We highly recommend completing the activities in a Word document first, then copying and pasting your responses into the provided spaces. This ensures you retain your answers and reflections even after the course concludes.

https://heartandsoulstory.com/contact/

1. Teens and their relationship with older people and intergenerational practice

Understanding teenagers  

This section will delve into the lives of teenagers, their different interests and motivations, what challenges they are facing in their lives, and how such factors of their different developmental stages may influence intergenerational interactions. We dive into current issues from anxiety, sleep deprivation, and addictions to technology, to identity and acceptance issues and discuss ways that intergenerational connection can develop help develop and benefit positive identity. 

Development & Life Cycle  

The onset of adolescence and becoming a teenager brings with it numerous physical, cognitive, and social-emotional changes. Young people, pre-teens and teenagers, are busy spending a lot of time trying to work out WHO they are and what their place is in the world.  

They begin to develop abstract thoughts; compare themselves with greater frequency to their peers; and concern themselves more with social issues.  

 The changes and development in these areas can affect the shaping of their morals and values and how they see themselves ‘fitting’ in the world. Encouragingly, the Mission Australia Youth Survey Report 2022 (of 15-19-year-olds) revealed many things to celebrate, but also a wide range of challenges and concerns young people have experienced, showing that only 49.9% are very positive/positive about the future, figures that have decreased from 55.6% in 2020.   

As a Facilitator in IGP, it is always important to remember that these changes occur at a different rate for every teenager and where they see themselves fitting in can feel ‘worlds apart’ from each other. We will discuss how world views can differ from those five or six decades older than them further in this module.

The process and challenges in teenagers' lives:

The process of being a teenager will often involve trying out new and distinctive styles of music, clothes and even experimenting with different friendship groups to find where they feel they best belong. Positive friends, friendships and community, can increase a teenager's sense of confidence and provide pivotal support at a time of life when sense of self is still developing, and (rightly or wrongly) can be very dependent on others' opinions. 

Challenges for teenagers can include those shared across generations and those that are unique and amplified due to the pressures of modern-day society, in particular, the digital age. Today's teenagers are the first generation whose lives have been inundated by digital technology and social media. Awareness and understanding of both the timeless and modern challenges facing our teenagers are crucial in supporting their healthy transition to adulthood. 

Distinct challenges facing teenagers today

As a facilitator in IGP, it is important to remember that this age group often wants more INDEPENDENCE and RESPONSIBILITY. Whilst their families, friends, peers and teachers all play an important role in helping them develop their identity, and sense of self. Being part of an intergenerational program and developing relationships with older people can play an important step in this process and also help them develop their sense of place in their community and the wider world. 

According to the Mission Australia 2022 Youth Survey, the top personal challenges experienced by young people in Australia in the past year centre on the themes of; school, mental health, relationships, and COVID-19. Four in 10 (41.5%) noted challenges relating to school which included academic pressure, high workload, challenges with teachers or learning difficulties. These challenges exist in the context of years of COVID-19 disruption, with almost three-quarters (73.2%) of young people saying the pandemic has negatively impacted their education, up from 62.3% in 2021.

Beyond their own personal concerns, young people continue to demonstrate awareness and engagement with broader societal issues. When considering the most important issues in Australia today:

• half (51.0%) nominated the environment
• 35.9 % equity and discrimination and
• 33.9 % mental health.

Psychologist Jean Twenges book iGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy--and Completely Unprepared for Adulthood--and What That Means for the Rest of Us points to a generational divide wider than ever. She identifies teens unique qualities by analysing four nationally representative surveys of 11 million teens since the 1960s.

Click on the link to watch the Raising Children Network video on parents and teenagers talking about independence for teenagers and why it’s important.



As a facilitator in IGP, Independence is an essential part of the journey to adulthood. Conflict with teens is expected and natural part of this journey. 

As an intergenerational facilitator, it is important to be aware of this and be prepared to manage it constructively if it comes up for you.

