Many children and older adults do not meet WHO physical activity (PA) guidelines. Intergenerational programs may help. Ages Get Active is a theory-based program co-developed to promote joint PA between grandparents and grandchildren through group, home, and community activities. This study evaluated its effectiveness and implementation using a mixed-methods ABAB design. Over 12 weeks, PA was measured with accelerometers, co-PA with calendars, and well-being with biweekly questionnaires. Semi-structured interviews explored relationships. Process evaluation used feedback forms, interviews, and a focus group. Nine grandparents, nine grandchildren, and eight parents participated. Grandparents generally increased PA during intervention phases, with small-to-moderate co-PA gains; one dyad showed a large effect. Children's PA changes were inconsistent. Grandparents reported higher well-being (p = .006). Qualitative data indicated stronger bonds. Group sessions were valued; home/community booklets less. Motivation and sustaining home activities were challenging. Ages Get Active shows promise for enhancing co-PA, well-being, and intergenerational relationships.
Research on family life has often focused on nuclear family structure, overlooking the complexities of intergenerational dynamics. This study extends that scholarship by exploring how Chinese Indonesian young adult children navigate cultural expectations within intergenerational family contexts. We worked with 34 participants from 6 Chinese Indonesian families, comprising children, parents, grandparents and siblings, to document everyday settings where children strived to meet cultural expectations while simultaneously asserting their agency. Our engagement included 25 informal hangout sessions, 18 interviews, over 150 participant-generated photographs and 36 pages of field notes. Findings reveal that young adult children employed a range of tactics to negotiate intergenerational expectations and assert agencies, creating a habitable relational space for themselves and their family members. This study contributes to the broader literature on the interplay between structure and agency in young adult children's everyday life, particularly within culturally layered family settings.
Exposure to ageist comments can harm older adults' health, making it crucial to address ageism - especially in today's increasingly diverse aging population. Across two studies, young (18-29) and older (65+) participants evaluated an older Black or White man or woman who confronted ageism. Confronting led to warmth penalties, both in Study 1 (n = 499) and in Study 2 (n = 518), especially when confronters used a strong tone, or were Black. In contrast, competence judgments showed a different pattern: they increased for White, but not Black confronters in Study 1, and only occurred among young participants in Study 2. These findings highlight that confrontation carries both costs and benefits that vary by race, tone, and observer age, underscoring the need for interventions that consider the interplay of these important factors when aiming to reduce ageism and improve intergenerational relations.
Using intergroup contact theory and age segregation theory, this study explores the impact that intergenerational programs have on Australian adolescents and older adults by conducting a concurrent embedded mixed methods exploration of a pilot program between adolescents (n = 8) and older adults (n = 6) living in the community. This study finds that intergenerational programs significantly shape adolescents' perceptions of their character development and citizenship scores, as well as provides a unique way to reduce stereotypes between the generations. This was the first study conducted in Australia that was tied to the curriculum within a local high school and demonstrated the value these programs have to adolescents' identity development, as well as older adults' self-confidence, empathy and respect for younger members of their local community.
This study investigates how grandchildren's health influences the support received from grandparents in Ireland, focusing on babysitting, financial transfers, and developmental activities. Drawing on nationally representative Growing Up in Ireland data spanning three generations, it provides a quantitative perspective on a topic mostly studied qualitatively. We also examine how family socio-economic status (SES) shapes these patterns in the context of limited and costly childcare. Results show that three-year-olds in poorer health receive less babysitting and developmental support, with gaps of 10-15 percentage points among lower-SES families. These differences may reflect the severity of children's conditions, grandparents' low confidence, or lack of training. Financial support shows little variation by health, except that wealthier families provide more when children have longstanding conditions, likely to cover disability-related expenses or medical visits. The findings challenge assumptions that grandparents automatically step in for children with greater needs and highlight the value of training programs.
The Flame Tree teachings unfolded a culturally grounded journey that transformed the removal of a tree deemed unsafe into an exploration of intergenerational connection, storytelling, and reciprocity. By moving beyond institutional compliance, the project nourished a collaboration between Indigenous and Western knowledge systems. Situated within scholarship on Indigenous methodologies, more-than-human geographies, and Country-centered approaches, this paper examines how ceremony and embodied learning track a tree's transformation into cultural practice and ecological renewal. Key themes include reciprocal relationships between knowledge systems, intergenerational continuity and reciprocity, imagination as perception, the responsibilities of protocol and permission, embodied learning through ceremony, spatial and cultural representation, and story as living. The study demonstrates how moments of loss can facilitate care and teaching, illustrating that caring for Country is carried through lived relationships. Flame Tree still gives through clapsticks, sculptures, and the reach of young saplings, creating new life and teachings for generations to come.
