“Just like us”: Increasing awareness, prompting action and combating ageism through a critical intergenerational service learning project

Gardner, Paula; Alegre, Rio

doi:10.1080/03601277.2019.1584976

Cited by 20 publications

(7 citation statements)

References 36 publications

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“…Level 6—Ongoing interventions that are relatively well established, such as service learning opportunities for students studying topics where intergenerational interactions will aid their learning and development of personal skills related to future employment (Howell et al, 2021); for example or the ‘Through their Eyes Project’ where health sciences students are partnered with older adults to explore and assess the age‐friendliness of their neighbourhood (Gardner & Alegre, 2019); or ‘Active Generations’ an intergenerational nutrition education and activity programme implemented in out‐of‐school environments (after school and summer camps) where older adult volunteers implement a version of the evidence‐based childhood obesity prevention programme, ‘Coordinated Approach to Child Health’ (Werner et al, 2012).…”

Section: Resultsmentioning

confidence: 99%

Non‐familial intergenerational interventions and their impact on social and mental wellbeing of both younger and older people—A mapping review and evidence and gap map

Campbell

Whear

Rogers

et al. 2023

Campbell Systematic Reviews

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Background Opportunities for social connection between generations in the UK have diminished over the last few decades because of changes in the way that we live and work. The decline in communal spaces such as libraries, youth clubs and community centres mean that there are fewer opportunities to meet and mix socially with other generations outside our own families. Increased working hours, improved technology, changes in family patterns, relationship breakdowns within families and migration are also believed to be contributory factors to generation segregation. There are many potential economic, social and political impacts of generations living separate and parallel lives, for example, higher health and social care costs, an undermining of trust between generations reduced social capital, a reliance on the media to form understanding of others’ viewpoints and higher levels of anxiety and loneliness. Intergenerational programmes and activities can take many forms and are delivered in many settings.  Evidence suggests that intergenerational activity can have a positive impact on participants, for example, in reducing loneliness and exclusion for both older people and children and young people, improving mental health, increasing mutual understanding and addressing important issues such as ageism, housing and care. There are currently no other EGMs that exist that address this type of intervention; however, it would complement existing EGMs addressing child welfare. Objectives To identify, appraise and bring together the evidence on the use of intergenerational practice, to answer the following specific research questions: What is the volume, nature and diversity of research on, and evaluation of, intergenerational practice and learning? What approaches have been used to deliver intergenerational activities and programmes that may be relevant to providing such services during and in the subsequent recovery from the COVID‐19 pandemic? What promising intergenerational activities and programmes have been developed and are being used but have not yet been subject to formal evaluation? Search Methods We searched MEDLINE (via OvidSp), EMBASE (via OvidSp), PsycINFO (via OvidSp), CINAHL (via EBSCOHost), Social Policy and Practice (via OvidSp), Health Management Information Consortium (via OvidSp), Ageline (via EBSCOhost), ASSIA (via ProQuest), Social Science Citations Index (via Web of Science), ERIC (via EBSCOhost), Community Care Inform Children, Research in Practice for Children, ChildData (via Social Policy and Practice), the Campbell Library, the Cochrane Database of Systematic Reviews and the CENTRAL database between 22 and 30 July 2021. We searched for additional grey literature via the Conference Proceedings Citation Index (via Web of Science) and ProQuest Dissertation & Theses Global and via relevant organisation websites, for example, Age UK, Age International, the Centre for Ageing Better, Barnado's, Children's Commission, UNICEF, Generations Working Together, the Intergenerational Foundation, Linki...