Delve Deeper:

• Check out this program which has managed to incorporate activities where two generations work together in the community.
• https://www.lively.org.au/ is an example of this in Australia that we will look at further.
• If you are interested in delving deeper into adolescent development and wellbeing, below are some links for further reading

1. Adolescent development explained
2. Mission Australia’s Youth Survey Report 2022

Understanding older people in the context of remembering life when they were teens and their current relationships with teens of today

In the 40s and 50s, teenage life was shaped by conservative values and in-person interactions. Post-war rebuilding and Cold War threats loomed large, moulding traditional education and gender roles. Today, understanding these influences is crucial for bridging generations. People aged 70+ witnessed cultural shifts in gender, race, and equality. The Cold War era defined their upbringing. 1950s teens embraced rock 'n' roll for identity, aided by transistor radios and personal spaces. Rebellion marked the era, evident in defiant hairstyles. Whilst the 60s-70s brought civil rights, anti-war, feminism, and changing gender norms. Then TV, PCs, and the internet emerged.

Whilst past generations experienced a different way of life, they also share common challenges, such as:

• peer pressure and toxic friendships,
• family dynamics
• academic pressure
• youth subcultures and
• Emotional development and the need to exert and achieve independence.  

Delve Deeper:

For further information on the lives of older people when they were teens have a look this historical timeline and the greaser effect.

About our older people and societal effects on their lives. 

Older people make up a considerable proportion of Australia’s population – as of the 30 June 2020, over 1 in 6 people were aged 65 and over.

As discussed in Joy 1, loneliness and social isolation in older adults are serious public health risks affecting a sizeable number of people in Australia and putting them at risk for dementia and other serious medical conditions.

Society has a substantial influence on older people that will significantly affect their experiences, opportunities, how they feel they are treated and thus their overall well-being. 

• Ageism – negative stereotyping can result in a devalued position in society.
• Social attitudes and policies regarding healthcare
• Societal structures and social support networks, with a lack of social support a precursor to isolation, loneliness, and decreased quality of life.
• Access to affordable housing/ age care and retirement benefits and
• Age friendly infrastructure including accessible transportation, housing, public spaces, and community services, can promote independence, mobility, and social participation.

Creating age-friendly communities can foster intergenerational connection and work to combating ageism. This in turn contributes to a more inclusive and equitable society for our older people.

So, what considerations do a Facilitator of IGP need to take into account when meeting older people and introducing the concept of an IGP? Firstly, let's not forget that they were teenagers once themselves and will often have incredible stories to share about those times.

2.  Important Facilitation skills when working with teenagers and older people

Next, we discuss essential skills to be an effective intergenerational facilitator with teenagers. Included here will be challenges you are likely to face and role-play exercises for you to think about how you would address certain situations that may arise whilst running a program. 

“I think experience in education and aged care have certainly helped me as well as my psychology degree and lifestyle and leisure diploma. I have done a number of short courses around Montessori and mental health and wellbeing, which have also been valuable.” Wendy Lawrence, IGP Facilitator

Being a facilitator of an intergenerational program with teenagers requires a unique set of skills to create a positive and friendly environment and effectively engage both generations. There is a natural overlap with essential skills helpful for a facilitator of younger children; particular skills and qualities for this role include:

Concise communicator ‘Listen more than you speak’ - Being able to convey ideas clearly and concisely, listen actively, and provide constructive feedback are all important aspects of communicating, but especially important when talking to teenagers, who may tell us more if we are silent long enough to give them the opportunity.

Empathy: A facilitator who can understand and appreciate the perspectives and experiences of both teenagers and older adults can create an environment that is welcoming, inclusive, and supportive. The information give in the previous topic allows you to understand and empathise with their lives, gain deeper respect and allow you a greater chance of helping them connect with older people.

Flexibility: To adapt to changing situations and be open to new ideas and perspectives is a key skill. During the years of the 2020 COVID pandemic, IGP facilitators around the world needed to use adaptive practices and have flexibility as one of their primary tools. A willingness to learn from both teenagers and older adults and adjust your mindset and approach will deepen your skills.