In this article, drawing upon my personal journey, I aimed to present a framework for research-based art practices that foster inclusive and meaningful intergenerational relationships, strengthen bonds, and support learning across generations. In my research, I adopted the a/r/tography methodology, which transforms the processes of making, creating, and learning into a form of "living inquiry" by integrating them with the sensory and reflective nature of art. Building upon my personal narrative conveyed through visual and textual narratives, I explored the effects of migration that distanced me from my roots, the cultural ruptures arising from this separation, and the consequent weakening of intergenerational bonds. Accordingly, the research was structured around three main axes: personal inquiries conducted through my own story, the meanings that emerged from these inquiries, and the pedagogical proposals developed within the framework of these meanings. Each axis enabled a dynamic dialogue between experience, reflection, and practice.
Intergenerational living emphasizes socialization and cooperation across generations. This mixed methods study describes a novel intergenerational community in a personal care home that situates graduate health science students as neighbors to older adult residents. The study aims to assess student attitudes about aging and the impact on quality of life from both student and older adult resident perspectives. Quantitative student outcomes were assessed at the start/end of the academic year using the Relating to Older People Evaluation and the Geriatric Attitudes Scale. Qualitative reporting included interviews with student residents at the start/end and older adult residents at the end of that academic year. Quantitative results demonstrated no significant changes over time. Qualitative results include the value of intergenerational living, impacts on mental health through relationships, and learning from wisdom. Intergenerational living communities could possibly improve the quality of life of both students and older adults.
We recently demonstrated the feasibility of delivering functional hand training using an intergenerational model. The purpose of this study was to describe the updated methodology for Hands and Health at Home. Pre-health students were trained to deliver 8 weeks of functional hand training to local Meals on Wheels clients. Clients completed standardized measures of hand function before and after the program and both groups completed surveys which measured several aspects of psychosocial well-being. To date, three cohorts of students and clients have completed the program utilizing the updated methodology. Across three cohorts, client/student pairs completed an average of 86% of student-led sessions and reported high satisfaction with the program. This intergenerational program presents the opportunity to improve hand function and provide social interactions for homebound older adults, hands-on learning for students, and a framework for others seeking to implement intergenerational community-based programming in the university setting.
Understanding barriers to service is critical to the well-being of kinship caregivers. Data from 133 such persons was examined via hierarchical regression analyses where predictors were based upon Andersen's model of service use and barriers were treated as multidimensional in nature. With a few exceptions, Predisposing, Enabling, and Needs variables predicted not only overall barriers but also each of five dimensions of barriers to service, where older age, being a skipped generation kinship caregiver, being less personally resilient, earning less income, being less parentally efficacious, and having mental health problems that undermine the ability of persons to provide care were most salient. These theoretically based findings can serve as a basis for the design and implementation of interventions to lessen the impact of many types of barriers that undermine kinship caregivers' access to service, help, and support.
This qualitative study explores the experiences and perceptions of Arab - Bedouin grandparents of young children diagnosed with autism spectrum disorder (ASD) in the Negev region of southern Israel. Situated within a patriarchal, tribal society, the research examines how cultural values, religious beliefs, and social norms shape the understanding of autism and caregiving dynamics. Fourteen in-depth interviews were conducted. Three core themes emerged: (1) the role and expectations of grandparents within the extended family system; (2) the perception of autism as a socially and emotionally condition; and (3) the framing of autism within a religious worldview. The findings illuminate the unique position of grandparents, particularly grandmothers, who navigate between traditional authority, emotional involvement, and limited knowledge about autism. The study underscores dynamic interplay between cultural norms, religious beliefs, and intergenerational roles, expanding the understanding of caregiving beyond nuclear family model. Implications for culturally sensitive social work practice and policy are discussed.
