Dr Trish Vella-Burrows Sidney De Haan Research Centre for Arts and

Health Canterbury Christ Church University

EXPLORING THE SOCIAL AND HEALTH IMPACTS OF INTERGENERATIONAL PRACTICE

Background:- The Human Instinct- Changing cultures - Outcomes (social and health)

IG Practice: - Theory - Action since 1990s - Project examples

Practical examples of activities

2012: EUROPEAN YEAR FOR ACTIVE AGEING AND INTERGENERATIONAL SOLIDARITY

CHANGING SOCIAL CULTURES

(Image source: www.quantockhills.com/education/Qpedia/Topics/Past/Bronze-Age/index.html)

Multi-generational networks and intergenerational relationships were/are central to survival of the species/communities

IG CAPACITIES AND COMPETENCES

Cultural history - Identity

Mutuality/cooperation - health/survival

Civic organisation- patriarchal/matriarchal hierarchies

Generational legacies:- child-rearing - subsistence activities - technical developments- social intelligence

Cultural development/ future: - Established/challenged/

evolving traditions- Progress

IG Collectivism/unity IG transmissions

CHANGING SOCIAL CULTURES

Generation-specific networks/cooperation

Market (youth) dominance

Multiple generation-related hierarchies

Age-specific silos

Exclusive (generation-specific) knowledge exchange

Generation-parallel cultural development

Intra-generational collectivism/unity

Intra-generational transmissions

OUTCOMES OF CHANGE Social

Normalisation of disengagement (silo dependency)

Information/lifestyle disparity Exclusion/ageism Community incompetence Uncertain cultural legacies

Health - potential for: Ill-being (anxiety/fear; ageing/loss of independence;

sensing inadequacy/devaluation) Loneliness/depression (erosion of exclusive cohort

networks; societal exclusion ) Dis-ease (linked to the above; delayed intervention)

Exchange of resources, values, ideas, moral codes,

Increasing co-operation

Mutual learning with negotiated, shared, anticipated and unanticipated outcomes

Interaction, action and awareness. Identifying and harnessing, sharing positive life practices

Mutuality and reciprocity; reduction of age-based prejudices

A sense of productiveness

A sense of social and emotional wellbeing safety belonging confidence motivation

THEORETICAL PERSPECTIVES OF IG PRACTICE

(Lloyd 2008; MacCallum, et al. 2006)

Human/social capital: Health and wellbeing

ACTION ‘During the 90’s there were changes in society, in its social and family structures, there was an increasing recognition that the young and old were becoming less well connected.’

[By 1999] the Beth Johnson Foundation [had] participated in meetings to found the first International Consortium for Intergenerational Programmes (icip@bjf.org.uk)

This was in a context where practitioners, researchers and policy-makers increasingly recognised the importance of finding ways of building constructive relationships between generations.’

(CIP, 2006: 4-5)

IG-RELATED NATIONAL ORGANISATIONS AND ACADEMIC JOURNALS

ALMA Unit for Research into Ageing (AURA), Victoria University, Australia (www.vu.edu.au)

Center for Intergenerational Leadership, Southern Illinois University (www.siue.edu)

Centre for Intergenerational Practice Beth Johnson Foundation, London (www.centreforip.org.uk)

College of Agricultural Sciences Intergenerational Program & Aging Center (CACIPAC), Penn State University, US (http://intergenerational.cas.psu.edu)

Journal of Intergenerational Relationships: Programs, Policy and Research (http://jir.ucsur.pitt.edu)

Journal of Intergenerational Justice Review (IGJR) (www.intergenerationaljustice.org)

RESEARCH EVIDENCE

‘There is growing recognition across Europe that relationships between the generations are fundamental to the health of our communities and societies’.

(Hatton-Yeo and Sanchez 2012: 211)

‘There are overwhelmingly positive experiences in regards to intergenerational programming’

(Weintraub and Killian 2007: 70)

‘Intergenerational relations are implicit outcomes of cultural activities in which knowledge about people, life stories, and evolution of a community are shared and preserved between and across generations.’

