WHEN WE WERE KIDS: STORIES OF HARDINESS FROM NEWFOUNDLAND
SENIORS
by
Bethany Watts
B.A., Memorial University of Newfoundland, 2016
B.Ed., Memorial University of Newfoundland, 2017

THESIS SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF EDUCATION
IN
COUNSELLING

UNIVERSITY OF NORTHERN BRITISH COLUMBIA
January 2025
© Bethany Watts, 2025

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Abstract

While research continues to grow around healthy aging in seniors from different
communities, there is a lack of qualitative research on the lived experiences of seniors.
Furthermore, there has been a lack of research around this topic in Newfoundland and Labrador.

This research explored the lived experiences of six seniors that grew up in communities across
the island of Newfoundland by interpreting their stories of aging and meaningful aspects of their
lives. Using exploratory research methodology and reflexive thematic analysis, four themes were

generated, each containing three subthemes. The four themes included: Hardiness, Physical and
Emotional Well-Being, Connection, and Core Values and Belief Systems. The results of this
study contribute valuable findings that increase knowledge and understanding of how to address
the complexities of aging. This sharing of seniors' stories and experiences underscores the
significance of transitioning to a more comprehensive healthcare approach that incorporates
lived experiences in the care and understanding of older adults.

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Contents

Abstract…………………………………………………………………………………………… ii
Table of Contents…………………………………………………………………………………iii
List of Figures……………………………………………………………………………………vii

Acknowledgements………..……………………………………………………………………viii
Dedication……………………………………………………………………………………...…ix
Chapter One: Introduction……………………………………………………………………....... 1

Significance of the Research……………………………………………………………… 1
Purpose of the Study……………………………………………………………………… 2
Research Question………………………………………………………………………... 2
Terminology……………………………………………………………………….3
Researcher Context………………………………………………………………………..3
Conceptual Lens…………………………………………………………………………...5
Overview of the Thesis…...……… ……………………………………………………….6
Chapter Two: Literature Review……………………………………………………………….....8
Lived Experiences……....…………………………………………………………………8
Resiliency……………………………………………………………………………....... 10
Factors Contributing to Resiliency…………………………..………………….. 11
Hardiness…………………………………………………………………………………12
Seniors in Rural Areas…………………………………………………………………... 13
Successful Aging………………………………………………………………………... 14
Historical Context…...………...…………………………………………………………16
Summary…………………………………………………………………………………18

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Chapter Three: Methodology……………………………………………………………………. 20

Qualitative Research……………………………………………………………………. 20
Exploratory Research……………………………………………………………………. 21
Thematic Analysis………………………………………………………………………. 22

Ethical Considerations…………………………………………………………………...24
Vulnerable Populations…………………………………………………………..25
Impairment……………………………………………………………….25

Confidentiality and Anonymity………………………………………….25
Respect for Autonomy…………………………………………………...26
Beneficence and Non-malevolence………………………………………27
Research Procedures……………………………………………………………………..28
Recruitment of Participants………………………………………………………28
Consent…………………………………………………………………………..29
Interviewing…………………………………………………………….………..30
Data Analysis…………………………………………………………………………….30
Evaluative Criteria………………………………………………………………………. 34
Credibility….……………………………………………………………………. 35
Member Checking………………………………………………………. 35
Dependability…………………………………………………………………….36
Confirmability……………………………………………………………………36
Reflexivity………………………………………………………………. 36
Summary………………………………………………………………………………… 37
Chapter Four: Findings…………………………………………………….……...……………..39

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Hardiness…………………………………………………………………………………39

Survival…………………………………………………………………………..40
Isolation…………………………………………………………………………..41
Resilience………………………………………………………………………...42

Physical and Emotional Well-Being……………………………………………………..43
Health…………………………………………………………………………….44
Loss and Grief……………………………………………………………………45

Acceptance of Aging……………………………………………………………..46
Connection……………………………………………………………………………….47
The Natural World and Simplicity……………………………………………….48
Sense of Community……………………………………………………………..49
Interpersonal Relationships………………………………………………………50
Core Values and Belief Systems…………………………………………………………51
Church……………………………………………………………………………52
Spirituality………………………………………………………………………..54
Busyness………………………………………………………………………….55
Conclusion……………………………………………………………………………….56
Chapter Five: Discussion……………………………………………..………………………….58
Existing Literature……………………………………………………………………….63
Limitations of the Research……………………….……………………………………..65
Future Research………………………………………………………………………….66
Implications for Practice…………………………………………………………………68
Knowledge Mobilization………………………………………………………………...69

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Conclusion………………………………………………………….……………………70

Reference List……………………………………………………………………………………72
Appendix A. Braun and Clark’s Six Step Model for Thematic Analysis………………………. 88
Appendix B. Recruitment Poster…………..……………………………………………………. 89

Appendix C. Information Letter and Consent Form..……………………………………………90
Appendix D. Introductory Letter……………………………………….……………………….. 96
Appendix E. Sample Interview Questions.………………………………………………………97

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List of Figures

Figure 1. Mind Map……………………………………………………………………………..32

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Acknowledgements

I would like to express my utmost appreciation and gratitude to all the participants who
shared their experiences with me. I am grateful for their willingness to be a part of this journey
alongside me and for offering their wisdom and meaningful contributions to the research study.

Thank you to my committee members, Dr. John Sherry and Dr. Nancy Jokinen, for their
continuous encouragement and direction throughout this entire process.
I would also like to say thank you to my family for always being a source of love,

encouragement, understanding, and support. To my Nan and Pop: Thank you for telling me your
stories, inspiring my research, and providing me with so much wisdom and guidance. To my
loving partner Bryn: For your constant support, inspirational nuggets of wisdom, and always
being a listening ear.
Lastly, a huge and special thank you to my supervisor, Dr. Linda O’Neill: I am truly
thankful for your ongoing guidance, mentorship, and wisdom. I will be forever grateful for your
direction and your belief in me as both a counsellor and a researcher.

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Dedication

To the taletellers of Newfoundland and Labrador. You make our home truly special.

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Chapter One: Introduction

Newfoundland is my home. I was born and raised in this portion of the province and
spent much of my time growing up around the older population that inhabits it. Throughout the
29 years of my life I have heard many stories about growing up on the island and the trials and

tribulations that come with that. Living in Newfoundland and Labrador comes with obstacles
such as difficulties accessing health care, harsh climates, and dwindling opportunities for work
for a population struggling to keep its young people in the province (Walsh et al., 2015).

Newfoundland has a unique population in that, despite these obstacles, some people have chosen
to stay here and have lived their entire lives on the island. Newfoundland has a rapidly aging
population whose stories have yet to be told, which is exactly why this research matters. Through
struggle and hardship there are factors that contribute to a long healthy life. I wanted to explore
that in the context of Newfoundland and Labrador and the senior population that inhabits this
province.
Significance of the Research
The older adult population in Newfoundland is projected to increase substantially from
2022 to 2042, with an increase of about 30% (Government of Newfoundland, 2023).
Newfoundland has seniors who have lived through trying times and managed to live well into
their 80’s and 90’s. This research was intended to consider seniors’ experiences of growing up in
Newfoundland to further knowledge of healthy aging and advancing health care. Resiliency may
play a role in that, which is a consideration that has not been given adequate focus in the
literature. Wells (2012) highlighted that physical and mental health corresponded more with
resiliency than demographic factors. This result, highlighted in multiple articles (Färber &
Rosendahl, 2020; MacLeod et al., 2016; Wells, 2012), exemplifies the need to explore the

2
experiences and supportive factors of resiliency in seniors. A study in New Zealand by Wiles

et al. (2012) critically examined the stories of seniors and demonstrated the knowledge
researchers can help generate when they take a closer look at experiences and the meaning
seniors attach to their stories. Therefore, the overarching goal is to advance knowledge and to

contribute more research to the growing field of healthy aging by considering factors known and
unknown in the literature regarding seniors.
Purpose of the Study

Prevailing literature focusing on seniors mainly addresses topics such as health care
and discrimination, technology use, and housing issues (Dobrowolska et al., 2017; Pearson et al.,
2019 Seifert & Schelling, 2016). These articles consider aspects such as ageism, technology
awareness, and housing initiatives for seniors which are key areas for understanding aging. A
crucial piece however, that many of these articles do touch on, is the need to explore the lived
experiences of seniors. This may bridge the gap in understanding personal factors relating to
healthy aging. There is something to be said about human beings and their ability to respond to
threat and then cope with the effects of events in life that are complicated and difficult. My hope
is that this research contributes to existing literature on senior’s lived experiences, care, health,
and well-being. I hope it bridges the gap between current articles and future research in this area
by addressing the experiences of seniors through their personal lens.
Research Question
My primary research question is: What are the lived experiences of seniors as they aged
in Newfoundland? My secondary question is: What helps us to better understand healthy aging
and health care as it affects seniors living in Newfoundland?
Due to unique socio-economic factors in Newfoundland, especially pre-1970 as it was a

3
time of limited access to resources such as food supply and health care services, it makes sense

to say life in Newfoundland was tough. Factors including isolation, long cold winters, little to no
access to health care or adequate food supply all contributed to trying times in Newfoundland.
The main question is how those factors interact with aging and living a healthy life. I was curious

how seniors in Newfoundland would discuss growing up in Newfoundland and what common
themes would arise through these stories. It makes sense given the factors listed above that
Newfoundlanders may have increased grit, resilience, and hardiness but what would they say

about it? This qualitative exploratory research focuses on the lived stories of seniors that may
hold deeper truths behind health and longevity in life.
Terminology
For this research, it is pertinent to highlight the situation where Newfoundlanders across
the island have their local dialects influencing language and the given meaning of words used.
No outport community is ultimately the same as another in terms of language, which is
important in terms of transcription and analysis of interviews. It would be more difficult for
someone not coming from a Newfoundland background, who would struggle to understand the
language or culture, to grasp the meaning behind the dialects.
Another appurtenant term to this research is senior citizen and how that is defined. Much
of the literature defines a senior as an individual above the age of 65 (Sabharwal et al., 2015;
Singh & Bajorek, 2014) These articles highlight the idea that chronology alone cannot define
a senior citizen. Thus, using 65 and older as the indicator for senior citizenship is suitable and
focuses on a broader, more inclusive age group for the purpose of this research.
Researcher Context
I situate myself as a researcher within the research context. This research is foundational

4
to my way of being both personally and professionally. I grew up in rural Newfoundland in a

community with approximately 1500 people. I was raised in part by my grandparents and around
many senior community members. Those individuals undoubtedly helped shape the person that I
am today through their sharing of experiences and life lessons. This research is close to my heart

in that sense, but it may also have relevance for others connected to seniors in Newfoundland.
One of my core ideas is that Newfoundlanders do have unique qualities and ways of
being that contribute to a sense of self and community. Through my own experiences of hearing

stories and being told of the lived experiences of seniors that I grew up around, I do believe that
Newfoundlanders have a holistic sense of making meaning out of experiences. There have been
many books written as a consolidation of stories that have highlighted the experiences of
Newfoundlanders but little academic research. My research will provide a greater understanding
of senior Newfoundlanders. Furthermore, approaching these experiences in an academic research
context may aid in health care understanding and systems by addressing the mentalities of
seniors in Newfoundland.
In a professional sense, this research feels like a major part of my growth and
understanding as a counsellor. Throughout my undergraduate degree in Psychology and
Master of Education in Counselling, I was drawn to the subjects of aging and mental health care
of seniors. Gerontology has also continuously been a keen interest of mine. The relative
proportion of seniors in relation to the world’s population is growing, expecting to rise from 12%
in 2015 to 22% in 2050 (World Health Organization, 2022). This statistic strikes as having
impactful implications. Some articles suggest that the factors contributing to this are complex,
including an aging workforce and immigration policies in Canada (Chen & Li, 2023). It is also
important to consider the lived experiences of those individuals alongside these findings.

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Merging the medical care portion of research with the lived experiences of aging seniors

may create a narrative key to understanding and advancement in senior care.
Conceptual Lens
Social constructivism suggests that individuals understand and make meaning of

their experiences through social interaction, culture, and connection (Amineh & Asl, 2015). My
ontological lens is founded on the idea that people try to make meaning from experiences. In the
context of this research, Newfoundlanders’ experiences of growing up and facing challenges

such as poverty, isolation, and lack of resources is the background. I think that the world can be
better understood through the sharing of stories and lived experiences. My epistemological lens
in research draws from the context of Newfoundlanders and their way of being (i.e., their
way of existing and making meaning of their lives given their culture and lifestyle and how that
can be used to understand the world better). Ontology refers to the essence of reality and being
and epistemology to different ways of knowing (Saldana & Omasta, 2022). These are both
reflected in my personal beliefs above and are important in understanding the lens from which
my research was conducted.
Vygotsky, a psychologist well known for his sociocultural theory of cognitive
development, leaned heavily on the concept of culture and interactions with others as
instrumental in the development of learning and understanding (Amineh & Asl, 2015).
Newfoundlanders have made meaning of their lives through interactions with each other and
communities. Those experiences of growing up in Newfoundland and the stories of hardiness
shape who Newfoundlanders are and how they understand the world around them. The
expressions and understandings of personal experiences that human beings share can help
researchers to better understand what healthy aging means to people. This is especially true in a

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place like Newfoundland, where people’s livelihoods are shaped not only by the harsh

environment but also by a strong sense of community and belonging. Vygotsky’s notion applies
to Newfoundlanders in the sense that culture and social environment play a role in shaping the
ways in which they make meaning of experiences.

Overview of the Thesis
Chapter One highlights the significance of my research and the purpose of conducting it.
Chapter One also underscores the importance of recognizing the researcher context and lens

from which one views the world and the research. Discussing those key pieces creates a
foundation for understanding my research and its significance in an academic setting.
Chapter Two is a literature review focusing on different concepts connected to the
topic of aging in seniors. The first part is a review of the literature describing lived experience
and why it is essential to study in a research context. The second part focuses on resiliency and
how it is considered and defined. This section also discusses factors that influence resiliency as it
consistently arises as a theme in research on aging in seniors. The term hardiness is then
discussed as it is used often in literature around resilience and in research on seniors. Next, the
literature review focuses on the term successful aging and how this is relevant to the research.
Lastly, the literature review highlights key events in Newfoundland and Labrador’s history that
may provide more context to the experiences shared by participants.
Chapter Three focuses on methodology, specifically qualitative exploratory research and
why it was chosen for this research. It also looks at ethical considerations when working with
seniors and vulnerable populations as well as in a research setting and the specifics of research
procedures used. Chapter Three highlights specifically the recruitment of participants, consent
process, interviewing process and questions that were asked, and the data analysis used.

