Intergenerational Program Essay
Creating an Intergenerational Program Intergenerational programs have been shown to help both older adults and youth (Hooyman & Kiyak, 2011). Intergenerational programs help by keeping older adults active in their communities, as well as improve the thinking and behavior of young children, teens and young adults (Holmes, 2009). The benefits of intergenerational programs will be explored in this paper in more depth. Also, discussed is what the program's building would it look like, the services that would be provided, and the location. Furthermore, how intergenerational relationships will be maintained within the program. Intergenerational programs are beneficial not only to youth and older adults, but can benefit the entire community.
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Intergenerational Program Benefits As the number of older adults increases, there is a need for intergenerational programs.
In the 1900s only one in every twenty-five Americans were age 65 or older, fast forward to 2009 and one in every nine Americans are 65 or older (Holmes, 2009). By 2030, it is estimated that out of five Americans one will be 65 or older (Holmes, 2009). Compared to the past when families were not as mobile today many children have little or no contact with their grandparents (Holmes, 2009). Also, affecting intergenerational communication is the trend of age segregation in communities, older people tend to live around older adults, and children spend time in school with peers (Holmes, 2009). There are benefits for both children and older adults who have intergenerational, as children can learn a great deal from older adults, and older adults can have emotional needs meet (Holmes, 2009). Following will be more details about the benefits for both older adults and children who participate in intergenerational …show more content…
programs.
Older Adults Besides having emotional needs met, older adults can benefit from intergenerational contact by feeling like they made a difference in the development of children and their community (Holmes, 2009). Many older adults who volunteer and participate in intergenerational programs also report they feel more stimulated mentally and intellectually, and enjoy physical activity (Holmes, 2009). Furthermore, the relationships that the adults form with the children and youth in the program can raise the older adults self-esteem, and in some cases improve overall health (Hooyman & Kiyak, 2011). For an older adult there is much to gain by participating in the community and intergenerational programs ranging from feeling acceptance to intellectual development (Holmes, 2009). Also, important is the activity theory, that when older adults have a chance to participate in their communities and continue to be active they have a better feeling towards aging (Hooyman & Kiyak, 2011). Self concept is validated by the chance to participate and contribute to society, and by forming new roles older adults are able to replace their old roles, also contributing to more satisfaction in older age (Hooyman & Kiyak, 2011).
Children and Youth As already mentioned, children can learn a great deal from the life experience and wisdom of older adults. Children being so distant from grandparents or having little contact with older adults can form negative opinions and biases (Holmes, 2009). Research cited by Holmes (2009) shows that before participating in an intergenerational program many children did not know what older adults do, or had perceptions that they just didn't really do anything and buy presents. Children also said that older adults were different than them, but did not know how (Holmes, 2009). The children that did cite reasons said because they look different, or are different just because they are (Holmes, 2009). Ultimately, before participating in the program of the 38 children interviewed only 50% used a description that was positive (Holmes, 2009). At the end of the study children had a broader more positive view of older adults (Holmes, 2009). Many children could give examples of fun activities they did with their elderly friend, as well things they are good at (Holmes, 2009). Also, at the end of the study all 38 children used positive descriptors to describe older adults (Holmes, 2009). The change in descriptions shows that participation in the program helped the children to form positive and realistic ideas about elderly adults (Holmes, 2009. Children were able to develop more realistic views as well as an appreciation for what older adults have to offer (Holmes, 2009). In summary, children not only were able to learn from older adults through activities, but developed better concepts and ideas about older adults. For teenagers and young adults participation in intergenerational programs can help prevent involvment in problem behaviors (Zeldin, Larson Camino, & O'Connor, 2005).
Program Services Intergenerational programs can vary and include many different activities and services. Services can include tutoring, arts and crafts, telephone support, and mentoring (Hooyman & Kiyak, 2011). Other services might include older adults volunteering in child care centers, social support, and giving advice about parenting skills for young families (Hooyman & Kiyak, 2011). If I were to start an intergenerational program, I would want to include arts and crafts as a way for older adults and youth to be creative and stimulated mentally. I would also wish to have an opportunity for seniors to share their wisdom by being tutors and mentors. Feeling important and having the chance to contribute to their community is important for overall well-being and self-esteem (Hooyman & Kiyak, 2011). Another idea I would like to do is have a literacy night where older adults, as well as youth, can read to each other. Practicing reading is essential for everyone, but this skill is especially important for children. I also think that it would be a fun activity for older adults who have lived in the community for a long time to share stories about what the city or town used to look like, and what life there was like when they were younger. I feel that this activity would give youth a sense of history and an interest in their community from a new perspective. Physical activity should also be a part of the program; again, being active is good everyone. Older adults who participate in physical activity can have many benefits such as managing weight and helping with illnesses such as arthritis and cardiovascular disease (Hooyman & Kiyak, 2011). Giving youth and older adults the opportunity to volunteer within the community should be offered through the program. Volunteering providing young people and older adults, the opportunity to give back to their communities. Overall, I think the services and programs provided should center around building relationships and mentoring because, having a feeling of acceptance and friendship is helpful to combat depression, and creating a more positive outlook on life (Hooyman & Kiyak, 2011). I also think that the services should include literacy and arts because doing creative activities can help promote intellectual skills in older age (Hooyman & Kiyak, 2011). I think when developing a program to serve the public it would be helpful to get input from the people that would be using. Getting feedback from the community to see what they would utilize, and what they think is important would help design services (Roalstad, 2014). Also, it should be noted that because funding is difficult to obtain when a program is started it is important to document the effectiveness of the program (Zeldin et al., 2005). Government, as well as private investors, are more likely to invest funds if they see substantial evidence that the program is useful and helping in the community (Zeldin et al., 2005).
