The State of Our Art

Abstract

In this two-part paper, the author examines inter-generational program research and evaluation based on a framework derived from a collaborative UNESCO (2000)-sponsored review of the intergenerational program field. In Part One, conceptual foundations for intergenerational programming are considered, taking into account theories that focus on individuals and groups within interactive contexts, those that focus primarily on individual development, and conceptually based program evaluations. In Part Two, appearing in the next issue of this journal, effects of intergenerational program participation are described, with emphasis on program activities and various program contexts. Challenges and questions emerging from the literature are presented, identifying the need for a greater use of theory in research, more cross cultural research, expanded outcomes, and solutions to some of the methodological challenges in intergenerational program research and evaluation.     

Farm Friends

Abstract

Intergenerational programs have proliferated in community and educational settings, yet research on their effects and impacts lags (Kaplan, 2002; Kuehne, 1998/99), and the benefits and learning that occur for participants are under-theorized (Abrams and Giles, 1999; Smith and Yeager, 1999). Similarly, insufficient research has been reported on the learning that takes place in environmental education programs. In this paper we focus on the relationship that developed between community elders and elementary school-aged children during the first year of an intergenerational environmental education project. Our goal is to better understand these experiences so we can sustain participation and develop programs rich in rewards for elders and children. We are particularly interested in the nature of intergenerational learning that occurs when children are brought together with community elders for environmental education that is integrated into a school program. Granville and Ellis (1999) propose that for a program to be defined as intergenerational, it must show a benefit and value for both generations and “demonstrate an improvement in the quality of life for both, and from that, an improvement in the quality of life for all” (p. 236). We concur with these criteria and designed a program linking community elders with farming backgrounds with one class of 18 grade-seven girls for the purpose of fostering environmental consciousness. In this paper we focus our attention on the learnings of participants in order to understand the mutuallearning that occurs in an intergenerational environmental program.     

An Observational Study in Developing an Intergenerational Shared Site Program

Abstract

This article provides strategic insights into developing and evaluating an intergenerational shared site program at The Community Programs Center (CPC) in Port Jefferson, NY. Conducted under a grant from the Administration on Aging, attention is given to the meth odological challenges in conducting intergenerational evaluation research. The Project Evaluator found that the use of videotaping created a host of difficulties for both the staff and participants. Emphasis is given to chronicling the critical importance of developing a multi-pronged approach to gathering data, and the consequences of utilizing graduate students as evaluators. The evaluation component involved comparing two groups of child/elder participants within a day-care setting during an eight-month period of time. Each session was videotaped and later analyzed for changes in certain participant attributes. Based on the observations gathered, it was found that curriculum development, staff commitment, and programmatic flexibility were critical components in creating an intergenerational-shared site program. Also, the teaching orientation of the intergenerational facilitator was found to play a role in fostering communication among the participants. Important recommendations are provided for both intergenerational practitioners and research evaluators who want to replicate the CPC model. Although positive change was observed in select participants, future evaluation efforts must track change and activity outcomes over a greater period of time.     

Intergenerational Interaction Between Institutionalised Older Persons and Biologically Unrelated University Students

ABSTRACT

Most studies on older persons focus mainly on what the aged can no longer do and on the impact that this has on the community and specifically on their carers. In contrast to this, this research focused on the value of friendship between older persons living in a retirement home and students whom they did not know prior to their interaction in the project. Friendship, in this instance, is viewed as a multidimensional facet of social support. Participatory action research was used to describe the relationship between the students and the older persons, and the illustrative method, as a qualitative research method, was used to analyse the data, obtained from students' reports, observations and interviews. The results are used to propose guidelines for the transfer to other contexts of the intergenerational involvement of biologically unrelated students     

“A Message on Life to the Young”—Perceiving a Senior Volunteer Activity in Japan from an Intergenerational Perspective

Abstract

Intergenerational programming has gained more recognition in Japan in the last decade or so, as research and reports on the status and case studies of intergenerational programs become available since mid-1990s. This paper examines the case study of a volunteer narrative group called G-117 formed primarily by seniors who are survivors of the 1995 Hanshin-Awaji earthquake as an example of an emerging intergenerational program. The research was carried out mainly during fieldwork among senior volunteer groups in Kobe from late 2001 to early 2002, primarily through qualitative approaches of interviews and participant observation. I propose that besides observational research, a more in-depth engagement through ethnographic case study, although much less common in intergenerational program research, is also important in providing rich, contextualized understanding of the development of an intergenerational program, particularly in a cross-cultural setting.     

