Keeping Intergenerational Programming Alive During the Pandemic Through Collaboration and Technology

Abstract The University of Rhode Island Cyber-Seniors’ in-person intergenerational programming was quickly shut down during the Spring 2020 semester due to the pandemic. Since then, we have worked diligently and collaboratively with partners to offer creative intergenerational options for university students and older adults living in the community. We partnered with Age-Friendly RI and the Census Outreach to provide phone-based wellness checks to 11,500 older adults, and this evolved into a statewide weekly call with partners (n=34 calls) focused on reducing social isolation for older adults. Our students moved to offering phone or Zoom-based appointments with 21 community organizations across Rhode Island and became mentors for the new Cyber-Seniors ® organization digital offerings (n=90 students). In this presentation, we will share our experiences with the pivot from in-person to mostly technology-based interactions. We will discuss challenges and lessons learned, some of which will be retained regardless of the pandemic situation.

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EXAMINING THE SOCIAL AND TECHNOLOGICAL BENEFITS OF AN INTERGENERATIONAL PROGRAM FOR OLDER ADULTS

Innovation in Aging ◽

10.1093/geroni/igz038.551 ◽

2019 ◽

Vol 3 (Supplement_1) ◽

pp. S153-S154

Author(s):

Skye N Leedahl ◽

Itza Serrano

Keyword(s):

Older Adults ◽

Rhode Island ◽

Social Engagement ◽

Descriptive Analysis ◽

Digital Competence ◽

Technological Support ◽

Engagement Theory ◽

Digital Competency ◽

The University ◽

Intergenerational Programming

Abstract Intergenerational programs are increasingly being implemented across the country. Much of the research on these programs has shown beneficial outcomes for students related to reductions in aging stereotypes, but less in-depth research has been done examining older adult outcomes (see Andreoletti & Howard, 2016 for a review). Currently, faculty and students from the University of Rhode Island (URI) are implementing the Engaging Generations: Cyber-Seniors Program, which connects older adults with student mentors to provide technological support to older adults, help students build communication and teaching skills, and overall build positive intergenerational relations. The aim of this study was to evaluate the outcomes of intergenerational programming participation for older adults (N=41) related to social isolation, loneliness, social engagement, and digital competency, measured using pre and post surveys given to participants. SPSS software was used to conduct descriptive analysis, t Tests, and one-way ANOVAs. Thematic analysis was used to analyze open-ended participant responses. Results showed significant improvements on items of the digital competency scale, particularly in relation to social media and for those who started with lower levels of digital competence, but not for other measures. Qualitative analysis showed that the older adults valued the technological knowledge gained, and the pleasant interactions and pedagogy. This study advances the engagement theory principle of problem-based learning. Much can be learned from both the significant and non-significant results to help inform intergenerational programming and technology support programs for older adults.

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Intergeneration Bonding: An Acceptability and Feasibility Study

Innovation in Aging ◽

10.1093/geroni/igab046.2644 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

pp. 712-713

Author(s):

Lauren Rezac ◽

Miechelle McKelvey ◽

Ladan Ghazi Saidi

Keyword(s):

Older Adults ◽

Nursing Homes ◽

Social Isolation ◽

Assisted Living ◽

Response Rates ◽

Well Being ◽

Younger Adults ◽

Interest Level ◽

The University

Abstract Social isolation and loneliness are detrimental risk factors to older adult’s physical and psychological well-being and quality of life. Given the current situation of the COVID-19 pandemic, social isolation has risen. Social isolation affects younger adults as well and may increase the chances of depression and anxiety. In this study, we tested the acceptability and feasibility of an Intergenerational Bonding (IGB) Program with older and younger adults. Participants include students aged 19-29 at the University of Nebraska at Kearney and older adults above the age of 60 residing in the community. First, we surveyed younger and older adults to determine their interest level in participating in an IGB Program. Both groups of participants rated their interest in different activities. The most popular activities among both groups included engaging in conversations, board games, and an exchange of skills. Neither of the groups was in favor of participating in free housing opportunities or sports-related activities. Response rates were high in young adults but low in older adults, due to lack of trust. Then, in a pilot study, we measured the feasibility and acceptability of the IGB Program. Older adults residing in independent dwellings, assisted living environments, nursing homes and members of community groups were invited to participate in the intergenerational program. Response rates of older adults were low. Further, establishing collaboration with institutions such as nursing homes was not easy despite initial interest. Building trust and working with community activity group facilitators would be beneficial in recruiting older adults.

