Overcoming ageism through a new intergenerational learning paradigm: challenges and findings

Abstract

Purpose The purpose of this paper is to present a programme developed and tested in Portugal under this new paradigm where young adults (18-30) and old adults (over 65) learn research skills together. Design/methodology/approach The structure of the learning experience consists in a six-month training course for lay people in research skills in three specific areas of family, mental health and intergenerational relationships. In order to apply the acquired research and intervention knowledge, participants work in intergenerational groups on a small research project. Findings Results from the first two editions of the programme indicate benefits of mutual reciprocity in the contribution to tackle ageism and trust between generations. Research limitations/implications The potential practice implications for this type of intergenerational programme are significant, considering the increasing aging population in Portugal and the high ageism present. However, the authors may ask if the encountered results are the same with another type of learning subject. Therefore, the authors recommend a replication of this study/programme in other fields. Practical implications An integrated active ageing goes from a senior cultural entertainment to a public policy intervention sustained over time, reducing costs in terms of health, education and social services. Social implications Ageism, that is to say discrimination against people because of their age, is an enormous social problem. The new intergenerational learning paradigm can help to address this by emphasizing the importance of the intergroup contact between generations where each group can learn from and teach the other. Originality/value The authors can say that these first two editions of the Intergenerational University was a first outlook of how the authors can innovate learning processes at universities and bring research to the public. It is a methodology of social responsibility universities may adopt.

Efectos del Programa ACOMPAÑA-TÉ sobre los estereotipos hacia la vejez en universitarios

“…Aunque en la literatura se han recogido evidencias a favor de promover intervenciones que promuevan el contacto con personas mayores, a través de programas intergeneracionales (Elliot y Rubio, 2017; Gonçalves et al, 2016;Pinazo-Hernandis et al, 2016;Francis, et. al., 2014;Zucchero, 2011) Finalmente, la selección de participantes y el diseño de la investigación ha estado condicionada por el contexto del estudio y el ámbito científico de la investigación, por lo que, en futuras investigaciones, sería recomendable procurar la aleatorización en la selección de la muestra y en la asignación de las condiciones experimentales de investigación.…”

“…Elliot y Rubio (2017) observaron una reducción estadísticamente significativa en los estereotipos negativos de estudiantes que conversaban con personas mayores que Revista de Psicología de la Salud (New Age) Vol 8, nº1, 2020 12 participaban en un programa universitario para mayores durante nueve sesiones de treinta minutos. Asimismo, en otro programa de formación en el que estudiantes jóvenes y mayores de la universidad trabajaban conjuntamente en un proyecto de investigación, los participantes jóvenes aseguraron que el programa les ayudaba a aumentar su sensibilidad y solidaridad intergeneracional, a mejorar las habilidades de comunicación y consideraban que era una experiencia que les serviría en el futuro tanto profesional como personalmente (Gonçalves, Hatton-Yeo y Farcas, 2016).…”

Estrategias para combatir el edadismo: ¿formación específica sobre envejecimiento o contacto intergeneracional?

“…En otro programa con población universitaria, Elliott y Rubio (2017) comprobaron que los estudiantes que participaron conversando con una persona mayor durante las nueve sesiones del programa, superaron sus estereotipos previos sobre el envejecimiento. Otro programa universitario, en el que jóvenes y mayores trabajan juntos para diseñar un proyecto de investigación, mostró que los jóvenes aumentaban la sensibilidad, la solidaridad intergeneracional y las habilidades comunicativas (Gonçalves, Hatton-Yeo y Farcas, 2016). Ambas aproximaciones de intervención del edadismo se integran en el modelo de Levy (2016), denominado PEACE (Positive Education about Aging and Contact Experiences).…”

Structural relationship between emotional and social support for young adult carers towards intergenerational care of the multi-ethnic elderly

“…Moreover, it has been argued by various scholars (i.e. Gonçalves et al, 2016;Kuehne and Melville, 2014) that there is a need to explore the relational element in multi-perspective intergenerational practice theory. This would seem appropriate given the findings of Khadijah (2007) since they appear to suggest that the lack of emotional and social support for adult carers prevents those individuals' proper engagement with the role of carer to elderly parents or other elderly relatives.…”