Building reciprocity: the dialectic processes of creating a grounded theory and the emergence of a theoretical framework

ABSTRACT

We reflect on and illustrate with concrete examples the various systematic and creative steps taken along the process of grounded theory (GT). This process led to the emergence of a theoretical framework centered on building reciprocity as a way of collaborating with socio-economically disadvantaged communities and a means for facilitating poverty-reduction initiatives. This article aims to present the systematic processes of analysis that lie behind the theoretical framework and to reflect on the lessons learned along the path to creating a GT. In this way, the emergence of the theoretical framework is examined along the different inductive and analytic steps, and the interrelation between concepts is discussed. Theoretical sensitivity, pacing, sampling, coding, memoing, and sorting in this research are illustrated and brought to light.

KEYWORDS:

• Building reciprocity
• grounded theory process
• poverty
• socio-economically disadvantaged communities
• theoretical framework

Funding

This study was supported by a grant from the Fundação Ciência e Tecnologia.

Additional information

Funding

This study was supported by a grant from the Fundação Ciência e Tecnologia.

Notes on contributors

Maria Minas

Maria Minas concluded a graduation and a master in Clinical Psychology – systemic approach – and is finalizing a doctorate in Clinical Psychology with the subject “The dynamics of reciprocity in the development of individuals, families, communities and programs.” She develops research and civic projects in the fields of poverty reduction, participation, social connection, and collective well-being. She studied 15 programs recognized as best-practices in the collaboration with socioeconomic disadvantaged communities, in 9 countries, during her doctoral research project. In parallel, she has contributed to conceive, develop and implement ComParte – a Portuguese program of civic engagement and social transformation.

James Anglin

Dr. James Anglin is a Professor in the School of Child and Youth Care at the University of Victoria, Canada. His recent research has focused on the implementation of therapeutic residential care, quality enhancement in group care, and understanding psycho-emotional pain and pain-based behavior of youth in care utilizing dialogic and grounded theory approaches.

Maria Teresa Ribeiro

Maria Teresa Ribeiro is a Professor in the Faculty of Psychology, University of Lisbon. Her research and clinical work is in clinical psychology, family psychology, conjugality and parenting, counseling, and family and community mediation.