Project pier: Anchor and bridges into the community

Abstract

There is great potential for learning through planned interaction of older adults and youth. Whether the learning is about the "other" generation or with each other, the learning that occurs can be significant. As this article demonstrates, the opportunities afforded to individuals involved in service learning projects are numerous, with content and experiences blending to contribute to a satisfying leisure learning experience for young and old alike.The future will find a rapidly growing and diverse ageing population. Over one-quarter of the U.S. population will be comprised of persons fifty-five and over by 2010 (Epstein, Cram and Kelly, 1994). In the twenty-first century, older adults will represent a number of age-graded subgroups, each with unique needs and diverse backgrounds (Hawkins and McLean, 1993). Stereotypical images and beliefs have tended to promote facility-based congregate services (Wilhite, 1992). Traditional senior centre service models fall short of addressing the social and leisure needs of an ageing population (Hawkins and McLean, 1993).The changing nature of health care and the economic exigencies of the closing years of this century have led to the creation of plausible futuristic service options. Outpatient services are more cost-effective than inpatient services (Smith, 1995). When provided in the home or home community, these services promote the maintenance of individual and community well-being (Wilhite, 1992). Outreach and intergenerational strategies are outpatient options that promote the maintenance service levels, while adjusting to declining financial resources. These strategies are avenues to support individual and community health across the life span through nonfacility based community resource networks (Hawkins and McLean

A Review of participant, agency, and community outcomes of non-familial intergenerational programs

“…Articles reporting how intergenerational programs affect the number and quality of resources available to the wider community were coded in this category. Eight articles (3.69%) reported that intergenerational programs impacted local community resources including, information systems (Foret et al, 1998; Nakagawa & Asakawa, 2012), transportation and errand assistance (Blake, 1986; Pynoos et al, 1984), mentorship (e.g., Doiron & Lees, 2009; Henkin & Rodriguez, 2018), and home-based health services (Pynoos et al, 1984). The connections built within an intergenerational program can open additional channels of communication between individuals and organizations across a community, leading to improved information dissemination and systems that serve as an additional resource to the rest of the community (Foret et al, 1998; Nakagawa & Asakawa, 2012).…”

The Memory Bridge Initiative on Service Learners

“…Denial of aging and death has become a way of life in America; this translates into a predominantly ageist society that, in turn, influences treatment of elders (Hernandez & Gonzalez, 2008). Additionally, young people and older adults have been separated by the nature of modern lifestyles and social systems (Foret, Carter, Nezey, & Ozene, 1997-1998. One strategy for connecting youth face-to-face with people within and beyond their own communities, as well as bridging the gap between young and old, is intergenerational service learning (Knapp & Stubblefield, 2000;Hernandez & Gonzalez, 2008).…”