(Fairhurst and Mairs Slee 2012: 246)

‘An intergenerational approach can bring two or more generations together who have been separated from each other through changes in social structures’ (Centre for Intergenerational Practice)

‘Intergenerational practice enables the strengths of each age group to enhance the experiences and lives of the other’(Age UK England)

ORGANISATIONAL ADVOCACY

SINGUNITED IG ARTS PROJECTS Another Day, Dover • 200 children aged 7-18• 42 people aged 60 +• 6 music practitioners

• 6 x story-sharing events • 12 x IG workshops (lyric/song writing; choreography; photography; percussion; studio recording sessions

• SU Festival Tea Party

• 107 children aged 5-17• 38 people aged 55 +• 6 music/arts practitioners

• 2 x story-sharing events • 8 x IG workshops (lyric/song writing; recording; photography; crafts

• SU Festival Luncheon Party

Looking Back, Shepway

• 80 children aged 5-11• 32 people aged 60 +• 3 music/arts practitioners

• 3 x story-sharing events • 4 x IG workshops (dance; percussion; singing)

• SU Daffodil Tea Party

DanceUnited, East Kent

PROJECT FEEDBACK It was special; lovely to sing with

the children (SU participant, age 76)

‘He’s really funny [older participant], he said when he gets cross he goes down the garden and sings and that’s what I do now ‘cos it makes

me feel happy (SU participant, age 9)

We don’t see the kids really and you think

they’re all as bad as the ones on the news; but they’re good kids; very

bright and friendly (SU participant, age 83 )

PROJECT FEEDBACKS

They [YP] looked really interested in my stories;

you know, really listening. ‘Course, they could’ve been being polite but it

makes you feel good; like what you got to say makes

a difference to them(SU participant, age 81)

I liked the dancing because the grown-ups were really, really good and showed us

how to do it. (SU participant, age 10 )

I never went out at night ‘cos the youths; lots of them hanging about. The things you hear about. But these days they all come up. ‘Hello Mrs Smith’*. And

carrying me things. I feel like the Queen!’

(SU participant, age 79 ) * Name changed

EVALUATION OF FEEDBACK

Development of meaningful, co-operative and (sustainable) relationships

Breaking down some stereotypical views

Exchange/sharing of information; skills; life long learning

Development of reciprocity

Sharing life management strategies

Feeling valued

being useful self-esteem motivation

Developing sense of ease confidence community belonging/support maintenance of independence wellbeing/health

Human/social capital Health and wellbeing

Thank you for Listening

a sense of belonging (quasi-familial environment) the nurturing of cross-generational and

intercommunity understanding (community cohesion) opportunities for new intergenerational friendships

(decreased isolation) opportunities for inter-community companionship-

building (supporting independent living) multi-way broadening of experience/education and

opportunities for life-long learning (productive communities supporting one another)

an individual sense of well-being and achievement; raised self esteem (decreased potential for depressive conditions and community withdrawal

raised levels of confidence (heightened motivation)

The focus on shared spaces and places shows how intergenerational solidarity may be made knowable through activities involving different generations.

(Image courtesy of http://afyp.blogspot.co.uk)

BIBLIOGRAPHY CIP (2006) Evaluation of the Centre for Intergenerational Practice. Report by

MWB Consultancy on behalf of the Centre for Intergenerational Practice. London: Beth Johnson Foundation

Fairhurst, E. and Mairs Slee, S. (2012) The Hive in the Cliff: A Case Study in Intergenerational Relations and Culturally Led Regeneration. Journal of Intergenerational Relationships, 10 (3): 246-260

Hatton-Yeo, A. and Sanchez M. (2012) 2012 and beyond: Towards and socially sustainable intergenerational Europe. Journal of Intergenerational Relationships, 10 (3): 211-213

Lloyd, J. (2008) The State of Intergenerational Relations Today. London: International Longevity Centre UK. Available online at www.ilcuk.org.uk

MacCallum, J., Palmer, D., Wright, P. et al. (2006) Community building through intergenerational exchange programs. Report for the National Youth Affairs Research Scheme. Australia: Australian Government Department of Families, Community Services and Indigenous Affairs. Available online at http://researchrepository.murdoch.edu.au/2914/1/CommunityBuilding.pdf

(Image courtesy of http://afyp.blogspot.co.uk)

(Image courtesy of http://inequalitiesblog.wordpress.com)

SINGUNITED FESTIVAL JULY 2007: CHILDREN FROM WARDEN HOUSE AND AYLESHAM PRIMARY SCHOOLS AND OLDER FRIENDS PERFORM THE PREMIER OF THEIR NEWLY COMPOSED SONG, SINGUNITED ROCK ‘N ROLL

- accompanied by the SingUnited Jolly Jazz Band.

SingUnited Deal

‘Tingalayo’