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Anselm L. Strauss

Other affiliations: University of California
Bio: Anselm L. Strauss is an academic researcher from University of California, San Francisco. The author has contributed to research in topics: Grounded theory & Qualitative research. The author has an hindex of 70, co-authored 186 publications receiving 294448 citations. Previous affiliations of Anselm L. Strauss include University of California.


Papers
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Book ChapterDOI
01 Jan 2008

23 citations

Journal ArticleDOI
TL;DR: In this article, it is argued that the parent image plays a crucial role in the process of choosing a marriage partner, and that the individual whom one chooses as a mate will resemble or be different from one's parents in just those important physical or personality traits the person liked or disliked in his parents when he was a child.
Abstract: PARENT-IMAGES are viewed, by various social psychologists, as playing a crucial role in the process of choosing a marriage partner. This view is based upon a certain conception of how human personality develops. The child, it is held, is profoundly shaped by the character of his early affectional relationships. He learns to love, hate, desire, envy, avoid, and so forth, through personal contact with people during the earliest years of his life. The way his parents and other members of his family treat him, and their personalities, determine to a great extent the development of his own traits, emotions, feelings and reactions. The images which the child develops of the chief persons in this environment-namely, his parents-are derived largely from specific experiences he has had in this environment. These parentimages have associated with them powerful emotions; this is because it is in interaction with his parents that the child first learns to experience emotions and feelings. Adult feelings and reactions toward persons are held to be largely a reliving of the early childhood relationships. Consequently the kind of individual whom the adult will love or hate, embrace or avoid, is determined largely by the kind of people he learned to love or hate as a child. The individual whom one chooses as a mate will resemble or be different from one's parents in just those important physical or personality traits the person liked or disliked in his parents when he was a child. Arising out of this general theoretical framework are specific hypotheses of the following sort: "i. In childhood the person builds up a response relationship to the parent of the opposite sex which markedly influences his response to and the selection of a love object in adult life. 2. If the childhood affectional relation to the parent of the opposite sex has been a satisfying one, the person will tend to fall in love with someone possessing temperamental and personality characteristics similar to those of the loved parent. 3. If a childhood affectional relation has been unsatisfactory, he is more likely to fall in love with a person of opposite temperamental and personality characteristics. 4. The childhood response fixation is generally, but not always, upon the parent of the opposite sex. It may under certain conditions be centered upon the parent of the same sex or upon a brother or sister."1 While investigation supporting this general view of the influence of parent-images upon mate selection has been largely psychoanalytic and clinical, there have been a few studies which attempted to check statistically this general theory (all of them directed at the hypotheses stating the influence of the opposite-sex parent-image).2

21 citations

Journal ArticleDOI
TL;DR: In this article, a second paper dealing with the development of children's concepts of money was published, focusing on the following points: (1) the performances of a group of working-class children (Fairview School) and those of the business-class group (University School) are substantially the same.
Abstract: T rHIS is a second paper dealing with the development of children's concepts of money. In the first paper a group of business-class children was discussed.' Evidence showed that both boys and girls consistently pass through stages of learning, and that each stage is based upon knowledge characteristic of previous stages. Descriptions of behavior at each level were given, and certain limits which age places upon the attainment of levels were noted. In the pressent paper emphasis is on the following points: (1) The performances of a group of working-class children (Fairview School) and those of the business-class group (University School)2 are substantially the same. This suggests that in regard to certain simpler elements of perceiving and role playing there are no important social class differences. (2) Methodological problems involved in the application of scale analysis to a complex concept, such as money, are considered in further detail. (3) Detailed consideration is given to the problems of whether conceptual development is cumulative, and whether to reach any given developmental stage the child must have passed through all preceding and simpler stages. If we are to understand socialization in children, viewed partially as conceptual learning, the delineation of consecutive stages is at least a preliminary task. (4) Stages of conceptual development were previously interpreted by means of such terms as simple-complex, concrete-abstract, rigid-flexible, egocentric-relativistic. This interpretation is supplemented by an analysis

20 citations


Cited by
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Journal ArticleDOI
TL;DR: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology as mentioned in this paper, and it offers an accessible and theoretically flexible approach to analysing qualitative data.
Abstract: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.