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The overall purpose of my research was to contribute to the existing literature on

health and aging in seniors. There is a movement towards a more comprehensive health care
system inclusive to personal accounts and experiences. I hope to spark more conversation around
connecting lived experiences with health care.

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Chapter Two: Literature Review

Much of the existing literature on seniors and healthy aging lacks a lived experience
component. Researchers touch on the importance of including this piece, but the movement
towards this inclusivity is still evolving. This literature review presents an argument for the value

of conducting research including lived experience. It also provides a summary of some of the
existing literature related to core components of this research; resiliency, hardiness, challenges
pertaining to seniors in rural areas, and successful aging. The literature review emphasizes the

gaps in current research while also highlighting key findings from researchers in this field.
Lived Experience
Lived experience can be defined as an “ongoing process, internally known, and an
enactive approach to cognition.” (Dieumegard et al., 2021, p. 1). Dieumegard et al. (2021)
reflected on what it means to study lived experiences and how complex that can be regarding
reflection, rationality, and extraneous factors influencing perception of an experience. Each of
these components, however, are what makes lived experience even more beautiful to witness
and study. This can lead us to a greater understanding of the overall human condition and
experience. A critical piece of lived experience is taking into consideration how multifaceted it
is. Dieumegard et al. (2021) highlighted this concept stating that studying lived experience
means:
to focus individually, as a starting point, on each subject, but also to take into account the
social and material levels, through their subjective resonance; to consider experience
from a relational point of view, given that during an experience, the subject affects the
world just as much as the world affects her/him; to take into account the interwoven
dimensions of experience (e.g. cognitive, emotional, motor, motivational dimensions); to
study the hic et nunc experience through a particular moment for the subject, temporally
situated and as integrating past and future. (p. 3)
Over the past few decades, researchers have developed a framework and understanding

9
for sharing lived experience in research. There has been increasing value placed on involving
individuals with lived experiences in research and using their experiences to better form
understanding of different concepts (Boydell et al. 2021; McAdams, 2001). McAdams (2001)
described a culture whereby people are sharing knowledge, experiences, and understanding the
meaning people make of them through research. It is fundamental to a developed concept of the
world that there is an understanding of the narratives people construct around their realities and
integrating that into existing knowledge of the world (McAdams, 2001). Throughout the history
of psychology and life itself stories have been told to help people understand and make meaning
of experiences. Bechard et al. (2022) further highlighted that researchers consider lived
experiences to be invaluable in any research context. The lived experiences of individuals
provide a view of personality traits and social contexts in different cultures, which allows
researchers to deeply explore a person’s inner world and their thought processes (McAdams,
2001). Lived experience can fill in gaps in our understanding and promotes a well-constructed
knowledge of human experience.
It has been shown that seniors who share stories with an audience genuinely listening can
improve their self-esteem (Langer, 2016). Newfoundlanders seem to take pride in storytelling
and using it as a way of connecting. Through my experience working at clinics with seniors, I
witnessed these outcomes. Langer (2016) highlighted that giving an older person an authentic
and attentive audience can validate the importance of their life. An older adult has extensive
lived experience in a myriad of settings and making space for them to share it can also spark
growth in a therapeutic partnership (Langer, 2016).
Storytelling has been suggested as a meaningful way to help seniors develop resiliency
(Mager, 2018). Exploring lived experiences and sharing them with others through storytelling

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fosters a felt sense of purpose for seniors (Narine et al., 2023). Storytelling has helped seniors
deeply consider their experiences and the ways in which those experiences have impacted them.
This also encouraged seniors to realize a sense of resilience within themselves, and to then enact
resilience in their current stage of life (Voie et al., 2024). The act of storytelling gave older
adults space to navigate their feelings and ideas around their lived experiences. The profound
impact of this exhibited using reminiscence therapy in patients with Alzheimer’s disease (Cuevas
et al., 2020). These researchers concluded that the use of reminiscence therapy could improve the
quality of life, communication, cognition, and levels of depression in older adults with
Alzheimer’s disease.
Resiliency
Resiliency is a complex phenomenon and one that is constantly evolving in research. The
knowledge researchers have of resiliency is growing through a greater understanding of the lived
experiences of individuals. Given the focus in current literature on resiliency, there are fewer
articles focusing directly on the lived experiences of older adults who display resilient
characteristics.
Resiliency is being researched in a plethora of settings from inner city school systems to
natural disaster responses. It is a concept vital to humanity and survival through difficult
experiences. Researchers have looked closely at what factors contribute to resiliency or result
in a lack thereof. There have been studies looking closely at people who seem to lack resiliency
and the factors that consistently appear in the individual’s circumstance (Mrazek & Haggerty,
1994). As a society, we tend to focus on the negative aspects and fall short in building resilience
in people which leads to a lack of preventative strategies and programs (Kumpfer, 1999).

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A few studies have linked hardships to greater resiliency in older adults. One study

suggested that adverse experiences with war had created a sense of community resiliency in the
older population in Israel (Eshel et al., 2016). This study highlighted how adversity had impacted
Israelis and sparked development in protective factors reinforcing longevity in life. It is notable

to recognize the fact that this study also looked closely at younger individuals and still found the
older population to show more resilience and an attitude of belief and faith that things will be
okay (Eshel et al., 2016).

Factors Contributing to Resiliency
There are ideas around the factors that contribute to resiliency through research on
seniors themselves. Relationships, connection, frame of mind, religion, and spirituality appear
often in literature around successful aging in seniors (Stark-Wroblewski et al., 2008).
When considering the resiliency lens instead of the successful aging lens, similar themes
do arise but in different terms. These ideas stem from coping, grit, faith, and connection
(Reynolds, 2019). Górska et al. (2022) conducted a systematic review and correlational metaanalysis of factors contributing to resiliency allowing a more widespread view from which to
consider the main ideas brought up. Some of the main factors found to be associated with higher
resilience scores were self-efficacy, purpose in life, and self-rated physical and mental health.
Some of the factors associated with poorer resilience scores were loneliness, psychological
distress, and poor mental health. An interesting point in Górska et al.’s article discusses factors
that were looked at that were not associated with higher level of resilience. This included age,
gender, race, marital status, and frequent negative emotion.
Resiliency is complex as displayed through these articles and others connecting many
different pieces that seniors bring up when they think about resiliency. There are many factors

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that can contribute to resiliency and they each play a different role in every individual's life (van

Kessel, 2013). Seniors seem to thrive in environments and feel a great sense of resiliency when
they have connection, health, and meaning (van Kessel, 2013). Van Kessel (2013) also looked at
resilience from health, environmental, and internal perspectives which is interesting. She

considered that health does play an influence on overall resilience while other factors such as
meaningfulness, acceptance, supportiveness, and access to health care also contribute greatly.
Hardiness

Hardiness is defined in the literature as an ability to adapt to stressors effectively and,
as an individual, having a belief that one can cope with life’s difficulties (Hull et al., 1987,
Kobasa et al., 1982). Maddi (1999) also defines hardiness as a sub-component of resiliency that
is essential. Focusing on hardiness for my research was necessary, given the number of articles
that have considered it when looking at seniors. Hardiness has consistently been found to relate
to happiness, lower depressive symptoms, lower loneliness, and greater appetite in seniors
(Engel et al., 2011; Ng & Lee, 2019; Sharpley & Yardley, 2007). Considering hardiness as a subcomponent and a term that seniors may more closely identify with is valuable.
Hardiness is commonly intertwined with health when discussed in research. Researchers
define health-related hardiness as an ability to respond well to illness and cope with it positively
(Ghaffari, 2020). Hardiness closely aligned with better health and a stronger ability to cope with
disorders and illnesses that may come up throughout life (Dursun et al., 2022, Ghaffari et al.,
2020). Although called health-related hardiness, researchers were clear to label this as a
psychological hardiness. Hardiness has also been associated with other personality traits that
help to maintain health when dealing with stressors (Eschleman et al., 2010). Those specific
personality traits have not been closely studied but are useful to think about because of what

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often comes up in these studies, the mediating effects of social supports and community.

Sadaghiani (2011) studied stress, hardiness, and mental and physical syndromes
specifically, within a population of senior high school students. Although this was not a study
focused on seniors, the findings suggested something quite intriguing. First, hardiness did

not significantly decrease mental disorders but that it was connected with a decrease in physical
illnesses. Their findings, as stated, suggested that people who display more hardiness tend to
have less stress and use more coping mechanisms through challenging situations. Hardiness fills

in some gaps that resiliency leaves and connected here to better health, which could be a factor in
seniors’ lives. It also highlights the importance of considering hardiness and what that may mean
for the seniors involved in research. It is pertinent to acknowledge that hardiness is something
Newfoundlanders may align more closely with because seniors in other research contexts have.
Seniors in Rural Areas
Newfoundland and Labrador is a province made up of many rural communities where
people thrive through connection to one another. The theme of community and connection comes
through often when discussing resiliency (Levasseur et al., 2017, Stephens et al., 2014, Tian,
2019, Zhang et al., 2017). Paúl et al. (2003) found that seniors in rural areas actually reported
greater life satisfaction and happiness with aging. This finding aligned with the themes of
connection, community, and belonging. The three elements are particularly relevant to consider
when researching seniors in Newfoundland and Labrador because of how rural most seniors are
in this province.
One of the pieces that has been highlighted in the literature that is crucial is the influence
of cultural perception of aging on resilience and happiness (Ladusingh & Ngangbam, 2016).
Newfoundland and Labrador seems like a small province, but its diversity is extensive in terms

14
of language, belief systems, and family systems. Although the overarching cultural values are

similar, within each small outport there are individual differences and experiences, which is why
it seems critical to piece together the lived experiences of people from different communities.
The social influence on one’s experiences and on meaning making has been shown time and time

again given the cultural setting of Newfoundland.
An article by Howell and Cleary (2007), focused in on a rural region in the United
States where they studied senior’s perceptions of quality of life. This article is significant in that

it drew more emphasis on rural region individuals and what factors they brought up compared to
more urban centers. Quite noteworthy was the fact that similar themes emerged through their
qualitative interviews as have been in more urban settings, such as community and belonging.
Other themes that Howell and Cleary (2007) drew out were autonomy, responsibility, and
changes in relationships. Altruism was a particularly unique theme and brought forth a more
open mindset in terms of what themes could come through lived experiences.
Successful Aging
Among the research considering aging populations and life expectancy is the widely used
term “successful aging”. According to Rowe and Kahn (1997), “successful aging is defined by
three components: low probability of disease and disease-related disability, high cognitive and
physical functional capacity, and active engagement with life.” (pg. 433). These factors are all
explained in their model and relate strongly to a medicalized view of aging. As a result, some
researchers are attempting to debunk this model as it seems a hollow term to describe aging.
Martinson and Berridge (2015) touched on some of the key criticisms of successful
aging. Those being inclusive, but not limited to: 1) That Rowe and Kahn’s model is not inclusive
to those who have struggled through adversity and further exemplifies the need to move away

15
from “normative” models, 2) The model has been criticized in a few research contexts showing

that disability or physical illness was not always a good indicator of whether seniors would say
they have aged successfully, 4) Researchers felt that claiming that successful aging is based on a
personal choice one makes to live a healthier lifestyle is a biased view ignoring social, personal,

and cultural factors related to aging.
An article written by Harris (2008) highlighted the importance of considering the term
resiliency or hardiness instead of successful aging. As Harris (2008) stated:

The true quest as we age should not be for successful aging, but our goal should be for
resilience, an undervalued and not fully examined concept in aging. Developing
resilience is possible for many older adults regardless of social and cultural backgrounds
or physical and cognitive impairments, unlike successful aging. (p. 43)
This suggestion further exemplifies the need to conduct research altering and updating our
terminology. Thus, creating an atmosphere for further learning and understanding where
language is more inclusive to the true complexities of life and human conditions.
Although some researchers are trying to debunk the words “successful aging” and find
wording that is friendlier and more representative it is still used widely in the literature. Reich et
al. (2020), reviewed the literature on successful aging and used it to talk to seniors about what
they thought about the subject. Many of the same themes came up for those seniors as do in other
literature on resilience and what is contributing to seniors’ happiness. Although the term
successful aging would seem to have medical implications, as per Rowe and Kahn’s (1997)
model many of the seniors focused on topics such as social engagement, positive attitude, and
spirituality, which is important to recognize. Even with a certain implication or difference in
terminology, seniors seemed to redirect back to those key elements continuously. For this

16
research, the term healthy aging was used as it felt more aligned with the methodology and

purpose behind conducting this research.
Historical Context
As Stebbins (2001) discussed, interview questions in exploratory research often are

derived from information written about a population or by them. A few authors have written
about Newfoundland and Labrador, specifically about major events in the history of the province
that could be pertinent to this research as the individual's being interviewed would have lived

through them. Some of these include Newfoundland joining confederation, the loss of the
fishery, resettlement, loss of home and land because of storm surges. Below are some of the
books, poetry, and other literature sources and how the themes they focus on may provide more
context around life in Newfoundland.
One of the first books I read about Newfoundland was one by a relative, Enos Watts.
This poetry book was published in 2005 and is titled Spaces Between the Trees. This poetry
book is a collection of words describing some central aspects to life in Newfoundland,
considering them in a nuanced and abstract way. Some of the themes included life in rural
Newfoundland, church going, landscapes and weather of Newfoundland, and childhood. This
collection of poetry reminds us that there is more to be seen than what we may assume or expect
due to unique personal experiences and perceptions.
Another book written about the lived experiences of Newfoundland folk is called As The
Old Folks Would Say (Furey, 2017). Hubert Furey set out on a mission to collect stories about
outport Newfoundland and what life is like there. What is particularly beautiful about this book
is the specificity and what is referred to as “mundane” Newfoundland ways that end up making
this book even more meaningful. An ongoing point of stress and hardship for Newfoundlanders

17
is resettlement. Many communities in Newfoundland are dying out or the population becomes

too scarce to maintain a community with adequate resources. People are forced to leave their
life and home that they have often spent their entire lives in. Hubert Furey shared direct lived
experiences from those who have been forced to resettle by government or due to factors

mentioned above.
“Newfoundland’s history is Newfoundland’s culture.” (O’Dea, 1994, pg. 73). O’Dea’s
article discussed some key components of Newfoundland settlement and the distinct qualities of
it. His article discussed the fishery and how Newfoundland was considered a place not to be
inhabited at one point in time. Not unlike today, many fishermen died or got injured through
their pursuit of sustenance in fish and ocean life. We still see those traditions and incidents today
in Newfoundland with those making ends meet through the fishery. O’Dea’s article highlighted
key points in Newfoundland’s history that have shaped how it is today. “Newfoundland is a
cultural refugium: “a place where archaic cultural forms… persist and develop their own
peculiarities in relative isolation.” (O’Dea, 1994, pg. 73).
Don’t tell the Newfoundlanders by Greg Malone (2014) tells of a key piece of
Newfoundland’s history in joining Confederation and becoming a Canadian province in 1949.
This is a part of history that seniors would have lived through and experienced. It is important
because this event was not one that all agreed with which can be seen by Newfoundlanders who
still refer to the province as the Republic of Newfoundland. According to this book and other
references to this event, Newfoundlanders really had no say at all in this decision which ended
up impacting livelihoods.
A huge part of the history of Newfoundland and its initial development is also the fishery.
Newfoundland begun as a resource site for hunters and gatherers especially in the fishery sector.

