Positive Intergenerational Contact Research Articles

Reducing ageism: comparing the efficacy of videos, written information, and infographics as intervention mediums

ABSTRACT Ageism (prejudice, discrimination, and stereotyping directed toward individuals based on age) is pervasive in the U.S. and around the world. Ageism is a significant social issue which negatively impacts general health and well-being. As such, ageism interventions that are scale-able and accessible to many people is paramount. Building on the PEACE (Positive Education about Aging and Contact Experiences) model, undergraduates (n = 497) were randomly assigned to one of three experimental conditions that provided education about aging (which included challenging age stereotypes) and extended positive intergenerational contact via 1) written information, 2) infographics, 3) videos, or 4) a control condition (no stimuli). Participants in all three of the experimental conditions (vs. control condition) reported lower levels of ageism, less negative age stereotypes, and more positive age stereotypes. There were no significant differences in aging anxiety. Out of the experimental conditions, watching videos was the most effective experimental condition. These findings highlight the promise of providing information about aging and depictions of positive intergenerational contact in a variety of different mediums as a way to reduce ageism. Brief online ageism reduction interventions based on the PEACE model are a promising tool for reducing ageism.

INTERGENERATIONAL CONTACT AND THE BENEFITS FOR OLDER ADULTS

Abstract Intergenerational contact can be in a variety of forms, from day-to-day interaction between family members, such as filial piety expressed by the younger generation, to artificial contact in an on-line game context. No matter what form of intergenerational contact, it is believed that such contact should be beneficial for older adults for many reasons. For example, it can help to reduce feelings of loneliness, stress and provide a greater sense of purpose. It can also help to foster a greater appreciation for differences between generations and create stronger social connections with those of different ages. It can also boost mental health, physical health, and even reduce the risk of depression. In a group of 5 individual presentations, the authors showcased that intergenerational contact could promote life satisfaction in a 5-year-interval (Ayalon & Dikla), reduce ageist attitudes toward older adults in an on-line game context (Xi, Chang, Zhang, & Ayalon), foster positive self-perception of aging (Chang & Zhang; and Tse), as well as enhance health information-seeking behaviors (Zhao, Song, & Song). These results indicated that even from different cultural background (e.g., Chinese or Americans), a positive intergenerational contact, such as providing social support to aged parents, collaborating with partners from different age groups, and even offer kindness actions toward people of a different age group could indeed be beneficial. These studies provided theoretical insights for the intergenerational contact literature, and highlighted important practical implications for potential interventions to facilitate successful aging for older adults.

Systematic Review and Meta-Analyses of Effective Programs for Reducing Ageism Toward Older Adults.

A systematic review and meta-analyses examined intervention strategies to reduce ageism toward older adults using AgeLine, EBSCO, Embase, Campbell Collaboration, CINAHL, CDSR, DARE, Google Scholar, MedlinePlus, PROSPERO, PsycINFO, PubMed, ProQuest for dissertations, and SSCI from inception to September 2021. These meta-analyses involved within-subject (n = 74; 6271 participants) and between-subject designs (n = 78; 6857 participants) across 11 countries and 45years with participants ages 3-45years. Examining PEACE model components (Levy, 2018), the aggregate effect sizes were statistically significant for between-subject (within-subject) studies measuring ageist attitudes, g = 0.326 (g = 0.108) and aging knowledge, g = 0.583 (g = 0.304). Separate meta-analyses of contact programs showed significant estimated effect sizes among between-subject (g = 0.329) and within-subject studies (g = 0.263). Along with results from moderation analyses, a main conclusion is that effective interventions include education about aging and positive intergenerational contact (individualized, equal status, and in-person).