Patience and determination: Even in the face of challenges and setbacks, you must be willing to invest time and energy into the program and the people involved. Patience and determination are vital skills at both a program level and during the planning stages when contacting youth or senior organisations.

Creativity and Problem Solving: is an important skill for designing engaging activities and programs that have appeal across the generations. A facilitator who can come up with innovative solutions to problems, or work with the group to do so, can help keep a program fresh and exciting for all.

Emotional Intelligence (EQ) or the ability to understand and manage one's own emotions, as well as the emotions of others. A facilitator who has high EQ will more likely create a safe and supportive environment that encourages open communication and collaboration.

Conflict Resolution: As with the earlier role-play example, conflict is inevitable in any group setting, and a Facilitator of IGP with teens must have the skills to manage and resolve conflicts that arise. It helps to be able to identify the root cause of the conflict, communicate effectively with the parties involved, and finding solutions that everyone can find acceptable.

Leadership: Providing leadership and direction to the group is key, such as setting clear goals, working with the teenagers to create a structured program, and ensuring that all participants are engaged and feel they have contributed to the program's success.

In addition to the skills mentioned above, there are several other skills that a Facilitator of IGP with teenagers would benefit from having. These include

Cultural & Gender Diversity Competency: Being competent in these important areas means understanding and respecting cultural and gender differences, this can come from the backgrounds and experiences of the participants. According to Allen et al (2022) young people position their acceptance of gender diversity in contradistinction to older generations, however, alongside being accepting of gender diversity, young people also experience confusion and misunderstanding which may mean that they are more comfortable with stable and binary forms of gender diversity. Keeping one’s own knowledge and training in these areas up to date can help a facilitator create an inclusive environment that values diversity and promotes both cross-cultural and gender diversity learning.

Organisational Skills: A facilitator must be able to keep track of schedules, program activities, coordination between the school and seniors, and many other logistical details. It requires a good ability to manage multiple tasks and responsibilities.

Tech-Savvy: In today's digital age, a facilitator must have some level of proficiency with technology even if you are not running a digital program. To be proficient in using video conferencing tools, social media platforms, and other online resources can support program activities and be a useful communication tool with teenagers. To be able to work with teenagers to upload weekly program updates via social media they follow can keep them more engaged.

IGP Facilitator’s own tween children visit during their school holidays. Source: Samantha Heron

Communication, communication!

Effective interaction involves effective communication. How we communicate nonverbally is as important as our active listening skills and how we think about our response and its impact for the person we are with.

Tips for practice

A terrific way to get older people to reflect on their life as teenagers is to organise a Circle for sharing memories- where participants can reflect on their teenage years. You can encourage them to recall experiences, stories and memories of that time using picture prompts from the internet or try ideas from Golden Carers as a great source.

Try generating a list of open-ended and prompted memory questions based on the list below:

Where possible, ask participants to bring along any photos or memorabilia they may have from their teenage years

• What were some activities and hobbies you enjoyed as a teenager?
• What were some things your mother used to say to you when you were a teenager?
• What were the expectations of teenagers when you were one? Were there certain norms you were expected to live by?
• How did changes in technology like radios, TV, record players or early computers impact your lives?
• Do you remember any significant political, environmental and societal events that influenced your lives as teenagers?
• Were you encouraged to follow your dreams and aspirations?

Activity:

Choose two scenarios from those listed below and jot down a brief response or action you would take based on the skill mentioned. Be concise yet effective in your responses.

Scenario 1: Concise Communicator

You notice a teenager who seems hesitant to join the conversation during an activity. How would you encourage their participation using concise communication?

Scenario 2: Empathy

An older adult expresses frustration over a generational difference with a teenager. How would you demonstrate empathy to promote understanding?

Scenario 3: Flexibility

Due to unforeseen circumstances, the planned activity schedule needs to change on short notice. How would you adapt and ensure a positive experience for both generations?

