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Downloaded It Just to Talk with Them, but Among Their Circles They Share a Whole Bunch of Misinformed Chinese Health Information STORIES OF OUR ANCESTORS: INTERGENERATIONAL TRAUMA AND CHINESE-CANADIAN FAMILIES by Fred Chou B.Sc., The University of Alberta, 2010 M.A., Trinity Western University, 2013 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Counselling Psychology) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) February 2019 © Fred Chou, 2019 The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Stories of Our Ancestors: Intergenerational Trauma and Chinese-Canadian Families submitted by Fred Chou in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Counselling Psychology Examining Committee: Dr. Marla Buchanan, Counselling Psychology, University of British Columbia Supervisor Dr. Marvin Westwood, Counselling Psychology, University of British Columbia Supervisory Committee Member Dr. Marvin McDonald, Counselling Psychology, Trinity Western University Supervisory Committee Member Dr. Ishu Ishiyama, Counselling Psychology, University of British Columbia University Examiner Dr. Laura Hurd Clarke, Kinesiology, University of British Columbia University Examiner Dr. Tom Strong, Counselling Psychology, University of Calgary External Examiner ii Abstract Intergenerational trauma (IGT) is a distal determinant of mental health and has been examined in various populations, including Holocaust survivors and Indigenous peoples (Bombay et al., 2009). However, despite the significant historical traumas experienced by Chinese people in the twentieth century (e.g., the Great Famine and the Cultural Revolution), the research on IGT for this population has been limited. To address this gap in the literature, this study examined the following research question: What are the narratives of IGT and resiliency among Chinese-Canadian families? Narratives of IGT among parental and offspring Chinese-Canadians were co-constructed utilizing an adapted version of Arvay’s (2003) Collaborative Narrative Approach. To affirm the multilingual aspect of storytelling, unique methodological considerations (i.e., the Linguistic Ecology Protocol) were integrated into the study. Eight participants took part in the study with four from two parent-offspring dyads. Participants who took part as family dyads shared their co-constructed stories to each other in a reflective dialogue. These dialogues were witnessed by the researcher and incorporated into the study as separate narratives. An across-narrative analysis was conducted utilizing Braun and Clarke’s (2003) thematic analysis. From the analysis ten themes were developed. Five themes were associated with parental experiences: (a) Decimation of Social Structures; (b) Oppression, Chaos, and Abuse; (c) Desperation for Survival; (d) Personal Losses and the Denial of Education and Opportunities; and (e) Maintenance of Values and Emphasis on the Future. While the next five themes consisted of trauma transmission processes and its impact on the offspring generation: (a) Silence, Shame, and Disconnection; (b) Saving Face and the Cultural Framework of Interdependence; (c) Fear iii and Discipline; (d) Education as Survival and Identity; and (e) Preservation and Reclamation of Heritage. To understand the unique facets of history, trauma, and narrative presented in the analysis and co-constructed stories, a narrative model for Chinese-Canadian IGT is proposed. This model includes: (a) The remembered traumas and the social construction of Chinese-Canadian IGT; (b) intergenerational narrative pathways; and (c) intergenerational narrative identity construction and resilience. The study has implications for counselling psychology in the areas of narrative and multicultural research and family and trauma therapy. iv Lay Summary This study examined the research question: What are the narratives of intergenerational trauma (IGT) and resiliency among Chinese-Canadian families? Narratives of IGT among parental and offspring Chinese-Canadians were co-constructed utilizing an adapted version of Arvay’s (2003) Collaborative Narrative Approach. Eight participants took part in the study with four from two parent-offspring dyads. Participants who took part as family dyads shared their co-constructed stories to each other in a reflective dialogue. This dialogue was then documented as separate narratives. All the narratives were analyzed using thematic analysis and from the analysis ten themes were developed. To understand the intersection between history, trauma, and narrative, a narrative model for Chinese-Canadian IGT is proposed. This model incorporates a discussion about silence, narrative pathways, and identity construction in relation to IGT. The study has implications for counselling psychology in the areas of narrative and multicultural research and family and trauma therapy. v Preface This dissertation is the original intellectual work of the author, F. Chou. The research activities were approved by The University of British Columbia, ethics certificate number H16- 01493. Research activities were partially funded by the Vancouver Foundation between UBC’s Centre for Group Counselling and Trauma and S.U.C.C.E.S.S., grant certificate # UNR15-0667. The research was supported by the Social Sciences and Humanities Research Council grant # 752-2015-2442. Data collection was completed by the author with translation and interpretation support provided by the research assistant, C. Huang (Master’s student, Counselling Psychology). Additional recruitment support was provided by the research assistant S. Truong (Undergraduate student, Social Work, University of British Columbia). Interviews were transcribed by the author and the research assistants C. Huang and J. Chan (Master’s student, Counselling Psychology, Trinity Western University), and with the use of professional transcription services. Translation services and cultural consultation was provided by V. Ng. Community and cultural consultations were provided by M. Kam (Program Director, Family and Youth Services, S.U.C.C.E.S.S.) and the Counselling Services team at S.U.C.C.E.S.S. vi Table of Contents Abstract ......................................................................................................................................... iii Lay Summary .................................................................................................................................v Preface ........................................................................................................................................... vi Table of Contents ........................................................................................................................ vii List of Tables ................................................................................................................................ xi List of Figures .............................................................................................................................. xii List of Abbreviations ................................................................................................................. xiii Glossary ...................................................................................................................................... xiv Acknowledgements ......................................................................................................................xv Dedication .................................................................................................................................. xvii CHAPTER 1: Introduction ...........................................................................................................1 CHAPTER 2: Literature Review ...............................................................................................11 CHAPTER 3: Method .................................................................................................................82 Paradigmatic and Epistemological Foundations of the Research Project ................................. 83 Research Design and Context ................................................................................................... 89 The Collaborative Narrative Method: An Adaptation .............................................................. 96 Trustworthiness and Rigour .................................................................................................... 113 Triangulation. .......................................................................................................................... 115 CHAPTER 4: Family Stories ....................................................................................................120 Overview of Family Stories .................................................................................................... 124 Henry and Lina’s Stories ........................................................................................................ 124 Henry’s Story: A Father’s Yearnings ................................................................................. 124 vii Lina’s Story: Legacy of a Blacklisted Family .................................................................... 145 Narrative of Lina and Henry’s Sharing ............................................................................... 166 Ms. Leung and Ryan’s Story .................................................................................................
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