The look of the Building While many people agree that there are many positive outcomes of intergenerational programs, the funding to start and maintain them can be difficult to obtain (Roalstad, 2014). Because it can be difficult to start up a program it would be helpful to see about using part of a space that is for the community, such as a community center (Roalstad, 2014). Other places to start these programs could be nursing homes or day care centers, but it would be important to recognize that not everyone in a nursing home will necessarily want to participate (Hooyman & Kiyak, 2011). Also, it would be important to respect the space that children need and to make sure that is acceptable with parents for their children to participate (Hooyman & Kiyak, 2011). Any building or location that is used should be accessible to everyone.
To make the building accessible to everyone if there are stairs there should be handrails that are safe and sturdy. Also, if there are stairs, there should be a ramp so anyone who is wheel chair bound can access the building. The inside of the building should be as easy to navigate as possible with clear signs of what programs are where in the building. Making sure that rooms are clearly marked would be important in a building that is a shared space. I also think that the inside of the building should be cheerful and give a comfortable feeling to people who come inside. By having comfortable and practical furniture, plants, and previous projects on the walls in some areas I think that would help create a friendly
environment.
Location
Picking a location is difficult, as the choice of building as it relates to funds may be slim. If possible the location of the program should be closest to where the majority of older adults live (Roalstad, 2014). By doing this, it will make the program more accessible whether an older adult drives or has someone drive them. If the program is located inside another facility I think it would be best that there is a good traffic flow to attract participants, but not too much traffic that would make getting to the facility difficult. Again, when just starting up the program the location may not be the most ideal, but as the program grows and gains more funding the location could be changed.
Maintaining Intergenerational Relations Starting a program for older adults and youth is more work than just finding a location, funding, and planning services, getting the young people and adults to bond and make meaningful relationships is another task. There is no easy way or formula to create relationships between youth and adults, but there are some things that can be done to help form relationships (Zeldin et al., 2005). One of which is considering the input of the youth (Zeldin et al., 2005). If a youth feels that what they have to say is not important or going to be taken seriously, this makes it difficult to form trust to build a relationship (Zeldin et al., 2005). Also, it is important for adults to give youth a say in decisions, showing that the adult respects the opinion and voice of the youth (Zeldin et al., 2005). Another way to form relationships is by adults showing they understand the feelings of youth (Zeldin et al., 2005). Showing understanding to youth of their feelings, especially when there is a cultural divide, can close the gap between youth and adult (Zeldin et al., 2005). The result that helps build relationships is that the youth feel like someone sincerely cares about what they feel and allows them to feel safe (Zeldin et al., 2005). The third way to build relationships is by shared work (Zeldin et al., 2005). When two people are working toward a common goal, focusing on their task the bond between youth and adult can grow (Zeldin et al., 2005). The role of the adult is typically nurturing and guiding while the youth focuses on learning, from this experience young people can also have their enthusiasm for work reinforced (Zeldin et al., 2005). For adults and youth to form relationships it is important that the adult address their own feelings and thoughts about youth, as well as their role in making and maintain the relationship (Zeldin et al., 2005). Overall, for adults it is important to show understanding of the feelings and experiences youth may have as well as respecting their voice. By showing care and understanding, the youth can begin to trust and feel safe enough to allow a bond to develop. For an organization, they have to adapt policies in order to allow relationships to form, as well as train personal how to help with the bonding process (Zeldin et al., 2005). In conclusion, there are many benefits for both youths and older adults who participate in intergenerational programs. For children they have the opportunity to form relationships, as well as realistic ideas and expectations about older adults. For an adult, they can feel that they are making a difference in their community as well as feel that they have a purpose. Participation for both children and adults can also give opportunities to learn new skills. The services that the program would offer range from arts and crafts, physical activity, and literacy all aimed at not only building relationships, but to improve overall health and well-being. Also, noted is that starting a program is not easy because there can be a lack of funds so finding a location may not be easy, but it is important that it is accessible to all as much as possible. Finally, relationships don't just form overnight, it takes time, understanding, and trust. The staff of the program needs to understand how to help bonds grow, as well as the organizations policies need to allow relationship growth.