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Section: Resultsmentioning

confidence: 99%

Non‐familial intergenerational interventions and their impact on social and mental wellbeing of both younger and older people—A mapping review and evidence and gap map

Campbell

Whear

Rogers

et al. 2023

Campbell Systematic Reviews

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“…Data consisted of reflection journals collected over 6 years from 228 students who participated in a course-based intergenerational SL project and researcher field notes. The project was embedded within an undergraduate health science course where students were matched with older adults and together they studied the age-friendliness of their neighborhood (for more details about the course see Gardner & Alegre, 2019; to learn more about the project see https://throughtheireyesproject.com/). The class (40 students) met weekly for 3 hours over a 12-week semester.…”

Section: Methodsmentioning

confidence: 99%

“…SL has also been shown to foster student interest in social issues, enhance personal development and lay the foundation for future employment (Crandall, 2014; Fusner & Staib, 2004; Oakes & Sheehan, 2014; Salam et al, 2019; Segrist, 2005; Tam, 2014). Some research, including my own (Gardner & Alegre, 2019) describes the impact of SL as transformative where students emerge from these experiences changed in their beliefs and perceptions, as well as in behavior.…”

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confidence: 99%

Contemplative Pedagogy: Fostering Transformative Learning in a Critical Service Learning Course

Gardner

2020

Journal of Experiential Education

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Background: Research demonstrating the positive outcomes of service learning among university students is robust and some describe the impact as transformative. Purpose: To help me better understand how I can support transformative learning in my classroom, this study explored how an intergenerational critical service learning project fostered change among student participants. Methodology/Approach: Data consisted of reflection journals collected over 6 years from 228 students who participated in a course-based intergenerational service learning project and researcher field notes. Using a qualitative design and narrative methodology analysis took place over a 2-year period and consisted of a 3-stage process: deep reading, identifying stories, and re-storying to generate findings. Findings/Conclusions: Three mechanisms were found to foster transformation among students—writing as inquiry, embodied learning, and mindfulness. The two-pronged contemplative approach used in this course informs the way in which students experience the critical service learning project. Together, they provide a deep and transformative learning opportunity. Implications: Insights into course design and pedagogical approaches that support transformative learning.

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“…In their evaluation of the project, researchers noted that students gained great insight on the “lives, issues, and points of view” (p. 138) of older adults which would help prepare students for gerontological practice. In another example, Gardner and Alegre (2019) partnered with a local housing authority to bring together students and older adults living in community to explore age-friendly neighbourhoods. In reflection journals written throughout the project, students came to not only recognize their own stereotypes of aging and older adults, but they also shared insights into renewed motivation to reconnect to their own grandparents as a result of the opportunity to partner on this project.…”

Section: Intergenerational Service-learningmentioning

confidence: 99%

Adventures in Intergenerational Service-Learning: Laughter, Friendship, and Life Advice

Whyte

2021

Can. J. Aging

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Using pre- and post-visit reflection papers from a third-year undergraduate leisure and aging course, this paper describes the ways in which an intergenerational service-learning project fostered greater understanding of aging, long-term care (LTC) homes and the people who reside in them. Partnering with a LTC home in the Niagara Region of Ontario, 50 students gathered first-hand life stories from older adults over a period of 5 weeks. In pairs, students considered course content in relation to stories of life transitions they have yet to experience and reflected on generational similarities and differences. The overall project incorporated biography and photography-based assignments in order to create individual narratives for each participant in the project. Supplementary coursework enabled students to develop skills related to creative representation of the stories (e.g., lessons on photography and biography writing). This intergenerational project culminated with an exhibit of students’ work at the end of the term, attended by our storytellers, their families and friends as well as staff at the home. In pre- and post-visit reflection assignments, students described how their experiences disrupted assumptions they held about older adults, LTC homes and the experience of aging.

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“Just like us”: Increasing awareness, prompting action and combating ageism through a critical intergenerational service learning project

Cited by 20 publications

References 36 publications

Non‐familial intergenerational interventions and their impact on social and mental wellbeing of both younger and older people—A mapping review and evidence and gap map

Non‐familial intergenerational interventions and their impact on social and mental wellbeing of both younger and older people—A mapping review and evidence and gap map

Contemplative Pedagogy: Fostering Transformative Learning in a Critical Service Learning Course

Adventures in Intergenerational Service-Learning: Laughter, Friendship, and Life Advice

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