EVIDENCE-BASED INTERGENERATIONAL PRACTICES SUPPORT AFU PRINCIPLES

Abstract Theory and research informed a framework of best intergenerational practice that has proven effective in the field of community programs. Reflecting a number of AFU principles, this set of proven practices can promote positive intergenerational contact in college classrooms as well. Here, we present evidence-based and promising practices salient to the AFU, offering examples from the classroom and suggesting low- and high-tech solutions. For example, the intergenerational practices of offering meaningful roles and engaging youth and older adults in a novel activity can support AFU principle 4 reciprocal sharing of expertise between learners of all ages. Stakeholders, including instructors, university students, older adult learners, and community partners, benefit from preparation for the distinctive needs and opportunities of intergenerational learning experiences in higher education. Effective implementation of intergenerational strategies helps both younger and older learners to reimagine aging, offering the potential to address a critical need of individuals and communities.

Reducing ageism toward older adults and highlighting older adults as contributors during the COVID-19 pandemic.

The COVID‐19 pandemic exacerbated ageism (stereotyping, prejudice, and discrimination) toward older adults in the United States, highlighting the belief that older adults are a burden. Prior to the pandemic, a growing body of research sought to reduce ageism using the PEACE (Positive Education about Aging and Contact Experiences) model. Extending that research, participants were randomly assigned to watch three videos (less than 10 min total) that challenged stereotypes about aging and older adults, depicted positive intergenerational contact, and highlighted older adults as contributors to society (experimental condition) or three videos on wallpaper (control condition). Experimental participants (undergraduate students in Study 1 and a national community sample of young adults in Study 2) reported increased endorsement of older adults as contributors to society and positive stereotypes of older adults. In addition, in Study 2, negative stereotypes of older adults and views of intergenerational conflict were also reduced among experimental (vs. control) participants. These promising findings show that relatively brief ageism reduction interventions are effective during the pandemic and for the first time, that the perception of older adults as contributors to society can be increased. Future directions and implications for social policies are discussed.

When less intergenerational closeness helps: The influence of intergenerational physical proximity and technology attributes on technophobia among older adults

Intergenerational contact for technology learning frequently transpires in various daily settings of older adults’ lives. However, older adults often hold negative age-based self-stereotype that they are less capable in technology use. Thus, they may experience age-based stereotype threats in such situations, which further induce technophobia. Previous research indicated that positive intergenerational contact can reduce age-based stereotype threat and technophobia among older adults. This research focuses on intergenerational physical proximity, a vital role in structuring intergenerational contact, to investigate how it impacts technophobia via age-based stereotype threat among older adults. In addition, the moderating effect of key attributes of technology—newness and ease of use were explored. A vignette experiment was conducted with a sample of 243 older adults. Results show that more distant intergenerational physical proximity led to lower technophobia-personal failure dimension via more positive self-perception of aging (a manifestation of less age-based stereotype threat) when the technology is of high newness and low ease of use. However, the effect of physical proximity on technophobia was insignificant when the technology is of low newness, or of high newness but high ease of use. The findings of this research can provide detailed and practical suggestions on how to reduce technophobia among older adults through effective intergenerational contact.

An Examination of Intergenerational Contact Experiences Using 10,338 Journal Entries From 2,414 Young Adults.

With continued negative depictions of older adults and limitations on positive intergenerational contact, ageism is a significant social issue. Using a rich data set of journal entries, we examined sentiments, emotions, and optimal intergenerational contact conditions among volunteers in an intergenerational program. 10,338 journal entries were analyzed from 2,414 young adult volunteers from GlamourGals Foundation, Inc., a U.S. nonprofit, which aims to reduce isolation by facilitating intergenerational contact. Applying the PEACE (Positive Education about Aging and Contact Experiences) theoretical model, each sentence was coded using sentiment analysis, emotional analysis, and supervised learning methods across 5 optimal intergenerational contact conditions. Out of 74,475 sentences, participants reported predominantly positive sentiments (64.2% positive, 29% neutral, and 6.8% negative) and more positive emotions (e.g., joy) than negative emotions (e.g., disgust). Nearly all participants (98.2%) wrote at least a sentence that included at least 1 of the 5 optimal intergenerational contact conditions. Moreover, positive sentiment was present in higher percentages when more instances of optimal contact conditions were reported (54.4% for none, 71.6% for 1 category, 81.5% for 2, 83% for 3, 89.2% for 4, 98.4% for 5). The present investigation applied a theoretical model to assess a long-standing community intergenerational program. Contact that provided one-to-one, cooperative, equal status interactions involving personal disclosure that was sanctioned by the program administrators was associated with positive sentiment. Future directions and implications are discussed.