Intergenerational Program Benefits As the number of older adults increases, there is a need for intergenerational programs.
In the 1900s only one in every twenty-five Americans were age 65 or older, fast forward to 2009 and one in every nine Americans are 65 or older (Holmes, 2009). By 2030, it is estimated that out of five Americans one will be 65 or older (Holmes, 2009). Compared to the past when families were not as mobile today many children have little or no contact with their grandparents (Holmes, 2009). Also, affecting intergenerational communication is the trend of age segregation in communities, older people tend to live around older adults, and children spend time in school with peers (Holmes, 2009). There are benefits for both children and older adults who have intergenerational, as children can learn a great deal from older adults, and older adults can have emotional needs meet (Holmes, 2009). Following will be more details about the benefits for both older adults and children who participate in intergenerational …show more content…
programs.
Older Adults Besides having emotional needs met, older adults can benefit from intergenerational contact by feeling like they made a difference in the development of children and their community (Holmes, 2009). Many older adults who volunteer and participate in intergenerational programs also report they feel more stimulated mentally and intellectually, and enjoy physical activity (Holmes, 2009). Furthermore, the relationships that the adults form with the children and youth in the program can raise the older adults self-esteem, and in some cases improve overall health (Hooyman & Kiyak, 2011). For an older adult there is much to gain by participating in the community and intergenerational programs ranging from feeling acceptance to intellectual development (Holmes, 2009). Also, important is the activity theory, that when older adults have a chance to participate in their communities and continue to be active they have a better feeling towards aging (Hooyman & Kiyak, 2011). Self concept is validated by the chance to participate and contribute to society, and by forming new roles older adults are able to replace their old roles, also contributing to more satisfaction in older age (Hooyman & Kiyak, 2011).
Children and Youth As already mentioned, children can learn a great deal from the life experience and wisdom of older adults. Children being so distant from grandparents or having little contact with older adults can form negative opinions and biases (Holmes, 2009). Research cited by Holmes (2009) shows that before participating in an intergenerational program many children did not know what older adults do, or had perceptions that they just didn't really do anything and buy presents. Children also said that older adults were different than them, but did not know how (Holmes, 2009). The children that did cite reasons said because they look different, or are different just because they are (Holmes, 2009). Ultimately, before participating in the program of the 38 children interviewed only 50% used a description that was positive (Holmes, 2009). At the end of the study children had a broader more positive view of older adults (Holmes, 2009). Many children could give examples of fun activities they did with their elderly friend, as well things they are good at (Holmes, 2009). Also, at the end of the study all 38 children used positive descriptors to describe older adults (Holmes, 2009). The change in descriptions shows that participation in the program helped the children to form positive and realistic ideas about elderly adults (Holmes, 2009. Children were able to develop more realistic views as well as an appreciation for what older adults have to offer (Holmes, 2009). In summary, children not only were able to learn from older adults through activities, but developed better concepts and ideas about older adults. For teenagers and young adults participation in intergenerational programs can help prevent involvment in problem behaviors (Zeldin, Larson Camino, & O'Connor, 2005).
Program Services Intergenerational programs can vary and include many different activities and services. Services can include tutoring, arts and crafts, telephone support, and mentoring (Hooyman & Kiyak, 2011). Other services might include older adults volunteering in child care centers, social support, and giving advice about parenting skills for young families (Hooyman & Kiyak, 2011). If I were to start an intergenerational program, I would want to include arts and crafts as a way for older adults and youth to be creative and stimulated mentally. I would also wish to have an opportunity for seniors to share their wisdom by being tutors and mentors. Feeling important and having the chance to contribute to their community is important for overall well-being and self-esteem (Hooyman & Kiyak, 2011). Another idea I would like to do is have a literacy night where older adults, as well as youth, can read to each other. Practicing reading is essential for everyone, but this skill is especially important for children. I also think that it would be a fun activity for older adults who have lived in the community for a long time to share stories about what the city or town used to look like, and what life there was like when they were younger. I feel that this activity would give youth a sense of history and an interest in their community from a new perspective. Physical activity should also be a part of the program; again, being active is good everyone. Older adults who participate in physical activity can have many benefits such as managing weight and helping with illnesses such as arthritis and cardiovascular disease (Hooyman & Kiyak, 2011). Giving youth and older adults the opportunity to volunteer within the community should be offered through the program. Volunteering providing young people and older adults, the opportunity to give back to their communities. Overall, I think the services and programs provided should center around building relationships and mentoring because, having a feeling of acceptance and friendship is helpful to combat depression, and creating a more positive outlook on life (Hooyman & Kiyak, 2011). I also think that the services should include literacy and arts because doing creative activities can help promote intellectual skills in older age (Hooyman & Kiyak, 2011). I think when developing a program to serve the public it would be helpful to get input from the people that would be using. Getting feedback from the community to see what they would utilize, and what they think is important would help design services (Roalstad, 2014). Also, it should be noted that because funding is difficult to obtain when a program is started it is important to document the effectiveness of the program (Zeldin et al., 2005). Government, as well as private investors, are more likely to invest funds if they see substantial evidence that the program is useful and helping in the community (Zeldin et al., 2005).
