University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2016 Stepping Stones to Resiliency in Families: A Longitudinal, Mixed Methods Study Following a Two-Generation Preschool Program Ginn, Carla Sybil Ginn, C. S. (2016). Stepping Stones to Resiliency in Families: A Longitudinal, Mixed Methods Study Following a Two-Generation Preschool Program (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/27880 http://hdl.handle.net/11023/3472 doctoral thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Stepping Stones to Resiliency in Families: A Longitudinal, Mixed Methods Study Following a Two-Generation Preschool Program by Carla S. Ginn A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN NURSING CALGARY, ALBERTA NOVEMBER, 2016 © Carla S. Ginn 2016 ii Abstract Complex inequities exist for Canadian families living with low income, affecting social relationships, well-being, and mental health. A two-generation preschool program at Calgary Urban Project Society (CUPS) Health Education Housing Child Development Centre (CUPS One World) has been ongoing since 2001. Program objectives include improving early childhood development and school readiness through strengthening children’s environmental influences. Program eligibility includes living with less than half the low-income cut-off (LICO), and mental illness, addiction, or social isolation within the family. The aim of this explanatory sequential mixed methods study (quant QUAL) was to conduct a longitudinal follow-up of families after children reached age 10 years, to develop an understanding of the mechanism of change. In Phase I (quantitative), the top and bottom 25th percentile of children’s receptive language scores were identified, using the Peabody Picture Vocabulary Test 3rd Edition (PPVT-III), informing participant selection for Phase II (qualitative). In Phase II, constructivist grounded theory was used to explore experiences of 14 biological mothers as they moved through CUPS One World. The core category, Stepping Stones to Resiliency, included four categories: Perceptions of Family; Moving Forward; Achieving Goals; and Completely Different. Perceptions of Family included the categories of CUPS Like Family (for recent immigrant families), and CUPS in Place of Family (for other Canadian-born and Aboriginal families). Recent immigrant mothers had experienced positive, trusting relationships with extended family, while other Canadian-born and Aboriginal mothers iii had experienced dysfunctional, chaotic relationships (due to abuse and neglect, addiction, and ongoing effects of colonization including residential schools). Moving Forward was linked with Perceptions of Family: recent immigrant families could step lightly onto this stone, as it encompassed adjusting to life in Canada; other Canadian-born and Aboriginal families required extra struggle in order to move on to the next stone, following years of overwhelming life circumstances. Achieving Goals required self-worth to set and work toward them; Completely Different included leaving CUPS One World with newfound Strength, Independence, Freedom, Competency, and Connection. Stepping Stones to Resiliency was not a linear process, it involved occasionally stepping backwards, sometimes slipping and falling, and most importantly, continued resolve to get back on. iv Acknowledgements To all the mothers at CUPS One World who shared your experiences with me, I am truly grateful. Your honesty and bravery is extraordinary. To my supervisor, Dr. Karen Benzies, I have nothing but admiration for your work ethic, your kindness, and your consideration for others as you go about your research, striving diligently to improve the lives of all children and families. To my supervisory committee, Dr. Leslie Anne Keown, Dr. Shelley Raffin Bouchal, and Dr. Billie Thurston, for sharing your research expertise, your encouragement, and your guidance throughout the research process. To Dr. Andrew Estefan for skillfully chairing my exam, Dr. David Este (internal examiner) for thoughtfully questioning and critiquing, and Dr. Andrea Doucet (external examiner) for making the process less painful than expected. Finally, to Agnes Cooke, for investing your resources in families at CUPS One World and beyond through Stephanson Cooke Doctoral Funding. Your kind generosity has made a difference in so many lives, including my own. This research was also supported in part by a University of Calgary Faculty of Nursing Graduate Scholarship, and a research grant from the Max Bell Foundation awarded to Dr. Karen Benzies for the ongoing longitudinal study at CUPS One World. v Dedication Dear Craig, Sarah, Bobby, Beatrice, Aron, Connor, Silas, and Rachael My heart and life is full because of you To my parents, Gerald and Sybil, and my siblings, nieces, and nephews Shannon, Sheldon, Kyle, Kloe, Grayden, Sherry, Brookelyn, Tyra, Cameron, Michelle, Samuel, Lucas, and Mirah Thank you for your unending support across the miles and across the years vi Table of Contents Abstract ........................................................................................................................ ii Acknowledgements...................................................................................................... iv Dedication ..................................................................................................................... v Table of Contents ........................................................................................................ .vi List of Tables ................................................................................................................ x List of Figures and Illustrations ................................................................................... xi Chapter One: Introduction ................................................................................................... 1 Significance of the Research ............................................................................................ 2 Philosophical and Theoretical Perspectives ..................................................................... 3 Pragmatism. .................................................................................................................. 4 Bioecological model of human development. .............................................................. 6 Chapter Two: Literature Review........................................................................................ 12 Living with Low Income ................................................................................................ 12 Macrosystem. .............................................................................................................. 12 Exosystem. .................................................................................................................. 13 Mesosystem. ............................................................................................................... 16 Microsystem. .............................................................................................................. 16 Chronosystem. ............................................................................................................ 18 Global Development ...................................................................................................... 19 Macrosystem. .............................................................................................................. 19 Exosystem. .................................................................................................................. 19 Mesosystem. ............................................................................................................... 19 Microsystem. .............................................................................................................. 20 Chronosystem. ............................................................................................................ 20 School Readiness ............................................................................................................ 21 Macrosystem. .............................................................................................................. 21 Exosystem. .................................................................................................................. 21 Mesosystem. ............................................................................................................... 21 Microsystem. .............................................................................................................. 22 Chronosystem. ............................................................................................................ 23 vii Parenting Skills .............................................................................................................. 24 Macrosystem. .............................................................................................................