Scenario 4: Conflict Resolution

Witness a disagreement between a teenager and an older adult during a collaborative task. Briefly outline your approach to resolving the conflict and maintaining a harmonious atmosphere.

Scenario 5: Leadership

You are tasked with leading an intergenerational project. What steps would you take to set clear goals and ensure active participation from both teenagers and older adults?

Scenario 6: Cultural & Gender Diversity Competency

During an activity, you become aware of a cultural misunderstanding between a teenager and an older adult. How would you address the situation to ensure inclusivity and mutual respect?

Scenario 7: Organisational Skills

Describe how you would efficiently manage the logistical aspects of coordinating an intergenerational event, considering schedules, communication, and collaboration between schools and seniors.

Scenario 8: Tech-Savvy

Explain how you would leverage technology, such as social media or online resources, to engage teenagers and enhance communication in an intergenerational program.

3. Considerations when planning an intergenerational program for teens and older people

Revisiting the importance of intergenerational programs and their advantages in the context of teenager’s lives

Developing and maintaining a positive image of people of different age groups is vitally important at both an individual and societal level. According to Allan and Johnson (2008) and Zucchero (2011). Young individuals with a positive image of older people are more likely to benefit from older people as mentors and models, and they are less anxious about their own aging.

Cuddy et al (2005) found that young individuals stereotypically perceive the older generation as warm but incompetent, whilst according to Hummert et al (2004) older individuals perceive the young generation as open-minded but foolish. Overall, however, the old age stereotype seems to be more negative than the young age stereotype, mirroring the idealization of youthfulness in contemporary Western societies (Krantz et al., 2021)

Building relationships between generations helps them feel part of the community, breaks down stereotypes of ageism, and helps them find meaning and purpose in life.

Specific benefits of IGP’s for teenagers include, but are not limited to:

• Promoting social connections, especially connections with other social groups they may not otherwise have made and can provide an alternate source of support and friendship; 
• Increasing empathy, an important life skill that can help youth build social connections, which is important for teenagers’ optimal wellbeing and learning to regulate their own emotions. Studies show that those who feel connected to others have lower levels of anxiety and depression;
• A tool for beyond the classroom learning, where they can learn about history, poetry, music, philosophy not from a textbook, but during conversations with people with lived experience.

Before we move on, take the time to watch an episode of ABC Australia’s Old People’s Home for Teenagers 2 and list down what areas you believe need to be taken into account when bringing high school students into a retirement living or aged care setting. 

Delve Deeper:

For a more in-depth study, look at the ‘the impact of intergenerational activities on adolescents” section of Bellis et al (2022) Intergenerational Activities Involving Adolescents and Residents of Aged Care Facilities: A Scoping Review

Giraudeau & Bailly (2019) conducted a systematic review of the scientific literature between 2005 and 2015 of IPs and what school-aged children and older people can expect and found the content of programs varied from those with artistic activities, educational activities, open-ended activities to a citizenship project. 

Food for thought:

The importance of adequate preparation and education for both teenagers and older adults prior to meeting cannot be underestimated. Sensitivity training/education around ageism, generational stereotypes, communicating with various generations can help anticipate and address challenges that may arise and how they may be managed with sensitivity and care. Topics important to cover in sensitivity training include:

• Understanding generational differences, including current versus past trends/ fashions and current affairs. 
• Debunking myths/stereotypes held. 
• Highlighting potential differences and commonalities. 
• Physical and Cognitive Decline Education/ Dementia Awareness. 
• The need for cultural, religious and gender sensitivity. 



Activity:

Getting to know the personalities of your groups is important in any program and is especially important when your session comprises people from different backgrounds, cultures and possibly different belief systems. 

Think about ways you can get to know more about the participants who will be part of your program prior to starting – this may be getting them to write a letter /make a video message or complete an online survey on a free platform such as Google Forms or Survey Monkey

Important considerations around culture, gender, religion and respect

Be mindful of the diverse cultural backgrounds represented, recognising and encouraging respect of differing customs, traditions, and values. It is also important to ensure that language barriers are addressed, and that there are interpreters or translated materials where possible.

