Successful Development of a Substantive Theory - Essay Example

?Word Count 513 (excluding reference page) Applying Grounded Theory Introduction Nine adolescents composed of one male and eight females, who are aged 15-18, are clinically diagnosed with mood disorders, and receive pharmacologic interventions, were interviewed about their perception of their condition and their coping strategies in the study by Meadus (2007) entitled Adolescents Coping with Mood Disorder: A Grounded Theory Study. The grounded theory method was employed in the analysis of the interview transcripts and in the formation of a theory that embodied their understanding. Most theories of mood disorders do not particularly deal with the causes of mood disorder in adolescents or the greater prevalence of mood disorders in women than men (Griez 2005: 47). To amend this gap in knowledge about mood disorders in adolescents, it has been claimed that theoretical perspectives should develop from adolescents’ understanding and experiences (Griez 2005: 47). If not, the theorising process will continue to be removed from the perspectives of individuals who have really experienced mood disorders (Wolfe & Mash 2008: 83). The objective of the aforementioned study was to generate a theoretical perspective that essentially represented the perceptions of adolescents who had experienced mood disorders. Lewis (1995:372) investigated, employing qualitative methods, how participants personally experienced mood disorders, how they reached and perceived the label of mood disorder, and how they understood their experiences. In addition, Karp (1996: 91), in Speaking of Sadness, explained the identity-changing process that participants experienced as they eventually viewed themselves as depressed and carried on theorising about their own selves and how they acquired their mood disorders. In this paper, a thorough discussion on the different features of the grounded theory method will be provided by presenting an original research article, Meadus’s (2007) study, which contains the grounded theory method. The Application of Grounded Theory in Mood Disorder Research The grounded theory method, according to Straus & Corbin (1990), the goal of which is to form a theory that is closely related to the reality of the adolescents studied was used in the study of Meadus (2007). Through the grounded theory method, theory arises from evaluating the actual statements given by the participants, and is hence genuinely ‘grounded’ in them (Strauss & Corbin 1990: 17). However, the problem in using an inductive research method for mood disorder research, according to Griez (2005: 72), is that it inevitably results in analyses that go beyond the statements given by the participants. Stiles (1993) suggests that participants give relevant information to the researcher, but that the researcher should analyse that data to form a reflective theory. Meanwhile, reflexivity obliges the researcher to thoroughly think about the research process, which involves probing how strongly the interpretations of the researcher fit with the perspectives of the participants (Rennie, Phillips, & Quartaro 1988: 143). The grounded theory method was employed in the study of Meadus (2007) because it allowed a methodical analysis that enabled the creation of a theoretical perspective that was strongly connected to, otherwise ideally representative of, the explanations of the participants. According to Merriam (2009: 30), data analysis in grounded theory is performed using the constant-comparative method in which bits and pieces of data are compared in terms of their similarities and differences. Merriam (2009: 31-32) furthers that part of the data analysis is the identification of a core category. The core category is the central concept where all data revolves around and this is used to develop the substantive theory. Emphasis is given on the importance of identifying categories, hypotheses, and theories from the patterns seen among the relationships formed from the data gathered. To better understand the features of a grounded theory, the research of Meadus (2007) will be analysed and presented in the following sections. Aims and Objectives The purpose of the researcher for conducting the study was clearly written in the article. The researcher argued that there is little empirical data on how adolescents with mood disorders cope with their psychiatric illness despite the increasing trend of the occurrence of this morbidity in this population group (Meadus 2007: 209-211). Thus, the researcher aimed to explore the coping phenomenon of these adolescents with mood disorders and develop a grounded theory explaining their coping strategies to their mood disorders (Meadus 2007: 211). The abstract clearly identified that the grounded theory approach was used in the methodology. It was also emphasised that a substantive theory was reached from the data collection and analysis (Meadus 2007: 209), which is a key feature in a grounded theory research. The core category was also identified and presented in the abstract. Method and Analysis The coding paradigm that was used in the study includes the researcher categorising circumstances that are connected to experiences of mood disorders, interactions between the participants, their coping mechanisms, and the outcomes of these coping strategies or of the mood disorders (Bachiochi & Weiner 2002: 174). Intervening variables make up the wider structural background relating to mood disorders that enables or limits coping strategies used within a particular situation (Merriam 2009: 36). This paradigm was helpful in understanding the web of correlations between mood disorders in adolescents and their coping strategies. In order to satisfy the coding paradigm of the grounded theory approach, the researcher incorporated theoretical sampling