103,789 citations

Journal ArticleDOI
01 Feb 2009
TL;DR: In this paper, the authors describe the process of inducting theory using case studies from specifying the research questions to reaching closure, which is a process similar to hypothesis-testing research.
Abstract: Building Theories From Case Study Research - This paper describes the process of inducting theory using case studies from specifying the research questions to reaching closure. Some features of the process, such as problem definition and construct validation, are similar to hypothesis-testing research. Others, such as within-case analysis and replication logic, are unique to the inductive, case-oriented process. Overall, the process described here is highly iterative and tightly linked to data. This research approach is especially appropriate in new topic areas. The resultant theory is often novel, testable, and empirically valid. Finally, framebreaking insights, the tests of good theory (e.g., parsimony, logical coherence), and convincing grounding in the evidence are the key criteria for evaluating this type of research.

40,005 citations

Book
05 Mar 2009
TL;DR: This chapter discusses writing Analytic Memos About Narrative and Visual Data and exercises for Coding and Qualitative Data Analytic Skill Development.
Abstract: An Introduction to Codes and Coding Chapter Summary Purposes of the Manual What Is a Code? Codifying and Categorizing What Gets Coded? The Mechanics of Coding The Numbers of Codes Manual and CAQDAS Coding Solo and Team Coding Necessary Personal Attributes for Coding On Method Writing Analytic Memos Chapter Summary The Purposes of Analytic Memo-Writing What Is an Analytic Memo? Examples of Analytic Memos Coding and Categorizing Analytic Memos Grounded Theory and Its Coding Canon Analytic Memos on Visual Data First-Cycle Coding Methods Chapter Summary The Coding Cycles Selecting the Appropriate Coding Method(s) Overview of First-Cycle Coding Methods The Coding Methods Profiles Grammatical Methods Elemental Methods Affective Methods Literary and Language Methods Exploratory Methods Forms for Additional First-Cycle Coding Methods Theming the Data Procedural Methods After First-Cycle Coding Chapter Summary Post-Coding Transitions Eclectic Coding Code Mapping and Landscaping Operational Model Diagramming Additional Transition Methods Transitioning to Second-Cycle Coding Methods Second-Cycle Coding Methods Chapter Summary The Goals of Second-Cycle Methods Overview of Second-Cycle Coding Methods Second-Cycle Coding Methods Forms for Additional Second-Cycle Coding Methods After Second-Cycle Coding Chapter Summary Post-Coding and Pre-Writing Transitions Focusing Strategies From Coding to Theorizing Formatting Matters Writing about Coding Ordering and Re-Ordering Assistance from Others Closure Appendix A: A Glossary of Coding Methods Appendix B: A Glossary of Analytic Recommendations Appendix C: Field Note, Interview Transcript and Document Samples for Coding Appendix D: Exercises and Activities for Coding and Qualitative Data Analytic Skill Development References Index

22,890 citations

Journal ArticleDOI
TL;DR: In this paper, the authors define a leadership event as a perceived segment of action whose meaning is created by the interactions of actors involved in producing it, and present a set of innovative methods for capturing and analyzing these contextually driven processes.
Abstract: �Traditional, hierarchical views of leadership are less and less useful given the complexities of our modern world. Leadership theory must transition to new perspectives that account for the complex adaptive needs of organizations. In this paper, we propose that leadership (as opposed to leaders) can be seen as a complex dynamic process that emerges in the interactive “spaces between” people and ideas. That is, leadership is a dynamic that transcends the capabilities of individuals alone; it is the product of interaction, tension, and exchange rules governing changes in perceptions and understanding. We label this a dynamic of adaptive leadership, and we show how this dynamic provides important insights about the nature of leadership and its outcomes in organizational fields. We define a leadership event as a perceived segment of action whose meaning is created by the interactions of actors involved in producing it, and we present a set of innovative methods for capturing and analyzing these contextually driven processes. We provide theoretical and practical implications of these ideas for organizational behavior and organization and management theory.

22,673 citations

Book
23 Sep 2019
TL;DR: The Cochrane Handbook for Systematic Reviews of Interventions is the official document that describes in detail the process of preparing and maintaining Cochrane systematic reviews on the effects of healthcare interventions.
Abstract: The Cochrane Handbook for Systematic Reviews of Interventions is the official document that describes in detail the process of preparing and maintaining Cochrane systematic reviews on the effects of healthcare interventions.

21,235 citations