Creativity From Constraint Exploration and Exploitation

Using the frameworks of creativity as problem solving and Integrated Constraints in Creativity (IConIC), this article develops the proposal that creativity is best understood in terms of a cycle of constraint exploration and exploitation. This general thesis, which applies to varied domains and levels of creativity, is supported by three specific proposals about the role of constraints in creativity, each of which is developed and illustrated with examples. First, constraints provide the criteria for the evaluation of creative outcomes, which can vary as a function of the emphasis on novel usefulness or useful novelty. Second, constraints are critical in each step of the creative process: problem finding, problem construction, and problem solving. Third, constraints play a key role in both open-ended and closed-ended creative problems. These arguments are supported by specific predictions, concerning: (a) task differences in whether novelty or usefulness are emphasized more; (b) individual differences in the processing of constraints (some may favor flexible constraint exploration, while others may favor persistent constraint exploitation), which I hypothesize also correlate with (c) engagement in different types of creative problem-solving (more open-ended, of the sort encountered in art, vs. more closed-ended, of the sort encountered in science, business, and engineering).

Designing Intergenerational Spaces: What to Learn From Children

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.

Senior Centres in Canada and the United States: A Scoping Review

Les centres pour personnes âgées ont été identifiés comme des points focaux pour la prestation de services pour la population vieillissante, qui est en forte croissance au Canada et aux États-Unis. Malgré ce rôle important des centres pour personnes âgées, peu de recherches leur ont été consacrées. Cet examen de portée a ciblé les études empiriques en langue anglaise portant sur les centres pour personnes âgées qui ont été publiées dans des revues scientifiques depuis 2000. Un total de 58 études ont été repérées (n = 51 pour les études américaines, n = 7 pour les études canadiennes). La majorité de ces articles était centrée sur des thèmes liés à la participation d’individus dans les centres pour personnes âgées, et quelques études seulement traitaient du milieu associé aux centres pour personnes âgées. Ces résultats suggèrent que les recherches futures devraient cibler les avantages de la programmation des centres pour personnes âgées, avec une attention particulière sur les besoins des baby-boomers, sur les facteurs clés liés au financement, aux espaces et au personnel, ainsi que sur les caractéristiques et les rôles des centres pour personnes âgées dans le contexte canadien.

A Systematic Review of the Effectiveness of Intergenerational Programs

Purpose of the study: The objective of the present review study is to identify the determinant elements of the effectiveness of empirically based interventions (EBI) in the field of intergenerational work, contrasting face-to-face and combined (face-to-face and virtual) intervention modalities against variables relating to this field according to EBI indicators. Design and Methods: An extensive literature search returned a total of 553 studies. Of these, just 50 studies met the inclusion criteria of being an empirical investigation of the effectiveness of intergenerational programs that contain appropriate elaboration on theoretical constructs and methods. Results: The descriptive and multivariate analysis conducted demonstrates that programs with a greater number of EBI controls have the greatest effectiveness, regardless of the intervention mode employed, and that this effectiveness is also modulated by other variables such as the participants' disabilities, their literacy level, or their membership of an organization. Conclusions: We examined the implications of these findings, noting the need to increase the number of virtual interventions that could improve the efficiency of the activities undertaken, and at the same time ensuring that EBI indicators are also fulfilled.

Overcoming ageism through a new intergenerational learning paradigm: challenges and findings

Purpose

The purpose of this paper is to present a programme developed and tested in Portugal under this new paradigm where young adults (18-30) and old adults (over 65) learn research skills together.

Design/methodology/approach

The structure of the learning experience consists in a six-month training course for lay people in research skills in three specific areas of family, mental health and intergenerational relationships. In order to apply the acquired research and intervention knowledge, participants work in intergenerational groups on a small research project.

Findings

Results from the first two editions of the programme indicate benefits of mutual reciprocity in the contribution to tackle ageism and trust between generations.

Research limitations/implications

The potential practice implications for this type of intergenerational programme are significant, considering the increasing aging population in Portugal and the high ageism present. However, the authors may ask if the encountered results are the same with another type of learning subject. Therefore, the authors recommend a replication of this study/programme in other fields.

Practical implications

An integrated active ageing goes from a senior cultural entertainment to a public policy intervention sustained over time, reducing costs in terms of health, education and social services.

Social implications

Ageism, that is to say discrimination against people because of their age, is an enormous social problem. The new intergenerational learning paradigm can help to address this by emphasizing the importance of the intergroup contact between generations where each group can learn from and teach the other.

Originality/value

The authors can say that these first two editions of the Intergenerational University was a first outlook of how the authors can innovate learning processes at universities and bring research to the public. It is a methodology of social responsibility universities may adopt.