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Development of a Community-Engaged Classroom for Teaching Health Communications: Lessons Learned From Nine Semesters of Implementation

Pedagogy in Health Promotion ◽

10.1177/2373379918824353 ◽

2019 ◽

Vol 5 (4) ◽

pp. 246-253 ◽

Cited By ~ 1

Author(s):

Elizabeth M. Felter ◽

Sara E. Baumann

Keyword(s):

Graduate School ◽

Community Organizations ◽

Course Evaluation ◽

Lessons Learned ◽

Health Communications ◽

Evaluation Design ◽

Community Based ◽

Community Based Organizations ◽

School Of Public Health ◽

The University

Community-engaged classrooms (CECs) offer many advantages to both students and community-based organizations by creating an environment that enriches student learning and contributes to meeting needs identified by the community. Students who are engaged with communities during their studies report that they learned to apply skills, develop networks, and increase their decision-making skills, confidence, professional portfolio, and ownership of projects. In this article, we report on a CEC model for a graduate-level course called “Overview of Health Communications” at the University of Pittsburgh’s Graduate School of Public Health, which has been sustained for nine semesters. This article outlines the approach for developing the CEC model, steps for implementing the course, course evaluation design, and results. We also present lessons learned from both the community organizations’ and students’ perspectives and recommendations to inform future CEC projects.

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AGING-IN-COMMUNITY MODELS AND PROGRAMS: PROGRAM AND POLICY PLANNING STRATEGIES

Innovation in Aging ◽

10.1093/geroni/igz038.1519 ◽

2019 ◽

Vol 3 (Supplement_1) ◽

pp. S408-S408

Author(s):

Su-I Hou ◽

Carrie Graham ◽

Emily Greenfield

Keyword(s):

Older Adults ◽

Social Engagement ◽

Program Planning ◽

Current Trend ◽

Lessons Learned ◽

Comparative Case Study ◽

Policy Planning ◽

Aging In Community ◽

Planning Strategies ◽

The University

Abstract This symposium introduces key aging-in-community models and programs, with a particular focus on program and policy planning strategies. Villages are a new, consumer-directed model that aim to promote aging -in-community through a combination of facilitated social engagement, member-to-member support, volunteer opportunities, and collective bargaining for services. Dr. Graham from the University of California will share results from both a national survey of Village directors and a survey of village members, summarizing Village organizational development trends and members’ perceived impacts. Dr. Gilcksman from Philadelphia Corporation for Aging will share how older adults who do not participate in a Village create their own informal social and service network to maintain themselves and to accomplish the same goals as a Village, building community at the neighborhood level. Additionally, Dr. Hou from the University of Central Florida will discuss lessons learned on program planning strategies among older adults participating in three programs promoting aging-in-community: a university-based lifelong learning program (LLP), a county neighborhood lunch program (NLP), and a Florida Village program as a comparative case study. Finally, Dr. Glass from the University of North Carolina Wilmington will share the current trend of the new senior cohousing model, promises and challenges for older adults providing mutual support to each other as they age together. This symposium will further discuss strengths and weakness, and planning strategies of the various AIC models and programs.

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Increasing the Availability of Physical Activity Programs for Older Adults: Lessons Learned From Texercise Stakeholders

Journal of Aging and Physical Activity ◽

10.1123/japa.2014-0016 ◽

2016 ◽

Vol 24 (1) ◽

pp. 39-44 ◽

Cited By ~ 4

Author(s):

Alan B. Stevens ◽

Shannon B. Thiel ◽

Jennifer L. Thorud ◽

Matthew Lee Smith ◽

Doris Howell ◽

...

Keyword(s):

Physical Activity ◽

Older Adults ◽

Program Implementation ◽

Self Efficacy ◽

Community Organizations ◽

Lessons Learned ◽

Multiple Stakeholders ◽

Stakeholder Support ◽

Implementation And Dissemination ◽

Underlying Processes

Many initiatives have been developed to facilitate older adults’ engagement in physical activity (PA) and document its benefits. One example is Texercise, a 12-week program with a focus on increasing participants’ self-efficacy. The goal of this paper is to augment the knowledgebase of PA program implementation and dissemination by elucidating the experience of Texercise implementation as perceived by multiple stakeholders. We conducted 28 semistructured stakeholder interviews and categorized the responses into four preset themes: (1) program delivery and advocacy; (2) value/merit of the program; (3) successes/challenges of offering and sustaining the program; and (4) recommendations for enhancing implementation and delivery. We identified emergent subthemes through further analysis. Many perceptions that are broadly applicable to community organizations emerged. Our findings highlight the importance of stakeholder support when embedding PA programs in communities. Furthermore, the findings are crucial to understanding underlying processes that support widespread program dissemination and sustainability.