The look of the Building While many people agree that there are many positive outcomes of intergenerational programs, the funding to start and maintain them can be difficult to obtain (Roalstad, 2014). Because it can be difficult to start up a program it would be helpful to see about using part of a space that is for the community, such as a community center (Roalstad, 2014). Other places to start these programs could be nursing homes or day care centers, but it would be important to recognize that not everyone in a nursing home will necessarily want to participate (Hooyman & Kiyak, 2011). Also, it would be important to respect the space that children need and to make sure that is acceptable with parents for their children to participate (Hooyman & Kiyak, 2011). Any building or location that is used should be accessible to everyone.
To make the building accessible to everyone if there are stairs there should be handrails that are safe and sturdy. Also, if there are stairs, there should be a ramp so anyone who is wheel chair bound can access the building. The inside of the building should be as easy to navigate as possible with clear signs of what programs are where in the building. Making sure that rooms are clearly marked would be important in a building that is a shared space. I also think that the inside of the building should be cheerful and give a comfortable feeling to people who come inside. By having comfortable and practical furniture, plants, and previous projects on the walls in some areas I think that would help create a friendly
environment.
Location
Picking a location is difficult, as the choice of building as it relates to funds may be slim. If possible the location of the program should be closest to where the majority of older adults live (Roalstad, 2014). By doing this, it will make the program more accessible whether an older adult drives or has someone drive them. If the program is located inside another facility I think it would be best that there is a good traffic flow to attract participants, but not too much traffic that would make getting to the facility difficult. Again, when just starting up the program the location may not be the most ideal, but as the program grows and gains more funding the location could be changed.
Maintaining Intergenerational Relations Starting a program for older adults and youth is more work than just finding a location, funding, and planning services, getting the young people and adults to bond and make meaningful relationships is another task. There is no easy way or formula to create relationships between youth and adults, but there are some things that can be done to help form relationships (Zeldin et al., 2005). One of which is considering the input of the youth (Zeldin et al., 2005). If a youth feels that what they have to say is not important or going to be taken seriously, this makes it difficult to form trust to build a relationship (Zeldin et al., 2005). Also, it is important for adults to give youth a say in decisions, showing that the adult respects the opinion and voice of the youth (Zeldin et al., 2005). Another way to form relationships is by adults showing they understand the feelings of youth (Zeldin et al., 2005). Showing understanding to youth of their feelings, especially when there is a cultural divide, can close the gap between youth and adult (Zeldin et al., 2005). The result that helps build relationships is that the youth feel like someone sincerely cares about what they feel and allows them to feel safe (Zeldin et al., 2005). The third way to build relationships is by shared work (Zeldin et al., 2005). When two people are working toward a common goal, focusing on their task the bond between youth and adult can grow (Zeldin et al., 2005). The role of the adult is typically nurturing and guiding while the youth focuses on learning, from this experience young people can also have their enthusiasm for work reinforced (Zeldin et al., 2005). For adults and youth to form relationships it is important that the adult address their own feelings and thoughts about youth, as well as their role in making and maintain the relationship (Zeldin et al., 2005). Overall, for adults it is important to show understanding of the feelings and experiences youth may have as well as respecting their voice. By showing care and understanding, the youth can begin to trust and feel safe enough to allow a bond to develop. For an organization, they have to adapt policies in order to allow relationships to form, as well as train personal how to help with the bonding process (Zeldin et al., 2005). In conclusion, there are many benefits for both youths and older adults who participate in intergenerational programs. For children they have the opportunity to form relationships, as well as realistic ideas and expectations about older adults. For an adult, they can feel that they are making a difference in their community as well as feel that they have a purpose. Participation for both children and adults can also give opportunities to learn new skills. The services that the program would offer range from arts and crafts, physical activity, and literacy all aimed at not only building relationships, but to improve overall health and well-being. Also, noted is that starting a program is not easy because there can be a lack of funds so finding a location may not be easy, but it is important that it is accessible to all as much as possible. Finally, relationships don't just form overnight, it takes time, understanding, and trust. The staff of the program needs to understand how to help bonds grow, as well as the organizations policies need to allow relationship growth.