Intergenerational Programs Research Articles

Identifying Active Ageing Policy Needs at the Meso-Level

Active ageing (AA) is recognised as a concept leading to positive benefits for individuals and society; however, its operationalization at the policy level presents challenges. In particular, while AA implies the interplay between macro, meso, and micro levels, the topic of AA policy needs at the meso level is underresearched. In order to increase knowledge in this area, the present study investigated a total of 154 organisations through a self-administered questionnaire in the Italian Marche region. Of these organisations, 111 reported having implemented 192 AA initiatives. The main policy needs identified concern requests for help in planning and sustainability, as well as economic and human resources. The presence of needs at the policy level was associated with the specific AA domain of volunteering and civic engagement and seemed to be present when initiatives dealt with the reduction of inequalities in terms of generational differences and differences in terms of digital skills. To appropriately manage policy needs, those results call for policy action in order to involve representatives of meso-level organisations through co-decisional policy tools and to promote intergenerational programmes in general and in the field of digitalization in particular, given its benefits for both generations.

Intergenerational Programs and Projects as a Proposal for Psychosocial Action in the Promotion of Active Aging

Introduction: Active aging promoted by the World Health Organization (WHO) promote not only to add years to life, but also life to years. The pillars of active aging are based on health, safety, participation and education for life. To offer the possibility for older people to actively participate in society, there are different strategies, among which intergenerational programs and projects stand out. Objective: This mini-review aimed to review the value of intergenerational programs and projects in promoting active aging, through one of its fundamental pillars: the integration and participation of older adults. Method: The methodological procedure used in this paper involved a narrative approach with analysis from different sources. Different databases were consulted (WoS, PubMed, SciELO), and organizations such as the WHO and various oficial resources were used as sources of information. Results: Intergenerational programs and projects are plans coordinated and designed by educational centers, senior centers and other organizations and associations - public and private - that want to work together for the mutual benefit of older adults, children and youth. After review the benefits of intergenerational programs and projects, it stands out one of the recent and successful iniciative implemented in Spain -the intergenerational program “Adopt a Grandparent”. This iniciative is dedicated to fostering connections between different generations with the aim of alleviating situations of loneliness among older people. Discussion and Conclusions: Participation between generations brings us closer to a more intergenerational society. The social network formed through bidirectional synergies can positively impact aging, serving as a compass for the health and psychological well-being of older people. In essence, advocating for the promotion of intergenerationl programs and projects, as leading of the sphere social policies enables the construction of a society for all ages with psychosocial benefits.

Intergeracionalidade e promoção da saúde: reflexões e desafios na atenção à pessoa idosa

Abstract Objective To discuss the promotion of health for older adults through intergenerationality, with an emphasis on intergenerational education within Intergenerational Programs, as a proposal for education fostering the protagonism of older adults and successful aging. Method Theoretical essay, reflective in nature with a qualitative approach. Grounded in the examination of documents emphasizing the increase in longevity and the concern for health promotion among older adults in Brazil, the aim is to contemplate intergenerationality in health promotion and the utilization of intergenerational education to foster successful aging through Intergenerational Programs. Results Organized into three topics: Health promotion for older adults: challenges for their protagonism; Understanding aging for intergenerational learning; Intergenerational program: protagonism for the health promotion of older adults. Conclusion Successful experiences in health, specifically within the realms of Primary Health Care, still appear to be limited or insufficiently recognized for the development of transformative education in health promotion for older adults. The challenge lies in fostering scientific research so that professionals, through continuous education, can enhance health education moments through intergenerational education. Thus, the establishment and implementation of Intergenerational Programs may represent this promising possibility.

Needs of social isolation, loneliness, and intergenerational interventions in the United States: a scoping review.