Be aware of and respect any differing religious beliefs or practices. Think carefully about the use of inclusive language that accommodates participants' various beliefs and avoids any potentially offensive terms. Create a safe and respectful environment where everyone feels comfortable expressing themselves and participating regardless of their gender identity.

As we’ve talked about the overarching importance of flexibility, any intergenerational program should be responsive to the unique needs of the participants involved. Engaging in thoughtful conversations and seeking feedback from all stakeholders can help ensure that the program fosters positive relationships while being sensitive to cultural, religious, and gender considerations.

Delve Deeper:

Read here about LINKages Colorado partnering with StoryCenter to create and facilitate a digital storytelling program that connects LGBTQ+ elders with LGBTQ+ teens.

4.  Planning the design and evaluation of your teen intergenerational program

Active role through codesign.           

Co-design is the approach of actively involving stakeholders in the design process. It is important for:

• continuous program improvement
• adaptability to new circumstances (for example the need to adapt from face-to-face to a virtual program)
• allowing community members to identify their priorities and indicators of success.

 Allowing ownership and an active role in the design of activities and interactions during intergenerational programs provides a deeper sense of meaning

PADSIP AHS 2022

Principles of Co-design to consider

• Inclusivity: Involving teenagers and older adults in the design process from the beginning can assist in ensuring that the program reflects the needs and desires of all participants.
• Ownership: Empowering teenagers and older adults to take leadership of program design provides them with opportunities to be active rather than passive participants - make decisions, express their creativity, and contribute their unique skills throughout the process. 
• Equal collaboration: During the co–design process, think about how you are encouraging open dialogue, active listening, and respect for each other's ideas and contributions. Fostering a collaborative environment, where all voices are valued and considered, will help lead to better program outcomes.
• Flexibility: Designing programs involving teenagers requires flexibility in regard to considerations such as time, format, and activities. You will need to also consider the different preferences, schedules, and abilities of participants. Allow for adaptation to ensure the program is accessible and engaging for all involved.
• Authenticity: Create opportunities for genuine interactions and connections between teenagers and older adults. Encourage sharing of personal stories, experiences, and perspectives. Foster an environment of trust and respect, where participants feel comfortable being themselves and expressing their thoughts and emotions.
• Sustainability: Consider the long-term sustainability of the intergenerational program. Involve stakeholders, such as community organizations and local institutions, to support and sustain the program beyond the co-design process. Identify strategies for ongoing engagement and continued intergenerational connections.
• Reflection and Evaluation: Incorporate regular reflection and evaluation sessions. Seek feedback from participants to assess the effectiveness of the program and identify areas for improvement. Use this feedback to iterate and refine the program design.
  

Program design themes, activities, and resources

When considering how to run an IGP with teenagers, there are a number of different factors to think about, where, when, how often, with whom, what to do and how to do it.

According to De Bellis et al. (2022) Intergenerational Activities Involving Adolescents and Residents of Aged Care Facilities: A Scoping Review

• Finding activities that enhance intergenerational relationship-building, seems to be important (Galbraith et al., 2015).
• Consistent pairing so that residents interact most with the same students (Gerritzen et al., 2019).
• Activities tended to be more successful when students chose whether to be involved or not, and their level of involvement (Werner & Linke, 2013)
• Employing trained professionals to structure, run, and adapt programs can ensure that the relational aspects and activity organisation are carefully considered in each circumstance (Caspar et al., 2019; Galbraith et al., 2015; Kim & Lee, 2018)

Pic Source: https://www.npr.org/2020/01/20/796583594/youth-teaching-tech-to-seniors-fosters-generational-connections

Coming up we will dive into program examples with teenagers run in Australia and around the world as a precursor to you having a go at designing a program of your own. 