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A Technology Training Program to Alleviate Social Isolation and Loneliness Among Homebound Older Adults: A Community Case Study

Frontiers in Public Health ◽

10.3389/fpubh.2021.750609 ◽

2021 ◽

Vol 9 ◽

Author(s):

Frances N. Jiménez ◽

Joan F. Brazier ◽

Natalie M. Davoodi ◽

L. Carter Florence ◽

Kali S. Thomas ◽

...

Keyword(s):

Older Adults ◽

Training Program ◽

Social Isolation ◽

Technology Training ◽

Lessons Learned ◽

Community Based ◽

Program Staff ◽

Facilitators And Barriers ◽

Homebound Older Adults ◽

Ict Training

Despite substantial evidence of the negative health consequences of social isolation and loneliness and the outsized impact on older adults, evidence on which interventions are most effective in alleviating social isolation and loneliness is inconclusive. Further complicating the translation of evidence into practice is the lack of studies assessing implementation and scalability considerations for socialization programs delivered by community-based organizations (CBOs). Our primary objective was to describe the implementation barriers, facilitators, and lessons learned from an information and communication technology (ICT) training program aimed at reducing social isolation and loneliness for homebound older adults in a home-delivered meals program. Participants received in-home, one-on-one ICT training lessons delivered by volunteers over a 14-week period with the goal of increasing social technology use. To assess implementation facilitators and barriers, 23 interviews were conducted with program staff (n = 2), volunteers (n = 3), and participants (n = 18). Transcripts were analyzed using thematic analysis. Aspects that facilitated implementation included the organization's existing relationship with clientele, an established infrastructure to deliver community-based interventions, alignment of intervention goals with broader organizational aims, and funding to support dedicated program staff. Challenges to implementation included significant program staff time and resources, coordinating data sharing efforts across multiple project partners, participant and volunteer recruitment, and interruptions due to COVID-19. Implications of these facilitators and barriers for scalability of community-based ICT training interventions for older adults are described. Lessons learned include identifying successful participant and volunteer recruitment strategies based on organizational capacity and existing recruitment avenues; using a targeted approach to identify potential participants; incorporating flexibility into intervention design when working with the homebound older adult population; and monitoring the participant-volunteer relationship through volunteer-completed reports to mitigate issues. Findings from this formative evaluation provide insight on strategies CBOs can employ to overcome challenges associated with implementing technology training programs to reduce social isolation and loneliness for older adults, and thus improve overall well-being for homebound older adults. Recommendations can be integrated into program design to facilitate implementation of ICT programs in the community setting.

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Perspectives From the 85+ Lifestyle Leaders on Social Isolation and Multigenerational Relationships

Innovation in Aging ◽

10.1093/geroni/igab046.1069 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

pp. 276-276

Author(s):

Taylor Patskanick

Keyword(s):

Older Adults ◽

Social Isolation ◽

Weak Ties ◽

The Impact ◽

Intergenerational Programming

Abstract The oldest of older adults are especially impacted by many of the measures recommended to slow the spread of COVID-19. This presentation explores changes in Lifestyle Leaders’ experiences with loneliness and their beliefs about the impact of COVID-19 on multigenerational relationships and intergenerational programming. For example, 55.6% strongly agreed or agreed with the statement, “The pandemic will have been more socially impactful on younger generations than older generations.” Lifestyle Leaders remain interested (68%) in virtual or socially distanced intergenerational programming. Particular activities of interest included technology tutoring, pen pals, and outdoor or virtual socializing. Additionally, this presentation will highlight how the Lifestyle Leaders have been impacted by a loss in weak ties and the extent to which the pandemic has prompted them to take on new roles in their families, including “accepting” paid and unpaid caregiving and experiences living with children and grandchildren during the pandemic.

