the legacy of IRS. Discoveries suggest that effective strategies to deal with trauma can emerge when (w)holistic health is followed by, or accompanies reclaiming cultural norms grounded in community and spiritual life. With the generalizability of this substantive theory, this paper concludes with implications for future research. Keywords: Indian residential schools, Intergenerational trauma, Indigenous women, classic grounded theory, and potentializing. Introduction In Canada, when settlers first arrived, it was part of the colonial governments agenda to clear the land of all Indigenous Peoples. Part of this agenda included development of different assimilation policies aimed to eliminate Indigenous Peoples’ rights and Treaties, eliminate Indigenous governments, and cause Indigenous peoples “to cease to exist as distinct legal, social, cultural, religious, and racial entities in Canada” (TRC Summary of Final Report, 2015, p. 1). Given these on-going attacks, Indigenous Peoples have been dealing with compounding trauma at the hands of church and state for well over 150 years. When assimilation did not happen fast enough, Indian residential schools were mandated. Residential schools were part of Canada’s assimilation policy intended to civilize and convert Indigenous children towards Eurocentric ideals (Milloy, 2006). As a result, the residential schools’ grim realities and conditions of constant abuse, malnutrition, and neglect, coupled with the children’s need to survive had many children conforming to the “might makes right” (Stirbys, 2016, p. 127) mentality that subconsciously was carried into their family and community life. Underlying this study is the assumption that Indigenous peoples have an on-going unease regarding the intergenerational transmission of trauma. My interest to support Indigenous Peoples comes from my personal and professional life. I am a fourth generation descendant of three generations of Indian residential school survivors and I worked in Indigenous health where I regularly heard the (literal) cries of Indigenous Peoples wanting to address trauma from the residential school experience. Prior to starting my PhD, my mother and I attended a residential school survivors gathering in August, 2009 but we were not wholly prepared for the ways in which trauma could emerge as many felt a level of pain manifesting itself physically, emotionally, and/or spiritually. That experience never left me. During the years leading up to my thesis proposal I began to learn more about what a grounded theory was; I also began questioning what it is that Indigenous women do to overcome the traumatic legacy of Indian residential schools. More specifically, I wanted to uncover Indigenous women’s main concern regarding their experiences at IRS as a direct survivor or as a descendant of a survivor. A basic social process (BSP) conceptualized as potentializing wellness was discovered and explains the changing and evolving behaviours of what Indigenous women do to cope with intergenerational trauma. That is, Indigenous women focus on building personal competencies, moral compassing, and fostering the virtues. The three separate but interrelated phases of this social process have sub-processes and a typology that...Resigning: How nurses work within constraints
Claire O’Donnell, University of Limerick Tom Andrews, University College Cork Abstract This study explores and explains how nurses care for patients with stroke in the acute care setting and how they process these challenges to enable delivery of care. Using a classic grounded theory methodology, 32 nurses were interviewed who cared for patients with stroke and twenty hours of observations were undertaken. Nurses’ main concern is how to work within constraints. In dealing with this challenge, nurses engage in a process conceptualised as resigning and do so through idealistic striving, resourcing and care accommodation. Resigning acts as an energy maintenance and coping strategy, enabling nurses to continue working within constraints. This theory has the potential to enhance nursing care while reducing burnout and making better use of resources, while advocating for stroke care improvements. Keywords: Care provision, constraints, classic grounded theory, nursing, resigning, stroke Introduction Quality and safety of patient care is a continued area of concern in healthcare services where constraints on health expenditure prevail (Aiken et al., 2014; Kirwan et al., 2019). Work environments influence patient outcomes where limited nursing staff and resources have a resultant negative impact on patient care outcomes (Aiken et al., 2014; Griffiths et al., 2021; Jangland et al. 2018; Rochefort & Clarke, 2010; Schubert et al., 2009). Stroke care in designated specialised stroke units is associated with improved patient outcomes (Langhorne et al., 2020) however, despite international consensus on optimum stroke care, wide variations in the delivery of stroke care across Europe persist (Stroke Alliance for Europe, 2020). Such variations in the location of stroke care adversely influence care delivery and patient mortality and morbidity (West et al., 2013; Stroke Alliance for Europe, 2020). Background Constraints in the work environment such as reduced staff, lack of time and a lack of resources are reasons for concern regarding their negative impact on patient care delivery (Chan et al. 2013; Winsett et al., 2016; Blackman et al., 2018; Griffiths et al., 2021). Nurses caring for patients with stroke are aware of what optimum stroke care entails however, they often provide a reduced level of care due to the presence of constraints (Clarke & Holt, 2014; Seneviratne et al., 2009). One constraint commonly reported as a barrier to optimal nursing is a lack of time (Blackman et al., 2018; Chan et al., 2013; Clarke & Holt, 2014) and this includes the area of stroke care (Seneviratne et al., 2009). Reduced nurse staffing levels is another constraint associated with increased levels of mortality (Cho et al., 2015; Department of Health, 2018; Fagerström et al., 2018; Griffiths et al., 2016). Morality also increases with incidence of pressure ulcers and nosocomial infections reported when inadequate nurse staffing levels are present (Cho et al., 2015; He et al., 2016). In addition, increases in nurses’ workloads demonstrate statistically significant increase in mortality (Aiken et al., 2014; Fagerström et al., 2018). Limited availability of space, time and interprofessional support in stroke care has a similar effect (Seneviratne et al., 2009). Stroke unit care addresses all elements of the staffing and infrastructure required to create safe specialized care delivery for patients with stroke. Despite the benefits of stroke unit care, many patients continue to be cared for in the general acute setting. A national audit of stroke services in Ireland found 29% of patients were cared for on wards other than stroke units (National Office of Clinical Audit, 2020), similar to other European countries (Kings College London, 2017). Stroke care provided...Transforming Loyalty: A Classic Grounded Theory on Growth of Self-Acceptance Through Active Parenting...