Whether you decide to design a program around a central theme (e.g. art/ music / nature-based storytelling) or have a program that incorporates a number of themes over a number of days/weeks/ months you will want to think carefully about the types of activities you include and where you can source your resources. Some examples of themes include:

• Oral history
• Visual arts and music
• Nature and the environment
• Technology and Innovation
• Food, culture and heritage
• Collaborative community service

This list is by no means exhaustive, and we encourage you to think creatively about other themes and topics that may be fun to focus on. For example, you can look at the yearly calendar and incorporate International Day themes in your program ( e.g. International Day of Women, Living in Peace, Day of Yoga, World Cities Day, World Mental Health Day)

Resources

From books to images, to games and conversation cards, instruments to origami - the world is your oyster to be as creative and fun with designing your activities utilising engaging resources that can be a conduit for connection.

Conversation Sparks examples:

School of life | Golden carers |  Table Talk |  Deep Speak | Story Corps Great Questions

The Legacy Project – resources & guides |  Print Discuss – music questions

  ESL - questions from superheroes to travel, celebrities to the future

St Vincent’s Care Home Kangaroo Point and Churchie Anglican Grammar School, Queensland Australia

Examples of some program themes & materials:

Fine Acts teamed up with CoGenerate – one of the leading social-impact organisations in the US dedicated to making the most of our increasingly multigenerational society – to produce a collection of powerful visual artworks on the topic of Generations Together.

Check out just a few of these fantastic examples and have a think of how you could use them to promote your program, or as resources for activities.

Also, check out Embraced who create community-engaging projects using art as a vehicle for positive social change. 100 Canberra presented 100 portraits of centenarians created by teenagers from across every state and territory in Australia. These portraits were selected from 465 works made through The Centenarian Portrait Project by Teenagers between 2017 – 2023 (Drawing below: Portrait of centenarian Ronald Glover by teenager Natalia Olivieri)

Evaluation - Best practice methods with a focus on teenagers

The table below shows some evaluation measures that can be used as evaluation measures for program effectiveness. 

5.   Design of your teen intergenerational program based on programs from around Australia and the globe. 

Revisiting the ‘Getting to Outcomes’ Tool from Joy 1.

Case studies and examples of intergenerational programs with teenagers from around Australia and the world.

As we go through the following case studies, keep in mind these 5 principles and the Getting to Outcomes tool. As you listen to and read about these programs, think about how these principles apply. Also, take notes for the final activity of this module will be for you to design your own intergenerational program aimed at teenagers taking into account all the learnings of this module and the rest of Joy 1 and 2. 

Intergenerational gatherings have played a significant role in fostering connections between older and younger individuals for millennia. Many intergenerational programs with teenagers have drawn inspiration from original community gatherings of indigenous cultures around a warm fireplace, providing youth with invaluable opportunities to learn from their elders, exchange knowledge, experiences, and traditions and gain a deeper understanding of their heritage. The community was involved at a deep level in the development of the physical, cultural, social and moral development of teenagers into young adults.

To highlight intergenerational programs with teenagers from Australia and around the world, 4 distinctive styles have been chosen.