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Adopting and Adapting a Falls Prevention Program: Lessons Learned From Implementing a Model From a Different Context

Innovation in Aging ◽

10.1093/geroni/igab046.1423 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

pp. 369-369

Author(s):

Carol Petrie ◽

Christine Ferrone ◽

Phillip Clark ◽

Alexandra Morelli

Keyword(s):

Older Adults ◽

Primary Care ◽

Rhode Island ◽

Lessons Learned ◽

Academic Programs ◽

Falls Prevention ◽

Community Based ◽

Health And Social Care ◽

Academic Primary Care ◽

Care System

Abstract Geriatric Workforce Enhancement Programs (GWEPs) are ideally suited to develop and implement educational programs to transform the geriatric care system. They link academic programs, clinical partners, and community-based organizations to bridge care system gaps to improve the health and social care of older adults. Such a collaboration is especially important in falls prevention, where primary care assessments generate referrals to community programs that enroll older adults to reduce their risk of falling. However, exporting an evidence-based model developed in one context for implementation in another is not without its perils and pitfalls. This paper explores the challenges of applying a model developed elsewhere to the Rhode Island context, including the need to understand how structural differences in academic, primary care, and community-based systems require flexibility, innovation, and persistence in overcoming the networking challenges in these different settings. Recommendations for implementing program models in a variety of settings are explored.

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Seeing through their eyes: the diversity and inclusion lessons learned from rural university students

Higher Education Evaluation and Development ◽

10.1108/heed-12-2020-0053 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Catherine S. Browers ◽

Henry Wai Leong Ho

Keyword(s):

University Students ◽

Rural Areas ◽

Good Method ◽

Lessons Learned ◽

Content Type ◽

University Environment ◽

Diversity And Inclusion ◽

Positive Attitudes ◽

Group Interviews ◽

The University

PurposeIn recent years, diversity and inclusion in higher education has become a topic of increased interest both nationally and internationally. Given the importance of this topic in today's world, it is surprising that the research is limited, especially with university students in the rural areas. This study examines on-campus students' perceptions of university diversity initiatives, and their value to the university environment.Design/methodology/approachFocus-group interviews with both undergraduate and graduate students from a public university in rural Michigan, USA, were conducted. Focus groups were used in this study because they are a particularly good method for generating discussion and stimulating ideas.FindingsOverall, the participants identified several positive attitudes toward diversity and inclusion that included being accepting and respectful. However, it is significant that some participants are limited in their perceptions of culturally diverse backgrounds, which has resulted in some anxiety.Originality/valueThis study not only provides guidance to current institution administrators to create effective inclusive environments in their university. It can also be treated as a model for other rural universities, as building a successful inclusive environment in the future.

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SOCIAL ISOLATION AMONG LGBT OLDER ADULTS: LESSONS LEARNED FROM A PILOT FRIENDLY-CALLER PROGRAM

Innovation in Aging ◽

10.1093/geroni/igz038.2721 ◽

2019 ◽

Vol 3 (Supplement_1) ◽

pp. S742-S743 ◽

Cited By ~ 1

Author(s):

Angie Perone ◽

Berit Ingersoll-Dayton ◽

Keisha Watkins-Dukhie

Keyword(s):

Older Adults ◽

Social Isolation ◽

Strong Support ◽

Lessons Learned ◽

Participatory Action ◽

Community Based ◽

Telephone Interviews ◽

Lgbt Community ◽

Bisexual And Transgender ◽

Program Data

Abstract Lesbian, gay, bisexual, and transgender (LGBT) older adults face heightened risks of social isolation, given decades of discrimination. Research on telephone buddy programs with non-LGBT participants have proved predominantly unsuccessful at addressing social isolation and have found the greatest success with same-age matches. However, evidence suggests that LGBT adults may actually benefit from telephone buddy programs and in ways uniquely different from other groups. This article shares lessons learned from 30 participants across a 12-month pilot program that matched LGBT older adults to both LGBT and non-LGBT volunteer callers of various ages. One-third of participants identified as African American or Black. This project employed community-based participatory action research to identify, execute, and evaluate the program. Data includes information from questionnaires and telephone interviews prior to and during the program. In contrast to other research, data here revealed strong support for intergenerational matches. LGBT older adults of color especially benefited from program referrals and matches with/from LGBT adults of color, regardless of age. While the project aimed to capture two groups (LGBT older adults experiencing isolation and volunteer callers), the project revealed a third group: LGBT adults at risk of social isolation. This third group usually emerged among the “volunteer” callers but also identified concerns and risk factors for social isolation. The program also revealed unexpected benefits to both LGBT and non-LGBT volunteers, including less loneliness and a stronger sense of community. This article concludes with recommendations for developing similar programs to reduce social isolation in the LGBT community.

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