Stony Brook University Forging Intergenerational Links Through Life-Story Sharing Project

According to the World Health Organization, the global population is aging, but ageism may now be the most socially “normalized” of any prejudice, more pervasive than sexism or racism. Ageism produces avoidant and disrespectful treatment of older adults and contributes to a shortage of college students seeking careers with older adults. To foster positive intergenerational contact and combat ageism, we organized life-story sharing by older adult community members in four undergraduate psychology courses with lifespan themes (Psychology of Aging, Memory, Death & Dying, Developmental Psychology; n≅500). A panel visited each class; instructors and graduate students facilitated discussion between students and panelists. Students completed pre- and post-surveys of ageism and attitudes toward aging. A majority of students recommended integrating the activity into future semesters. In free-responses, students also frequently expressed surprise that panelists reported not feeling different than they had at age 20, and that this information challenged previously held stereotypes.

Reducing Ageism: PEACE (Positive Education about Aging and Contact Experiences) Model

Drawing on interdisciplinary theorizing and research, the PEACE (Positive Education about Aging and Contact Experiences) model points to two interrelated factors that reduce ageism: providing education about aging and positive intergenerational contact experiences with older adults (Levy 2016). Evidence supporting the model will be discussed including a semester-long pre-posttest intervention with undergraduates (non-gerontology course) who learned about aging and had face-to-face and Instagram contact with older adults (Lytle, Nowacek, & Levy, 2020), brief online pre-post test experimental-control group studies with undergraduates and a community sample who learned about aging and positive intergenerational contact experiences (Lytle & Levy, 2017), and an online experimental-control group study with undergraduates who viewed brief videos addressing PEACE model components (Lytle, Macdonald, Apriceno, & Levy, under review). Across studies, PEACE model interventions promoted increased aging knowledge as well as reduced negative stereotyping of older adults, aging anxiety, and concerns about aging. Future directions will be discussed.

Generation to generation: effects of intergenerational interactions on attitudes

ABSTRACT Intergenerational interactions outside of family relationships are relatively rare. In a time of political and economic divisions, limited intergenerational interactions may foster intergenerational misunderstandings and discord. Generation to Generation, a course for older (age 55+) and younger (18 to 30-year-old) adults, was designed to promote positive intergenerational contact. Pre- and post-course questionnaires assessing allophilia, liking for another group, were distributed so that all students in the course rated both younger and older targets. Pre-course, both older and younger students reported greater comfort and kinship for their own age group but greater engagement with the other age group. Post-course, younger students showed significant increases in affection, comfort, kinship, engagement and enthusiasm for older people, whereas older students’ ratings for younger adults remained stable. Results suggest intergenerational interactions in a classroom setting may increase younger adults’ liking for older adults. It is imperative that the generations work together to solve pressing societal issues such as how to support an aging population or protect the changing planet. A course like Generation to Generation may be a first step in facilitating quality intergenerational interactions that promote greater understanding and cooperation.

Reducing Ageism With Brief Videos About Aging Education, Ageism, and Intergenerational Contact.

With an increasing older population, ageism continues to be a significant social issue. Interventions to reduce ageism and improve intergenerational contact are needed. Building on the Positive Education about Aging and Contact Experiences (PEACE) model, undergraduates in an online experiment were randomly assigned to watch videos that provided education about aging, ageism, and positive intergenerational contact (experimental condition) or education about wallpaper (control condition). In Part 1, 845 undergraduates in the experimental condition (vs. control condition) reported lower levels of ageism, less negative age stereotypes, more positive age stereotypes, and more aging knowledge in an immediate post-test. In Part 2 (1-6 weeks later), undergraduates in the experimental condition (vs. control condition) reported more positive age stereotypes in a delayed post-test. These findings highlight the promise of providing information about aging and positive intergenerational contact to reduce ageism. Brief online educational videos based on the PEACE model hold promise as an effective tool to reach a wide audience and reduce ageism.