This pilot study explores the feasibility of a novel intergenerational program bringing preschool children and community-dwelling older adults together. This paper reports the acceptability of this program and the feasibility of collecting empirically robust assessment measures. Using a non-randomized wait-listed controlled trial design, 20 children were recruited across two preschools, with one preschool assigned to the intervention group (n = 10) and the other to the control group (n = 10). The intervention group received 10 weekly 2-hr intergenerational sessions, while the control group continued with their usual routine and received the same intergenerational program after the 10-week control period. Study outcomes supported the acceptability of the program to children and their families, with sustained child recruitment targets (Mean weekly attendance = 80%). The collection of empirically valid assessments, including Expressive Vocabulary Test (EVT-3), Peabody Picture Vocabulary Test (PPVT-5) and the Measure of Empathy in Early Childhood (MEEC) proved feasible for most children (>70%).
Punahele Pathways was founded in 2018 with a mission to develop cultural and intergenerational strategies in order to build a stronger community where k & umacr;puna (Hawaiian for elder) are valued, caregivers are supported, and youth pursue career opportunities in aging. It developed and began deploying an eldercare curriculum in 2019 with high school health academies. This case report focuses on the implementation of the curriculum with 127 students in a high school on the island of Maui. Pre- and poststudent feedback survey demonstrate promising findings. Punahele Pathways has developed a sustainability plan and is on a path of growth to scale its efforts statewide.
As populations age and older adults face heightened risks of isolation and loneliness, intergenerational programs are gaining prominence. This qualitative study explored residents' perspectives via semi-structured interviews with six participants in an aged care facility. Reflexive thematic analysis identified two themes: the promise versus limits of intergenerational activities, and the complex realities of connection in aged care. Conversation with children was the most valued benefit, yet monthly sessions were seen as insufficient for enduring impact. Opportunities for interaction were constrained by residents' cognitive impairment and other barriers to participation. An unanticipated finding was the vicarious effect of witnessing peers' loneliness and exclusion, which shaped participants' own sense of vulnerability. The study highlights the multifaceted nature of loneliness in residential care and the potential of intergenerational programs, alongside broader social initiatives, to address social deficits. A rights-based, resident-informed approach is recommended to ensure programs reflect older adults' needs across diverse contexts.
The aim of this research is to evaluate the depiction of older characters in children's books in T & uuml;rkiye for the age group ranging from 6 months to 10 years. The sample of the research was 336 children's books for the age group of 6 months-10 years which were included in the bestseller list of "Idefix" and "D&R" online sales platforms in 2020 and which were published in the last 10 years. The study used quantitative and qualitative analysis to investigate ageist stereotypes, analyzing a selection of books using the "Book Coding List." The sample comprised 8526 characters, 503 (5.9%) of which were older. The sample exhibited a greater proportion of male than female older characters, with 18.3% of the sample being grandparents. There were more positive than negative depictions of older characters. Consequently, the older characters account for about 6% and are often idealized. More realistic portrayals could reduce subtle ageism.
Research on intergenerational programs (IGPs) has documented cognitive, physical, and social benefits for older adults, and positive effects for children's confidence, empathy, and attitudes toward aging. However, less is known about the specific practices and interactions that support the well-being and engagement of both participant groups. Adopting social capital as the theoretical framework, this mixed methods study explores the practices that support relationships between young children and older adults in a co-located IGP. Observations of children and older adults were conducted using three validated observational measures: the Leuven scale, the Sustained Shared Thinking and Emotional Well-being Scale, and the Classroom Assessment Scoring System (CLASS Pre-K). Findings demonstrate that the well-being and engagement of children and older adults were supported across a range of intergenerational activities. Moreover, CLASS findings highlight that when a multimodal activity was effectively facilitated, meaningful intergenerational interactions and positive impacts to children's learning could be achieved.
This study examines how intergenerational marketing can strengthen connections between skipped generations, particularly young adults, and older consumers. Using qualitative interviews with cohorts of young adults, middle-aged adults, and older adults, it explores perceptions of marketing narratives aimed at aging consumers. Findings highlight both opportunities and challenges in leveraging marketing to foster respect, understanding, and shared identity across age groups. By framing marketing as a relational practice rather than a transactional tool, the study contributes to intergenerational theory. It offers practical guidance for brands and policymakers seeking to promote solidarity across generations. It underscores the importance of recognizing diverse perspectives within and between generational groups, positioning older consumers not simply as market segments but as active participants in intergenerational relationships. These insights inform the design of inclusive marketing strategies that reinforce connection and belonging across familial and societal contexts.
