06-06-2022

Research Background

BACKGROUND

Qualitative study on the lived • Ostracism refers to being ignored, excluded,

and/or rejected. It threatens our basic

experiences of Ostracized fundamental needs.(Williams, 2007)

• Threat to social connectedness for young

Young Adults
adults.(Nikitin et al., 2014)
• Elderly participants has less aversive effects
(Hawkley, Williams, & Cacioppo, 2011).
Presented by : Rufina Rose Biju 001149942 • Not chronically ostracised describe processing
Supervisor: Dr Rebecca Smith and coping with ostracism(Waldeck et al.,
2015)

OBJECTIVES METHODS AND DESIGN

METHOD AND DESIGN

OBJECTIVES RESEARCH DESIGN AND METHOD REQUIREMENTS

• Exploratory qualitative research • Specific lived experience.

This current study investigates :
• Thematic analysis • Below 18 or above 26 would
• A specific lived experience of young adults.
not be appropriate.
• How does indidviduals reflect and react during the MATERIALS
occurrence of an ostracism event. • Semi-structured open-ended DATA GATHERING

• How does ostracism impact a young adults behaviour. interviews. • Online interview.
• How does individuals cope with the ostracism event. • Temporal need threat model. Skype, Zoom, Teams etc

PARTICIPANTS • 20 to 40 minutes.

• 15 -30 participants. • Information sheet.

• Between the age of 18 to 26. • Informed consent.

ANALYSES PROPOSED Potential Results and Conclusion

ANALYSES PROPOSED
• THEMEMATIC ANALYSES Temporal need threat model of Ostracism
Building upon TNTM. ( Adapted from William KD)

Detection of
Reflexive Stage Reflective Stage Resignation Stage
Data familiarisation Define and name themes Ostracism

Generate initial Review themes

codes
The expected results are intend to find out :
search for themes
• Relevant themes and subthemes associated with Ostracism.
• Clarity on reflection and reaction to ostracism.
• METAPHOR ANALYSES
• Recovery level of individuals.
Insight into their thought patterns.
• Coping strategies of individuals.

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Implications envisioned V REFERENCES

Implications Envisioned References

The findings of this study could: Williams, K. (2007). Ostracism. Annual Review Of Psychology, 58(1), 425-452.

• Serve as a basis for education on the impact and consequences Waldeck, D., Tyndall, I., & Chmiel, N. (2015). Resilience to Ostracism: A Qualitative Inquiry. The Qualitative Report.

of ostracism.
Hawkley, L., Williams, K., & Cacioppo, J. (2010). Responses to ostracism across adulthood. Social Cognitive And Affective Neuroscience, 6(2), 234-
• Help gain insight into a specific ostracism event from antecedents 243.

to outcomes. Williams, K. D. (2009). Ostracism: A temporal need‐ threat model. Advances in Experimental Social Psychology, 41, 275-314.
• Provide evidence of developed anti-social or pro-social
Cameron, L. & Low, G. (1999). Metaphor. Language Teaching, 32, 77-96.
behaviour. de Guerrero, M. C. M. & Villamil, O. S. (2002). Metaphorical conceptualizations of ESL teaching and learning. Language and Teaching Research,
6, 95-120.
• More detailed knowledge can lead to better informed education
on prevention of ostracism. Nikitin, J., Schoch, S., & Freund, A. (2014). The role of age and motivation for the experience of social acceptance and rejection. Developmental
Psychology, 50(7), 1943-1950.
• Help further research on the topics related to lived experiences of
Thank you
ostracism.