Social isolation and loneliness are major health concerns for older adults in the United States. This scoping review examines the effectiveness of intergenerational interventions aimed at reducing social isolation and loneliness among older adults in the United States, specifically through programs that engage university students from healthcare-related fields in one-on-one settings with older adults, as reports of lacking geriatric training of healthcare students causes older adult neglect to persist in the healthcare workforce. The importance of addressing these issues is underscored by significant health risks and substantial economic burdens, with social isolation and loneliness potentially increasing mortality and costing Medicare an estimated $6.7 billion annually. Covering literature from 2010 to 2022, this review critically assesses the role of such interventions in fostering social connections and improving both physical and mental health outcomes. Despite the positive preliminary results indicating significant reductions in loneliness and enhancements in social networks among participants, the review highlights considerable gaps in current research, particularly in structured intervention curricula, demographic reporting and detailed intervention descriptions. This underscores the need for more rigorous and standardized research methodologies to better understand the effectiveness and potential of intergenerational programs as interventions against the detrimental effects of social isolation and loneliness among older adults.

Citizens’ reflections on an open, distance intergenerational program for online risk prevention

Online risks are a concern for citizens in the digital society. Many sectors of the population lack training to face, prevent and solve problematic situations arising from Internet use. University researchers and innovation agents in small towns in southern Spain are carrying out an educational programme of 13 intergenerational workshops to strengthen digital competence and citizenship involving 239 participants. The main objective of this article is to describe and interpret shared reflections on various problematic situations related to the use of the Internet and technology. A content analysis of 864 reflections and experiences contained in seven dimensions and 31 categories is carried out. The results show that the participating citizens are characterised by a high awareness of online risks, they tend to seek help and concrete solutions on issues related to data security, excessive use of mobile phones and online scams and frauds. We propose the need for training to develop a fully digital, responsible and tech-savvy citizenship and an integrated digital model of education focused on protecting the well-being and online rights of citizens.

Active Aging for L.I.F.E.: An Intergenerational Program for Addressing and Changing Attitudes Toward Longevity

The global population of adults 65 years of age and older will increase dramatically over the next several decades, presenting economic and social challenges requiring sustainable solutions. Aging is a process in which everyone is already involved, it is a lifelong experience not just a later life occurrence. Changing world demographics illustrate that people are living longer, among the world’s young people, survival to age 80 is expected to be commonplace. This new found “longevity dividend” needs to be maximized and enjoyed. Increased longevity and worldwide aging are constantly in the public view, yet preparing people for this long life has received little attention. People need to be prepared to live a long life in an aging world and one way to achieve this is through aging education. Aging education across the lifespan can prepare people for the long life ahead of them, promote aging with optimism, and combat ageism. This paper reports on the Active Aging for L.I.F.E. four-part education program which was shared with 91 high school students. The program brought the domains of Longevity, Independence, Fitness and Engagement to the high school students through an intergenerational team of older adults and college age students, using an experimental design to test the outcomes in student perceptions of their own longevity in the context of the L.I.F.E. programming. The treatment group findings showed that the students perceptions about aging and longevity were impacted. In addition, written responses reflected the value of the programming through participant understanding of the impact of lifestyle, diet and social interaction on successful aging through the lifespan.

Intergenerational psychological intervention programme - PIN - Exploratory study with children and seniors

Intergenerational programs involving children and seniors are a form of psychological and social intervention that promote the development of cognitive, linguistic, motor, emotional and social skills and well-being, with significant results and benefits described for both children and seniors, such as intergenerational socialization and increased self-esteem and self-efficacy, intellectual development, increased happiness, and improved quality of life. In Portugal, programmes intervening in the psychological domain are scarce, which justifies our proposal. We present a P-IN Program: Intergenerational Psychological Intervention Program: Cri(activ)age, Health and Well-Being focused on the promotion of creativity, cognitive preservation/development and well-being associated with intergenerational coexistence. 
 The P-IN programme aims to: (i) Promote through an intergenerational psychological intervention, cognitive development/preservation, creativity and well-being, in children (5-6 years) and seniors (+60). (ii) To evaluate the effectiveness of the intervention on cognitive development/preservation, creativity and well-being. This paper presents the conceptual structure of the programme, its organization into three main components: Beliefs and attitudes; Emotions and well-being; Cognitive stimulation and creativity, and its operationalization in 10 90-minute sessions. Finally, we present the evaluation plan of the quality and effectiveness of the programme based on a qualitative methodological approach using semi-structured interviews to the participants (N= 23 children and 18 seniors; professionals= 4). Of the results we highlight: increase in autonomy, self-confidence and social participation in both groups. In specific terms, the increase in the emotional well-being and psychosocial and physical autonomy of the seniors is highlighted.

