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.     

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.     

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.     

Intergenerational Theory in Society

ABSTRACT

Now that the 21st century is underway, society is changing more rapidly than ever. People of all ages are facing new kinds of psychological and interpersonal issues. They are living longer and pioneering new kinds of family patterns and relationships. Given this, then, how can intergenerational programs and relationships both adapt to these new contexts and serve to help people better meet these new societal demands and changes? This article extends, deepens and elaborates upon earlier efforts by describing new societal trends that affect people in the life span, selecting some relevant concepts, exploring them, and suggesting how they might enhance our understanding. Given that this is the postmodern age in which there are questions rather than answers, the discussion of each concept ends with questions for future theory construction.     

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.     

Cultural Perspectives from Aotearoa/New Zealand

Abstract

Intergenerational programmes recognise the relationships between the young and old as mutually important to both age groups and to society in general. While intergenerational programmes are a fairly new venture in New Zealand, the early childhood curricu-lum-Te Whariki, the woven mat, is a document which is based on the relationships between people and their environment. It is an ecological model where the context of a child's life is a critical factor in determining well-being, a sense of belonging, communication, a desire to explore, and contribution to society. These are the living strands of Te Whariki which are woven together to provide a sense of place from which children can grow strong and confident. These strands also apply to older people as they move through life's changes. This paper will explore the ways in which Te Whariki is an intergenerational curriculum that can be applied to any context and any age.     

Recreating Social Capital

ABSTRACT

This paper describes the establishment of a pilot neighbourhood-based intergenerational programme and its evaluation in one town in England. It sets this in both the context of English inter-generational programmes involving schools and of English social policy. The latter is currently influenced by Putnam's concept of social capital. It argues that intergenerational programmes of all kinds are likely to be useful contributions to the development of social capital. The paper reports how the evaluation of the pilot has lead to the refinement of the original model. The pilot highlighted the need for more systematic measures of the process and outcomes, including the project's contribution to development of social capital. The revised model is being implemented in a number of contrasting neighbourhoods and will be evaluated in both outcome and process terms. These developments will be reported in further articles.     

A Model of the Remarried Family

Abstract

The focus of this paper is on the tension and dilemmas that are relatively common in remarried families. The document begins with laying a foundation that, indeed, tension and dilemmas are common in social relations as well as in first married families. The paper then continues to synthesize some of the literature on remarried families to develop a model that identifies seven dilemmas: nomic, authority, family career, bonding, intergenerational, societal boundary and the divorce chain.     

Intergenerational continuity in parenting: a review and theoretical integration

Abstract

Objective: This review evaluates literature on how parenting behaviors are passed from one generation to the next in families by providing a new definitional framework to organize existing work, utilizing this framework to review literature on intergenerational continuity in parenting behaviors, and proposing a new developmental framework for understanding the etiology of intergenerational continuity in parenting behaviors.

Design: The present review examines 31 studies of intergenerational continuity in parenting, summarizes the findings offered by these studies, and integrates this existing literature in a theoretical framework for considering the etiology of intergenerational continuity in parenting behaviors.

Results: Results indicate that parental warmth, hostility, and behavioral control each demonstrate intergenerational continuity, and that internalizing and externalizing behavior serve as potential mediators of intergenerational continuity across all three types of parenting behaviors.

Conclusions: Parenting behaviors falling in the warmth, hostility, and behavioral control domains each demonstrate modest continuity across generations. Internalizing and externalizing behaviors developed by children in response to parenting in their family of origin may persist and cause similar patterns of parenting when these children grow up and start their own families. Partner psychopathology and parenting styles may moderate these externalizing and internalizing pathways to intergenerational continuity in parenting.     

What About the Kids?

ABSTRACT

Although rhetoric about family-centered services and breaking the cycle of intergenerational poverty has survived many failed public welfare strategies, few meaningful collaborative efforts between school systems and the public welfare system have emerged. The following case study describes the processes in which a county DSS director successfully engaged the school system to change the educational trajectories of its children in poverty by using the university as a bridge partner. Capitalizing on the freedom associated with using block grant funds for innovative programs, the collaborating partners redefined the relationship between the two systems through a common goal. Successes, barriers, practice implications and lessons learned are identified and discussed in the case example.     

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.     

Mending the gaps in social work education and research: two examples from a Swedish context

ABSTRACT

The gap-mending concept is an analytical tool that helps teachers and researchers in social work to reflect upon what, in their practice, increases, maintains or mends gaps between professionals and service user groups. The article suggests a theoretical background on how gaps in social work practice can be challenged. This includes theories about power and recognition. It then moves on to describe the development of gap-mending strategies in research and education at the School of Social Work at Lund University. Lund University was one of three partners that took the initiative to the international network PowerUs that has focused on gap-mending strategies in social work education. The authors have been working over 10 years in collaboration with service user participation in the education of social workers and in different research projects. In the article, they give examples of gap-mending practices and of challenges that they have faced. The first example is an experimental course that has been given since 2005 where social work students study together with students from service user organizations in a university course. The second example is an attempt to combat homelessness in several Swedish municipalities. Supported by researchers, the development project has been a collaboration between homeless groups, politicians and social workers.     

Polyamory and Gay Men

Abstract

Some gay men practice polyamory, which results in the formation of stable, complex polyamorous families of choice. These relationships do not fit within the western heterosexual model of the family. They can be understood using concepts from the intergenerational or transgenerational approach to family systems, along with concepts from Enneagram, a personality topology. A polyamorous gay male family is described and future areas for research 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-     

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.     

Older Persons Parenting Children Who Have Lost a Parent Due to HIV

ABSTRACT

This article reviews scholarship regarding older relatives raising minor children in order to highlight the situation of caregivers raising minor children who have lost a parent because of HIV. HIV-af-fected families are a relatively new type of intergenerational grouping which deserve a closer examination. It is likely that the phenomenon of HIV-affected custodial caregiving grandparents will increase, and it is vital that policy makers, practitioners, and researchers explore their needs and assets. The particular challenges of HIV-affected grandfamilies are explored, then policy and practice issues are addressed in light of their particular relevance for HIV-affected surrogate parents.     

Intergenerational-Multigenerational Relationships

Abstract

Multigenerational and intergenerational relations are used interchangeably by the United Nations in official documents. However, the terms are not universally considered synonymous. This article explores the origin of terminology usage and how these terms are used differentially in the literature on intergenerational relationships. It also places the discussion within a global framework by linking it to the United Nations Second World Assembly on Ageing and the International Plan of Action on Ageing Madrid 2002.     

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.     

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.