Intergenerational Programs and Practices in China: Results Based on a Web Search Method

ABSTRACT

In the midst of an aging population trend and increased concerns about elder care, the Chinese government has developed policies that aim to strengthen family support systems and ensure older adult engagement in community life. One domain of related intervention that has received relatively little attention and systematic study in China is in the area of intergenerational programming. To gain a sense of the breadth and types of intergenerational programs emerging in China, the authors employed a web search method utilizing Google and Baidu search engines. Findings indicate a fair amount of program innovation and diversity as well as a need for additional programmatic and policy measures to strengthen and support intergenerational relationships in family and community contexts.     

Where Do We Stand? Testing the Foundation of a Shared Site Intergenerational Program

Abstract

Shared site intergenerational care programs provide ongoing services simultaneously to old and young community members at a single facility, thereby, meeting the care needs of multiple generations. However, they face the challenge of sustainability common to all community-based programs. We employed the results management model to identify program elements that may enhance or inhibit sustainability of intergenerational programming at a shared site facility involving a child development lab school and adult day services program. The 4-step results management approach is a strengths-based model that supports community capacity and achievement of community and program goals. The current paper describes the first step in the results management approach, mapping the terrain, which involves gathering evidence of community needs and strengths. Focus groups were conducted with eleven staff members from both programs after a 4-month intergenerational program. The focus groups targeted the needs and strengths related to intergenerational programming. Respondents identified strengths that enhanced staff members' and clients' capacity for collaboration. These included affective and developmental benefits for both generations and strong partnerships between staff members. Respondents also identified factors that limited collaboration, such as the need for greater authority support and cross-training opportunities. Findings from our study have been used by program administrators to continue using the results management approach to further build intergenerational community and expand the scope of evaluating intergenerational shared site programs. Other intergenerational programs may utilize the results management model to enhance intergenerational programming and increase program sustainability.     

Impact of an Intergenerational Program on 4th Graders' Attitudes Toward Elders and School Behaviors

Abstract

The rapid growth of the elderly population coupled with research demonstrating the existence of ageist stereotypes even among very young children have led to the rise of intergenerational programs. Very limited research has been conducted, however, to demonstrate the effectiveness of these programs in producing attitudinal change or other beneficial outcomes for at-risk children. This study examined the impact of an intergenerational program on children's attitudes toward elders and on their school-based behaviors. Eighty-one 4th grade children enrolled in an inner-city school participated in the study. Forty-one children, with matched seniors partners, engaged in activities based on the 4th grade core curriculum within an outdoor classroom environment while the remaining 40 children participated in usual core curriculum activities. At the conclusion of the program those children who participated in the program had significantly more positive attitudes towards the elderly and significantly better school behavioral grades than did non-participating students. Implications and recommendations for intergenerational programming are discussed.     

The LINC Project

Abstract

The Linking Intergenerational Networks in Communities (LINC) Project, a statewide, collaborative, intergenerational program, funded in 1995 by the V. Kann Rasmussen Foundation, included Clemson University, the Bureau of Senior Services for South Carolina, the South Carolina Department of Education, and the United Way of South Carolina. In this paper, the author focuses on what the partnering groups learned during the five-year project about the process of creating and implementing a collaborative statewide intergenerational program that included a public university, the state offices of aging and education, and a private fundraising and public service agency. The author, who during part of the project was the evaluator at Generations Together at the University of Pittsburgh and who consulted with the LINC project on the project evaluation from 1998 to 2000, uses the literature on collaboration to describe how the four partners worked together to form an intergenerational collaborative organization in South Carolina.     

Technology-Mediated versus Face-to-Face Intergenerational Programming

Abstract

Elderly computer novices received 1-on-1 e-mail training, which enabled them to communicate electronically with elementary school-aged pen-pals. A traditional intergenerational visiting program was conducted concurrently. Program evaluation revealed that the intergenerational visiting program was rated favorably by 88% of the participating seniors and the intergenerational e-mail program was rated favorably by 57% of the seniors. Yet, only 6 (out of 23) seniors expressed interest in continuing to e-mail their pen-pals beyond the program period. While technology may never take the place of human contact for some seniors, increased computer support as well as arranging for e-mail pen-pals to meet in person might help boost the popularity of this form of intergenerational communication.     

