Negotiating life with laughter. A grounded theory

Abstract

Using a classic Glaserian grounded theory methodology, the phenomenon of laughter was initially investigated in a broad sense. Grounded theory does not require, or recommend the commencement of investigative work which depends upon a predefined research question. It is primarily an inductive approach to research. Through explorative research, the emergent concepts pointed to three major principles: 1) Laughter is instigated by degrees of discord unique to the individual 2) Laughter is configured developmentally, interpersonally and contextually 3) Laughter serves the purpose of buffering challenges and shifting states The nature of the data collected consisted of: 1) Field notes (Naturalistic observations) 2) Gathering existing publicly available raw data (Naturalistic web-based discussions & purposively targeted topics) 3) Purpose built and managed online discussion forum 4) Interviews x 21 5) Extant literature Data was analysed according to the grounded theory principles of constant comparison of incident to incident. Patterns were conceptualised through memoing alongside the stages of open coding, selective coding and theoretical coding which led to discovery of the core. Laughter was found to be a multidimensional dynamic behaviour, which serves the purpose of negotiating experiences of discordance. The degree of discordance which laughter can help to negotiate is dependent upon the individual s own range for laughter. Laughter may be implicated, not only in the buffering of challenging emotions which the individual may be experiencing in the moment, but also in the reconsolidation of memories when previous challenging experiences are recalled in conjunction with laughter. Implications include enhanced understanding of self-soothing, attachment, mood enrichment of others. Laughter may also offer therapeutic, as well as pedagogical benefits. Therapeutic benefits may include the intentional buffering of challenging emotions. Client laughter may offer therapists meaningful markers in sessions, to which they can return at an opportune time. Pedagogical opportunities include enhancement of learning environments in addition to laughter representing similar markers to those in therapeutic sessions.