INSTAPALS: FACILITATING INTERGENERATIONAL CONTACT THROUGH TECHNOLOGY

Using the traditional framework of Pen Pals, Instapals was a project that facilitated 1-to-1 intergenerational relationships through daily exchanges on Instagram for 30 days. Although communication channels have exploded in the past 10 years in large part to social platforms and digital technologies, the diversity of daily social interactions has decreased. More and more, society has become siloed by age, interest, and belief. Building off intergroup contact theory, Instapals was designed to encourage positive intergenerational contact between younger (undergraduate students) and older adults (individuals 65+) and challenge ageist beliefs. Intergenerational social exchanges occurred both on Instagram and during three in-person meetings. Among undergraduate students, attitudes and stereotypes toward older adults and aging were assessed at three timepoints (before meeting their older adult partner, during a mid-point evaluation, and at the end of the project). Quantitative analyses demonstrate a decrease in aging anxiety, a decrease in psychological concerns about the aging process, and a greater endorsement of positive perceptions toward one’s older adult partner. Qualitative analyses of written responses from students (collected before meeting their older adult partner and at the end of the project) revealed that the Instapals project helped students challenge ageist attitudes and stereotypes and was perceived to be a positive experience overall. Implications suggest that positive intergenerational contact can be facilitated and enhanced through the use of technology. Future research should explore whether attitudes, stereotypes, and self-perceptions of aging changed among older adults as well as other technological mechanisms for facilitating intergenerational contact.

Reducing Ageism: Education About Aging and Extended Contact With Older Adults.

Ageism is of increasing concern due to the growing older population worldwide and youth-centered focus of many societies. The current investigation tested the PEACE (Positive Education about Aging and Contact Experiences) model for the first time. Two online experimental studies examined 2 key factors for reducing ageism: education about aging (providing accurate information about aging) and extended contact (knowledge of positive intergenerational contact) as well as their potential combined effect (education plus extended contact). In Study 1, 354 undergraduates in all 3 experimental conditions (vs. control participants) reported less negative attitudes toward older adults (delayed post-test) and greater aging knowledge (immediate and delayed post-tests), when controlling for pre-study attitudes. In Study 2, 505 national community participants (ages 18-59) in all experimental conditions (vs. control participants) reported less negative attitudes toward older adults (immediate post-test) and greater aging knowledge (immediate and delayed post-tests). In summary, across 2 online studies, education about aging and knowledge of intergenerational extended contact improved attitudes toward older adults and aging knowledge. Thus, brief, online ageism-reduction strategies can be an effective way to combat ageism. These strategies hold promise to be tested in other settings, with other samples, and to be elaborated into more in-depth interventions that aim to reduce ageism in everyday culture.

GENERATION TO GENERATION: LESSONS LEARNED FROM AN INTERGENERATIONAL COLLEGE SOCIAL CLUB

Traditional college-aged students have little opportunity to foster meaningful relationships with older adults. Coursework for gerontology students often focuses on difficulties in aging, including disease and decline. Students can easily miss getting to know older adults as vibrant individuals and may then treat them stereotypically in clinical settings. Generation to Generation, a gerontology elective at University of San Francisco (USF) for older (over age 55) and younger (18–30 year old) adults, promotes positive intergenerational contact. Results from the course suggest intergenerational interactions in a classroom setting increase younger adults’ positive attitudes toward older adults (Wagner, Dangerfield, & Rodriguez, 2014). When the course was not offered (instructor on sabbatical), previous students formed the Generation to Generation Club. The club held bi-monthly lunchtime discussions in which students from USF and the Fromm Institute for Lifelong Learning discussed topics ranging from dating to ballot propositions. In addition, a mentorship program matched 19 USF students with 19 Fromm students. Pairs communicated with the goal of getting to know someone outside their peer groups. Evaluation indicated that respondents enjoyed group discussions, the mentorship program, and wished to participate again. Challenges included coordinating times where members of both groups were available and encouraging continued attendance despite last-minute cancellations by individuals from both groups. The Generation to Generation social club model of discussion-based learning and personalized mentoring succeeded in stimulating intergenerational relationships and decreased stereotyping of each age group. Replication on college campuses with lifelong learning or at senior centers close to educational institutions is encouraged.