18
Shrank and Roy (2013) wrote:
“On July 2, 1992, Newfoundlanders received a terrible shock. The federal Minister of
Fisheries and Oceans, Newfoundland’s own John C. Crosbie, banned the commercial
directed fishing of the northern cod stock, historically one of the greatest fisheries of the
world… the northern cod stock did not recover in two years, nor has it recovered in
twenty.” (pg. 397).
This event had a direct impact on the livelihood of Newfoundlanders who had built their entire
income and life around being a fisherman. This disrupted families as well as caused great turmoil
for families who relied on the fishery for food and income (Shrank & Roy, 2013).
The purpose of sharing some of these historical landmarks is recognizing events that
shifted the lives of Newfoundlanders. These events all contributed to trying times in
Newfoundland’s history that challenged families to alter their ways of being and to develop a
sense of resiliency or hardiness, whether personally or through community. Zizka and
Hinderaker (2023) discussed the experiences of 32 individuals in Newfoundland who were
directly tied to the events of 9/11 and found that their narratives functioned as a construction of
community resilience. These other events in Newfoundland’s history could serve a similar
purpose to those having lived through them. These events may also provide context for
some of the experiences shared in the current research.
Summary
There is widespread literature on seniors, healthy aging, and resiliency. However,
research is still developing and being conducted to learn best practices around including lived

experience. The existing articles highlight similar factors pertaining to resiliency and hardiness
in different populations from various places. Although similar themes are suggested, unique

19
findings consistently arise as more qualitative and mixed methods research is conducted. The

existing literature suggests limitations relating to a lack of qualitative research considering lived
experiences. Thus, lacking adequate consideration for concepts such as quality of life which
pertain to a more holistic health care system. This furthers the importance of my research in

advancing the conversation around qualitative, exploratory research focused on seniors.
Seniors make up a large part of the population (World Health Organization, 2022) and in
hearing their lived experiences and understanding aging through that lens, we may gain a greater

understanding of the world. It is valuable to note that the existing literature is suggesting much of
the same things, that resiliency shows up amid much adversity and differing circumstances.
Furthermore, that considering terminology around rural living, health, and successful aging is
critical in adapting a framework from which to work with seniors. My research aimed to explore
the missing piece, the narratives of seniors, through the lived experiences as told by seniors
themselves. My hope is that an awareness of seniors’ experiences in rural Newfoundland can
advance academic knowledge and development of practical approaches to health care.

20
Chapter 3: Methodology

Qualitative Research
Through exploring multiple texts on qualitative research, I found myself trying to put
together the multitude of ideas of what qualitative research truly is. Aspers and Corte’s (2019)

definition of qualitative research touches on the basic tenets of what this research truly means.
These being: 1) Qualitative research involves making new key distinctions with findings, 2)
Qualitative research involves a process with multiple phases and iteration, 3) Qualitative

research allows researchers to get close to the phenomenon being studied and those being
investigated, and lastly, 4) Qualitative research leads to an improved understanding of the
phenomenon being studied. Aspers and Corte (2019) highlighted that qualitative research is “a
process that is iterative, an attempt to create new distinctions, the ability to get close to people
and their contexts, and an effort to understand meaning.” (p. 155).
Lincoln and Denzin’s (2008) view of qualitative research and the researcher context
align with the purpose of this research. The idea of a researcher being somewhat of a quilt maker
who, through conducting qualitative research, helps make aspects of our world seen and heard
(Denzin & Lincoln, 2008) was a fit for this study. We are all individuals who make meaning of
experiences in different ways based on all the intertwined parts that make up who we are.
Qualitative research focuses on the meaning we make of our individual experiences to help us
better understand the world (Denzin & Lincoln, 2008). This research in Newfoundland deeply
represents an ingrained part of who I am. Qualitative research and its methodologies fit the
research and myself on a personal and professional level because of the beliefs I hold around
how we make sense of the world as highlighted above.
Qualitative research is conducted to understand the social aspects of our world: the
impact of events on individuals, how ideas and values are formed, and why people act the

21
way that they do to name just a few (Hancock, 2001). One of the most important aspects to

understanding the world is understanding through the lens of people experiencing it. There is
so much information and wisdom to be found in every individual’s experience. When done
mindfully, qualitative research has rigor, is internally consistent, and helps people better
understand lived experiences and events (Lincoln & Guba, 1985).
Exploratory Research
When considering any framework from which to conduct research, it is crucial to fully
understand that framework and where it comes from. A part of that for myself as a researcher
was to consider the type of research I wanted to do and its purpose. It was necessary that I
followed a framework that felt true to myself and was in line with the purpose of this research.

Exploratory research is a flexible type of research focused on discovery (Jupp & Sapsford,
2006). I did not want this to be influenced by anything other than the lived experiences and my
partnership in working with this population. This type of open methodology helps to explore the

grey area of many subjects and new research topics.
It is important to understand the point and meaning behind conducting exploratory
research. As Stebbins (2001) discussed in his book, exploratory research is often overlooked or

at the very least poorly understood. It is useful when conducting research with a possible new
research idea exploring the stories of individuals to see what they find. His definition is one that
is particularly useful to highlight as it exemplifies the value of exploratory research:
“Social science exploration is a broad-ranging, purposive, systematic, prearranged
undertaking designed to maximize the discovery of generalizations leading to description
and understanding of an area of social or psychological life. Such exploration is,
depending on the standpoint taken, a distinctive way of conducting science—a scientific
process—a special methodological approach (as contrasted with confirmation), and a
pervasive personal orientation of the explorer. The emergent generalizations are many
and varied; they include the descriptive facts, folk concepts, cultural artifacts,
structural arrangements, social processes, and beliefs and belief systems normally found
there” (Stebbins, 2001, p. 9).

22
I conducted this research with the idea and research question in mind with seniors in

Newfoundland and the personal meanings they find in aging. However, the broader purpose of
conducting exploratory research in this setting was to work together with seniors to share their
stories. The fact that this topic was broader and required more of an open-ended exploration

supported exploratory research being the chosen methodology. I conducted this research taking
an exploratory qualitative research approach to facilitate understanding the experiences and
stories of the older-aged folks living in Newfoundland.

I believe one cannot understand, or at least would have limited knowledge of, any
experience or phenomena without the lived experiences of individuals directly impacted. A
researcher’s decision to choose a particular methodology often underpins their belief about how
we understand the world, where there are loopholes in our understanding of it, and generally,
what we think the world is like (Firestone, 1987). I believe that the lived experiences that are
described in research using an exploratory framework provide essential data on seniors’
lives through a different lens than quantitative analysis.
Thematic Analysis
Thematic analysis is a means of analyzing a group, a situation, or a culture (Boyatzis,
1998). Thematic analysis, according to Braun and Clark (2006), is an advantageous method that
uses a six-step framework (see Appendix A) to organize and analyze data consisting of
1) Becoming familiar with the data, 2) Generating initial codes, 3) Searching for themes,
4) Reviewing themes, 5) Defining themes, and lastly, 6) a Write-up. The overall value in
conducting this research in this way was the openness to understanding and learning that it
provided. A reflexive thematic analysis truly considers the data and makes meaning out of it
(Maguire & Delahunt, 2017). Braun and Clark’s method is focused on “people’s words and how

23
they produce particular realities” (Terry et al., 2017, p. 17). We can better understand the

complexities of human experience and meaning making through its use.
Braun and Clark’s (2013) method of reflexive thematic analysis was a useful one in the
context of seniors’ experiences in Newfoundland. It allowed for deep exploration of the data and

a meaningful distinction between semantic meaning and latent; semantic being the actual words
being said and latent being the underlying or more exploratory analysis of the data (Braun &
Clark, 2013).

Braun and Clark’s (2013) six-step framework fit with my research topic and with me as a
new researcher. Situating myself as a Newfoundlander along with my research participants
allowed a better understanding for familiarity with the data and generating codes to use in
thematic analysis. Inductive and descriptive thematic analysis both fit with this intent with a
focus on analysis connected only to the data itself (Braun & Clark, 2013). Given that there are
only a few articles written on healthy aging in Newfoundland seniors, it was helpful to follow
an inductive and descriptive framework in that it attempts to follow closely the meanings directly
in the data (Smith, 2015). This analysis process also looks at patterns and draws meaning out of
them. It is cardinal that through this process, that description and analysis is an effort by the
researcher to understand meaning participants drew from their experiences.
In pursuance of the appropriate method of analysis, I considered the purpose of this
research and how thematic analysis aligned with that purpose. The research was undertaken
under the primary motivation of informing community health research and bettering community
health outcomes. It is thus against this backdrop with which we should evaluate the lived
experiences of the target population. We begin the journey of integrating medicine with lived
experience by listening to the lived experiences of Newfoundlanders and not immediately

24
imposing a diagnostic theory. Instead, informing our practice under the assumption that lived

experience is meaningful and contains themes that contribute to our hitherto unknown
assessment of health care concerns of rural Newfoundlanders. Therefore, thematic analysis fit
this research best in allowing space for construction of themes directly situated in the stories of

seniors of Newfoundland.
Ethical Considerations
Part of conducting research in the context of storytelling and seniors of Newfoundland

involves a great deal of consideration in gathering participants for research. About a quarter of
Newfoundland’s population is made up of seniors and older adults and many traditions and
knowledge comes from them. This research is particularly special to me given that all of
Newfoundland is filled with traditions, names, tales, and historical value that has a potential to
die out when our seniors do. I do not believe it is in our best interest to let that happen without
trying to preserve a province filled with so much wisdom and value.
University of Northern British Columbia’s ethics review of research involving human
participants focuses on three main purposes: Respect for Persons, Concern for the Welfare of
Persons, and Justice (UNBC, 2020). Respect for Persons referring to ensuring that every
individual is treated respectfully and with the care that is due, Concern for the Welfare of
Persons referring to the actions of the researcher and ethics board to protect participants and
consider any possible risks with research, and Justice referring to treating all people equally and
fairly (UNBC, 2020). As a researcher, it is essential that those ethical principles are
followed and always remained at the forefront of this research. It was of utmost importance that
my participants understood their rights, and that I took proper care in ensuring they were
informed and protected throughout the research process. This is inclusive of their rights to

25
withdraw consent, giving appropriate resources for support to participants, and considering

ethical concerns as highlighted below when working with older populations.
Vulnerable Populations
When looking at the inclusion criteria for this research study, I recognized that I was

focusing on an older population, which came with possible vulnerabilities. There have been
many articles written about ethical concerns when conducting research on older populations
(Altawalberh et al., 2020; İlgili et al., 2014; Provencher et al., 2014). These articles discuss a

variety of concepts with some of the common ones being impairments, concerns around
confidentiality and anonymity, respect for autonomy, difficulties with consent process and
understanding their right to refuse, and beneficence and non-malevolence.
Impairment. One of the common themes that comes up in literature around ethical
considerations with older populations is impairment (Altawalbeh et al., 2020, Provencher et al.,
2014; U.S. National Library of Medicine, 2014). Some of the highlighted impairments included
were visual, verbal, and physical. This is important to note especially in terms of consent with
older adults. A person can consent when they can understand the decision being made both in
what the decision is and what that means in terms of participation and involvement (Klykken,
2021). As a researcher, I was aware of the potentiality for older adults to not be able to fully
understand what participation means and to then be able to explain it in a different way that
helped them feel comfortable. It was also crucial that consent not just be looked at as a signature,
especially in a circumstance where there is a physical impairment. Therefore, consent could also
be given verbally. I worked to ensure that the participants felt like they understood completely
their rights in withdrawing or needing clarification at any time in the research process.
Confidentiality and Anonymity. One of the most critical ethical considerations in

26
conducting research is ensuring the anonymity and confidentiality of research participants.

Regarding this research study, confidentiality was considered in a different way because of the
nature of the province of Newfoundland. Newfoundland is not a large province and, in some
sense, we are all connected. Many Newfoundlanders know each other and even if they do not,

will often ask about relatives to make some sort of connection. Telling the stories of individuals
who live in this province and having it be public made confidentiality something to carefully
consider. Ensuring that names were changed, and places were not defined helped in my research

to ensure confidentiality and anonymity with participants. The focus truly was on promoting
well-being and maintaining the dignity of participants who were willing to share their lived
experiences (Seedat et al., 2004).
Given that Newfoundlanders generally do share stories and that many books and stories
have been written about seniors and their experiences growing up in Newfoundland, it was
beneficial to recognize that some seniors may have wanted to be named in my research. I felt that
it was only fair and respectful to allow them to be if they gave consent for that. It is another
cultural norm in Newfoundland that it is the stories and experiences that bind us together and
create communities. One can recognize the meaning behind that for seniors and in having their
stories heard and giving credit to them if they request that.
Respect for Autonomy. “Autonomy is a respect for a person’s ability to choose, decide
and take responsibility for their own life” (Randers & Mattiasson, 2003, pg. 63). Participants in
this research were clearly made aware of the research being conducted and the purpose of it.
Acting with this in mind, I would not proceed with interviewing if I, as the researcher, did not
feel that the participant was comfortable and knowing the purpose of the research. It also
respected seniors’ autonomy to allow them to speak for themselves and decide to participate or

27
not after understanding fully what participation means (Randers & Mattiasson, 2003).

“Up until the 1980’s, people above the age of 65 were excluded from clinical trials”
(İlgili et al., 2014, pg. 5). It felt important to note this and the detrimental effects it has had on the
health of older adults to be excluded and, if included, respect of their autonomy not demonstrated.

