Creating Effective Intergenerational Programming

By Ann Hopkins, BS & Teresa D. Johnson, BS

 

Encouraging interactions between persons in adult day centers and children has become commonplace in many adult day centers across the United States.  The trend to promote older people as role models for younger people often drives such programming.

 

Intergenerational activities can take many different forms.  Programs can be educational, social or recreational.  They may occur in groups or one-on-one.  Whether they are based on “hands on” activities or observation, intergenerational programs should be designed to build bonds, develop trust and be mutually beneficial.  Consider the profound impact of intergenerational programming described in this award-winning entry from Western Kentucky Active Day Center in Bowling Green, KY, for the 2001 national activity award contest sponsored by The Information Source for Adult Day Centers®:

 

A twelve year-old boy who had been labeled “at risk” was matched with an elderly gentleman attending the adult day center who recently suffered from a stroke and was confined to a wheelchair.  They were sitting side-by-side during the orientation while we explained what they were expected to contribute to each other.  The older gentleman stated that when he was unsure of himself and afraid, he would say a prayer.  He asked the young boy if he would mind him saying a prayer for him.  After getting approval, he prayed and asked for assistance for the young man.  After the prayer, the young boy climbed into the wheelchair with him, put his arms around his neck and kissed his face on both sides.  The boy said, “Thank you, no one ever prayed just for me.”  There was not a dry eye in the center.

 

The students from the Middle School Learning Center for at-risk students have been expelled from their classrooms due to inappropriate behavior.  They have to spend a minimum of six weeks at the Learning Center under close supervision and monitoring.  Students range from 10 to 14 years of age.  They visited the center ten times during the Fall semester.  Staff has found the students to be appropriate in behavior and has noticed a kindness that shows gentleness and affection when they are working one-on-one with seniors.

 

Most research on intergenerational programming has focused on the benefits of putting adults and children together.  However, an article published in The Gerontologist in June 2002, “Intergenerational Partnerships in Adult Day Centers:  Importance of Age-Appropriate Environments and Behaviors,” highlighted an area that needs improvement.  Dr. Sonia Miner Salari identified the potential for infantilization of adults in adult day centers that offer an occasional program of combined adult and child day care.  In such instances, child-oriented activities were encouraged, as were the use of pet names, age-inappropriate remarks, gestures and patterns of speaking toward older clients.  Infantilization is most commonly noted through verbal communication (high pitched intonation and exaggerated phrasing) and environmentally (child-oriented décor, lack of privacy and autonomy). 

 

On the other hand, according to Salari’s observations, effective intergenerational programming is designed to facilitate choice, mutual interaction, adult status for clients and mentoring.  Patronizing adults compromises a person’s dignity and is never appropriate or beneficial.  In order to achieve effective programming, careful preparation must be given in three areas:

1. Philosophy

2. Assessment and

3. Team Education.

 

Philosophy

The philosophy of the center toward programming will shape the activities, relationships, referrals and every other aspect of the center’s operations.  The staff at Christus St. Joseph Villa Adult Day Center in Salt Lake City, UT, focus on respecting the clients—young and old.  “Think about the structure and purpose of each activity,” says center director Ann Hopkins.  “Activities should be pre-planned and have clear, concise and measurable goals, including

Ø One-to-one interaction

Ø Sharing

Ø Cooperation with decision making and increased self-esteem

Ø Self-expression and creativity.”

 

Assessment

Adding a program that combines adults and children has special challenges that should be acknowledged.  It is important to plan carefully how, when, where and why the interactions should occur.

l How often should the programs occur?

l Is there an outlet for persons who choose not to engage in the program or who may be overwhelmed with the children?

Consider the learning levels of the children as well as the older adults.  Determine the abilities and interests of the adult participants before you try to match them up with children.  Structure the activities to be of mutual interest and benefit.  Base the activities on a purpose—filling time is not acceptable!  Communicate the purpose to the participants so they can appreciate it.  Activities should be designed to allow the older adult to be seen as a resource.

 

Education

The entire team must work to promote self-esteem, recognize the experiences and preferences of every child and adult, and respond appropriately to each individual.  A prerequisite to an effective intergenerational program is educating the staff and volunteers on

Ø The nuances among participants

Ø Appropriate physical environment (safety, furnishings, decorations, layout of furniture, etc.)

Ø Goals for each activity

Ø Effective communication techniques

Ø Procedures and

Ø Activities.

 

Here’s an example of the need for educating staff related to the goals of activities.  Art and craft products are tangible items that represent the therapeutic activity program at your center.  The use of construction paper, crayons, markers, popsicle sticks and selected other “art and craft” medium are often associated with children’s art projects.  To that end, when people see projects made by adult day center participants with such items, they probably will not see the skills used to produce them.  However, when an adult is paired with a child to make something using construction paper, crayons, markers, etc. the value of the project changes.

 

It is not sufficient to simply fill their days and calendars with group visits, crafts, games and personal care in a safe environment for the people coming to adult day centers.  We must purposefully set up opportunities for smiles to be felt, friendships to be formed and reinforced, life experiences to be shared and self-confidence to be supported.  We do not just want to provide a service.  We want to become an irreplaceable part of the lives of the people we serve that makes their quality of life better than they could have ever imagined.  We must strive for effective programs!

 

Reprinted from The Information Source for Adult Day Centers®, December 2002/January 2003