Analysis in Grounded Theory—How Is It Done? Examples From a Study That Explored Living With Treatment for Sleep Apnea

Ward, Kim; Gott, Caryl; Hoare, Karen

doi:10.4135/9781473989245

Cited by 7 publications

(4 citation statements)

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“…There now exist several schools of thought within GT and the approach to this study was influenced by the work of Charmaz (2006). Data analysis began with line-by-line coding of all 43 responses to each question with a series of 'gerunds' being developed from this process (Ward et al, 2017). The next step was a constant comparison of the provisional sub-categories before discussing these with the second author.…”

Section: Discussionmentioning

confidence: 99%

‘When it goes well, it works fantastically’: motivations to train and their impact on the practice of CBT

Roscoe,

Wilbraham

2024

tCBT

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Cognitive behavioural therapy training courses recruit individuals from a wide range of professional backgrounds; however, little is known about the motivations of individuals to train in CBT, compared with other therapeutic modalities. Previous research has found that role transition generates multiple intrapersonal conflicts for trainees, therefore it is of interest to better understand the impact of motivational factors on the experience of learning and practising CBT. Forty-three qualified CBT practitioners completed an online questionnaire with the data analysed using a grounded theory approach. A core category of ‘Alignment with CBT’ was drawn from the data, characterised by two distinct groups of therapists – ‘CBT endorsers’ and ‘career enhancers’. A model was developed consisting of universal and group specific factors related to motivation. The findings add to the literature on the impact of therapist characteristics on CBT practice. Practical applications of the model for trainers and supervisors are discussed. Key learning aims As a result of reading this paper, readers should: (1) Understand how various motivations to train in CBT affect engagement with theories and interventions; (2) Be able to identify some of their own intrapersonal challenges in the application of CBT formulations and interventions; (3) Recognise training and supervision strategies that might assist with identifying and managing challenges related to epistemic style and theoretical orientation.

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Section: Discussionmentioning

confidence: 99%

‘When it goes well, it works fantastically’: motivations to train and their impact on the practice of CBT

Roscoe,

Wilbraham

2024

tCBT

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“…Beginning with line-by-line (open) coding of all 18 trainee responses to each question, a series of inductive, provisional categories or 'gerunds' (Ward et al, 2017) and sub-categories were generated through the identification of the most frequently occurring (e.g. important) or related words (e.g.…”

Section: Discussionmentioning

confidence: 99%

‘It was like the unicorn of the therapeutic world’: CBT trainee experiences of acquiring skills in guided discovery

Roscoe

Bates

Blackley

2022

tCBT

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Training as a cognitive behavioural therapist involves a considerable role transition for mental health professionals where they are expected to demonstrate competence in a range of new skills that emphasise collaboration and Socratic dialogue. This can be in stark contrast to the more didactic style that trainees are familiar with prior to embarking on their training. Guided discovery (GD) is an integral part of formulation and treatment, yet little is known at present about the experiences of cognitive behavioural therapy (CBT) trainees when learning this new skill; specifically, how they assimilate this with existing ways of working and the challenges this might involve. This research is a preliminary attempt to understand factors that help and hinder GD skill acquisition. Eighteen trainee CBT practitioners completed an online questionnaire with the subsequent data analysed using a grounded theory methodology. Three themes were identified: ‘Competing Selves’, ‘Style’ and ‘Active Engagement and Learning’. These themes were used to develop a preliminary model of factors that enable or inhibit skills in GD. The impact of previous professional roles appears to influence the acquisition of confidence and skill in GD. This paper discusses the implications of the findings for CBT trainers, supervisors and trainees. Key learning aims As a result of reading this paper, readers should: (1) Understand how trainee cognitive behavioural therapists respond to learning how to use guided discovery. (2) Identify potential barriers to acquiring and improving skills in guided discovery. (3) Recognise training strategies that might assist trainees in becoming more proficient in guided discovery.

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“…This process was repeated in an iterative manner with more codes and categories being developed from subsequent interviews if and when they were non-existent from already developed categories. This iterative procedure was also applied during the final stages of analysis using inductive and deductive thinking and reasoning [30].…”

Section: Discussionmentioning

confidence: 99%

‘I know those people will be approachable and not mistreat us’: a qualitative study of inspectors and private drug sellers’ views on peer supervision in rural Uganda

et al. 2020

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Background Peer supervision improves health care delivery by health workers. However, in rural Uganda, self-supervision is what is prescribed for licensed private drug sellers by statutory guidelines. Evidence shows that self-supervision encourages inappropriate treatment of children less than 5 years of age by private drug sellers. This study constructed a model for an appropriate peer supervisor to augment the self-supervision currently practiced by drug sellers at district level in rural Uganda. Methods In this qualitative study, six Key informant interviews were held with inspectors while ten focus group discussions were conducted with 130 drug sellers. Data analysis was informed by the Kathy Charmaz constructive approach to grounded theory. Atlas ti.7 software package was used for data management. Results A model with four dimensions defining an appropriate peer supervisor was developed. The dimensions included; incentives, clearly defined roles, mediation and role model peer supervisor. While all dimensions were regarded as being important, all participants interviewed agreed that incentives for peer supervisors were the most crucial. Overall, an appropriate peer supervisor was described as being exemplary to other drug sellers, operated within a defined framework, well facilitated to do their role and a good go-between drug sellers and government inspectors. Conclusion Four central contributions advance literature by the model developed by our study. First, the model fills a supervision gap for rural private drug sellers. Second, it highlights the need for terms of reference for peer supervisors. Third, it describes who an appropriate peer supervisor should be. Lastly, it elucidates the kind of resources needed for peer supervision.

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Analysis in Grounded Theory—How Is It Done? Examples From a Study That Explored Living With Treatment for Sleep Apnea

Cited by 7 publications

References 0 publications

‘When it goes well, it works fantastically’: motivations to train and their impact on the practice of CBT

‘When it goes well, it works fantastically’: motivations to train and their impact on the practice of CBT

‘It was like the unicorn of the therapeutic world’: CBT trainee experiences of acquiring skills in guided discovery

‘I know those people will be approachable and not mistreat us’: a qualitative study of inspectors and private drug sellers’ views on peer supervision in rural Uganda

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