APPLYING EVIDENCE-BASED PRACTICES TO INTERGENERATIONAL TECHNOLOGY-SUPPORTED LEARNING OPTIMIZES MUTUAL BENEFIT

Abstract Numerous intergenerational programs support varied goals using technology. Technological competence may be the desired outcome or the means for achieving outcomes in such programs. For example, Cyber Seniors operates in many settings with digital mentors providing technology training to more than 11,000 older adults. This and other technology-supported intergenerational programs have been delivered in-person and remotely with considerable success. Now that researchers have demonstrated feasibility and acceptability of intergenerational technology-supported learning, they may want to address the potential for such programs to be one sided. In the typical scenario, the youth bestows their technological expertise upon the older learner, but the pair can mentor each other to achieve additional goals. Application of evidence-based intergenerational strategies can optimize mutual benefit of technology-supported learning programs. In this paper, specific practices are illustrated with international examples from diverse intergenerational programs that incorporate technology. The author’s and others’ research linking practice with outcomes reveals that humanistic practice strategies (e.g., supporting equal group status in the contact setting) ensure that youth and older adults build relationships as well as technical skills while they learn from each other.

DIGITAL STORIES FROM AN INTERGENERATIONAL, TELEPHONE-BASED REMINISCENCE PROGRAM

Abstract Reminiscence strategies combined with an intergenerational approach may yield social and mental health benefits for older adults with cognitive impairment. There is also evidence to support the use of digital storytelling (DST) with persons with cognitive impairment combined with intergenerational programs. DST typically involves the production of a two-to-five-minute audio-visual clip combining text, images, music, photographs, voice-over narration, and other audio. However, there are few studies that combine reminiscence, DST, and an intergenerational approach with persons with cognitive impairment. The current study is a thematic analysis of DST products created by university students in collaboration with older adults with cognitive impairment (N = 27) as part of a larger project examining how intergenerational reminiscence using DST may improve the social and emotional well-being of persons with memory loss. After the completion of a structured, six-week, telephone-based reminiscence, the younger and older adults co-created a storyboard and script as well as selected photos and music to accompany the narrative in the DST. An interactive team approach using the phases of thematic analysis of the DST products resulted in six themes: 1) family, 2) religion and purpose in life, 3) loves and hates, 4) career/work, 5) stress and coping, and 6) major life turning points. Sub-themes included childhood and early adulthood, family legacy, faith, volunteering, travel, music, and resilience. Findings from the study extend current research by examining intergenerational connections, reminiscence, and the use of DST with persons with memory impairment. We close with recommendations for practice and research.

DIGITAL NARRATIVE GERONTOLOGY AS BRIDGES BETWEEN GENERATIONS TO IMPROVE WELL-BEING, LEARNING, AND SHARED EXPERIENCES

Abstract Elders are an essential society component for the collective success of the demographic transition, for social inclusion and the fight against ageism (Berrut, 2020). Ageism - discrimination by age, is a very present concern. One way to respond to this challenge is to build bridges between generations in society; intergenerational programs can reduce the perception of stereotypes about other generations (Barbosa et al., 2021; Pentecouteau & Eneau, 2017), strengthen intergenerational solidarity, and help develop capital and social cohesion (Topping, 2020). Based on the theories of lifelong learning and intergenerational learning, our research engages digital narrative gerontology (Crettenand Pecorini, 2019). We have organized several meetings in pairs (elder – young) where each pair created a digital narrative from the oral narration of the elder life story, supported by the multimedia skills that the young adult acquired during the workshop we have set up. From individual and pairs semi-directed interviews, logbooks, debriefings, and digital narrative, based on case study thematic analysis, our preliminary results confirm the results obtained in 2019: improved general well-being, reduction in the perception of generation stereotypes, reduction in feelings of loneliness and isolation, strengthening intergenerational solidarity, satisfaction to rediscover one’s life or the projection of one’s life stimulated by example, new knowledge acquisition, as well as the pride of artifact creation and its sharing. This innovative project can be applied in schools, colleges, and universities as well as in community centers and seniors’ residences.

