Attitude Toward Old People: The Impact of an Intergenerational Program

Couper, Donna P.; Sheehan, Nancy W.; Thomas, Eugene L.

doi:10.1080/0360127910170105

Cited by 39 publications

(32 citation statements)

References 28 publications

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“…Furthermore, to date, researchers and practitioners alike have not considered the temporal nature of intergenerational relationships in organizations. This is surprising, given the considerable amount of research showing that relationships between individuals of different ages develops over time (e.g., Bales, Eklund, & Siffin, 2000;Couper, Sheehan, & Thomas, 1991). For instance, participants in an intergenerational learning program reported a more positive attitude toward the other generation after a few interactions (Hwang, Wang, & Lin, 2013;Penick et al, 2014).…”

Section: Intergenerational Learning In Organizationsmentioning

confidence: 68%

A Phase Model of Intergenerational Learning in Organizations

Gerpott

Lehmann‐Willenbrock

Voelpel

2017

AMLE

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Section: Intergenerational Learning In Organizationsmentioning

confidence: 68%

A Phase Model of Intergenerational Learning in Organizations

Gerpott

Lehmann‐Willenbrock

Voelpel

2017

AMLE

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“…For example, in research where 12-to-16-year-old individuals interviewed adults aged 62 to 91, attitudes toward aged persons were not changed (Doka, 1986). Cooper, Sheehan, and Thomas (1991) compared fifth and sixth graders to high school students regarding attitudes towards older people after a one day intergenerational workshop. While the workshop increased tolerance for older adults, it did not change stereotypes about them.…”

Section: Younger Individuals' Attitudes Toward Older Adultsmentioning

confidence: 98%

Sensitizing Young Adults to Their Biases about Middle-Aged and Older Persons: A Pedagogical Approach

Hayslip

Caballero

Ward-Pinson

et al. 2012

Educational Gerontology

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“…Kaiser 1998, S. 90;Veelken 1998, S. 128 ff. ;Seefeldt 1989;Couper et al 1991;Osborne u. Bullock 2000;Knapp u. Stubblefield 2000;Gorelik et al 2000;Bales et al 2000;MacCallum et al 2006;Newman et al 1995 (Bohnsack 2001;Bohnsack et al 2001;Bohnsack u. Schäffer 2001b;Nohl 2005), die zwischen verschiedenen Sinnebenen unterscheidet und es so möglich macht, auch nicht bewusste Strukturen (vgl. Mannheim 1980) transparent zu machen und interpretatorisch intersubjektiv abzusichern.…”

Section: Forschungsstandunclassified

Zwischen Seniorität und Alterität

Franz

Scheunpflug

2009

Z Erziehungswiss

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Zusammenfassung: Durch demografische Wandlungsprozesse verändern sich Bevölkerungs-strukturen und mit ihr auch die potenziellen Teilnehmendenstrukturen für Bildungsanbieter. In der Erwachsenenbildung wird darauf mit der Entwicklung von speziellen Angeboten für ältere Teilnehmende sowie mit der Konzeption intergenerationeller Lernangebote für verschiedene Generationen reagiert. Intergenerationelle Lernprozesse intentional zu arrangieren stellt für Erwachsenenbildner(innen) keine geringe Herausforderung dar. In diesem Beitrag werden diese Herausforderungen in den Blick genommen. Dazu werden Orientierungen von in diesem Bereich professionalisierten und nicht professionalisierten Erwachsenenbildner(innen) sowie von Teilnehmenden in intergenerationellen Lernprozessen in einer qualitativen Untersuchung rekonstruiert. Es zeigt sich, dass die andragogische Professionalität von Erwachsenenbildner(innen) ein entscheidender Faktor ist, um explizite intergenerationelle Lernprozesse zu ermöglichen.Schlüsselwörter: Intergenerationelles Lernen · Generationen · pädagogische Professionalität · Erwachsenenbildung · Seniorenbildung · Jugendbildung Abstract: Demographic changes are leading to an altered population structure and subsequently to changes in the age structure of potential participants in educational training. Adult education has reacted to this by developing special provisions for older participants and a concept of intergenerational learning provision for different generations. Arranging such intentional intergenerational processes is indeed no small task for adult education. This contribution will look at this challenge more closely. To this aim, the orientations of professional and non-professional adult educators and participants in intergenerational learning processes will be reconstructed in a qualitative investigation. It can be shown that the andragogic skill of adult educators is a pre-requisite for the facilitation of learning processes, which are explicitly intergenerational.

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Attitude Toward Old People: The Impact of an Intergenerational Program

Cited by 39 publications

References 28 publications

A Phase Model of Intergenerational Learning in Organizations

A Phase Model of Intergenerational Learning in Organizations

Sensitizing Young Adults to Their Biases about Middle-Aged and Older Persons: A Pedagogical Approach

Zwischen Seniorität und Alterität

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