This may have created barriers for health care workers in taking care of older adults, potentially
having a negative impact on their well-being (İlgili et al., 2014). It has also been shown that older
adults often feel as though their autonomy is threatened when researchers allow their caregivers to

provide informed consent (Altawalbeh et al., 2020). Excluding older populations from research and
not allowing them to consent for themselves in terms of participation also violates ethical
principles such as justice and respect for persons (İlgili et al., 2014).
Beneficence and Non-malevolence. A theme that came up for researchers İlgili et al.
(2014) is beneficence and non-malevolence which was important to highlight for this research. A
piece of participating in this research was the benefit for participants in having their stories heard
and shared. A tradition in Newfoundland is sharing stories and lived experiences and that is at
the core of this research. In considering potential risks of this research a possible one was that
thinking about past events may trigger difficult emotions or thoughts. I was available to debrief
with participants when requested by the person, and I also made sure to provide numbers and
supports available on the consent forms.
It has been shown that seniors who share stories to an audience genuinely listening can
improve their self-esteem (Langer, 2016). Newfoundlanders seem to take pride in storytelling
and using it as a way of socially connecting. Through my experience working at clinics with
seniors, I have seen similarities in that. Langer (2016) highlights that giving an older person an
authentic and attentive audience can validate the importance of their life. An older adult has

28
extensive lived experience in a myriad of settings and making space for them to share it can also
spark growth in a therapeutic partnership (Langer, 2016).
Research Procedures
Recruitment of Participants

I used purposive sampling for my research as it is meant to select participants that
can give information to the researcher on the specific research topic (Creswell & Poth, 2018). I
put up recruitment posters, located in Appendix B, in places such as independent living

facilities and local stores. I was contacted requesting more information, and explained what
participating looked like in more depth, outlining procedures, consent, and other associated
processes. I took care to inform the individual's interested in participating that participation was
voluntary and consent could be withdrawn at any time, even after the interview took place.
I hoped to have five participants for this research study and ended up having six. I
decided to have five participants for this study as it aligned with pertinent research on adequate
sample size in qualitative, exploratory research. During the process of collecting participants, I
had an opportunity to have an added participant coming from a different community and decided
to increase to six participants. As discussed by Sandelowski (1995), deciding on an adequate
sample size becomes a “matter of judgement”. Conducting six longer interviews meant attaining
rich information from the sample, indicating that a lower number of participants was appropriate
for this research (Malterud et al., 2016). It was important to me, as a researcher, to have a smaller
sample size to allow for deeper exploration of a uniquely studied phenomenon in Newfoundland.
The participants for this study were all above the age of 65 with the oldest being 88. Four
of the participants were females and two were males. All the participants had been married, four
were currently and two were widowed. Four of the participants currently lived in the same

29
community, two lived in other communities at least two hours away from the others.

This research study ended up becoming a mixture of a snowball sample and purposive
sample given the cultural norm in Newfoundland. Putting up recruitment posters led to
participants recruiting other participants. Although it was a snowball sample, it was realized

during interviewing that all participants grew up in different communities across Newfoundland
which reinforced diversity.
Consent

Voluntary informed consent was explained before the interview process and was
reiterated at the time of member checking during data analysis. Signatures were obtained prior
to the commencement of the interview procedures and audio recordings. A copy of the
information letter and consent form is located in Appendix C. Participants were informed
that they may drop out of the research process at any time. They were also informed after the
interview when the recording has ended, that they could withdraw their consent at any time even
after the interview. Participants were clearly informed about the intention of conducting the
study and use of the results. They were also informed that my results would be checked with
them after analysis to ensure accuracy and their comfortability with the findings.
Participants were informed of security procedures around confidentiality and that
all recordings and documents would be stored on the secure UNBC server. Furthermore, that
these documents and recordings would all be shredded and removed from that server two years
after the research process as to allow time for presentations and possible submission of a
manuscript for publication. Participants were made aware that they had the right to withdraw
participation at any time. If it was felt that they did not want to continue, I asked them and
offered the option to discontinue. Furthermore, if they chose to do this after the interview process

30
all information pertaining to them would then be destroyed. None of the participants in this study

chose to withdraw.
Interviewing
“The choice of research practices depends upon the questions that are asked, and the

questions depend on their context” (Grossberg et al., 1992, p. 2). Thinking about questions to
ask in this interview given the context brought me to a few main ones. However, given the
setting and population being studied, I anticipated that questions would come up because of what

was being talked about. I could not anticipate the stories or lived experiences that participants
would share and, therefore, felt it was necessary to have concrete questions to work from and
allow the interviews to be as genuine and in the moment as possible.
Using a semi-structured interview style, six interviews were conducted, in person, in the
participants location of choice (Appendix E). All interviews were conducted in participants
homes. The interviews ranged from one hour to two hours long and followed safe research
protocols as outlined by the Research Ethics Board at UNBC.
Data Analysis
Reflexive thematic analysis can be conducted in six phases as outlined above by Braun
and Clark (2006). To begin my analysis, I familiarized myself with the data through the data
collection process as hearing the lived experiences of participants generated ideas and thoughts.
Those were immediately reflected in a reflexivity journal as that helped maintain awareness
around perceptions, day-to-day procedures, and methodological decision points (Lincoln &
Guba, 1985). Listening to those interviews before I transcribed them began to spark initial
themes or ideas as I planned to use an open coding process. This aided in beginning to organize
the data and was preliminary data analysis through the reflexivity journal in noting ideas and

31
understandings along the way.

The first step of open coding is to focus on larger concepts in the data and break them
down into smaller parts that can be analyzed deeply (Vollstedt & Rezat, 2019). I considered the
larger ideas frequently focused on by participants in their stories to allow the data to speak for

itself. Many of the stories revolved around connections, health and hardiness, and values and
belief systems. As Vollstedt and Rezat (2019) explain, I took the smaller parts and compared
them, those with similarities were placed together as a new code. Each of these parts formed

descriptions within each of the broader categories, which I highlighted using different codes. I
considered the larger themes I had created and started to make initial observations. For example,
that resiliency seemed to act as a component of hardiness in the stories of participants. This style
of coding allowed interpretation in part by the researcher but also opened conversation with the
participants in terms of accurate assessment of data. Piecing together words and ideas, as Braun
and Clark (2006) suggest, and drawing on them to create potential themes helped create a clearer
picture. Phase two was completed when I had an initial map of codes that were basic segments
that, as the analyst, I felt were pertinent to the phenomenon (Braun & Clark, 2006).
Next was reviewing the initial codes and systematically going through the data to
see if there were any repeated patterns or word associations. Data extracts were generated
matching with codes to demonstrate them (Braun & Clark, 2006). Phase three involved focusing
on broader themes that the codes were filed into using a deeper analysis and consideration of
meaning (Braun & Clark, 2006). I used a mind map (Figure 1) as it helped me organize my
thoughts and see where codes may be able to be placed under more than one theme.

32
Figure 1

Mind Map
Community
Land and
nature
Love, support,
help

Connection

Acceptance of
life and hardship

Hardiness

Continuing
despite challenge

Hard work to
survive

Lived
experiences

Work/
busyness

Beliefs

Isolation

Family

Ingrained
Values
Church

Mental and
physical health

Health
Natural resources,
charms

Loss and grief

Acceptance of
aging

Note. Phase Three Initial Mind Map
The big themes in the mind map were the words and phrases that I noted consistently in the
transcripts such as health, connection, and values. Then, I placed other common words or phrases
under the heading they fit into. Some of them fit under multiple categories and I had to go back
to the transcripts and analyze them more to figure out where they fit best. As explained in
the findings section, many subthemes seemed to stem from a hardiness lens but upon closer
analysis fit into different themes. This also helped me consider how the themes that came
through related to one another. To end this phase, Braun and Clark (2006) suggest having a good
sense of significant themes and subthemes but not to discard any information at this point as it
may be relevant or fit somewhere else later in analysis. Before ending this phase, I reviewed my
codes to see if any others came up during a read through. During this process, I continued to use
a mind map to piece thoughts and ideas together of where new codes could fit.
Phase four then involved reviewing themes and subthemes and coming up with a more

33
concrete, and evidence-based, set of potential final themes. Braun and Clark (2006) highlight that

this phase involves reviewing and refining themes which resulted in my reflexivity journal being
a key component again. This allowed me to consider any personal biases and reflect on why I
was making decisions around significance of themes and subthemes. I went through multiple

iterations during phase four as I wanted to ensure that the themes being chosen were worded as
accurately as possible. I understood that my personal bias around words and language would
need to be deeply considered during this part of the process, and therefore went through

multiple edits on the themes. Once the themes were selected, I then went into the validity part of
phase four. This involved taking a closer look at the data again and ensuring that those themes
truly did fit the data. Before moving onto phase five, I ensured that there were no new codes I
could come up with through the data that added anything to the thematic map I created. I also
member checked with my supervisor on these themes to ensure that triangulation was accounted
for in the trustworthiness piece.
The fifth phase in Braun and Clark’s (2006) data analysis is defining and refining. This is
where I chose final themes and provided data and excerpts from interviews that fit the theme and
was evidence of it being one captured in the data. These became the themes presented in the final
chapters of my thesis as results from the research process. Braun and Clark’s (2006) data
analysis was particularly fitting at this point because it allowed me to tell the story of what each
theme is telling the reader. Allowing for deeper analysis and meaning behind each theme and
subtheme provided an answer to the research question, although this adapted as thematic analysis
was conducted.
Lastly, phase six involved producing the report and write-up. I put all my themes and
subthemes together to create a well-rounded, concise, logical account of the lived experiences of

34
participants. This is presented to provide evidence of themes that I extracted from the data as

well as support my findings as a researcher. As Braun and Clark (2006) state this should be clear
to the reader and show support and evidence of the themes. I included quotes from participants in
my findings section as well to authenticate the themes and subthemes presented.

Braun and Clark’s method has been updated in some ways since their 2006 publication.
Although the six-step process has been maintained, they have placed even more emphasis on
reflexivity and thematic analysis being iterative (Braun & Clark, 2019). The development and

clarity offered by Braun and Clark (2019) provided a stronger rationale for choosing reflexive
thematic analysis. It allowed for the process to be recursive and adaptable in shifting between
phases as needed, even if that meant going back at times to ensure accuracy (Braun & Clark,
2019). This aligned with my social constructivist belief in that meaningfulness played a key
role in identifying codes and themes (Byrne, 2021).
Evaluative Criteria
It is a key component of research to provide a solid basis of evaluative criteria
which a researcher works from. Lincoln and Guba (1985) created trustworthiness criteria
which are credibility, dependability, confirmability, and transferability. This criteria is an
influential one and one that fit my research, particularly, their aligned focus with constructivism
that “knowledge is constructed, and constructed knowledge is not perfect.” (Loh, 2015, p. 5).
There is also a strong emphasis in their criteria on the researcher in the research context,
meaning the researcher recognizing their role and influence as a researcher. Being a
Newfoundlander was an advantage, as I had familiarity with the social and cultural participants
live in. However, it also provided greater necessity for member checks and a reflexivity journal.

35
Credibility

Credibility refers to how close the findings are with the truth (Lincoln & Guba, 1985).
Triangulation in research is useful in promoting credibility which is a key component of Lincoln
and Guba’s model (Stahl & King, 2020). “Triangulating means using several sources of

information or procedure from the field to repeatedly establish identifiable patterns.” (Stahl &
King, 2020, pg. 26). I used this during the data analysis process in ensuring that there were
multiple codes that came together to identify a particular theme. I also used member

checking as another source of information identifying and confirming a theme that I, as the
researcher drew from the data. Credibility can also be promoted using member checking in that it
represents congruency with reality as it connects a researcher’s findings with participants true
feelings around their experiences (Stahl & King, 2020).
Member Checking. “The methodological bricoleur is adept at performing many diverse
tasks, ranging from interviewing to intensive self-reflection and introspection” (Denzin &
Lincoln, 2008, pg. 8). A key point in research to ensure trustworthiness is having the researcher
be accountable for their opinions or biases. Moreover, to conduct member checking with the
participants to ensure that truth and accuracy of lived experiences is reflected through my
analysis. I also used member checking to ensure that the stories reflected were as accurate as
possible and aligned with the participants. Going back to participants after their interviews were
transcribed, coded, and analyzed with the results was my form of member checking. The themes
presented in the findings section are the ones that were created during thematic analysis, but
having the opportunity to member check and discuss these with participants ensured a deeper
level of understanding and trustworthiness. A researcher’s thoughts and ideas are bound to come
through in research and it is important to use methods to communicate that and to be aware

36
personally of them. I used both member checking and journalling as methods to communicate

this piece.
Dependability
Another criteria used in Lincoln and Guba’s (1985) model is dependability.

Dependability is an active effort made to build trust in the research process as it unfolds (Stahl &
King, 2020). A method that is used to ensure dependability and create an atmosphere of trust of
the findings is peer debriefing (Stahl & King, 2020). I used this in my research through

collaboration with my committee members and supervisor, Dr. Linda O’Neill. This was
particularly important as a new researcher in that it provided a sense of professional analysis.
This was also a form of self-credibility in that “it provided insider analysis as well as
professional feedback before the study goes public, reinforcing trust.” (Stahl & King, 2020, pg.
27).
Confirmability
Confirmability refers to “getting as close to objective reality as qualitative research
can get.” (Stahl & King, 2020, pg. 28). Lincoln and Guba (1985) highlight reflexivity as a
method useful in establishing confirmability. Being a new researcher made this criterion
particularly key in that I needed to use clearer methods to ensure reflexivity. This helped me in
maintaining a strong sense of awareness of my own ideas throughout the process, but also the
thought process behind key decisions throughout analysis.
Reflexivity. Reflexivity is when researchers participate in clear self-awareness and
personal analysis throughout the process of research (Finlay, 2002). This was particularly crucial
to my research because I was conducting research on the people in my home province that share
a similar identity to mine in being a Newfoundlander. As discussed within the ethical

37
considerations portion of this document, keeping clear around my mindset throughout this

process was key. A reflexivity journal was kept maintaining a level of self-awareness but also
throughout the coding and analyzing process to ensure that the stories were understood as
close to what the individuals I was interviewing experienced. I also kept a reflexivity journal

as a tool for reflection and processing. A reflexivity journal was helpful to look back on and
consider my thoughts and feelings throughout the process while also maintaining a level of
awareness of myself as a new researcher. My understanding and meaning making in life as a

Newfoundlander has shaped much of my perspective, making it essential to incorporate a high
degree of critical subjectivity in both analysis and interviews.
Summary
The research study was conducted through a qualitative social constructivist paradigm. It
was designed to develop an understanding of seniors lived experiences around aging and
growing up in Newfoundland. As this is an understudied area, I used an exploratory
methodology to allow for more flexibility and partnership between the research participants and
myself. This research was a partnership in that I, as the researcher, shared the lived experiences
of seniors through interviewing and analysis including member checking to ensure accuracy.
This was used to facilitate more of an inductive creation based on the meanings associated with
the data. To carry out the research, I used purposive sampling which in turn became more of a
snowball sample given the cultural norm in Newfoundland. After participants were chosen, and
consent forms were signed indicating an understanding of all factors pertaining to participation,
semi-structured interviews were conducted. The data was then transcribed by me and
analyzed using thematic analysis adhering to Braun and Clark’s (2006) six-step method. A
reflexivity journal was kept and member checking done to ensure trustworthiness and validity. In

38
conducting research, I aimed to contribute to existing literature on seniors while also sparking a

greater interest in research on the lived experiences of seniors. My research draws attention to
the population living in Newfoundland and Labrador and underscores the importance of truly
listening to the meaning people make out of their lived experiences.

