The benefits of intergenerational Programmes from the perspective of the professionals
DOI:
https://doi.org/10.7179/PSRI_2013.21.10Keywords:
Intergenerational programmes, effects of intergenerational contact, intergenerational relationshipsAbstract
Research in the field of intergenerational programmes has shown that the relationship between individuals of different generation has a very positive impact on those directly involved in it. Intergenerational programmes have shown to be effective, for example, increasing the elderly’s psychological, physical, and social wellbeing, and changing young people’s perceptions about the elderly. The present study examines the impact of intergenerational programmes on those directly involved in them– children, adolescents, and elderly – as well as those that participate in the intergenerational relationship indirectly – family, professionals, and society – from the perspective of the professionals who work on the programmes. A qualitative design based on data collected through semi-structured interviews to 25 professionals who coordinated intergenerational programmes in Spain was used. The content analysis of the information provided by the professionals evidenced four dialectical dimensions on this study: impact on participants, impact on families, impact on professionals, and intergenerational connection. Finally, some conclusions on the importance of inquiring about the impact of these programmes on all those involved in intergenerational relationships are provided.Downloads
References
Abrams, D.; Eller, A. y Bryant, J. (2006): An age apart: The effects of intergenerational contact and stereotype threat on performance and intergroup bias. Psychology and Aging, 21(4), 691-702.
http://dx.doi.org/10.1037/0882-7974.21.4.691
PMid:17201490
Allred, G.B. y Dobson, J.E. (1987): Remotivation Group Interaction: increasing children´s contact with elderly. Elementary school Guidance and Counselling, 21(3), 216-220.
Almeida, T., Hatton-Yeo, A. y Marreel, I. (2009): Guide of Ideas for Planning and Implementing Intergenerational Projects. Together: yesterday, today and tomorrow. Portugal: Intergenerational Valorisation and Active Development Association.
Bostrum, A.K., Hatton-Yeo, A., Ohsako, T. y Sawano, Y. (2001): Una valoración general de iniciativas de programas intergeneracionales en los países involucrados. En Hatton-Yeo, A. y Ohsako, T. (ed.), Programas Intergeneracionales: política pública e implicaciones de la investigación. (pp. 3-7).Hamburgo: Instituto de la UNESCO para la Educación.
Brabazon, K. (1999): Student improvement in the intergenerational work/study program". En Kuehne, V. (coord.), Understanding what we have created. (pp. 51-64). Binghamton: The Haworth Press,
Bressler, J. (2001): "The impact of Intergenerational Programs on Long-Term Care Residents". 54th Annual Scientific Meeting of the Gerontological Society of America, Chicago, IL, noviembre de 2001.
Carstensen, L., Mason, S. y Caldwell, E. (1982): Children's attitudes toward the elderly: An intergenerational technique for change. Educational Gerontology, 8, 291-301.
http://dx.doi.org/10.1080/0360127820080308
Caspi, A. (1984): Contact hypothesis and inter-age attitudes: A field study of cross-age contact. Social Psychology Quarterly, 47, 74-80.
http://dx.doi.org/10.2307/3033890
COM: Comisión Europea (1999): Hacia una Europa para todas las edades. Fomentar la prosperidad y la solidaridad entre generaciones, 221 final. Bruselas, 21 de mayo.
Duggar, M. (1993): Intergenerational programs: Weaving hearts and minds. Tallahassee, FL: Florida Council on Aging, Florida State Department of Education.
Dupont, C. y Letesson, M. (2010): Comment developer une action nintergénérationnelle? Bruselas: De Boeck.
Foster, K. (1997): Creating a child care center in a nursing home and implementing an intergenerational program. ERIC Document Reproduction Service: ED 411053.