1.    In the home/community ( Yiriman Project, Suzuki Foundation, Lively)

2.    Digital storytelling with schools (PADSIP / SHARE / INTERGEN STUDIO)

3.    Face-to-face programs in schools or aged care homes (STEP/ Grandpals)

4.    In the community (Youngster / CoGenerate USA)  

1. “Around the fire” / In the home

• Yirman Project - The Yiriman Project began in 2000 at Jarlmadangah, a remote community 120km from Derby in the West Kimberley. Elders became increasingly concerned over substance abuse and self-harm by young people in the community and decided to take action. The group of youth were taken “out bush” for 10 days. When they returned the problems lessened and the elders realised the power of culture to heal their young people. Listen here to Yirman Elder Annie talk about what they do in this project and identify two things that may be relevant for the design of your own IP
• Suzuki Foundation - Suzuki Elders have benefitted from interactions with youth in our Elders, Environment, and Youth Forum; retreats on the theme “Elders and Youth — Listening to Each Other” and workshops on intergenerational storytelling. The Suzuki Elders Storytelling Project saw teenagers invited into Suzuki Elders’ homes to listen to their stories, focusing on the Elders shared passion of a love for nature. Watch the short videos on ‘Suzuki Elders Story Project”. With inspiration of nature, generate a further list of themes that could be used to build an Intergenerational Storytelling project about, or be used as themes for your program.
• Lively - train and employ young jobseekers to provide support and connection for older people in their local community - offering entry-level jobs that instil a sense of purpose and contribution, while building invaluable professional skills in a nurturing work environment. Through the process, they also build meaningful intergenerational relationships that enable older people to share their rich life experiences back with the young. Check out Lively’s Theory of Change Model and have a think about what yours may be if you do not already have one.

2.    Digital Storytelling

In recent years, digital storytelling has emerged as a popular format for intergenerational connection. The availability of smartphones, tablets, and computers has made it easier for individuals of all ages to participate in creating and sharing digital stories. Digital storytelling empowers individuals to become active creators and contributors to the storytelling process.

It encourages collaboration between different generations, as older adults and young people can work together to co-create stories, combining their unique perspectives and talents.

Some of the most recent research on Digital Storytelling as an intervention for older adults can be read here Digital Storytelling as an Intervention for Older Adults: A Scoping Review

• Watch PADSIP and the Positive Aging Digital Storytelling Intergenerational Project. Note down important inclusions for their intergenerational programs as you go, such as student PowerPoint introductions about themselves, thinking of options of how to keep parents involved on what their children are doing and preparation and coordination.

• Bolton Clarke’s SHARE Digital Storytelling - Built into year seven integrated studies curriculum, Bolton Clarke in Queensland Australia run weekly sessions with seniors and students, alternating between in-person and online, to create 3-minute digital stories about changes in the local area and ideas for future development. It is run as a 10-week program with small groups of students working with individual seniors or couples.

• InterGen Studio™ is an online, video storytelling platform from Canada that brings together teams of youth, seniors and mentors. These teams work together to create videos that tell generational stories. From the initial research and idea generation to screen-writing, video production and editing, the youth and senior teams are mentored by professionals. The final product is then posted online and becomes part of a valuable archive for future generations.

• Sharing Stories Foundation - digital storytelling of First Nations people in Australia.

Delve Deeper:

Listen to Mark Silver, Australian Social Worker of the Year 2022 talk about the power of doing your own story and see if you can capture yours in under 3 minutes

Some top tips when developing your own digital IGP program from Mark Silver include:

• Establishing your team: - Videographer, Research Coordinator, School staff, Adult support team, Wellbeing Clinic students, volunteers
• Finding partners - schools and older adult groups
• Sourcing funding – research, grants, trusts
• Embedding in the school curriculum
• Creating stories based on joint activities
• Showcasing stories
• Encouraging speeches and reflections from participants
• Inviting family and friends to celebrate achievements
• Creating a format that works via Zoom and face-to-face

3.    In-person programs in schools / aged care

a)   Heart & Soul Story’s STEP (Seniors & Teens Empathy Program ™)

Heart & Soul Story has been running STEP since 2017. STEP involves an 8- to 10-week facilitated journey that brings together teenagers and older people, mostly living in aged care, to connect, share stories, and build empathy. It has been delivered face to face and also virtual and hybrid during COVID, giving it flexibility now during aged care infection outbreaks. It has been adapted and delivered as a dementia-specific program that was funded and filmed by Sutherland Shire Council in 2023.

This STEP journey (as outlined in the diagram below ) includes key stages of Education;(Sensitivity training), Immersion (Story Sharing), Tribute Preparation, Recognition (gratitude exchange) and Reflection (learnings and what’s next)

b)   Grandpals Canada

The GrandPals Program is an intergenerational program that connects elementary school classes weekly with a small team of GrandPals (adults over 55) Teacher & founder Marc Mailhot partnered with the Centre for Studies in Aging and Heath (CSAH) at Providence Care to expand the program nationally. See the diagram below for how they structure the coordination of their partnerships for implementation. He also was part of an Acumen Academy just the right moment when he was figuring out how to take earned revenue streams to hire a program manager and become more self-sustaining ( link here https://medium.com/acumenacademy/building-a-social-enterprise-as-a-side-project-d74ba977e65d) course at Grandpals.