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Chapter 4: Findings
The six stories gathered during the interview process provided a co-construction of the
experiences of growing up in Newfoundland. Each individual interviewed grew up in a different
community in Newfoundland. Their experiences, however, were like one another in multiple
ways. Following the analysis of the interviews, four main themes came to light. The four themes
are: Hardiness, Physical and Emotional Well-Being, Connection, and Core Values and Belief
Systems. This chapter focuses on concepts that have impacted the seniors interviewed
throughout their lives. The research question focused on the lived experiences of seniors in
Newfoundland as they now understand them in the hopes of gaining more knowledge about
healthy aging. As the interviews went on, this research also focused on what concepts shaped
and molded seniors in Newfoundland throughout their lives, primarily in their younger years.
The sharing of these stories underscores the importance of getting a personal account of lived
experience to better shape knowledge and understanding.
Theme 1, Hardiness
Throughout the interviewing process, the term hardiness was consistently used and
alluded to by all participants. Hardiness was the fundamental shared factor and anchor point
amongst all participants that was woven through all their experiences. Thus, creating an
interconnected web of subthemes and stories that had an intrinsic hardy basis. These subthemes
included: Survival, Isolation, and Resilience.
The first theme, Hardiness, detailed much of the harsher elements of growing up and
living in Newfoundland. There were many stories about the adversity of growing up in
Newfoundland, specifically around survival and isolation. Participants described daily activities
that needed to be done for families and communities to survive, from cutting wood to harvesting
food. They also described the sometimes-detrimental effect that isolation played in their lives in

40
terms of having less access to sustenance and health care. Although these experiences were

tough and shocking to hear about in today’s era, all the participants shared that things did not feel
as tough as they sounded. They felt that the hardships made you who you are and looking at
them through a hardiness lens was essential to fostering health and grit.
Hardiness is an interesting theme in this research as it was described by participants as
the fundamental aspect of their longevity and health in life, rather than resiliency. Two of the
participants even suggested that they did not necessarily feel resilient but felt that they were
hardy individuals. This finding diverging from the usual findings in research on resiliency and
hardiness where hardiness is displayed as a characteristic under the umbrella of resiliency. The
reality of ingrained hardiness is something that most participants suggested as a factor
influencing their quality of life in older adulthood.
The subtheme resilience was uncovered through the stages of thematic analysis. This
was exemplified in participants’ stories focusing on examples set by generations before them. It
seemed that resilience was an underlying piece of the puzzle. Hardiness became the prominent
theme but resilience acted as an enhancer. The participants’ hardy personalities enabled them to
maintain strength through adversity, but resilience helped them continuously do so throughout
life.
1.1. Survival
One of the common experiences that participants discussed was survival. Every member
of a family had a job to do to ensure that the family had food to eat and a place for shelter.
Ultimately, it was an era that required everyone to work hard for the common goal of survival.
Participant Three stated “It was rough, you know. You had to have your wood and stuff to eat,
right. And if you didn’t repair it yourself, you’d have a hard winter.”

41
Every participant shared experiences around the hard work that they had to do to survive
and maintain the homestead with their families. Participant One shared “…you had to do your
share of things and was a hard work at the time for young people, but nobody didn’t worry about
that.” Many of the families, at the time, were larger, which contributed to more of a team effort
in keeping everything running.
1.2. Isolation
Many of the communities that the participants grew up in were very rural and
disconnected from other communities in Newfoundland. Transportation systems, if they existed
at the time, were limited so many of the participants did not have access to transportation until
they were in their teen years. One participant remarked on growing up on a lone island off the
coast of Newfoundland, even further removed than others. This living situation meant they had
to cross the water on a boat or walk across the ice for hours to reach any store or post office.
Participant Five shared “Well, we’d walk from one end of the island to the other - it wasn’t a
long distance, well, I guess about an hour’s walk or more… So you’d walk up there, and then go
across on the ice to get to the store or post office.”
All of the other participants grew up on the main island and discussed the lack of access
they experienced due to limited transportation or a reliance on good weather to go anywhere. It
was a journey to go to other places and many relied heavily on boats coming in with resources
for their communities. Participant Three talked about waiting for the boat to arrive with groceries
for the winter as they were so isolated from access to resources and had no transportation:
“They’d have the big horn on ‘er and he’d come on along by the cove there and blow the horn
and people would come out and get their stuff, hey. They was glad when they seen that boat
coming.”

42
1.3. Resilience
“Everybody faces, you know, things along the way in life you know. As you journey
through life there’s always things that crop up that’s tough but you get through it. And
for the most part it makes you a better person.” (Participant Two)
While conducting and analyzing the interviews, a sense of resilience in each of the
participants was present. Although each participant talked about hardiness, resilience shone
through as an element of hardiness. It was not only a sense of mental toughness but also an
underlying wisdom and understanding. Despite the hardships and the sometimes-challenging life
circumstances, there was a deep acceptance and appreciation for those experiences. The
participants accepted that life consists of trials as well as both tribulations and beauty. Participant
Five shared a sentiment relating to this: “Life goes on and so you just keep carrying on as life is
going on… you change with the times and accept the things going on. And say well, it’s just that
I’m fortunate that I can still see what is going on and go along with it.”
Each participant brought up hardiness as an ingrained part of who they were based on
their experiences growing up in Newfoundland. Part of that resilience has developed through
generational wisdom and teachings that shaped their perspectives. A common perspective that
was heard is the notion of being present, accepting what is, focusing on what you can control,
and not worrying about everything else.
Well, we didn’t really feel the hardship, right… it was just that you didn’t have much, but
you didn’t know any different. Like, you didn’t have a TV to show you what other people
had, right. And, um, most people had one thing at Christmas, that kind of stuff. And you
didn’t have any pocket money, you know, and because religion, Salvation Army, we
didn’t have any bike. And bikes weren’t, we weren’t allowed to ride bikes on Sunday

43
anyway and we weren’t allowed to go to movie theatres. We didn’t have much money, so
it didn’t bother us, right. You just went on with what you had. (Participant One)
Theme 2, Physical and Emotional Well-Being
An aspect discussed in all the interviews was also Physical and Emotional Well-Being.
This theme covered a plethora of different topics all tying into one another. These subthemes
leant themselves to the overall idea of hardiness but emerged through more of a well-being lens
which caused it to become a separate theme. These subthemes are Health, Grief and Loss, and
Acceptance of Aging.
The second theme, Physical and Emotional Well-Being, considered factors
instrumental to the well-being of participants and their families. A part of maintaining a quality
of life, throughout their entire lives, was having good health. All participants felt that the ways in
which they grew up, along with key components of daily living, enforced a level of health that
they attached meaning to. This meaning carrying over to their later years in trying to stay healthy
and doing small things every day to move and eat well.
Through the lens of aging and well-being, the subthemes grief and loss and acceptance of
aging illuminated. Many ideas and perspectives were shaped by participants’ experiences with
their own grief process and acceptance of life experiences. The stories shared about grief and
loss and an acceptance of aging were some of the most profound as they were filled with deep
insights. One of the biggest insights being a sense of acceptance of aging because of experiences
with loss and grief. The subtle but appreciable stability and quietude was present and resulted in
the development of these subthemes.

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2.1. Health
The discussion of health was common during participant interviews. However, it was not
that participants had purposely made an effort to maintain good health throughout their lives, but
instead the reality of their life circumstances that had necessitated regular physical labour and the
consumption of food that came directly from the land. The activities that were necessary for
survival during their younger years instilled the value of an active life, which created healthy
lifestyle habits for the participants. Participant Three shared their perspective: “Health is wealth.
I’ll be 78 now in less than a month and yeah I’d say if you got your health and strength, you’ve
got it all.”
A component of health discussed by four of the participants was home remedies and
“charms”. Charms are “spells” or spiritual beliefs that came from older people in the community.
An older person would “charm” or say that they were making an ailment better and it was
believed that this could heal. Charms and home remedies were, for many participants, all they
had access to in their small, outport communities. These remedies were particularly important for
everyday ailments. Even with today’s better access, many of the participants lean on those home
remedies to handle things for themselves before seeing a doctor, another example of ingrained
ideas and behaviours that began in childhood.
I tries to deal with it, you know. Like, I get a flu, I try to probably work on that for a
week or two before; if I gotta go, I’ll go, you know, eventually, but I tries to fight it and,
you know, go back to the old remedies of medicine years ago… Was nothing back
then really. Molasses candy, you get it for flus. They put kerosene in that. Olive oil, we
used to drink. Cod oil capsules, Dad used to make them and we used to take them. Oh my
god, we used to cringe but it kept us healthy. And the way we ate back then,

45
you know, there was no hormones back then, everything was natural. And fresh air too,
you know, we were outdoors all the time. Vicks was popular back then. Rub your chest
with Vicks… And we used to, like uh, for like a cut, what was that we used for a cut
now? Turpentine. Aloe vera, like the plant aloe vera, you used that for cuts and stuff. And
baking soda was another thing that people sometimes still use. And salt for gargling for
your throat if it was sore. (Participant Two)
2.2. Loss and Grief
A common theme that emerged through these stories was loss and grief. Many of the
participants shared stories and experiences of loss and coping with it. Although many had been
profoundly impacted by different types of loss, their mindsets about it were similar. They
demonstrated an acceptance and understanding of the losses in life that seems to stem from
experiencing loss throughout life and moving forward after it. This ability to cope and move
forward after loss also came from generational wisdom as discussed previously. Participant Five
reflected on losing her partner and a shift in mindset that happened in order for her to keep
moving forward:
I’ve often heard people say, ‘Oh, we can’t all die for one.’ So, and sometimes you feel
like that and say, ‘Well it’s too bad and I wish that I had probably gone on too. I’m going
to be living a lonely life.’ But then you have to pick up the pieces and carry on and say,
‘Well, I’ve already lived a good life with that person, so I think I’ll just pick up the pieces
and go on,’ you know. And try to do the best I can, yeah.
This strong mindset of acceptance and understanding of death and dying was repeated across all
participant interviews. Participant Five also said “That life has to go on after death, life still has
to go on, and you might as well accept it…try to keep moving forward.”

46
There were also some harsher realities in the outport communities that participants grew
up in. Tragedy was not uncommon in communities given the lack of access to support and
resources, such as doctors or hospitals. Participant Three shared a few stories about tragedies
hitting their small community. “Then another one, she had her blanket around her, a little girl,
and then the blanket caught a fire and whatever it was, they saved the house and saved the rest
of it, but the blanket stuck to her. She died.” Another tragic recollection from Participant Three
was
He was in Grade 10 and she was in Grade 5. Her father left the gun out in the shed and
they were out running around, the youngsters playing, and he hauled her back and
pushed, and when he did the gun went off. When she come around the turn, I guess he
didn’t think there was anything in her. But that was hard stuff down there, then.
2. 3. Acceptance of Aging
Many of the participants talked about getting older – what it means to age and how they
handle aging. Participant Four discussed their perspective on aging and death.
But if you can stay well until your 80 odd, well, so be it. Then whatever comes, as long as
you don’t suffer too much, that’s the part of living. Yeah, dying is part of living, so. So, I
don’t be very took up into all that stuff. No, no, no, not a bit. And I knows it's going to
happen, it happens to everybody, so that’s why I like to enjoy and do what we can.
Participant Five shared her experience of losing her license due to sight issues and how at first it
felt like a loss of independence but ultimately acceptance and some humor persisted:
I lost my licence there and came home and started thinking about it. Well, I suppose I
gotta be thankful still because I was 88. That was how old I was when I had the medical
for it, I was 88. And I said, ‘Well, I suppose I might as well accept that, too.’ But it’s kind

47
of, what it is. You’re losing your independence and that’s your worst thing. Now, it’s so
funny about it, I don’t mind that I’m, it doesn’t come to me that I’m losing my
independence when I get aboard a taxi because see that’s transportation and that’s only
the same thing as if I went to the airport to get on a plane and, well, I’m depending on
them. But now, if I gotta get somebody to come, like a friend to come pick me up, now I
feel that. [Participant laughs]
Many of the participants shared a wholesome acceptance of the life they have lived and a
satisfaction with how they have chosen to live it. They talked about how they were raised, how
the people they spent most of their time around shaped them, and how these things all collected
together to help them become the adult they are. Moreover, these aspects had given them a
strong self-concept that they appeared to be content with.
Theme 3, Connection
Participants narrated multiple lived experiences that illustrated connection. These
connections were primarily related to the natural world, their community, and interpersonal
relationships. Each form of connection helped mold them, develop their identity, face hardships,
and continue through life with “peace of mind.” Connection is fostered through a mutual
understanding of one another and life in Newfoundland. Having a network of individual's around
that deeply understand the context of rural living and Newfoundland identity created lifelong
support systems and communities. The personal connections felt by participants fostered a
greater quality of life from childhood through to their older adult years.
The connection to nature was one effortlessly fostered as it was a part of daily life in
work and play. Most of the daily tasks were outside, and when those were done, participants
were often playing outside. Participants also reminisced about building things to play with using

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things in nature and enjoying being in the fresh air every day. They deeply respected and

understood nature in other ways as well. In the winter, cold weather gave them frozen ponds and
ocean to skate on, shortened their walk to school and church, and to walk across to get to the
store for resources. It also helped keep their food storage cold so that it lasted longer through

harsh winter months. In the summer, warm weather helped boats get into outport communities to
deliver mail and resources. It also helped people gain greater access to backcountry land to hunt
and forage for food. The connection to nature was felt in older adulthood as well. Participants
remarked on purposely spending time outside to feel a sense of grounding in themselves,
whether it be by going for a walk or doing odd jobs outside. The fresh air and connection to
nature maintained an importance in strengthening quality of life.
3.1. The Natural World and Simplicity
Every person interviewed talked about a connection to land and simplicity in life. The
connection to the land was instilled from a young age. As noted previously, many of the
participants grew up in circumstances that required working outside on a daily basis. This
included jobs such as raising animals, planting and maintaining gardens, sourcing water, cutting
wood, and so on. Participant Six spoke about her mom and all of the hard work she did to
maintain their home while their dad was away for work. She shared a particularly special
memory:
So anyway, that was something else in Western Bay, when the animals was born and one
got sick, Mom would bring him in and put him on the oven, on a cushion on the heat from
the oven, and we would have to look after him. That was something else that was really
special.

