Intergenerational Education and Service Programming: A Model for Selection and Evaluation of Activities

Ames, Barbara D.; Youatt, June Pierce

doi:10.1080/0360127940200803

Cited by 23 publications

(11 citation statements)

References 2 publications

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“…However, after taking part in both traditional activities and community-service activities, the seniors readily embraced the idea of community-service activities during the focus group. This provided corroborating evidence that meaningful experiences are important to seniors who participate in intergenerational programming (Dellmann-Jenkins, 1997;Kingson, 1989;Newman, 2003;Ames & Youatt, 1994).…”

supporting

confidence: 75%

Community-Service Activities Versus Traditional Activities in an Intergenerational Visiting Program

Marx

Hubbard²,

Cohen‐Mansfield

et al. 2005

Educational Gerontology

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supporting

confidence: 75%

Community-Service Activities Versus Traditional Activities in an Intergenerational Visiting Program

Marx

Hubbard²,

Cohen‐Mansfield

et al. 2005

Educational Gerontology

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“…Middle-aged adults make good candidates for learning how to better manage parent care situations (Ames & Youatt, 1994;Viney, 1992Viney, , 1996. The ndings from this study not only let researchers know what middle-aged adult children do and do not know, but they also provide guidance about what these caregivers might need to know or do.…”

Section: Discussionmentioning

confidence: 90%

“…Addressed in particular are the perceived needs of those reporting recent experiences of crisis, the rationale being that this information might provide guidance regarding the socialization of adult children into the role of lial caregiver (Blenkner, 1965;Clark & Standard, 1997). Addressing the connection between experiences of crisis and resources needed for parent care also might provide a more solid foundation on which to build future programs of experiential adult education for caregivers (Ames & Youatt, 1994;Schwiebert & Myers, 1994). The expectation is that such programs might lead to more effective parent care and lial maturity of adult children.…”

mentioning

confidence: 98%

Expressed Information and Resource Needs of Filial Caregivers Reporting Recent Experiences of Crisis

England¹

2001

Educational Gerontology

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In this descriptive study, 92 adult children of parents with cognitive impairment preselected for recent experiences of crisis were interviewed regarding their concerns and goals for caregiving and asked to identify their most important needs for meeting parent care requirements. The 299 information and 261 resource requests identi ed were organized as either primary and secondary priorities according to their frequency. This organization revealed primary needs for learning regarding coping, relating, and mastery of caregiving and secondary needs relating to information about life processes (i.e., aging and chronicity), how to access resources, and freedom from threat or harm. It also revealed primary resource needs in the domains of personal assistance, assets, and getting away as well as secondary resource needs relating to knowledge and safety. The content of these needs points to adult children's awareness of the decline of their parents, personal anxiety or exhaustion, insuf cient mastery of caregiving, and reluctance to continue indenitely in the role of lial caregiver. It also indicates their awareness of insuf cient preparedness for providing parent care, need for help, and desire to relate more effectively with others. These ndings have implications for educational research to develop interventions that might facilitate lial maturity and the socialization of adult children into the role of caregiver in critical parent care situations.Epidemiological studies have revealed that approximately 5% to 10% of individuals over the age of 65 have problems with cognitive impairment (Lee, 1999). At least 70% of those with a dementing disorder receive care in the community, and nearly one third of these individuals receive their care from adult children, mostly daughters (Prescop, Dodge, Morycz, Schulz, & Ganguli, 1999). Insuf cient experience and

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“…Understandably, much of the earlier commentary and research on intergenerational practice has set out to describe practice and look at outcomes in health, leisure, educational, public service and personal development (Ames andYouatt 1994, Brown andOhsako 2003). Kaplan (2002) notes, however, that even though one generation may be nominally the provider and another, the recipient of some service, the outcomes may be reciprocally experienced.…”

Section: Defining Intergenerational Educationmentioning

confidence: 99%

Place-responsive intergenerational education

Mannion¹,

Gilbert²

2015

Intergenerational Space

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Intergenerational Education and Service Programming: A Model for Selection and Evaluation of Activities

Cited by 23 publications

References 2 publications

Community-Service Activities Versus Traditional Activities in an Intergenerational Visiting Program

Community-Service Activities Versus Traditional Activities in an Intergenerational Visiting Program

Expressed Information and Resource Needs of Filial Caregivers Reporting Recent Experiences of Crisis

Place-responsive intergenerational education

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