in data collection by changing his questions when interviewing succeeding respondents in light of the analysed data obtained from respondents who were interviewed earlier (Meadus 2007: 211). The grounded theory model of theoretical sampling requires sampling on account of theoretically related models, which implies that as the theory develops the researcher tries to sample from pertinent episodes, not individuals essentially, that are of importance to the theory (Strauss & Corbin 1990: 38). The objective of Meadus (2007), as seen in his attempt to discover relationships, properties, and categories by applying an interview process that that conformed to the evolution or emergence of the theory, is to sample until he achieves theoretical saturation. The first analytic method used by Meadus (2007) required interpreting in detail the verbatim interview transcripts. Afterwards, the results were broken down into meaning units. Each meaning unit was categorised with one tag reflective of a specific theme: for instance, (1) feeling different, (2) cutting off connections, (3) facing the challenges of reconnecting, and (4) learning from experience (Meadus 2007: 212-215). According to Rennie, Phillips, and Quartaro (1988), at the open categorising phase, numerous themes could be used to the same meaning unit to prevent exclusion of various options until, in succeeding analysis, it becomes evident which themes are hypothetically feasible and which are components of bigger themes. Meadus, apparently, failed to do this. However, this method in analysing the data obtained from the interviews is a successful incorporation of the constant-comparative method of data analysis, which is another important feature of a grounded theory (Merriam 2009: 33). As claimed by Corbin & Strauss (1990), as an outcome of these comparisons and the questioning of models with new information, bias can be lessened and accuracy of concepts enhanced. Moreover, the identified core category, which is ‘An unplanned journey: Coping through connections’ (Meadus 2007: 212), signifies that the author was successful in incorporating this feature. According to Glaser & Strauss (1967), at the selective coding phase, a single core category, which embodies the basic phenomenon, is analytically connected to all other groups, which embody the consequences, strategies, interactions, context, and conditions that identify the core category. Findings The results of the study were clearly presented in the article. The use of the three important features of a grounded theory in the methodology made it possible for the author to reach a substantive theory named ‘Meadus theory of adolescent coping with mood disorders’ (Meadus 2007: 212). The researcher, throughout the research process, documented all insights, questions, and interpretive problems. This process enabled an examination of biases and presumptions, and satisfied the rigour conditions of grounded theory. Without using the subjects interviewed by the author, the results of this study will not be realistic of the experiences of adolescents with actual mood disorders; hence, results will not be transferable and useful. Comparing and categorising the responses also allowed the author to identify the patterns of coping used by the adolescents. In summary, these findings and the formation of the substantive theory were grounded in the data and methodology used. Conclusions The major problem this researcher encountered during the research process was balancing the reflection of the participants’ ideas and their interpretation, which involved the monitoring of the biases and presumptions of the researcher. This problem and becoming engaged in the ‘softer’ concepts of mood disorders in adolescents made the recognition of a core category quite challenging. Nevertheless, it was appropriate for the researcher to choose a grounded theory qualitative research method to investigate and provide deeper understanding on this phenomenon due to the lack of existing evidence and explanation regarding this group’s coping strategy. The author of the research was able to incorporate all the key features of a grounded theory in the research and allowed a successful development of a substantive theory on coping that is realistic and transferable to adolescents with mood disorders. References Bachiochi, P.D. & Weiner, S.P. (2002) ‘Qualitative Data Collection and Analysis.’ In Handbook of Research Methods in Industrial and Organisational Psychology. ed. by Rogelberg, S.G. US: Wiley-Blackwell: 161-183. Glaser, B.G. & Strauss, A.L. (1967) The discovery of grounded theory: Strategies for qualitative research. New York: Aldine de Gruyter. Griez, E.J.L. (2005) Mood Disorders: Clinical Management and Research Issues. New York: Wiley. Hansen, C.D. (2005) Grounded Theory Research Methods. CA: Berrett-Koehler Publishers. Karp, D.A. (1996) Speaking of sadness: Depression, disconnection, and the meanings of illness. New York: Oxford University Press. Lewis, S.A. (1995) ‘A search for meaning: Making sense of depression.’ Journal of Mental Health 4, 369-382. Meadus, R.J. (2007) ‘Adolescents Coping with Mood Disorder: A Grounded Theory Study.’ Journal of Psychiatric and Mental Health 14, 209-217. Merriam, S. (2009) Qualitative Research: A Guide to Design and Implementation. San Francisco, CA: Jossey-Bass. Rennie, D.L., Phillips, J.R. & Quartaro, G.K. (1988) Grounded theory: A promising approach to conceptualisation in psychology.’ Canadian Psychology 29(2), 139-149. Stiles, W.B. (1993) ‘Quality control in qualitative research.’ Clinical Psychology Review 13, 593-618. Strauss, A.L. & Corbin, J. (1990) Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage. Wolfe, D.A. & Mash, E.J. (2008) Behavioural and Emotional Disorders in Adolescents: Nature, Assessment, and Treatment. New York: The Guilford Press. Read More