Australian Perspectives: Community Building Through Intergenerational Exchange Programs

MacCallum, J.; Palmer, David; Wright, Peter; Cumming-Potvin, W.; Brooker, Miriam Rose; Tero, C.

doi:10.1080/15350771003741899

Cited by 54 publications

(67 citation statements)

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“…MacCallum & Beltman , , Broadbent & Papadopoulos , MacCallum et al . ). While Australian community Men's Sheds are known to engage in intergenerational mentoring programmes, research about and evaluation of these grassroots mentoring programmes is even more limited.…”

Section: Introductionmentioning

confidence: 97%

Formal intergenerational mentoring at Australian Men's Sheds: a targeted survey about mentees, mentors, programmes and quality

Cordier

Wilson

Stancliffe³

et al. 2015

Health Soc Care Community

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Intergenerational mentoring enables a purposeful exchange of skills and knowledge to enhance individual and social outcomes for sub-groups at risk of health and social disparities. Male intergenerational mentoring may be an approach to help address these disparities in young men. Over 1000 Men's Sheds operate in Australia with 39% providing some form of mentoring mainly to youth. Yet, little is known about the variables intrinsic to creating and running quality programmes. This study aimed to identify the characteristics of formal intergenerational mentoring programmes, review their quality against the Australian Youth Mentoring Network (AYMN) quality benchmarks, and identify the factors that predict quality in these programmes. All known Australian Men's Sheds were invited to participate in an online cross-sectional survey. Forty sheds with formal mentor programmes completed the survey for a total of 387 mentees (mean = 9.7 mentees/programme), the majority being male. The majority of mentor programme facilitators were unpaid male volunteers aged 61 years and older, and programmes were unfunded. Promoting social and emotional well-being of the mentees was the primary focus in more than half of the programmes, and working on a shared construction project was the most common activity. Respondents rated the three most important factors that influenced programme effectiveness as being: (i) meaningful activities; (ii) mentors' approach; and (iii) a safe environment. Univariate analyses revealed that mentoring programmes that had a system in place for screening mentors, trained mentors and evaluated the programme were most likely to rate highly against the AYMN quality benchmarks.

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Section: Introductionmentioning

confidence: 97%

Formal intergenerational mentoring at Australian Men's Sheds: a targeted survey about mentees, mentors, programmes and quality

Cordier

Wilson

Stancliffe³

et al. 2015

Health Soc Care Community

Self Cite

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“…A literatura tem vindo a assinalar vários benefícios dos PI e, citando apenas alguns exemplos relacionados com o apoio social e as redes sociais, podemos referir o desenvolvimento de relações de apoio mútuo entre os participantes que lhes permitem proporcionar e receber cuidados em diferentes momentos das suas vidas (MacCallum et al, 2006(MacCallum et al, , 2010Ramos, 2005bRamos, , 2008, a reintegração na família e na vida comunitária (MacCallum et al, 2006(MacCallum et al, , 2010Bressler, Henkin & Adler, 2005), a redução do isolamento e exclusão social (Power & Maluccio, 1999;Ramos, 2004Ramos, , 2005a, a reconstrução e construção de redes sociais, a integração social e efeitos positivos sobre o capital social 1 das pessoas envolvidas (Granville, 2002;Souza & Grundy, 2007;Souza, 2011), entre outros.…”

Section: Introductionunclassified

Apoyo social y diversidad generacional: el potencial de la LSNS-6

et al. 2018

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“…A estas condições, Pettigrew (1998, apud BOUSFIELD;HUTCHINSON, 2010, p.454 As investigações confirmam que os PI têm resultados positivos na redução de estereótipos (MACCALUMM et. al., 2010;PARK, 2015), na melhor perceção do outro (GRANVILLE, 2002) e na criação de atitudes mais positivas de uma geração em relação às outras (MACCALLUM et. al., 2010;MASSI et.…”

Section: Introductionunclassified

A Redução De Estereótipos E Atitudes Negativas Entre Gerações

Villas-Boas¹,

Ramos²,

Amado³

et al. 2017

Laplage

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A redução de estereótipos e atitudes negativas entre gerações -o contributo da educação intergeracionalThe reduction of stereotypes and negative attitudes between generations -the contribution of intergenerational education to its reduction La reducción de estereotipos y actitudes negativas entre las generaciones -la contribución da educación intergeneracional Susana Villas-Boas Universidade de Coimbra -Pt. Natália RamosUniversidade Aberta de Lisboa -Pt. João AmadoUniversidade de Coimbra -Pt. Albertina OliveiraUniversidade de Coimbra -Pt. Inmaculada MonteroUniversidade de Granada -Es. RESUMOO presente artigo apresenta a educação intergeracional como meio para a redução de estereótipos e atitudes negativas tendo como base a idade e as relações entre as gerações. Começa por se apresentar uma investigação qualitativa realizada por entrevista e aplicada a 20 pessoas de diferentes idades da freguesia do Bonfim da cidade do Porto. Teve como principais resultados: a constatação de que o contato entre as diferentes gerações é muito reduzido; a existência de mais estereótipos negativos do que positivos em relação à geração dos adultos idosos e dos jovens, e que estes estereótipos conjuntamente com diferentes perspetivas e valores de jovens e adultos idosos resultam em atitudes negativas de uma geração em relação à outra. Depois de interpretar e discutir os resultados, o texto termina com a apresentação da exemplificação de como utilizar estes resultados no que considerámos ser uma forma adequada de desenvolver processos pedagógicos intergeracionais. Palavras-chave: Educação intergeracional. Estereótipos. Preconceitos. Valores. ABSTRACTThis article presents the intergenerational education to reduce stereotypes and negative attitudes based on age and relationships among generations. After the theoretical contextualization, the results of a qualitative research carried out through interviews applied to 20 people of different ages of the parish of Bonfim from Porto are presented. The main obtained results are: the contact among the different generations is very low; there are more negative stereotypes than positive ones in relation to the generation of older adults and young people, and that these stereotypes, in addition to the different perspectives that young and older adults have about values, result in negative attitudes of a generation toward the other. After interpreting and discussing the results, the article ends with an illustration of how to use these results in what we consider one of the best ways to develop intergenerational education processes.Keywords: Intergenerational education. Stereotypes. Prejudice. Values. RESUMENEste artículo presenta la educación intergeneracional como recurso para la reducción de estereotipos y actitudes negativas sobre la base de la edad y las relaciones entre generaciones. Comienza presendo una

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Australian Perspectives: Community Building Through Intergenerational Exchange Programs

Cited by 54 publications

References 10 publications

Formal intergenerational mentoring at Australian Men's Sheds: a targeted survey about mentees, mentors, programmes and quality

Formal intergenerational mentoring at Australian Men's Sheds: a targeted survey about mentees, mentors, programmes and quality

Apoyo social y diversidad generacional: el potencial de la LSNS-6

A Redução De Estereótipos E Atitudes Negativas Entre Gerações

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