The Impact of Intergenerational Engagement on Social Work Students’ Attitudes toward Aging: The Example of Clermont College

Abstract

As a response to our rapidly aging society, professional training programs in health care need to offer rich applied learning experiences with older adults and educate students about ageist attitudes. Health care professionals are likely to work with older adults in a variety of settings, yet ageist attitudes continue to be a barrier to workforce development. This study evaluated the effects of an intergenerational lifelong learning initiative as a way to decrease ageist attitudes in social work students. The research hypothesis was that intergenerational engagement would help reduce ageist attitudes of social work students. Paired samples t tests were conducted with 32 students through pre- and post-surveys of the ROPE (Relating to Old People Evaluation). Results indicated a significant decrease in ageist attitudes overall, in negative ageism, and in students’ self-report of behaviors such as complimenting older adults “despite their age” and avoiding older adults. Qualitative comments indicated significant changes in perception about the aging experience and increased awareness of ageist stereotypes. Overall, this pilot study offers an encouraging model that can be applied through future partnerships to reduce ageism of students in health care–related fields.

A Review of participant, agency, and community outcomes of non-familial intergenerational programs

“…Essential components of intergenerational programs include interactions that meet the needs of both groups by cultivating growth, understanding, and friendship between generations (Henkin & Butts, 2012). Intergenerational programs may involve a variety of forms of engagement, including: older adults volunteering in schools (Sakurai et al, 2018), civic engagement and service-learning projects (Gruenewald et al, 2016), lifelong learning programs or age-friendly universities (Steward et al, 2020), arts-based projects (Belgrave & Keown, 2018), mentoring relationships (Halpin et al, 2017), physical activity (Schroeder et al, 2017), and technology-based programs (Senteio, 2018).…”