BUILDING BRIDGES ACROSS THE GENERATIONS: RESEARCH ON DIVERSE APPROACHES FOR INTERGENERATIONAL CONNECTIONS

Abstract Intergenerational bonds are a unique and critically important set of social connections that have powerful impacts on families and communities, as well as the older and younger people themselves. America is increasingly age-segregated, so that naturally occurring, cross-generational contacts are not as common as they have been in previous eras. Research from the FrameWorks Institute and others suggest that ageist language can further divide the generations, create a sense of “othering,” and contribute to the isolation and minimization of older adults. Conversely, studies also show that meaningful intergenerational programming, which brings to light the strengths of both generations, may reduce social isolation and loneliness and enhance the physical and mental well-being of older adults. This symposium will bring together three research projects each exploring diverse approaches to intergenerational connections. The first paper will present lessons learned from a study of digital communication between grandparents and grandchildren during the COVID-19 pandemic, and the implications this shift in communications has on the psychological well-being of older grandparents. The second paper will present findings regarding the physical and psychosocial outcomes experienced by older adults who provide intergenerational tutoring in elementary school settings. The final session will highlight the process of integrating implementation science frameworks into a multistage study design aimed to assess the implementation of an intergenerational technology program within higher education. The session will wrap-up with a discussion on how these projects fit within the broader scope of intergenerational programs, and will highlight gaps and further opportunities for research in this field.

CONNECTING OLDER ADULTS AND DOCTOR OF PHYSICAL THERAPY STUDENTS THROUGH A COMMUNITY-BASED EXERCISE PROGRAM

Abstract The purpose of this qualitative study was to explore the perspectives of older adults regarding their experience participating in an intergenerational Integrated Clinical Experience (ICE) with Doctor of Physical Therapy (DPT) students. This ICE was designed as a community-based exercise program for older adults. DPT students designed individualized one-hour fitness plans for participants every week over the course of a semester. To obtain the perspectives of older adults, a descriptive phenomenological approach was chosen. A purposive sample of 16 older adults involved in the wellness program participated in 6 focus groups and one interview. Results of the thematic analysis revealed six themes; Blending of the Generations, It Motivated Me, I Can Do It Now, Mental and Social Boost, Program Tailored to Me, and Learn and Modify Habits. Participant interviews highlighted how older adults highly valued the relationships with students, and how the intergenerational environment of the program benefited their physical, social, and mental well-being. They also noted how students served as a source of motivation, leading to behavioral change and improvements in functional outcomes. These findings support existing literature on intergenerational programs, but this is one of the few studies that looked specifically at an intergenerational ICE. This ICE provided an innovative manner to meet the physical challenges faced by many older adults, and the intergenerational nature of the experience may have contributed to the well-being of all those involved. Future research using quantitative methods are needed to extend what was learned beyond the specific context of this study.

AGING EDUCATION IN THE UNITED STATES: WHERE WE ARE AND HOW DID WE GET HERE?

Abstract Aging education at the precollege level is relatively new in the United States, making its debut in the literature in the 1960s (Myers, 1977). The first White House Conference on Aging (WHCoA) in 1961, centered on the need for aging education and recommended it be integrated into curricula in public schools, higher education institutions, and libraries (McGuire, 2017). At the 1971 WHCoA it was noted that such educational efforts were indeed rare and again recommended that aging and life cycle education be mandatory at all levels of education, programs be developed to train teachers about aging, and older citizens be used as school volunteers (McGuire, 2017). Since then, aging curricula and intergenerational programming have made their way slowly and insufficiently into education at both the pk-12 and college levels. Interestingly, more recently, it seems more for-profit organizations are investing in aging education and training versus educational institutions to educate their workforce to better meet the needs of their older consumer base to increase their profit margins. Beyond profit margins, what is the heuristic value of aging education and why is it increasingly important and needed not only in the United States, but worldwide? This paper will kick off the symposium and set the stage with a retrospective account of what factors have propelled aging education in the United States and what we have learned to move aging education forward at both the pk-12 and higher education levels.