Renee Rolle-Whatley, Rolle Integrative Healing Solutions, LLC, USA Kara Vander Linden, Saybrook University, USA Abstract The experiences of parents who daily participate in the rearing of their children framed this investigation into the maturation of selflessness using Glaser’s classic grounded theory. The theory reveals vulnerabilities, lessons, and rewards gleaned from continuous immersion in parenting. Viewed as a process, transforming loyalty discloses the circuitous route parents travel as parenting experiences shift focus towards a broadened awareness about the impact of allegiance and trust in caregiving. Releasing self-interest, embracing detachment, and living nonattached define transforming loyalty. In releasing self-interest, emotional balance eases egocentric perspectives; in embracing detachment, maturing selflessness validates the autonomy of others; and in living nonattached, emotion regulation heralds a broadened self-in-relationship. As egocentricity is confronted through engaged parenting, loyalty evolves to reveal the hidden gem of the parenting process—self-acceptance—conceptualized as a growth continuum transitioning loyalty to self into loyalty to family and onward towards a loyalty to all life. Keywords: parenting, loyalty, self-awareness, classic grounded theory, autonomy, self-acceptance, presence Introduction The existence of Covid-19 has overwhelmed parents as they attempt to deal with an ever-expanding list of national crises (Patrick et al., 2020). For parents who are Black, indigenous, and people of color, these crises, when combined with lifetime trauma load, predispose post-traumatic-stress syndrome conditioning (Knipscheer et al., 2020). Disempowered by unpredicted unemployment, lost childcare, and potential eviction, parents have struggled to cope. But could a person effectively parent and generate family harmony when joblessness, loss of health insurance, racial tensions, and food insecurity are at all-time highs and even the air is the enemy? This research offers parents an experiential pathway that harnesses loyalty as the essential ingredient of effective daily parenting and crisis management. With evolving emotion regulation, a clarity of purpose is conferred that not only guides the prioritization of resources but also proffers an unexpected reward, namely self-acceptance. Glaser’s classic grounded theory (CGT) method provided the systematic structure through which Transforming Loyalty emerged as a pathway to reboot selfishness into selflessness through experiences of parenting. The Basic Social Process (Bigus et al., 1982; Glaser, 1978) that arose is grounded in data, conceptualizing experiences of parents for parents. Source data included 30 items inclusive of interviews, first-person recollections from books and web pages, and audio recordings all addressing the grand tour question: “Tell me about your experiences as a parent.” Method The purpose was to develop a theory that offers a richer conceptual explanation, beyond the obvious rearing of offspring, for the experiences of active parenting. A broad sampling of perspectives was gathered. Classic grounded theory was adopted for its methodical rigor, systems perspective, and ability to extract abstract conceptual theory from data involving complex social conditions (Glaser, 1978). Eligible participants were 21 years of age or older and a parent with custody of at least one child who was actively parented by the participant. Among the participants, years of parenting experience ranged from a minimum of three years to over four decades. Study participants were also single, married, and divorced, and provided parenting in situations that included neurotypical children and children with autism spectrum disorders. In order to identify the boundaries of the theory, data collection outside the group of study (e.g., parents over 21 years of age who do not actively parent) was conducted. The foundation of this CGT’s development was conceptualization of empirical data (Holton, 2007). Focused in-depth interviews were recorded via digital sound recording software and transcribed. All study...