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 4R-SUCCESS program: promoting children’s social and scholastic skills in dyadic classroom activities

Research on peer mediated learning shows that students learn through interactions with classmates, but little is known about the skills that children need to be productive learning partners, and educators lack programs for teaching children how to collaborate effectively with classmates. Described in this article is a program of research that was undertaken to address these needs by: (1) empirically creating a collaborative skills curriculum for grade school children, and (2) developing, refining, and implementing a class-wide program for improving grade school children’s social and scholastic skills for collaborative learning activities (i.e., the 4R-SUCCESS program).     

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.     

Impact evaluation of Drug Abuse Resistance Education (DARE).

The purpose of this study was to assess the impact of Drug Abuse Resistance Education (DARE) on fifth-grade students in the Long Beach Unified School District in Long Beach, California. The research suggests that DARE does not significantly change the amount of drug use, which is minimal at the fifth grade level. In general, children receiving DARE during the study period maintained existing levels of drug abuse. Approximately 3,000 students participated in the study. A pretest and posttest self-report survey was utilized during the Fall 1989 semester for experimental and control groups. As DARE programs gain popularity in other school districts, school administrators need more information on the program to decide if DARE should be presented in their schools. Administrative decision-making must consider program effectiveness and curriculum time constraints.     

The Impact of Short-Term Quality Intergenerational Contact on Children's Attitudes Toward Older Adults

ABSTRACT

This article describes a research study designed to investigate the influence of short term quality intergenerational contact on the attitudes of children toward older adults. Glass and Trent's (1982) Typology of Approaches to change attitudes and Amir's (1969) Contact Hypothesis guided the development of this study. Glass and Trent reported that there are three primary ways that attitudes change: through discussion with others about the attitudinal object, direct experiences with attitudinal objects, and the acquisition of more knowledge about the attitudinal object. If attitudes are a reflection of internal and external influences, then it is assumed they can change.

The study revealed that children who participated in the treatment had a more positive attitude toward older adults. Both inclusion in the intergenerational activities and time spent with related older adults were significant in explaining the changes in the children's attitudes toward older adults.     

Evaluating the Impact of Intergenerational Activities on Elders' Engagement and Expressiveness Levels in Two Settings

Abstract

This study evaluated the impact of intergenerational activities on elders' engagement and expressiveness levels in two settings. Study 1 was conducted with 22 well elders at a senior center and approximately 15 children from a nearby grade school. Data were collected using a momentary time sampling procedure, and inter-observer reliability averaged 88% (ranging from 78% to 97%). Elders were significantly more engaged (t(85) = 4.60, p > .001) and expressive (t(85) = 5.55, p > .001) in the treatment condition than the control condition. Study 2 was conducted with 25 older adults diagnosed with dementia, living in a special care unit. Twenty-eight second-graders were in the experimental group and 32 second-graders were in the comparison group. A momentary time sampling procedure was used to observe engagement, expressiveness, and inappropriate behavior levels. Inter-observer agreement averaged 94% (ranged from 85% to 100%). Elders were significantly more engaged in the structured activities with children than the structured activities without children, and significantly more engaged in structured activities without children than the no-activity condition, F(l) = 60.1; p > .01. Elders were also significantly more expressive in structured activities with children than the structured activities without children, and significantly more expressive in the structured activities without children than the no-activity condition, F(1) =26.5; p = 01. Further, there was no significant increase in inappropriate behaviors between any condition, F(1) =.322; p = .57. The analysis of variance regarding children's attitudes towards the elderly showed no significant differences whether they did or did not participate in the intergen-erational activities (F3.5, p < .05), with both groups maintaining positive attitudes of elders. These results reflect the importance of offering intergenerational activities to well and institutionalized elders as well as to children.     