Older Adults' Perceptions of Well-Being after Intergenerational Experiences with Youth

Abstract

Drawing upon Ryff's (1995) positive dimensions of well-being in older adulthood, thisstudy investigated older adults' perceptions of well-being following participation in anintergenerational program. Specifically, we examined the relationship between age, years of volunteer service, and sense of well-being among older adults (n= 46; 55 to 100 years of age) participating in intergenerational programs at 10 sites in Midwestern, agriculturally based communities. Using a mixedmethods design, results revealed that olderadults perceive a heightened sense of well-being from intergenerational interactions wit youth. Older adults reported successful aging included staying active, not worrying aboutone's problems, feeling young, and keeping up with the children and community. Adults aged 74-85 experienced significantly greater satisfaction and enjoyment than their older counterparts, particularly in anticipating working with youth and positive self-perception. No relationship emerged between years of involvement in the program and well-being. Implications for research and program development are discussed.     

Impact of an Intergenerational Program on 4th Graders' Attitudes Toward Elders andSchool Behaviors

Abstract

The rapid growth of the elderly population coupled with research demonstrating the existence of ageist stereotypes even among very young children have led to the rise of intergenerational programs. Very limited research has been conducted, however, to demonstrate the effectiveness of these programs in producing attitudinal change or other beneficial outcomes for at-risk children. This study examined the impact of an intergenerational program on children's attitudes toward elders and on their school-based behaviors. Eighty-one 4th grade children enrolled in an inner-city school participated in the study. Forty-one children, with matched seniors partners, engaged in activities based on the 4th grade core curriculum within an outdoor classroom environment, while the remaining 40 children participated in usual core curriculum activities. At the conclusion of the program those children who participated in the program had significantly more positive attitudes towards the elderly and significantly better school behavioral grades than did non-participating students. Impli-     

Program Evaluation of “Young at Heart”

Abstract

We conducted a program evaluation study of “Young at Heart,” a Texas (United States) program that places elderly volunteers in childcare settings. The main constructs evaluated in this research-based article are Erikson's generativity (a motivation to guide younger generations) and life satisfaction. We compared four groups of elderly persons on these constructs: Young at Heart volunteers, Meals on Wheels volunteers (who deliver food to other elderly persons and thus gain volunteer experience, but not with children), non-volunteers drawn from the general population of one Texas community, and individuals in the same community who volunteered in a variety of activities (“miscellaneous volunteers”). Our guiding assumption was that volunteering with children would appear to be a clear expression of generativity; we thus hypothesized that YAH volunteers would score highest in it. Contrary to prediction, the miscellaneous volunteers averaged the highest generativity, followed by YAH volunteers. Philosophical and conceptual issues are identified with regard to research on generativity and intergenerational programming.     

Intergenerational Programs

Abstract

The purpose of this research was to provide an overview of the current state of intergenerational programming in one Canadian city. One-hundred and seven individuals in charge of programming in youth and seniors' organizations completed a telephone survey about intergenerational programs. More than one-third of organizations surveyed reported offering intergenerational programs, and the majority of these perceived their program to be successful. Participants added that there were no current overlaps in services, though a variety of gaps in and barriers to intergenerational programming were identified. There was also significant interest in and ideas for offering a diverse range of programs in the future. It was concluded that while interest in offering intergenerational programs was high, multiple barriers currently exist to offering such programs.     

Humor Your Way to Good Health

ABSTRACT

Although humor has been used in many ways, humor practices have not been fully conceptualized or utilized as a means to impact major concerns on a societal level. In this intergenerational model demonstration, humor practices were re-conceptualized and used as an effective vehicle for communicating messages to impact a societal issue, overweight and obesity among children. This objective was operationalized through an intergenerational project of the Legacy Leadership Institute on Humor Communication and Health (LLIHCH). Legacy Leaders were trained to use humor practices to convey messages about healthy eating and physical activity to children. They participated in interactive instruction on key topics (nutrition, humor practices, intergenerational relationships, children and schools, leadership, and instructional methods. Legacy Leaders used this training to conduct the Humor Your Way to Good Health program in two public elementary schools. Assessments indicate the children benefit significantly from the Humor Your Way to Good Health intergenerational program in terms of the knowledge acquired and its application to making choices that support healthy behaviors. The unique humor approach captures the attention and imagination of children. The intergenerational approach unites children and adults in a joint quest for healthier lifestyles. Together, they are addressing the epidemic of overweight and obesity among children.     

