Abstract
ABSTRACT This study compared two intergenerational service-learning programs in an undergraduate Psychology of Aging class. The longer, more relational intervention, the Lives Well Lived program, matched students and older adults exemplifying “successful aging” in a mutual interviewing, life review project utilizing documentary film, photography, and memoir creation. The comparison intervention also exposed students to older adults exemplifying successful aging, but in a shorter, less relational way. Post-intervention thematic analysis revealed students in the Lives Well Lived program had closer relationships with the older adults, more positivity about their own aging process, and more willingness to engage in future intergenerational relationships.
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