ASSOCIATION BETWEEN ANXIETY ABOUT AGING AND AGEISM TOWARD OLDER ADULTS AMONG KOREAN DENTAL HYGIENE WORKFORCE

Abstract Ageism toward older people is prevalent in Korean healthcare settings, where older adults are likely to encounter other age groups of people. However, not many studies took close attention to ageism in the dental hygiene field. Considering the increase in dental care demand among the older population, this study aims to investigate the level of ageism and the factors associated with ageism among Korean dental hygiene undergraduates and dental hygienists. Based on the convenience sampling strategy, a total of 146 online surveys were collected from July to September 2022 in Seoul and Daejeon, Korea. Aging anxiety, ageist attitude, intergenerational contact measures, demographic characteristics, and geriatric-related experiences of participants were asked. Higher scores indicate lower aging anxiety and higher ageism. The mean (±SD) age of participants was 24 (±6.05) years. The mean score of aging anxiety was 2.97 (±.52) out of 5 and the mean score of ageism was 2.10 (±.31) out of 7. In the multiple regression model, aging anxiety is significantly associated with ageism (β = −0.257, p < 0.001). Participants feeling more anxious about aging have a more ageist attitude toward older people. The results suggest that well-designed gerontological education and intergenerational programs are necessary. In the short term, these efforts will decrease the fear of aging among dental hygiene field workers. In the long term, these will help them have the right understanding of aging and a positive attitude toward older people which can affect the quality of dental care service.

Connecting Older Adults and Doctor of Physical Therapy Students Through a Community-Based Exercise Program: A Qualitative Study

ABSTRACT The purpose of this qualitative study was to develop an understanding of the perspectives of older adults regarding their experiences participating in a service learning project with doctor of physical therapy students engaged in an integrated clinical experience (ICE). The students designed and implemented individualized fitness plans for older adult participants. A descriptive phenomenological approach obtained the perspectives of 16 older adults. Six themes emerged from the thematic analysis: blending of the generations, it motivated me, I can do it now, mental and social boost, program tailored to me, and learn and modify habits. Participant interviews highlighted how older adults valued the relationships with students, and how the intergenerational environment of the program benefited their physical, social, and mental well-being. These findings support existing literature on intergenerational programs, but this is one of the few studies that looked specifically at an intergenerational ICE experience from the perspective of the participants.

COMMUNITY ENGAGEMENT IN THE DEVELOPMENT OF SEE ME: THE STUDENT-ELDER* ENGAGED MENTORING EXPERIENCE

Abstract Loneliness, isolation, and suicide have been exacerbated by COVID-19 and ongoing uncertainties for both older adult and college-age populations. The 2023 Surgeon General’s Advisory on loneliness and isolation advocates for the healing effects of social connection, but ageist attitudes and stereotypes hinder social connections across generations. Intergenerational programs aim to address ageism and social connectivity, however, transferability of programs to culturally diverse groups remain challenging. Additionally, nursing curricula tend to focus on frail older adults, emphasizing vulnerability rather than wellness and disconnection rather than connection, contributing to disinterest in gerontological nursing. Prior community engaged ethnographic research identified five diverse older adult subcommunities that prioritized the need to address isolation and loneliness. Collaborating with these community organizations and nursing students, we developed the nursing Student-Elder*-Engaged Mentoring Experience (SEE ME) with the purpose of creating a sustainable and transferable program to address these needs. We will describe the research-based partnership process and resulting program development that focused on mutual wellness through reciprocal social connectivity among older adults in the community and nursing students in a required gerontological nursing course. In partnership, we developed and refined culturally appropriate processes, forms, assignments, activities, schedules, overall course organization, and program evaluation materials. Animated video modules and “Let’s Talk” questions were developed to facilitate student - older adult discussion. Dissemination and access to the program materials will be discussed. *The term “elder” was selected by the older adult community partners as their preferred nomenclature.

EMPOWERING ALL AGES THROUGH INTERGENERATIONAL CONNECTION AND LIFELONG LEARNING

Abstract This symposium will share a variety of pedagogical approaches designed to foster age-inclusivity and intergenerational learning. The authors will share research and outcomes of different educational designs utilizing intergenerational programming and other approaches to engage older and younger adult learners. The first presentation will explore how intergenerational discussions can be used in the classroom to facilitate collaborative learning among older adults, students, and instructors. The second presentation will discuss the development of a course abroad in Scotland called “Global Aging & Age-Friendly Initiatives,” aiming to promote intergenerational connection and global age-inclusivity. The third presentation will discuss “Between Islands,” an intergenerational virtual contact intervention designed to promote creativity and intergenerational connection between younger and older adults while challenging stereotypes about aging. The fourth presentation will explore the experiences of emeriti faculty in engaging online with Introduction to Gerontology students in a novel intergenerational classroom activity. The final presentation will review intergenerational classroom design guidelines to optimize multiple generations’ learning experiences, aging understanding/appreciation of others, and age-inclusivity. The empowerment and benefits of these efforts for the life-long learning of the generations involved will be discussed.

