THE IMPACT OF INTERGENERATIONAL LIAISON ON ADOLESCENTS

THE IMPACT OF INTERGENERATIONAL LIAISON ON ADOLESCENTS

Intergenerational programs now form an integral part in any social welfare services catering to people from different stages in their lifespan and representing different sectors in society with the goal that these programs break down negative stereotypes and attitudes. A program which started in the 1970’s, intergenerational liaisons are now conducted in different venues such as schools, social service facilities, mental health institutions, community centers, residential communities and higher education institutions. (Anon, 2010).

The elderly, who are at the peak of the developmental process, sometimes suffer from discrimination by the younger population who holds prejudicial attitudes and negative stereotypes against the elderly, against old age, and the aging process. In addition to the three sources of ageism are the institutional policies that perpetuate discrimination against the elderly. (Wikipedia, 2011). The important event in this stage is reflection on life – a looking back stage that gives them a sense of fulfillment and feelings of wisdom. Thus this stage is also called the psychosocial stage of ego integrity versus role confusion. (Cherry, 2005).

Adolescence on the other hand is an awkward stage wherein which the adolescent masters the psychosocial crisis of identity versus role confusion. This is the stage where social relationships are the important events that facilitate the development of a personal identity and failure of which leads to role confusion(Cherry, 2005). The intergenerational programs with elderly may have a positive bearing on the developing adolescent especially in the formation of his or her identity through the wisdom of the elderly. Dr Beverly Block is optimistic on intergenerational liaison with the elderly and I quote, “Besides a wealth of wisdom that only the elderly can impart, relationships with a past generation can give us a deeper understanding and even make us more comfortable with our own aging and eventually with our own mortality.” (Block, n.d.)

Chapman and Neal (1990) evaluated the effects of intergenerational experiences between adolescents and older adults. They found out that between the two generations, the adolescents attitude and perception towards the elderly positively changed. Adolescents who showed altruistic motives reduced their social distance they have had against the elderly before the program and enjoyed the company of elderly more. A similar study by Meshel and Mc Glynn (2004) revealed the same results. Generally both generations have positive attitudes about each other. Adolescents were more positive towards the elderly following contact. Likewise, the elderly’s attitude towards the adolescent was generally positive. They also score higher on the test on life satisfaction.

The impact of intergenerational programs on black adolescents with the elderly was studied by Aday (1993). The results revealed that compared to the control group, the participating black adolescents attitude toward aging and the elderly significantly change. Similarly the elderly also developed a positive attitude towards youth. A distinct study on the facilitative effect of the interaction between the elderly and adolescents by Kessler and Staudinger (2007) revealed that a more prosocial behavior among adolescents is observed in a positive setting of generativity (elderly) and identity formation (adolescent). Interestingly, the elderly gained a more positive outcome from the intergenerational liaison as they perform well in tests of speed and language fluency. More importantly complex emotions felt by the elderly were regulated as a result of the interaction.

Since intergenerational programs have proliferated over the past few years, the issue on methodology arises. Ward (1999) suggests that an ethnographic approach in the study of intergenerational programs provides a more holistic perspective and may address the challenges of the issue. School-based inter and intra generation activities as well as case studies and participatory research approaches are suggested by Smith and Yeager (1999). Four basic types of intergenerational models are identified (Anon, 2010). These are the following: Older adults serve children, youth, and families; Children/youth serve older adults; Children/youth/older adults serve others; Children/youth/older adults share sites. These models have specific structures to include partnerships between systems serving adolescents and the elderly, formal goals, planned program of implementation, commitment from staff, support from other groups and an evaluation plan. These structures are created to allow replication of the program. (Anon, 2010)

In conclusion, while the impact of intergenerational liaison between the elderly and adolescents is positive care must be taken in terms of the methodology of the process – the models used and the structures that are followed as suggested above.

REFERENCES

Aday, R., (1993). Impact of an Intergenerational Program on Black Adolescents’ Attitudes toward the Elderly. Abstract only. Also published in

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Block, B., n.d. Understanding the Elderly. [online] Available at: <http://www.asktheinternettherapist.com/articles/understanding-the-elderly/> [Accessed 26 April 2011].

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Meshel, DS, McGlynn, RP, (2004). INTERGENERATIONAL CONTACT, ATTITUDES, AND STEREOTYPES OF ADOLESCENTS AND OLDER PEOPLE. Abstract only. Also published in Educational Gerontology Volume 30, Issue 6, 2004, Pages 457 – 479. [online] Available at: <http://www.informaworld.com/smpp/content~db=all~content=a713770146> [Accessed 26 April 2011].

Smith, BJ., Yeager, A., 1999. Intergenerational Communities: Where Learning and Interaction Go Hand in Hand. In Kuehne VS ed, 1999. Intergenerational Programs: Understanding What We have Created. [online] Available at: <http://books.google.com.ph/books?id=u3AxBXTTw0kC&printsec=frontcover&dq=intergeneration+programs+for+adolescents&source=bl&ots=tRkX77mLbw&sig=FRapbo3q0HG8974hS9haeKWqPwI&hl=tl&ei=KtO2TZG5M4vovQOZnt2iAw&sa=X&oi=book_result&ct=result&resnum=10&ved=0CHAQ6AEwCQ#v=onepage&q&f=false> [Accessed 26 April 2011].

Ward, C (1999). The Intergenerational Field Need More Ethnographic Research. In Kuehne VS ed, 1999. Intergenerational Programs: Understanding What We have Created. [online] Available at: <http://books.google.com.ph/books?id=u3AxBXTTw0kC&printsec=frontcover&dq=intergeneration+programs+for+adolescents&source=bl&ots=tRkX77mLbw&sig=FRapbo3q0HG8974hS9haeKWqPwI&hl=tl&ei=KtO2TZG5M4vovQOZnt2iAw&sa=X&oi=book_result&ct=result&resnum=10&ved=0CHAQ6AEwCQ#v=onepage&q&f=false> [Accessed 26 April 2011].

Wikepedia, 2011. Ageism. [online] Last Updated 11 April 2011. Available at: <http://en.wikipedia.org/wiki/Ageism> [Accessed 26 April 2011].

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