Stepping Stones to Resiliency in Families: A Longitudinal, Mixed Methods Study Following a Two-Generation Preschool Program

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atmire.migration.oldid5133
dc.contributor.advisorBenzies, Karen Marie
dc.contributor.authorGinn, Carla Sybil
dc.contributor.committeememberKeown, Leslie Anne
dc.contributor.committeememberRaffin Bouchal, Donna Shelley
dc.contributor.committeememberThurston, Wilfreda Enid
dc.date.accessioned2016-12-01T18:04:46Z
dc.date.available2016-12-01T18:04:46Z
dc.date.issued2016
dc.date.submitted2016en
dc.description.abstractComplex 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 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.en_US
dc.identifier.citationGinn, C. S. (2016). Stepping Stones to Resiliency in Families: A Longitudinal, Mixed Methods Study Following a Two-Generation Preschool Program (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/27880en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/27880
dc.identifier.urihttp://hdl.handle.net/11023/3472
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.facultyNursing
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity 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.
dc.subjectEducation--Early Childhood
dc.subjectEducation--Health
dc.subjectEducation--Social Sciences
dc.subjectIndividual and Family Studies
dc.subjectSocial Structure and Development
dc.subjectMental Health
dc.subjectNursing
dc.subjectPublic Health
dc.subject.classificationlow-incomeen_US
dc.subject.classificationfamiliesen_US
dc.subject.classificationchildrenen_US
dc.subject.classificationearly interventionen_US
dc.subject.classificationResiliencyen_US
dc.subject.classificationgrounded theoryen_US
dc.subject.classificationtwo-generationen_US
dc.subject.classificationintergenerationalen_US
dc.titleStepping Stones to Resiliency in Families: A Longitudinal, Mixed Methods Study Following a Two-Generation Preschool Program
dc.typedoctoral thesis
thesis.degree.disciplineNursing
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
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