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Participants also spoke about how natural and fresh the food and water were back when
they were growing up. They talked about feeling healthier then because they knew exactly what
they were consuming as it was grown and harvested by their families or nearby. Participant Two
shared, “Everything was natural. And fresh air too, you know. We were outdoors all the time.”
Similarly, Participant Three remarked on the abundance of food resources they had access to by
saying there was “plenty of rabbits, plenty of moose. They all had their fish, plenty of jam.
Bakeapples on the hills then, it was thousands.”
All of the participants remarked on how much time they spent outside and how they
loved being out in nature. The connection to nature was based on more than their outdoor tasks.
The natural world was something to explore and have fun with when they had nothing else to do.
Participant One talked about playing outside and making games from nothing:
You know, you played games with very little things… We used to go out playing on the ice
pans and play different games all around the community and go up into the woods. We
didn’t have very much, but if we played hockey in the wintertime, we’d play on the pond,
but all we had was skates and a stick, but the stick was probably a made one, right. But
yeah, that’s the best memory.
This particular experience lends itself to the simplicity of life and to a demonstration of the
beauty found in the simple things.
3.2. Sense of Community
A major component of connection was a sense of community the participants
experienced. All of the participants developed a foundational sense of community simply by
living and working in their community for a long time and the connections that naturally creates.
However, participants also made an effort to be a bigger part of their community through

50
volunteer work and involvement with such organizations as Scouts, the Legion, and church
groups. Participant One shared that because he had been a principal, he had greater community
connections and became more involved with the community, which he thoroughly enjoyed. “The
friends you made in those communities and the roles you played in those communities… that’s
part of it when you’re involved, and you enjoy it at the time. It made you a part of what you are.”
Another aspect of this sense of community for participants was knowing they had people
to help them. Participants talked about a sense of duty to help others and that there was no
hesitation to do so because everyone experiences hardships in life and everyone is doing their
best to stay afloat, sometimes in harsh conditions with little resources. Participant Six shared,
“when you’re all hauled together as a community and show support, even if they might’ve been
your enemies 10 minutes ago, but because of this situation now, you come together. Community
support. Community spirit.”
Participant Three shared her experience of getting older and feeling supported by the
community around her.
That was it, though, and that was life. Everybody helped one another, and if you had
someone sick, you had somebody to come to your door… And growing old. No matter
where you go, you’re going to grow old. So, I’m lucky because I’ve got lots of support
around me and it makes my life a lot easier.
3.3. Interpersonal Relationships
For the participants interviewed, interpersonal relationships was another concept at the
core of their identities. Participants reflected on how relationships with partners, friends, family
members, and community acquaintances had shaped them and guided them through life. These
relationships made hardships easier to endure and created bonds that remained unbreakable.

51
Participant One reflected on how it did not occur to them that they were poor and how people
came together for even simple things. “You really didn’t know you were poor, so everybody was
the same way, you know. We didn’t have a TV, forever, so long, and the neighbours had a TV, so
we went over there to watch TV.”
All the participants fondly talked about a deep sense of closeness with those around them
that ultimately set the tone for anything that was happening in their lives. When discussing the
key to living a long life, most participants stated that strong bonds and close connections are
what they remember most and that no hardships ever seemed too difficult with that kind of
support. Participant Two emphasized:
Yes, the closeness was, is what I think about mostly and what we used to have and the
meals we all used to have together. Even though it would be a crowd, you know, nobody
cared if they came in with their boots on, you know, you’d come on in and, you know,
accept you and get up and sing, you know, play music and mummers and, yeah sure,
everybody could tell you the same about back then. That’s just the way it was. But, you
know, I liked it, I’ve got fond memories. Good memories of my parents and growing up.
Theme 4, Core Values and Belief Systems
The theme of core values and beliefs systems presented itself differently across the
interviews because each participant had a unique relationship with their beliefs and values. Many
of the same subjects, such as church, religion and Sunday school, were discussed, however, there
was also mention of spirituality and a higher power, a nuanced distinction from religion.
Additionally, the core value of busyness appeared across all interviews. As a result, this theme
was broken down into the subthemes of Church, Spirituality, and Busyness.
The fourth and final theme stemmed from a multitude of stories pertaining to church,

52
spirituality, charms, and busyness. All participants spoke about the beliefs in their communities

and families. Church was an essential and predominant theme in many of the lived experiences
of growing up in Newfoundland. Church was a connecting piece in the community for all
participants and their families. They respected it and most enjoyed going to church. Spirituality

and beliefs formed another connection to self and others which encouraged a better quality of life
lending itself to healthy aging (Lima et al., 2020).
Although stories about charms and home remedies tended to be light-hearted and
humored, participants all had a belief about them and trust in their workings. This belief
permeated through other themes in a general faith in life and things being okay. Similarly,
a generational value passed down was regarding busyness. Participants discussed being kept
busy which had an influence on their mindset and attitude towards different things happening in
their lives. This seemed to foster an ability to be present and mindful in life lessening the internal
stress levels of participants.
4.1. Church
Every participant interviewed mentioned going to church every Sunday and some went
multiple times a week. Most discussed how much they enjoyed going to church as it was a time
for socialization and learning. Church was not, to every participant, all about the religious aspect
as much as it was a gathering place and a time for engagement with community members.
Participant Six shared a humorous story about just how fun church was for her.
I used to love [it]. We had this superintendent of Sunday school, he used to teach bible
class. He used to be a lay reader in church, too. I must say, he was a good sport though. I
used to think big of myself then, right, I knew more than they did and all that kind of stuff.
And they’d say, ‘C, what are you going to do today?’ I’d say, ‘nothing.’ So anyway, he

53
would start the lesson and all that and something would hit me wrong. I wouldn’t do it
unless it hit me wrong, and I’d say, ‘Mr., how can you say that?’ He says, ‘it says in the
bible.’ But I’d say, ‘I know it says in the bible, but how do you know that the bible is
true?’ And then we’d get off. [Participant laughed] When he’d see me coming in the
classroom, he used to laugh, as if to say, ‘well, something is going to be coming out of
that.’ Yeah, but we used to have a lot of fun there because then when I’d start, the others
would.
There was a respect around church and going to church. Each of the participants shared stories
about dressing up for church, sitting a certain way in the church, and enjoying the experience of
going to church. Participant Four shared fond memories of going to church:
Lots of good love and going out to church and, you know what I mean, to me it was just a
lovely life that we grew up… Always went to church. I went to Sunday school and when it
was Sunday, Pop would get us all up and get us ready, even if she (Participants mom)
didn’t go, and we all walked around the harbour to the church. It was like a social life,
too, and I loved to go to church back then.
Similarly, Participant Two spoke about a pride in being a part of the church and that community
and continuing that legacy with her grandkids.
I always did my part, we always had to go to church. I remember Easter Sunday, that’s
when we’d get a new outfit for summer… we used to have the little shoes and little coats
and hats and we’d go up over that hill there to the United Church and so proud of our
outfits and stuff… We went to church, that was a priority… and I goes down to the
Community Church now with the kids, grandkids now.

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4.2. Spirituality
All participants talked about church and going to church. For some, this developed a
sense of God and beliefs around God. For others, it became a spiritual side of themselves that
believed in a high power, even if they were not sure of what that was exactly. For Participant
Five, a belief in God meant a peace that came with coping with loss of people and with aging.
I’ve always, I’ve gone through it in as good a manner as I could. `Cause when you’re
alone, you know, some people, you can feel lonely, but I never feel lonely. No, I never feel
lonely. I always, well, of course in my case, I always feel, I say ‘God is there with me’
and that’ll help you through anyway.
For Participant Three, a belief in “charms” got him and other community members through some
ailments and difficult moments. He explained “charms” and how they helped him and those
around him:
There was more charms than there was teeth hauled because they used to have people
there to charm it, hey. Charm your teeth, you believed in that, hey. A charm was… well if
you was bleeding, my grandmother, you’d go down and tell her that… whatever she used
to say, she used to. My hands was full of warts. I used to be ashamed to put them on the
table. Yeah, and this little words, whatever they done, and bang they goes. And my
mother had a bad leg. She went to Twillingate, but now she always said that Aunt
Charlotte cured her leg. She came up from P and she said, ‘now I’m going to cure your
leg’ and the pain went. She told me when she put her hand on her leg, she’ll never forget
the pain went over her leg. Then her leg went right back to normal.
For other participants, going to church and being raised respecting church meant that they had
developed a level of faith. That faith they had developed was not always relating to God, but a

55
faith that things would be okay no matter what hardships life was giving you. Participant Two
reflected on this.
Still got a lot of faith and belief. It’s a big part of my life… You know, you has your
moments but you bounce back and you gets your strength. You know, for sure.
4.3. Busyness
Although many ingrained beliefs of Newfoundlanders have been documented in the literature,
one particular belief persisted through this research: busyness. Busyness is the notion that it is an
important part of life for one to be kept busy. Each interviewee reflected on the concept of
keeping busy and enjoying it. They talked about how they developed the belief that keeping busy
and working was respectable and how it meant less time for dwelling on problems or hardships.
They often attributed their busyness belief to a healthy, hardy mindset instilled by generations
before them. Participant One spoke of being busy growing up and how that had carried into older
adulthood.
I always wanted something to do, you know… so, I get up every day and if I don’t go
outdoors, I go down to the shed and build something. I got to be doing something every
day, right. Now I’ve been like that all my life… But being a way I think it’s that you can
do something, that you want to do it as much as you can do it, that you want to do it is
important… but it’s the way it worked, everybody likes to work.
Similarly, Participant Five talked about how things always seemed to be okay growing up
because of how busy she was all the time.
It was a very isolated place… but I think why it seemed okay to me because I was busy
with my schooling. In the, you know, 10 months of school and then the summertime, well
my parents had gardens and I was into helping as much as I could with the gardening.

56
And, uh, then of course, my mother always did sewing and knitting and she, I always
learned that. And when in spare time I always did some sewing or knitting. So that was
my lifestyle as growing up you know. I was always kept busy, and I loved being kept busy.
Conclusion
At the outset of this research, the idea was to consider healthy aging in seniors and,
through interviews, find out what this concept means to them. The interview questions did
attempt to focus on this concept but, as a new researcher, I wanted to allow this research to be
truly exploratory and not lead it in a certain direction. To do this, I allowed interviews to flow as
genuinely as possible and took my own conceptions out of them to gain a greater understanding
of life in Newfoundland for this generation. This resulted in the research focus altering to quality
of life for seniors of Newfoundland and the factors that influenced them most throughout their
lives. Although this deviated from my original research question it ended up posing a broader
question: How often do we take into consideration the lived experiences of seniors and how this
influences healthy aging and health outcomes? Furthermore, how impactful could it be to
approach health care in Newfoundland and Labrador through an updated lens using quality of
life concepts?
Lived experience integration into health care systems is crucial in the development of
person-centered systems inclusive to the varying needs of different populations (Belton et al.,
2023). The themes listed above provide a starting point for these conversations in Newfoundland
and Labrador. Each of the themes presented acted synergistically with one another to create a
well-rounded conceptualization of what factors have influenced seniors in Newfoundland
throughout their lives. To develop strengthened policies and understanding around healthy aging
and seniors, it is crucial to acknowledge what is and has been important to them. The sharing of

57
these stories lends itself to that concept and to unique findings in this research that contribute to
ideas around healthy aging and quality of life.

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Chapter 5: Discussion

In this final chapter, the findings from this research will be situated with existing
literature for the purpose of expanding the framework and comparison of findings. Later sections
will include limitations of the study, possible areas for future research, knowledge mobilization,

and a conclusion focusing on my experience as the researcher.
In the present study, it was evident, through the lived experiences of participants, that
meaning making throughout life had impacted them immensely. Also apparent was that an
interconnectedness of the themes and subthemes presented above became a core part of
participants’ identities. Without the lived experiences growing up in rural Newfoundland, they
would not have the complexities that make up the person they are in older age. These subthemes
are fundamental to their self-concept and the way they view the world and what is happening in
it. Participants expressed the profoundness of experience and the impact those experiences had
on them and their families. The experiences shared created a construct of how growing up in
Newfoundland had continued to influence them as they age.
There was a subtle but important underlying mindset that shined through in all the
participants of this research study. This being that their mindset was one of hardiness and it did
not occur to them to be or think anything otherwise. If something difficult happened, it was a
part of life that you accept and move on from. If you had to walk an hour to get to school, it was
turned into a game of who could get there fastest. If someone died, it was a rite of passage and a
part of life so deeply accepted that, as much as it hurt, you keep going anyway. There was a
common, core strength and wisdom that I had the privilege of witnessing in all the participants.

