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D’Cunha NM, Holloway H. A pilot study of an intergenerational program for people in residential aged care with cognitive impairment and children from a co-located early learning centre during COVID-19. DEMENTIA 2024; 23:927-948. [PMID: 38373711 PMCID: PMC11290022 DOI: 10.1177/14713012241235378] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/21/2024]
Abstract
Intergenerational programs in residential aged care may improve well-being and combat loneliness and social isolation in older people with cognitive impairment. This pilot study investigated the effects of a semi-structured intergenerational group, including children from a co-located early learning centre and people living in residential aged care with cognitive impairment. This 9-week study used a mixed methods pre- and post-program design. Sessions were designed and delivered once per week by Occupational Therapists and took into account residents' interests and children's developmental needs and interests, identified in pre-program interviews. Nine older people with cognitive impairment and 13 children participated. The program was well attended despite disruptions and complications caused by COVID-19 and weather conditions. Older people valued the opportunity to engage with the children. Children were observed to gain confidence in communicating and forming friendships with older people with different levels of ability. There did not appear to be any change in loneliness or neuropsychiatric symptoms. The intergenerational program benefited participants and received strong support from family members and staff of the early learning centre and aged care home.
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Affiliation(s)
- Nathan M D’Cunha
- Nathan M D’Cunha, School of Exercise and Rehabilitation Sciences, Faculty of Health, University of Canberra, 11 Kirinari St, Bruce, ACT 2617, Australia.
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Anderson AJ, Jones KV, DuBois DL, Çifci F, Teger Z. Cultural humility development in adults serving as mentors for youth: A qualitative evidence synthesis. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2024; 73:319-336. [PMID: 38149654 DOI: 10.1002/ajcp.12730] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 09/17/2023] [Accepted: 11/08/2023] [Indexed: 12/28/2023]
Abstract
This qualitative review synthesizes evidence regarding how cultural humility (i.e., critical self-reflection, challenging inequity) may be influenced by the experience of serving as a mentor in a youth program. A systematic search identified 35 qualitative studies with findings that address this question. Thematic synthesis of extracted data identified the following six themes, all but one of which pertains to ways in which serving as a mentor appeared to have enhanced the cultural humility of the adults involved: (1) humanizing others: awareness of experiential differences, (2) reflecting inward on one's own identity, biases, and opportunities, (3) connecting with others, (4) recognizing environmental influences on human development, (5) envisioning contributions to community change, and (6) counterevidence: deficit-oriented attributions. Findings indicate that mentor cultural humility development primarily entailed individual and interpersonal awareness with relatively less evidence of increased awareness of and action to change inequality. The identified themes provide promising directions for future research as well as potentially useful avenues for incorporating consideration of cultural humility more intentionally in the development and evaluation of mentoring programs for youth.
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Affiliation(s)
- Amy J Anderson
- Department of Educational Psychology, University of North Texas, Denton, Texas, USA
| | - Kristian V Jones
- School of Social Work, University of Washington, Seattle, Washington, USA
| | - David L DuBois
- Division of Community Health Sciences, University of Illinois Chicago, Chicago, Illinois, USA
| | - Fatmanur Çifci
- Department of Educational Psychology, University of North Texas, Denton, Texas, USA
| | - Zara Teger
- School of Social Work, University of Washington, Seattle, Washington, USA
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Tsiloni E, Dragioti E, Gouva M, Vassilopoulos SP, Mentis M. Psychosocial effects of intergenerational learning on primary school children and older Adults: A systematic review. GERONTOLOGY & GERIATRICS EDUCATION 2024; 45:289-322. [PMID: 36966565 DOI: 10.1080/02701960.2023.2189248] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
In recent years there has been increasing emphasis on the importance of intergenerational learning and interaction. People of different ages engage in meaningful and mutually beneficial activities, aimed at developing knowledge, skills, and values. The aim of this systematic review was to examine the psychosocial effects of intergenerational learning in school-age children and older adults. A systematic review of both quantitative and qualitative data was performed according to the PRISMA guidelines. PubMed, Scopus, and ERIC electronic databases were searched up to 26 July 2022 using the following Population (P) -Exposure (E) - Outcome (O) elements: school-age children and older adults (P), intergenerational learning (E), and psychosocial effects (O). Reference lists of included datasets and relevant review articles were also extensively searched. The Mixed Methods Appraisal Tool (MMAT) was used to assess the quality of eligible studies. A narrative synthesis was used as a framework for data analysis. Seventeen studies met the inclusion criteria. Regarding the psychosocial outcomes of participation in intergenerational activities for children and older adults, the majority of studies highlighted improvements in attitudes, well-being, happiness, and other social and psychological aspects, although methodological flaws are discussed.