Fried, L., Carlson, M.C., Freedman, M., Frick, K.D., Glass, T.A., Hill, J., McGill, S., Rebok, G. W., Seeman, T., Tielsch, J., Wasik, B.A. y Zeger, S. (2004): A Social Model for Health Promotion for an Aging Population. Initial Evidence on the Experience Corps Model. Journal of Urban Health, 81(1), 64-78.
http://dx.doi.org/10.1093/jurban/jth094
PMid:15047786 PMCid:PMC3456134
Gutiérrez, M. (2011): Programas intergeneracionales. Teoría, política y práctica. Saarbrücken: Editorial Académica Espa-ola.
Hamilton, G., Brown, S., Alonzo, T., Glover, M., Mersereau, Y. y Wilson, P. (1999): Building community for the long term: An intergenerational commitment. Gerontologist, 39, 235-238.
http://dx.doi.org/10.1093/geront/39.2.235
PMid:10224720
Hatton-Yeo, A. Klerq, J. Ohsako, T. y Newman, S. (2001): Política pública y recomendaciones para la investigación: una perspectiva internacional. En Hatton- Yeo, A. y Ohsako, T. (ed.), Programas Intergeneracionales: política pública e implicaciones de la investigación. Una perspectiva internacional pp. 9-17).Hamburgo: Instituto de la UNESCO para la Educación.
Hickey, T. y R.A. Kalish (1968): Young people's perceptions of adults. Journal of Gerontology, 23(2), 215-229.
http://dx.doi.org/10.1093/geronj/23.2.215
PMid:5643888
IMSERSO (2003): Plan de Acción para las Personas Mayores 2003-2007. Madrid: Ministerio de Trabajo y Asuntos Sociales.
Jonhson, B. y Christensen, L. (2000): Educational Research. Quantitative and Cualitative Approaches. MA: Allyn & Bacon.
Knapp, J.L. y Stubblefield, P. (2000): Changing students' perceptions of aging: The impact of an intergenerational service learning course. Educational Gerontology, 26, 611-621.
http://dx.doi.org/10.1080/03601270050200617
Kocarnik, R. A. y Ponzett, J.J. (1986): The influence of Intergenerational contact on child care participants' attitudes toward the elderly. Child and youth Care forum. Journal of Research and Practice in Children`s Services, 15(4), 244-250.
Kuehne, V. (2005): Intergenerational strategies series. Making What Difference? How Intergenerational Programs help children and families. Elders as resources. Intergenerational Strategies Series. Baltimore: The Annie E. Casey Foundation.
Lambert, D., Dellmann-Jenkins, M. y Fruit, D. (1990): Planning for contact between the generations: An effective approach. The Gerontologist, 30, 553-556.
http://dx.doi.org/10.1093/geront/30.4.553
PMid:2394391
MacCallum, J., Palmer, D., Wright, P., Cumming-Potvin, W., Northcote, J., Booker, M. y Tero, C. (2006): Community building through intergenerational exchange programs. Australia: National Youth affairs Research Scheme.
Murphy-Russell, S., Die, A.H. y Walker, J.L (1986): Changing attitudes toward the elderly: The impact of three methods of attitude change. Educational Gerontology, 12, 241-251.
http://dx.doi.org/10.1080/0380127860120304
Naciones Unidas (2002): Informe de la Segunda Asamblea Mundial sobre el Envejecimiento. Nueva York: Naciones Unidas.
Newman, S. (1997): History and Evolution of Intergenerational Programs. En Newman, S.; Ward, C.; Smith, T.; Wilson, J. y McCrea, J.M. (ed.), Intergenerational Programs: past, present and future. (pp. 55-79). Washington, DC: Taylor and Francis,
Newman, S. y Larimer, B. (1995): Senior Citizen School Volunteer Program: report on cumulative data: 1988-1995. Pittsburgh, PA: Generations Together.
Newman, S. y Sánchez S. (2007): Los Programas Intergeneracionales: Concepto, historia y modelos. En Sánchez, M. (dir.), Programas Intergeneracionales. Hacia una sociedad para todas las edades (pp. 37-69). Barcelona: Fundación "La Caixa".