Kobasa (1979) coined the term hardiness as a personality trait and concept associated
with better health outcomes and a mediator for stress. When considering healthy aging it makes

59
sense that seniors in Newfoundland may connect more with this term. It focuses on some of the
key concepts discussed by participants such as survival and strength. This becomes clearer when
one considers the words associated with hardiness and resiliency. Resiliency is frequently
described using the terms flexibility, durability, and sturdiness. Hardiness is found alongside the
terms toughness, healthiness, and strength. The two overlap immensely in the literature because
they often go hand in hand. However, in the current research a clearer distinction was made by
participants. Some participants were quick to apply the term hardiness to their lives, associating
it more with hard work, grit, and strength. They felt that they had developed hardy personalities
due to geographic isolation and the economic and societal state of Newfoundland during their
childhood. Instead of this being considered a detriment, it was something that participants were
grateful for and fostered within themselves as they aged. All participants suggested that the
hardiness developed in childhood helped them to age in a healthier manner because it taught
them healthy habits.
Seniors in Newfoundland may also align with the term hardiness as it is identified by
three characteristics that apply to them: challenge, control, and commitment (Kobasa, 1979).
Challenge is defined as welcoming change and viewing it as useful for development. Control is
identified as one’s belief that they have some control or influence over the events in their life.
Lastly, commitment is the ability to feel involved and committed to the activities in one’s life.
As displayed through the themes and subthemes above, these underlying beliefs and
commitments weave through the stories of participants. A clear component of healthy aging for
the participants in the current study was developing hardiness and wisdom through these three
core beliefs.
The theme of physical and emotional well-being bolsters the findings of healthy aging

60
research on seniors in that participants associated good health and physical activity with quality
of life. Research has shown that physical activity, good nutrition, and purpose in life encourages
longevity and healthy aging (Castruita et al., 2022; Sowa et al., 2016). The participants in this
study discussed these aspects of their lives suggesting that the same concepts were key in their
sense of healthy aging. They focused on daily physical activity and maintaining a healthy diet
which contributed to an overall sense of health and well-being. Engaging in a healthy lifestyle
inclusive to being active and taking care of oneself has consistently been a highly rated

component for seniors in successful aging (Stark-Wroblewski et al., 2008). A distinction made in
the current study is the link between these aspects of healthy living and geographic isolation.
Despite the challenges associated with geographic isolation, participants had unique ways of

supporting their health and well-being. A few common ways were walking to and from most
places, creating games out of physically demanding chores, and maintaining livestock and
gardens.
Loss and Grief and Acceptance of Aging emerged as two noteworthy findings. A few
researchers have considered the impact of grief and best practices for supporting older adults
through grief and loss (Perng & Renz, 2018; Schladitz et al., 2021). Ang (2022) suggested a
similar finding to the current research in that time allows space for processing grief and offers an
altered perspective on the meaning of life. Reichstadt et al. (2010) suggested that self-acceptance
and self-contentedness connect with engagement with life and self-growth to form a wellrounded concept of healthy aging. These constructions situated directly in the current research
as participants discussed the same ideas. A level of wisdom was formed by participants in that
study as well as the current one in their keen sense of self and support of emotional and physical
well-being through engagement with life.
Connection was, and still is, a deeply meaningful and ingrained part of the identities of

61
participants. The connection felt in participants’ communities and through interpersonal

relationships was and still is a cherished concept. The sense being that people were and are
around to support each other through challenging times. Connection repeatedly encourages
resilience, lower stress levels, and positive health outcomes (Levasseur et al., 2017; Wermelinger
Ávila et al., 2017) which was reflected in the stories of participants. Participants echoed the
sentiment that connection truly kept them going and was what they remember most about
growing up in Newfoundland.
Freeman et al. (2019) discussed a refined theme of connection to the natural world that is
developed further by the current research. They suggest that connection to nature at any age is
important and aging lessens the resources available to directly experience nature. The
participants of the current research suggest something unique to this. They grew up spending
most of their time in nature and as they have aged created ways to get rooted back into nature.
Living in a rural community made it necessary to use the land and nature to survive, but it also
became a treasured part of their world. The connection to nature and land is a source of
grounding and a reminder of core values instilled throughout childhood.
Core values and ingrained belief systems shape our identities and perception of the world

around us. This is not unique to Newfoundlanders and extends to connect every part of the
world. Although core values and belief systems vary, the idea behind them is a commonality we
share. Certain beliefs and values have shaped the participants of this study. The main ones

discussed in the findings of this research are church, spirituality, and busyness. Participants
placed an importance on these aspects and how they have developed as they have gone through
life. These were practices in childhood that led to core components of personality in older
adulthood.
The idea that I had in conducting this research was to better understand healthy aging in
seniors of Newfoundland. The findings from this research contribute to a conceptualization of

62
healthy aging by bolstering the findings in previous research while adding unique findings

situated in the current study. The conclusion, however, is not that these findings only contribute
to a sense of healthy aging. The findings from this research led to a much richer idea about
what makes Newfoundlanders unique and what contributes to their well-being in older
adulthood. The themes and subthemes in the current study contribute to the literature while
suggesting that quality of life plays a great importance on healthy aging.
Historically and statistically, Newfoundlanders have not been found to be the healthiest
individual's (Miller, 1951; Health Accord NL, 2022). They do, however, continue to age well
into their senior years and consistently rate their life satisfaction and happiness levels highly
when compared with other provinces in Canada (Statistics Canada, 2024). These statistics also
convey that Newfoundlanders highly rate six components of quality of life: life satisfaction,
sense of meaning and purpose, future outlook, loneliness, having someone to count on, and
belonging to the local community. It is not a coincidence that life in rural Newfoundland
reinforces these components and that participants in the current study told stories directly
relating to all of them. As argued earlier in this paper, there has been a reductionist viewpoint
from which healthy aging has been approached in medicine. The current literature suggests
strong implications for how we consider community health and terminology around it. A broader
conclusion for community health should be turning the view away from a medicalized insistence
on longevity. Therefore, considering a holistic focus and appreciation for the crucial role played
by individual well-being and community wide quality of life.
The methodology chosen for this research created space for a depiction of how the
concept of quality of life impacted the lives of the participants. Although the participants in this
study were generally healthy, they all discussed some aspect of health currently impacting their
life. One participant was in the midst of recovering from a major surgery, and others were
dealing with some of the effects of aging like bone density loss and arthritis. Despite these health

63
challenges, their quality of life was undoubtedly maintained.

Existing Literature
At present, there are few research articles focusing on the lived experiences of seniors in
Newfoundland. The articles that do exist, in Newfoundland, mainly focus on the medical
treatment of seniors as discussed in Chapter Two. This theme extends to other parts of the world
as well with some articles beginning to focus on lived experiences (Chee et al., 2023; Dante,
2015; Üstel, 2013). These articles express a need for more research on lived experiences and
how it can broaden our ability to work with different populations and understand them better. As
expressed by some participants in this study, it is deeply meaningful to share experiences and
have them truly listened to.
There have been a significant number of research studies on resilience and hardiness
in older adults (Ng & Lee, 2019; Reynolds, 2019; Wilson et al., 2022). These studies all
focused on different factors key to understanding aging in older adults; perceived loneliness,
development of a resilience scale, depressive factors, health, and support. The current research
study adds to the growing literature on this topic and uniquely adds seniors living in
Newfoundland and Labrador to the conversation. This underscores the value of widespread
research on lived experiences across the world and through different generations. It will also be
crucial to consider differences between generations to understand the lived experiences that have
shaped them. The generation focused on in the current study came from a different historical
context than generations after them. They were met with obstacles that younger generations
would not have faced in the same way, such as access to resources and isolation. The beliefs and
quality of life of the participants were shaped by a different era, but they a rich in meaning and
value. There are insights to be taken from them and implemented for quality of life in an
everchanging society.
The current study also had similar findings to other research studies that considered

64
specific traits and factors that influence successful aging. Successful aging refers to maintaining

good physical and cognitive functioning with age (Rowe & Kahn, 1997). It considers crucial
life concepts such as family cohesion, martial stability, education, and coping mechanisms
(Vaillant & Mukamal, 2001). Successful aging is connected closely with medicine and healthy
aging concepts. Although this study set out to consider healthy aging and, by default, successful
aging, it ended up looking more closely at an intersection of healthy aging and quality of life.
Elements relating to successful aging were still discussed such as family life, education, and
coping skills. Participants also spoke about physical and cognitive health in their daily activities.
Research by Wilson et al. (2022) bolster the findings of the present study as they
discussed main factors associated with resilience in the hope of developing a resilience scale
for older adults. The hope is that this resilience scale could be validated and used for future
research with older adults. The same key concepts they touched on as meaningful for seniors,
confirming the efficacy of the resilience scale, were found in the present study and in others
(Lima et al., 2020; Molzahn et al., 2010). These factors were sense of community, family
support, friend and neighbour support, a spiritual factor, health, and a development of strong
coping strategies through dealing with adverse experiences.
The factors above were also greatly tied to quality of life which relates more closely with
the current study. The quality-of-life concepts directly tied other research studies and the factors
that seniors discussed in the current study, such as health, physical activity, connections, belief
systems, and spirituality (Lima et al., 2020; Molzahn et al., 2010; Walker & Hennessey, 2004).
These studies all discussed the importance of quality of life in relation to other factors such as
resilience and healthy aging. Each of the factors above, discussed through the lived experiences
growing up in Newfoundland and how current life was for participants, had a direct impact on
quality of life in older adulthood.
In 2016, Dan Buettner released an article presenting his journey to the Blue Zones of

65
the world. These zones characterized by longevity of life where individuals were consistently

living to be over 100 years old. He travelled to five places around the world and described the
aspects unique to each population in maintaining health and well-being contributing to
longevity in life. The striking result being that he would create “nine evidence-based common
denominators”. These factors are: 1) Moving naturally, 2) Purpose, 3) Downshift (routines to
lessen stress), 4) 80% rule (eating until 80 percent full) 5) Plant slant (primarily eating plants) 6)
Wine at 5, 7) Belonging, 8) Loved ones first, and lastly, 9) Right tribe (positive social networks).
The purpose of discussing this existing literature is to connect Newfoundlanders to
commonalities in these factors but also to suggest a new approach. These findings suggest an
importance of quality-of-life concepts and how they interplay with healthy aging concepts. The
combination of the two creating communities that not only have strong health outcomes, but
the highest quality of life in the world.
Limitations of the Research
The participants in this study are from locations mainly on the east coast or west coast of
the island of Newfoundland. Therefore, the study is not representative of seniors’ experiences
across the entire island, or in the Labrador portion of the province. The stories shared are rich in
detail but may pertain only to those specific locations. The stories shared also primarily pertain
to rural communities in Newfoundland. As shown through one participant story, after moving to
a larger area, experiences do differ in terms of access to resources and lifestyle during this era.

The participants in this study were also healthy in comparison to seniors struggling with
health issues. None of the participants had any major ailments or chronic medical conditions
which may have had an influence on their recollections of lived experiences. These interviews

may have been different with a more diverse population or with some that were struggling with
health. Health was one of the main subthemes in this research study, which may not be the same

66
conversation for the senior population that has dealt with or are currently dealing with more

complex health concerns as they’ve aged.
“If I let myself really understand another person, I might be changed by that
understanding.” (Rogers, 1961, pg. 18). This research, pertaining to a subject that I am deeply

connected to, created some additional considerations that required thoughtfulness. As a
researcher from Newfoundland, I am interconnected with the culture and with the people simply
by also being a Newfoundlander. Throughout the process of interviewing and writing, I became

more familiar with researcher influence and bias. This was carefully navigated by maintaining a
reflexivity journal to ensure that I was forthcoming about my role as a new researcher and one
coming from a similar background as the participants in the study. I feel as though this mitigated
any significant concerns, and my ability to member check and ask clarifying questions supported
this further. In another sense, this was also addressed through the consideration of the words
of the quote above. This sentiment has guided much of my practice as a counsellor and now, as a
researcher. I wrote this quote in my reflexivity journal at the beginning of this journey as a
reminder that the purpose was to learn and understand. In mitigating any concerns around
researcher influence and considering this before conducting the interviews, I realized that I had
to take a step outside of myself and my identity as a Newfoundlander. To allow myself to do this
meant to accept that I may be changed, and my perceptions may be altered by my participants.
The true beauty of exploratory research is precisely this, how much we are changed for the better
by growing an understanding of other people and what has impacted them in life.
Future Research
Research on the lived experiences of seniors in terms of aging and meaning making in
life is currently developing. There have not been many research studies conducted focusing on
this through an exploratory lens, and even less in the province of Newfoundland and Labrador. It
would be interesting to see this extended through other parts of the province and across Canada.

67
The senior population of Newfoundland and Labrador is growing, and I believe that there is a lot

to learn and wisdom to be shared by them. This research also has implications for health care and
healthy aging. Although this research ended up focusing more on meaning making and
experiences that shaped participants, some values and belief systems around medicine and aging

became clear. Listening to the lived experiences of seniors could play a role in medical care and
the delivery of it (Black et al., 2018). Expanding on lived experiences in research, with this
population, could have a major impact on how we understand the perspectives, identities, and
values of different generations.
To advance the findings situated in the current research, it would be beneficial for future
research to focus directly on how the factors that influence seniors growing up in Newfoundland
impact healthy aging. Another idea to more closely consider is the confluence of healthy aging
and quality of life. The participants in this study came from similar backgrounds in terms of
active lifestyle, health and well-being throughout life, and connections to self and community.

These factors all have connected to longevity in life in other research studies (Sisto, 2023;
Crimmins, 2021). A mixed-methods approach would be useful in future research when
addressing the connection between lived experience and health outcomes. This would intersect

the stories told by those with experience with health factors more easily approached using a
quantitative methodology, such as biological hallmarks and socioeconomic factors.
Another piece that future researchers could focus on is different populations in

Newfoundland and Labrador. The current research did not include any participants from the
Labrador portion of the province. It also did not look at seniors in Newfoundland and Labrador
dealing with chronic health conditions which may impact the lived experiences of growing up

and aging. Further research could also expand to consider specific sub-populations across the
province such as Indigenous seniors or seniors living in isolated rural communities in Northern

68
Labrador.

Implications for Practice
Carl Rogers (1980) said “We think we listen, but very rarely do we listen with real
understanding, true empathy. Yet listening, of this very special kind, is one of the most potent

forces for change that I know.” (p. 116). The essence of this quote speaks directly to the
implications of this research in that integrating lived experiences in research can bolster
quantitative research findings. There are many quantitative research studies conducted with older

adults focused on health practices and outcomes (Josefsson et al., 2016; Kim et al., 2021; Musich
et al., 2018). These studies focus on similar aspects found in the present study without directly
addressing the lived experiences of older adults. Using lived experiences in research could help
identify and address gaps in traditional research approaches (Brett et al., 2014). This, in turn,
creating a comprehensive framework from which to approach health care initiatives and
development. Through the amalgamation of lived experiences and healthcare treatment there is
potential for greater understanding and advancements in health care.
As research and work around healthy aging and medicine can be complex, it is important
that lived experiences are heard and valued. Newfoundland and Labrador is comprised of many
outport, rural communities with little to no access to health care services (Hippe et al., 2014).
Research in other rural communities suggests that there are additional barriers for residents
related to stigma, beliefs, and a lack of knowledge of where or how to access health care
(Boydell et al., 2006). Those factors related to some of the discussion in the present study
around beliefs around healthcare and medicine.

The themes found in this research also have implications for how Newfoundland and
Labrador approaches mental health services, social support networks, and policy development

69
aimed at rural health care. Considering the authentic experiences of those directly affected

enhances the ability to understand and inform those involved in the development of policies and
systems (Sunkel & Sartor, 2022). Newfoundlanders and Labradorians are faced consistently
with the issue of lacking access to health care, inclusive to medical care and mental health care.
Hearing the lived experiences and voicing the true concerns about this issue may help in
developing new and innovative ways to approach care systems (Beames et al, 2021). Hearing
about the perceptions of those living in Newfoundland and Labrador may also inform the
approach we take with different populations. There is a need for more research on this integrative
approach and how we can implement it. However, the findings in research, thus far, suggest that
using lived experience in research not only produces higher-quality research, but also provides
empirical evidence furthering our understanding of health care and medicine (Beames et al.,
2021).
The factors discussed in the findings section relate closely to concepts researched in the
field of health aging. The practical application to clinical practice is clear. If quality of life
concepts are important to seniors in healthy aging, such as connection, spirituality, and physical
and emotional well-being, then it is crucial that our health care system fosters these aspects of
life in rural communities. Constructing a health care system that focuses on healthy aging
concepts while also reinforcing the environment necessary for quality of life may enhance health
outcomes.
Knowledge Mobilization
Findings from this research will be shared in several ways. It will be added to the UNBC
Thesis collection, and the Theses Canada database hosted by Library and Archives Canada.
Distribution through these channels will ensure that the findings are easily accessible and open to
anyone in search of more information. A summary of the research findings will also be shared
with the participants as per their requests. Lastly, findings from this study may be published in

70
academic journals, as a book, and/or presented at relevant conferences.