INTERGENERATIONAL REMINISCENCE AND DIGITAL STORYTELLING: EXPLORING THE EXPERIENCE OF COLLEGE STUDENT VOLUNTEERS

Abstract Research suggests that reminiscence combined with an intergenerational approach may yield significant psychosocial benefits for older adults with Alzheimer’s disease and related dementia (ADRD). Through intergenerational reminiscence, older persons may pass on their life experience and life lessons to younger generations. Intergenerational contact and relationships between older and younger adults can prevent stereotypes or negative attitudes from forming, or counter existing ones. Additionally, outcomes from intergenerational programming include the younger generation’s ability to build relationships with older adults and have positive changes in attitudes toward aging. The current paper is part of a larger telephone-based intervention that used intergenerational reminiscence with digital storytelling in sample of university student volunteers and community-dwelling older adults with ADRD. University student volunteers were provided with training before the intervention about the myths and facts about ADRD, communicating with persons with ADRD, and how to create a digital story. Using Rapid and Rigorous Qualitative Data Analysis (RADar), a research team examined the weekly written reflections of the student volunteers (N = 27) during the 10-week pilot study. The analysis yielded 6 themes: positive connections, resilience, life lessons, empathy, collaboration, and growth. Many students reported increased confidence in talking with older adults and shared an interested in remaining connected after the study ended. Few students reported technological challenges with the DST. Findings from the study extend the existing literature related to volunteer-based interventions for older adults with ADRD and highlight the potential of involving younger adults in new approaches to ADRD research and practice.

ESPO AND ACADEMY FOR GERONTOLOGY IN HIGHER EDUCATION SECTION SYMPOSIUM: UTILIZING TECHNOLOGY IN THE ADVANCEMENT OF OLDER ADULT EDUCATION

Abstract TThis symposium intends to echo one of the core values of the GSA 2023 Annual Scientific Meeting — empowering all ages. Online lifelong learning has become more common in the 21st century. The speed of technological development far exceeds people’s imagination. The speed at which technology develops is shown to create a widening gap between older and younger populations, known as the digital divide. Introducing technologies into intergenerational learning environments remains an important step to bridging the generational digital divide. In accordance with the AGHE gerontological education competencies, these authors will describe how older adults utilize technology. The first speaker will discuss the effectiveness of a virtual intergenerational program that addressed experiences of ageism for older and younger participants. The second speaker will introduce user-centered design principles and innovative tools that facilitate virtual Information Communications Technology (ICT) support and training for older people with limited abilities in using technology. The third speaker will illustrate concrete practice through international cases from different intergenerational technology integration projects. The fourth speaker will present key elements from the University of Rhode Island (URI) Engaging Generations Cyber-Seniors Program internship and describe student experiences enrolled in the program. The last speaker will discuss the benefits and challenges of technology use among older learners and state the experience of leading older learners using technology in Taiwan. This is a Geriatric Education Interest Group Sponsored Symposium.

INSTRUCTIONAL DESIGN FOR INTERGENERATIONAL AND AGE-INCLUSIVE LEARNING: LESSONS FROM A GERONTOLOGY CLASSROOM

Abstract The paper will present a multi-year research study that examined the learning needs of first-generation younger and older learners in a graduate-level online learning environment. Ageism and related stereotyping will be reviewed as concepts that reflect a potentially biased understanding of all age groups that should be addressed in intergenerational learning activities. Students’ perceptions of understanding aging issues and stereotypes were compared pre- and post-course. A model will be presented about designing an age-inclusive, age-friendly online course design utilizing intergenerational learning activities to optimize learning outcomes while reducing ageist assumptions through targeted virtual discussions about diversity perceptions in the classroom—the design of intergenerational engagement discussion and other learning assignment activities in an introductory graduate gerontology course. Implications for creating intergenerational programming will be discussed.