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Affiliation(s)
- Evangelia Tsiloni
- Department of Educational Sciences and Social Work, University of Patras, Patra, Greece
| | - Elena Dragioti
- Pain and Rehabilitation Centre and Department of Medicine and Health Sciences, Linköping University, Linkoping, Sweden
- Research Laboratory Psychology of Patients, Families & Health Professionals, Department of Nursing, School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - Mary Gouva
- Research Laboratory Psychology of Patients, Families & Health Professionals, Department of Nursing, School of Health Sciences, University of Ioannina, Ioannina, Greece
| | | | - Manolis Mentis
- Department of Educational Sciences and Social Work, University of Patras, Patra, Greece
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Anderson AJ, Jones KV, Melton TN, Keller TE, DuBois DL. Identifying predictors of psychological well-being among volunteer mentors in Big Brothers Big Sisters. JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 51:2802-2827. [PMID: 37459294 DOI: 10.1002/jcop.23073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Revised: 06/20/2023] [Accepted: 06/21/2023] [Indexed: 08/10/2023]
Abstract
Big Brothers Big Sisters (BBBS) facilitates mentoring relationships between youth and volunteer mentors. Although research has examined outcomes for youth in BBBS, relatively less investigation has been undertaken for volunteer outcomes. This study explored factors associated with changes in psychological well-being among BBBS volunteer mentors. Participants included 593 mentors (Mage = 31) surveyed at study baseline and 15-month follow-up. A classification and regression decision tree approach was used to predict residualized change in psychological well-being from study baseline with match length included as the first split variable, and demographic, individual, and relationship variables included as candidate predictors. Analyses indicated that mentors with longer relationships (>4.5 months) reported more positive change in psychological well-being compared with mentors with shorter relationships. Perceived quality of program supervision was a further predictor within both groups of volunteers. Findings suggest that longer relationships and greater program support may contribute to mentor well-being.
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Affiliation(s)
- Amy J Anderson
- Department of Educational Psychology, University of North Texas, Denton, Texas, USA
| | - Kristian V Jones
- School of Social Work, University of Washington, Seattle, Washington, USA
| | - Theresa N Melton
- College of Behavioral, Social, and Health Sciences, Clemson University, Clemson, South Carolina, USA
| | - Thomas E Keller
- School of Social Work, Portland State University, Portland, Oregon, USA
| | - David L DuBois
- Division of Community Health Sciences, School of Public Health, Institute for Health Research and Policy, University of Illinois Chicago, Chicago, Illinois, USA
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Norouzi N, Chen JC, Jarrott S, Satari A. Designing Intergenerational Spaces: What to Learn From Children. HERD-HEALTH ENVIRONMENTS RESEARCH & DESIGN JOURNAL 2022; 16:174-188. [PMID: 36384299 DOI: 10.1177/19375867221138929] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Objectives: Adopting recommendations of the United Nations Committee on the Rights of the Child, this study addresses the value of children’s input on the architectural design of the built environment of intergenerational shared sites and the intergenerational interactions that took place there. Background: Intergenerational programs bring children and older adults together, inviting them to interact, exchange ideas and support each other. Most intergenerational programs are planned by staff and often take place in a multipurpose room without direct input from child or older adult participants. Methods: Data for this study were collected through interviews and drawings from 16 children at three intergenerational centers in Hawaii, Kansas, and Virginia. The interviews were transcribed, analyzed, coded, and categorized. Child development experts analyzed the drawings to better understand how children experience their surrounding environment. Results: Four themes emerged from the triangulated data: (1) outdoor spaces offer rich opportunities for shared programming, (2) children enjoy sharing meals and snacks with intergenerational partners, (3) children recognize environmental features that facilitate or limit intergenerational interaction, and (4) varied spaces support to informal, brief intergenerational interaction. Our findings provide evidence in the value of involving children in designing intergenerational centers and programming. Conclusion: The children who participated in this study provided meaningful insight reflecting the experience of intergenerational activities and the impacts of the built environment on the quality and variety of these interactions.
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Affiliation(s)
- Neda Norouzi
- School of Architecture, University of Texas at San Antonio, TX, USA
| | - Jou-Chen Chen
- Department of Family and Consumer Sciences, Western Michigan University, Kalamazoo, MI, USA
| | - Shannon Jarrott
- College of Social Work, The Ohio State University, Columbus, OH, USA
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Scrivano RM, Juris JJ, Jarrott SE, Lobb JM. Extending the Together, We Inspire Smart Eating Curriculum to Intergenerational Nutrition Education: A Pilot Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19158935. [PMID: 35897305 PMCID: PMC9332355 DOI: 10.3390/ijerph19158935] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/18/2022] [Revised: 07/14/2022] [Accepted: 07/21/2022] [Indexed: 02/04/2023]
Abstract
The COVID-19 pandemic has made accessing nutritious foods difficult for older adults and children living in low-income households. The evidence-based preschool nutrition education curriculum Together, We Inspire Smart Eating (WISE) can be used to encourage children to try healthy foods. Written as a single generation curriculum, inviting older adult community members to WISE programming for an intergenerational experience may provide further supports and mutual benefits as participants cooperate towards a common goal. While creators have evaluated implementation of WISE, research has yet to explore factors that influence WISE adoption within an intergenerational setting. We conducted a pilot study using the implementation evaluation framework to explore WISE implementation within single generation and intergenerational settings by measuring five implementation outcomes (fidelity, acceptability, appropriateness, feasibility, and sustainability) through three methods: (1) direct assessment of program fidelity via video coding; (2) indirect assessment of stakeholders’ perceptions of WISE implementation, and (3) a directed qualitative content analysis on annual interview data. Fidelity scores were comparable between the two settings and stakeholder ratings of appropriateness, acceptability, and feasibility of WISE were high. Qualitative data revealed that aspects of WISE are less appropriate for older participants and reiterated known logistical barriers of intergenerational programming that may challenge program sustainability.
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Affiliation(s)
- Rachel M. Scrivano
- The College of Social Work, The Ohio State University, Columbus, OH 43210, USA;
- Correspondence:
| | - Jill J. Juris
- Beaver College of Health Sciences, Appalachian State University, Boone, NC 28608, USA;
| | - Shannon E. Jarrott
- The College of Social Work, The Ohio State University, Columbus, OH 43210, USA;
| | - Jennifer M. Lobb
- College of Food, Agricultural, and Environmental Sciences, The Ohio State University, Columbus, OH 43210, USA;
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