Osborne, S.S. y Bullock, J. R. (2000): Intergenerational programming in action: Befrienders. Educational Gerontology, 26(2), 169-182.
http://dx.doi.org/10.1080/036012700267321
Ostir, G.V., Ottenbacher, K.J. y Maarkides, K.S. (2004). Onset of frailty in older adults and the protective role of positive affect. Journal of Psychology and Aging, 19(3), 402-404.
http://dx.doi.org/10.1037/0882-7974.19.3.402
PMid:15382991
Parnell, K. (1980): Young and old together: A literature review. Childhood Education, 56, 184-188.
Patton, M. Q. (2002): Qualitative Research and Evaluation Methods. Thousand Oaks, CA: Sage.
Peacock, E.W. y Talley, W. M.(1984): Intergenerational contact: a way to counter ageism. Educational Gerontology, 10(1), 13-24.
http://dx.doi.org/10.1080/0380127840100102
Quecedo, R. y Casta-o, C. (2002): Introducción a la metodología de investigación cualitativa. Revista de Psicodidáctica, 14,5-40.
Rebok, G. W.; Carlson, M. C.; Glass, A.; McGill, S.; Hill, J.; Wasik, B.; Ialongo, N.; Frick, K. D.; Fried, L.P. y Rasmussen, M.D. (2004): Short-Term Impact of Experience Corps Participation on Children and Schools: Results a Pilot Randomized Trial. Journal of Urban Health, 81(1), 79-93.
http://dx.doi.org/10.1093/jurban/jth095
PMid:15047787 PMCid:PMC3456143
Rosebrook, V. (2006): Research indicates: Intergenerational interactions Enhance Young Children's Personal/Social Skills. The Generations United Magazine, 11(2), 5.
Salamanca, A.B. y Martín-Crespo, M. C (2007): El muestreo en la investigación cualitativa. Nure Investigación, 27, 1-4.
Sánchez, M., Díaz, P., López, J., Pinazo, S. y Sáez, J. (2008): INTERGEN. Descripción, análisis y evaluación de los programas intergeneracionales en Espa-a. Modelos y buenas prácticas. Resumen ejecutivo. Recuperado de: http://www.redintergeneracional.es/documentos.php>
Whitley, E., Duncan, R., McKenzie, P. y Sledjecki, S. (1976): From time to time: A record of young children's relationships with the aged. Gainesville, FL: University of Florida, College of Education, P.K. Yonge Laboratory School.
Downloads
Published
Issue
Section
License
Copyright (c) 2014 Pedagogia Social. Revista Interuniversitaria
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
Copyright and right to archive
The published version of the articles can be self-archived by their authors in open access institutional and thematic repositories. However, Pedagogía Social. Revista Interuniversitaria must authorize partial or global reutilisation on new papers or publications.
Published papers must be cited including the title of the journal Pedagogía Social. Revista Interuniversitaria, issue, pages and year of publication
Ethical responsibilities
Pedagogía Social. Revista Interuniversitaria does not accept any material that has been previously published in other documents or publications. Authors are responsible for obtaining the required permissions for partial or global reproduction any material from other publications, and to correctly quote its origin.
Pedagogía Social. Revista Interuniversitaria is obliged to detect and report fraudulent practices.
Only those who have intellectually contribute to the development of the paper must appear as authors.
The journal expects authors to declare any commercial partnership that might entail a conflict of interest with respect to the submitted article.
Authors must mention in the article, preferably in the “methodology” section, that the procedures used during the samplings and controls have been made after getting informed consent.
The journal will not use any received contribution in a way other than the goals described in these guidelines.
Copyright Notice
© Pedagogía Social. Revista Interuniversitaria. Papers published in both the printed and online versions of this Journal are property of Pedagogia Social. Revista Interuniversitaria, being required to cite the source in any partial or total reproduction.
Unless otherwise stated, all content of this electronic journal is distributed under "Creative Commons Attribution-Non commercial 3.0 Spain" (CC-by-nc) license for use and distribution. The informative version and the legal text of this license is available here. This has to be expressly stated in this way when necessary.