Direct and extended intergenerational contact and young people's attitudes towards older adults.

Research suggests that positive intergenerational contact can improve young people's attitudes towards older adults. However, today's age‐segregated society may not provide ample opportunities for positive contact between younger and older adults to occur on a regular basis. In three studies, we investigated whether the positive attitudinal outcomes associated with direct contact might also stem from a more indirect form of intergenerational relationship: extended contact. In Study 1 (N = 70), extended contact was associated with more positive attitudes towards older adults even when controlling for direct intergenerational contact (contact frequency and contact quality). In Study 2 (N = 110), the positive effects of direct and extended contact on young people's age‐related attitudes were mediated by reductions in intergroup anxiety and ageing anxiety. The mediational effects of intergroup anxiety were replicated in Study 3 (N = 95) and ingroup norms additionally emerged as a mediator of the positive effects of extended contact on young people's attitudes towards older adults. Discussion focuses on the implications for strategies aimed at tackling ageism.

Anxiety, Outcome Expectancies, and Young People's Willingness to Engage in Contact with the Elderly

A cross-sectional study (N = 61) investigated the relationship between young people's previous experiences of intergenerational contact and their willingness to engage in future contact with the elderly. Regression analyses confirmed that frequent positive intergenerational contact predicted more positive outcome expectancies, less intergroup anxiety, and more willingness to engage in future contact with elderly people. Meditation analyses confirmed that outcome expectancies mediated the influence of contact on intergenerational anxiety, and intergenerational anxiety, in turn, mediated the influence of both contact and outcome expectancies on willingness to engage in future contact with elderly people. Discussion focuses on the implications for strategies aimed at reducing ageism.

An age apart: The effects of intergenerational contact and stereotype threat on performance and intergroup bias.

An experimental study examined the effect of intergenerational contact and stereotype threat on older people's cognitive performance, anxiety, intergroup bias, and identification. Participants completed a series of cognitive tasks under high or low stereotype threat (through comparison with younger people). In line with stereotype threat theory, threat resulted in worse performance. However, this did not occur if prior intergenerational contact had been more positive. This moderating effect of contact was mediated by test-related anxiety. In line with intergroup contact theory, more positive contact was associated with reduced prejudice and reduced ingroup identification. However this occurred in the high threat, but not low threat, condition. The findings suggest that positive intergenerational contact can reduce vulnerability to stereotype threat among older people.

Enticing Students to Careers in Gerontology

Recognition of the increasing demand for gerontologically trained social work professionals prompted an investigation of the factors that attract undergraduate students to a career of working with older adults. Faculty (n = 10) and students (n = 10) from the disciplines of social work, nursing, consumer and family sciences, psychology, recreation, and business participated in focus groups addressing such topics as the inclusion of content on aging, influences on choice of major, perceptions of aging, and personal experience with older adults. Respondents perceived (a) limited course content on older adulthood, (b) existing course content focused on frailty and aging, (c) a pervasive lack of awareness of the aging of the population, and (d) the essential contribution of positive intergenerational contact from early childhood through the college years. The results suggest the need for increasing efforts to enhance awareness and to integrate comprehensive content on aging throughout the curriculum in higher education. The essential role of intergenerational contact identifies a role for higher education in supporting current programs, such as the Foster Grandparent Program, while developing additional innovative means of promoting and nurturing intergenerational relationships.