Effectiveness of a school-based backpack health promotion program: Backpack Intelligence

A prominent school health issue in the United States is the use of backpacks, however, there is a paucity of literature on the effectiveness of backpack safety programs. The purpose of this paper is to describe a school-based backpack health promotion program: Backpack Intelligence, report on its effectiveness, and suggest avenues for future research. Three-hundred-seventy-two 6th and 7th grade students participated in the program which was integrated into their physical education curriculum. Of those students, 242 completed post-education surveys to assess its effectiveness. Pre-education, 44% reported that their backpack was uncomfortable to carry, and 61% reported two or more warning signs that their backpack was too heavy. Only 57% wore their backpack properly and less than half organized the contents in their backpack correctly. Post-education, 63% reported the program worthwhile. Forty-two percent changed the way they used their backpack, and 93% felt knowledgeable about backpack safety, a 24% increase. Both grade and gender differences were found. Areas identified in the literature as fruitful for future research were suggested. Until we have definitive research on the link between backpack use and injury, interventions may be imperfect, but as a society we are compelled to safeguard the health of our children.     

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.     

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.     

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.     

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.     

Let's Do Something Together

Abstract

This study examined the environment and activities that effectively promote individual involvement and cross-age interactions in a joint day care setting serving seniors and children from infancy through kindergarten. It evaluated the impact of staff training on improving program quality, and examined the relationship between the components of quality and participant engagement. Two instruments were developed to assess program and participant characteristics, respectively, the Intergenerational Program Quality Assessment and the Intergenerational Involvement and Interaction Inventory. Using a pre-post design, data were collected on 25 intergenerational activities with 108 children and 68 seniors before training, and 25 sessions with 111 children and 93 seniors after training. Five components were found to characterize effective programs and promote participant engagement: a designated intergenerational space that is shared, accessible, and stocked with materials inviting to both age groups; a consistent daily schedule that allows for formal as well as informal cross-age interactions; openended activities that emphasize process over product and provide opportunities for planning and reflection; the explicit facilitation of cross-age interactions by caregivers; and objective observational assessment to plan activities and share information with families.     

“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.     

Integrating a Practice Orientation into the Research Curriculum: The Effect on Knowledge and Attitudes

Abstract

A panel study of an MSW research curriculum was conducted to evaluate the effect of integrating a practice orientation into the research courses. The study followed a cohort of 60 students throughout their tenure in the program. Information on students' knowledge, attitudes, and experiences with research was collected at four points in time. The findings indicate that students became more favorable in their attitudes toward research and that they became more knowledgeable about research methods and statistics. Students also reported that they planned to engage in activities that are characteristic of empirically-based practice. These findings support the curriculum changes of the past decade that have moved to close the gap between research and practice.     

The State of Our Art

Abstract

In the second part of this two-part paper, the author examines intergenerational program research and evaluation based on a framework derived from a collaborative UNESCO (2000)-sponsored review of the intergenerational program field. In Part One, which appeared in the previous issue, conceptual foundations for intergenerational programming were 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, 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.     

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.     

Therapeutically Managing Reunification After Abuse Allegations

School-based programs have been the central strategy to educate children about the serious nature of child sexual abuse in the hope of prevention or early intervention. Virtually all evaluations have been quantitative, seldom allowing children to directly comment on their experiences. This article presents the results of qualitative research with 116 students (51 boys and 65 girls) ranging from age 6 to 12 who had participated in the Who Do You Tell child sexual abuse education program. Ten focus groups were conducted with students in separate grades, from kindergarten through sixth grade, two to three months after program participation. The core themes that emerged from the focus group interviews are presented, as are implications for child sexual abuse prevention programs.     

Challenging Gerontophobia and Ageism Through a Collaborative Intergenerational Art Program

Prejudices against older adults have been shown to reduce effective care delivery and impact long-term health outcomes for older adults. In an effort to combat these prejudices, intergenerational—and often unidirectional—programs focus on challenging ageism. The PALETTE program takes this further to employ collaborative activities as a way to challenge the gerontophobia that often accompanies ageism. Promoting Art for Life Enrichment Through Transgenerational Engagement (PALETTE) is an innovative program for interprofessional undergraduate and graduate students that combines intergenerational arts activities with formal education on aging, ageism, and gerontophobia. Having demonstrated success in changing the attitudes of students, PALETTE serves as a model for an internationally replicable program that has the potential to improve person-centered care while educating future generations of older adults about positive, optimal aging.     

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.