Community-Based Program Research

ABSTRACT

At first glance, the worlds of program professionals and evaluators may seem quite separate. However, there are common issues whose resolution will enhance both program development and research on programs. Program professionals and evaluators have a great deal to learn from each other. As that learning occurs, both program delivery and evaluation research will benefit. Both are concerned about matters of validity, whether it pertains to the nature of the program intervention itself or to the nature of the assessment of the program intervention. To reinforce the development of program evaluation in partnership, this paper discusses key points about evaluation research relevant to both program professionals and researchers. These include the contextual influences on a program, the “readiness” of a program for evaluation, and whether the evaluation research “works” for the program. Underlying our discussion is a call for the development of partnerships around research on programs. In that light, this article elaborates the process steps that should be taken to build program evaluation partnerships, including a discussion of what evaluators and program professionals need to know about each other, and their respective values, interests, and professional perspectives.     

Culturally Competent Substance Abuse Treatment for Asian/Pacific Islander Women

Summary

In response to the urgent need for substance abuse treatment among pregnant and postpartum Asian/Pacific Islander (A/PI) women, heath care and social service providers in a rural community of Hawaii established a culturally based, women-centered residential treatment program. The program was designed to address barriers that often prevent A/PI women from engaging and completing treatment. Treatment included Hawaiian healing practices or deep cultural therapy, provision for newborns to live with their mothers, infant health-care services, parent education, and infant-mother bonding guided by kupu-na (elders) of the community.

Analysis of twenty-one in-depth interviews revealed factors that A/ PI women participants found vital to their treatment process: having their children with them in a non-punitive, mutually respectful treatment milieu; working with consistent, competent residential staff and culturally-sensitive interdisciplinary professionals; and involvement in a range of substance abuse interventions, including cultural healing practices.

Findings underscore the importance of learning about and affirming women's lived-experiences and cultural contexts in the development of culturally competent practice models, interventions, research procedures, and policies that focus on the complex needs of chemically dependent pregnant and parenting women (Brindis & Theidon, 1997).     

Intergenerational Community Action and Youth Empowerment

Abstract

Empowerment theory can provide a useful framework for the design and evaluation of intergenerational community-building programs. Using an intervention research approach that draws heavily on empowerment theory, the author designed, facilitated, and evaluated an innovative model for intergenerational community engagement involving undergraduate students and older adult residents of an assisted living facility. This “Intergenerational Community Action Group” met at the assisted living facility throughout a school year to engage in group-building activities, to discuss and choose an issue of concern to them in the community, and to plan and implement an action project to address the issue. This article discusses the use of empowerment theory in intergenerational community action and similar programs, and reviews the empowerment outcomes for youth participants in the Intergenerational Community Action Group.     

Global Aging and Intergenerational Equity

ABSTRACT

The traditional way of caring for frail elders in long-term care facilities is based in the medical model. This type of care focuses primarily on the biological needs of individual elders. A new paradigm for these care facilities is seen in the idea of culture change. This paradigm implicitly has within it elements of compassion emphasized in the teachings of world religions. The focus of this article is on the thoughts of Hesston College students in a World Religions class who spent two hours a week during the spring term 2003 interacting with frail elders in a long-term care facility. These intergenerational interactions are analyzed from the perspective of six world religions. The article concludes with reference to culture change and intergenerational relationships as related to practitioners, policy makers, and researchers.     

Perspectives on Intergenerational Aspects of Aging and Diversity

Abstract

This paper considers a number of interrelated dimensions that are crucial to the developing intergenerational field: research, policy, practice and theory. The paper argues first, that research (and indeed evaluation) underlies, and is fundamental to, facilitating and understanding the linkages between practice, policy and theory. It further argues that breaking down the barriers between research, policy, practice and theoryparticularly in terms of the language we use- is key if we are to fully realize the potential of this developing field. An early intergenerational study undertaken by the author is used as a tool to illustrate some of the ways in which the field has progressed over the last twenty years. The paper concludes with thoughts and suggestions about the dilemmas and challenges remaining for those in the field.