Abstract
BackgroundLimited evidence exists for intergenerational interventions to promote health and well-being in older adults and preschool children. We therefore aimed to evaluate the implementation, feasibility and outcome of an intergenerational health promotion program based on psycho-motor activity.MethodsA multicenter mixed-methods study with preschool children and older adults as equivalent target-groups, and professionals and parents as additional informants was conducted in Austria. The study included a needs assessment, a pilot phase with a formative process evaluation and a subsequent rollout phase to evaluate the outcome and the adapted processes of the intervention program. To analyze the qualitative data, a modified form of the framework method was applied. Quantitative data were collected with a time-sampling method and were analyzed using descriptive and inferential statistical procedures.ResultsOne hundred ninety-six participants (93 older adults [54 to 96 years old, 83% female], 78 children [2 to 7 years old, 58% female], 13 professionals and 12 parents) from 16 institutions (eight kindergartens and eight geriatric facilities) were included in the study. The qualitative process evaluation revealed several aspects for improvement of the intervention program. Well-being as measured by observing spontaneous intergenerational contacts (p < 0.001) and facial expressions (effect size r = 0.34; p < 0.001) showed a significant increase between the rollout baseline and follow-up assessments.ConclusionsProfessionals in geriatric institutions and kindergartens could facilitate interactions between members of the different generations by offering an intergenerational intervention program based on psycho-motor activities in the future.
Highlights
Limited evidence exists for intergenerational interventions to promote health and well-being in older adults and preschool children
When being asked for the basic conditions for taking part in an intergenerational group program, most participants pointed out that kindergarten teachers and caregivers should be present during the sessions as important reference persons for children and older adults, to ensure that the participants feel at ease and confident when joining the intergenerational program
We have to talk to the children, we have to talk to the caregivers and older adults and we have to talk to the trainers.”
Summary
Limited evidence exists for intergenerational interventions to promote health and well-being in older adults and preschool children. Different generations and the contact between older adults and children are valuable resources in our society. On the one hand older adults can share their knowledge, support and inspire younger generations; on the other hand children and grandchildren are essential for older generations, e.g. by offering new insights and perspectives, using new technologies which could assist older adults and representing the “young part” in the life of a human being. As family patterns and community structures have changed considerably during the last decades, older adults and children often experience reduced intergenerational contact [6,7,8]. Social contact and sharing a common goal has long been considered to be one of the most effective strategies for improving inter-group relations and reducing prejudices among different groups [9]. Aday and colleagues [10] identified three success factors for intergenerational contact: talking with peers, gathering concrete experience with the other generation and expanding the knowledge about the other group
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