This research offers a new lens from which to view seniors and their lived experiences.
Acknowledging that lived experiences play an integral role in the development of self and
in healthy aging informs practice across multiple disciplines. This research in particular draws

attention to Medicine, Gerontology, Psychology, Sociology, and Rural Studies. Much of the
previous literature on seniors and aging has touched on integrating lived experience in research
making this study a meaningful contribution to this discussion as it draws on some fundamental
concepts to healthy development (i.e., hardiness, connection, active and healthy living, support
systems, and spirituality).
Conclusion
This experience, as a new researcher, took me through an exceptional learning journey.
At the start of this process, I did not fully grasp the amount of work it takes to organize and
conduct exploratory, qualitative research. I also did not realize how much it would teach me and
change me. I wanted to do justice to these stories and to my participants, and tell their stories as
accurately as possible. It felt intimidating, as a new researcher, to undertake research that
required a co-construction of knowledge and in-depth analysis of experiences. That feeling has
shifted drastically throughout this process as it pushed me out of my comfort zone and into truly
trusting myself and my ability to conduct qualitative research. This experience, in carrying out
this type of research, has shaped me immensely and sparked growth as a counsellor and a
researcher. I have grown a true passion and appreciation for research and learned what makes
research truly meaningful. I look forward to my future growth and plan to conduct research on
community health.
This research also sparked new connections and relationships for me in communities
across Newfoundland. I have been profoundly impacted by the participants of this research study
and their stories. I feel a great sense of privilege and appreciation in having the opportunity to

71
hear participants’ stories and share them. After the interviews had been analyzed I had an

opportunity to member check with all six participants to ensure that my findings were accurate.
All participants shared that the themes and subthemes were precise and authentic to their lived
experiences. In keeping with the notion of taletellers in Newfoundland, all participants told
me even more stories when I did my member checks with them. It truly has been an honour.
My life and work experience, thus far, has been impacted greatly by experiences and
stories shared with me. Being raised in rural Newfoundland offers me a unique perspective
shaped by the people, land, and culture. Those experiences, along with my belief that listening to
and sharing the lived experiences of people is invaluable in shaping our knowledge and
understanding, influenced me in carrying out qualitative, exploratory research. The lived
experiences of seniors in Newfoundland extend learning in this way by sharing the pieces of
their stories and lives that have shaped their way of being. This truly being a gift of conducting
this research and sharing these lived experiences.

72
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Appendix A

Braun and Clark’s Six Step Framework for Thematic Analysis

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Appendix B
Recruitment Poster

Research Participants Needed!

Seeking participants who:

Grew up in and are current residents of
Newfoundland
Are 65 years of age or older
Are willing to participate in a 1-2 hour
long interview about their experience
growing up and living in Newfoundland

This research is being conducted to better understand aging and health in
seniors of Newfoundland. Through the lived experiences of growing up in
Newfoundland, this research aims to explore resiliency factors and healthy
aging. This research is being conducted by a student researcher as part of a
graduate degree, under the supervision of Dr. Linda O’Neill. If you would like
to learn more about this study, please contact Bethany at bwatts@unbc.ca.
Supervisor: Linda O’Neill
Contact information: linda.o'neill@unbc.ca

This research is being conducted
through the University of Northern British Columbia in accordance with the
standards and regulations of the Research Ethics Board

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Appendix C

Information Letter and Consent Form

Information Letter and Consent Form
Project Title: When We Were Kids: Stories of Hardiness from Newfoundland Seniors
Who is conducting the study?
Researcher: Bethany Watts
Masters in Counselling Program
Department of Psychology
University of Northern British Columbia
Prince George, BC V2N 4Z9
bwatts@unbc.ca
Supervisor: Dr. Linda O’Neill
Associate Professor, Counselling
Department of Psychology
University of Northern British Columbia
Prince George, BC V2N 4Z9
loneill@unbc.ca
Purpose of the Research
The purpose of this research is to better understand aging and health in Newfoundland
seniors. By addressing topics such as quality of life and childhood experiences, we can build a
better understanding of the factors that may affect healthy aging. I hope to contribute to bridging
the gap between existing research and future research in this area.
How You Were Chosen
You were selected to participate in this study because:
• You are 65 years or older
• You grew up in Newfoundland
• You live in Newfoundland currently
• You have chosen to participate in this study
What is Involved
You will be asked to participate in a one-on-one interview with the main researcher,
Bethany Watts. The interview will last approximately one and a half hours to two hours. You
will be asked to share your experiences around growing up in Newfoundland. I will be asking

91
about your beliefs and opinions of resiliency and healthy aging. The interview will be audio
recorded. You may decline to answer any question, and the recording may be turned off at any
time. After your interview has been transcribed and analyzed, I will send you a copy with all
identifying information redacted. At this time, we can discuss, and you can add comments and
provide feedback regarding the interview and analysis.
Participation is Voluntary
You participation is completely voluntary, and you may withdraw your consent for
participation at any time by notifying the researcher. If you wish to discontinue, the interview
will be stopped, and any information received will be destroyed and not be used in the study.
Upon completion of the interview, you may also choose to have your information withdrawn
from the study. We will withdraw any study materials at that point, however, once the analysis of
the data begins we will not be able to remove your individual contributions. If you choose to
withdraw, there will not be any consequences for you, and you will not be required to provide a
reason.
Potential Benefits
While there may not be any direct benefits to you, some people may have a feeling of
satisfaction or reward in sharing your knowledge or experience and contributing to research that
may contribute to the field of counselling and help us better understand, resiliency, health care
and aging.
Potential Risks
There are some potential risks to participating in this study. Topics that may arise in the
interview, such as childhood experiences, may be difficult to discuss and cause emotional stress
or discomfort. The interview may bring up uncomfortable experiences or memories. Should this
arise, we will stop the interview and you will be asked if you wish to continue, reschedule, or
withdraw. We will also provide you will be provided with a list of resources that you may choose
to access for support.
Confidentiality
We will do our utmost to ensure that the information you provide during the interview
will be kept confidential, however, anonymity cannot be completely guaranteed. We will ensure
that all data collection will occur over a secure recording device. You will be assigned a number
that will be used during transcription of the interview and analysis and will be recorded in a word
document that only I will have access to. All electronic data will be stored on my personal drive
through the UNBC servers, which is password protected and only I will have access to. The
interviews will be transcribed on my personal computer in my home office that is protected
through password and verification and that only I will have access to. For the process of coding
and analysis, the transcripts will be printed with any names and identifying information redacted.
The printed transcripts along with any written notes or printed documents will be kept in a
locked receptacle in my home office that only I will have access to. The analyzed lived
experiences will be shared with participants verbally to complete member checking. Only I and
my direct supervisor, Dr. Linda O’Neill, will have access to any information and we will deidentify the study data you choose to share. Any identifiable information, such as your name,
will be securely stored separately from the remaining study data. Following the completion of

92
the research project, physical notes and paper transcripts will be shredded and disposed of.
Electronic data will be kept on the secure UNBC server for one year following the completion of
the project. At that point I will permanently delete all files from the server. There are certain
situations in which I would not be able to maintain confidentiality. This would occur under the
following circumstances: there is a risk of imminent harm to yourself or a named other, if there is
a suspicion of child abuse or neglect, or under court order.
Research Results
Your interview will be analyzed along with several others in contribution to the
completed study. The research will be presented during my thesis defense at UNBC. It is
anticipated that the results will be published in professional journals or reports and be presented
at community organizations or conferences.
On the consent form, you will be given the option to indicate whether you would like to
receive a summary of the results, which will be sent to you via email upon completion of the
study. You can also contact me, Bethany Watts, at bwatts@unbc.ca, or my supervisor, Dr. Linda
O’Neill, at loneill@unbc.ca to obtain a copy of the research results.
Questions or Complaints
If you have any questions, please feel free to contact me, Bethany Watts, at
bwatts@unbc.ca. You may also contact my supervisor, Dr. Linda O’Neill, at loneill@unbc.ca. If
you have any concerns or complaints about your rights as a research participant and/or your
experiences while participating in this study, contact the UNBC Office of Research at 250 960
6735 or by e-mail at reb@unbc.ca.

Resources
Bridge the Gapp:
http://www.bridgethegapp.ca/
Bridge the gAPP is a province-wide online resource designed to support mental wellness. This
free online mental health resource instantly connects people to self-help information, tools and
local supports through a searchable service directory. Visit Bridge the gAPP for adults (18+) or
connect to local services in NL.

Canadian Coalition for Seniors Mental Health:
https://ccsmh.ca/
The Canadian Coalition for Seniors’ Mental Health main focus areas are: Delirium; Depression;
Long-term Care (mental health issues are common among seniors in LTC); Suicide Prevention.
This site presents: Tools for seniors (pamphlets), their families, for Clinicians (pocket card
and/or CCSMH National Guidelines) and Tools for Educators (power point slides)

Doorways, Western Health:
DoorWays is a mental health and addictions walk-in service.
Counsellors offer single-session therapy services.
Bonne Bay: Walk-In Clinic – By Appointment at Bonne Bay Health Centre and Cow Head
Medical Clinic, please call 458-2381 ext. 266
Burgeo: Walk-In Clinic – By Appointment (In-person or Telehealth Appointments Available),
please call 886-1550 or 886-2185

93
Corner Brook: Walk-In Clinic – every Tuesday, 1:00 p.m. – 8:00 p.m. at 35 Boone’s Road(last
walk-in accepted at 7:00 p.m.), please call 634-4506
Port aux Basques: Walk-In Clinic – every Thursday, 1:00 p.m. – 4:30 p.m. (last walk-in accepted
at 3:15 p.m, please call 695-6250
(Evening Appointments available upon Request)
Port Saunders:Walk-In Clinic – By Appointment, please call 861-9126
Stephenville: Walk-In Clinic – every Wednesday, 1:00 p.m. – 8:00 p.m. (last walk-in accepted at
7:00 p.m.), please call 643-8740
DoorWays is not an emergency service.
To find Doorways in your area, call 811 OR Search the bridgethegapp.ca (attached website).
DoorWays is not an emergency service. If mental health emergency is needed call 911 or if
you are having a mental health crisis contact the 811 Health Line NEW or proceed to the
nearest Emergency Department.

Mental Health Screening:
http://screening.mentalhealthscreening.org/western-health
Western Health offers quick, free, and anonymous mental health screening. Check on your own
mental health by visiting this site today. Immediately following the brief questionnaire, you will
see your results, recommendations, and key resources.

211 NL:
https://nl.211.ca/search/
211 is a free and confidential Information and Referral Service for children, youth, young adults,
adults and older adults.
Call 211 NL

Western Health Community Support:
http://westernhealth.nl.ca/index.php/programs-and-services/services-a-z/assessment-andplacement-services-long-term-residential-care-and-personal-care-homes
The following services are provided through Community Support:
• Home Support Services
•

Nutritional Consulting Service

•

Financial Assessment

•

Special Assistance Program

•

Home Nursing Care

•

Personal Care Homes

•

Assessment & Placement Services for Long Term Residential Care and Personal Care
Homes: Apply by contacting your local Western Health office to have an assessment
(review) completed by the Community Health Nurse or Social Worker. Once a medical is
completed by a physician (at your own cost) and a financial assessment is done, the
application can be given in. If approved (by a letter), you will be placed on a wait list
until a vacancy is found.

94

Consent Form
Title: When We Were Kids: Stories of Resiliency From Newfoundland Seniors
Researcher:
Bethany Watts
Masters in Counselling
Department of Psychology
University of Northern British Columbia
Prince George, BC V2N 4Z9
bwatts@unbc.ca

Supervisor:
Dr. Linda O’Neill
Associate Professor, Counselling
Department of Psychology
University of Northern British Columbia
Prince George, BC V2N 4Z9
loneill@unbc.ca

I have read or been described the information presented in the information letter about the
project:
YES

NO

I have had the opportunity to ask questions about my involvement in this project and to receive
additional details I requested.
YES

NO

I understand that if I agree to participate in this project, I may withdraw from the project at any
time up until the report completion, with no consequences of any kind.
YES

NO

I have been given a copy of this form.
YES

NO

I agree to be recorded.
YES

NO

I agree to receive the interview transcript and analysis via email for the purpose of providing
feedback.
YES

NO

I would like to receive a summary of research results via email.
YES

NO

Email: _______________________________________________________________________

95
Your signature indicates that you consent to participate in this study.
Participant Signature:
Name of Participant (Printed):
Date:

96
Appendix D

Introductory Letter
Hello,
My name is Bethany Watts, and I am a student in the Master of Education in Counselling
program at the University of Northern British Columbia. I am working on completing a thesis
under the direct supervision of Dr. Linda O’Neill. I hope to gain an understanding of the beliefs
around healthy aging and quality of life in seniors that live in Newfoundland. I am hoping to
understand factors that contribute to healthy aging in seniors that grew up in rural
Newfoundland.
I grew up in rural Newfoundland and spent much of my time around seniors in my
hometown. That has sparked an interest and passion in me to explore the lives of seniors in
Newfoundland and share their stories in hopes to contribute to research on aging in seniors. My
hope is that my research can be a contribution to existing literature and spark more conversations
around senior care and understanding. I am looking to interview seniors who are above 65 years
old, who grew up in rural Newfoundland. The interviews will be conducted in person and will be
audio recorded and transcribed. To maintain anonymity, all identifying information will be
removed from the transcripts and the data. Only myself and my direct supervisor, Dr. Linda
O’Neill, will have access to the participants’ information. The information will be destroyed two
years after the research commences. At any time during or after the interview, participants will
be able to withdraw their participation and their information will be destroyed. I have contacted
your agency as I am looking for your support in recruiting seniors for the study. If you know of
anyone who would be interested in participating, please feel free to share the attached study
information letter, and/or contact me at any time if you have questions or want more information.
Thank you for your time and consideration for participation in this study. Below please find my
contact information. I look forward to hearing from you.

Sincerely,
Bethany Watts

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Appendix E

Sample Interview Questions
1. Where did you grow up in Newfoundland?
2. What was growing up in Newfoundland like for you? What was your experience growing
up in Newfoundland?
3. What do you feel were the hardest parts of growing up in Newfoundland and living here
throughout your life?
4. What were your fondest memories of growing up in Newfoundland and living your life
here?
5. Would you say resilience has played a part in your life, in terms of longevity and health?
Would you call yourself resilient or would you call it something else?
6. What does healthy aging mean to you?