4.    In the community  

a) Youngster.Co is a certified social enterprise that bridges the gap between generations through technology and shared wisdom. It is on a mission to create 1 million connections by December 2025, fostering a world where youngsters and seniors are respected, engaged, and part of a vibrant community. Young people get paid to help seniors with technology; Youngsters share their digital skills and vitality, while seniors pass on their wisdom and life experiences. The result? A greater appreciation for each other and a stronger, more connected community. Check out the video here of Renae, a Year 12 student talking about her experience of being a Youngster participant and the list of student outcomes from participating in a program like this one.



b)    Be Connected Young Mentors An Australian government-run initiative, Young Mentors brings together secondary school students with older Australians, to share digital skills and knowledge. The free program for schools and organisations encourages intergenerational learning, offering one-on-one digital mentoring sessions. The weekly one-hour sessions focus specifically on the needs of the older learners and are delivered over a period of six weeks. They work with schools, libraries, councils, aged residential care facilities and other community groups. Click the picture to see a video of the program in action.

c)   Co- generate (USA) - Founded 25 years ago as Civic Ventures with the idea that the growing, older population was less a problem to be solved and more an opportunity to be seized. Co-Generate now focuses on what the vast (and still growing) older population can do in collaboration with younger generations to solve the nation’s most pressing problems. They provide Innovation Fellowships and Legacy Programs and were recently awarded a grant to age-integrate national service through their Generations Working Together program

Overall, successful intergenerational programs with teenagers require careful planning, effective communication, and a focus on building positive relationships between different generations. In programs we’ve looked at, to make their programs between teenagers and older people successful, following techniques

• Finding common interests between the different generations provides a foundation for positive interactions.
• Providing training and support to both teenagers and older adults can help them feel comfortable participating in the program
• Building relationships by facilitating open communication between teenagers and older people.
• Structured activities to maintain focus and engagement.
• For many of these programs, utilising the power of storytelling and story-sharing has been a driving element
• To provide purpose and motivation, encouraging teenagers and older adults to take on leadership roles or contribute to the program's success
• Creating a safe and inclusive environment to build trust

Intergenerational Duets Embrace

Teenager Leela Gibson-John with centenarian Marion Wood. 

5.  Design a program exercise

It is now time for you to design your own program!

The Generations United Toolkit for Intergenerational Planners table below Comparing Degrees of Innovation is a good starting point for you when thinking about your final task of designing your own program, as is the ABC Education article

N.B As you have learnt in JOY 1 there are many stakeholders that combine together in an intergenerational program. Each have different roles, responsibilities, expectations and contributions to make. An effective intergenerational program with younger children uses a learning pedagogy that draws on the understanding around early learning and play, neuroscience and community development.... these principles equally apply in your design of a program with teenagers. Look back on your Joy 1 notes and revisit the importance of building relationships and how this is informed by theoretical information such as Maslow’s Hierarchy of Needs, and the Neurosequential Model of Education (NME) to develop your programs.

Remember the importance of self-care

Self-care in intergenerational programs is vital for sustaining program quality, modelling healthy behaviour, preventing burnout, building emotional resilience, and ensuring the well-being of program organizers and participants. Monitor your own emotions, reactions & needs and make sure you are seeking out support & care techniques for yourself to keep your energy high and stress low.

 Summary

Across this comprehensive module, you have learnt, explored and delved deeper into four critical facets of intergenerational programs (IGPs) involving teenagers and older adults.

The module commenced with an in-depth examination of teenagers' development and the historical context that shapes their interactions with older adults. This learning uncovered the significance of comprehending the psychological underpinnings of these relationships.

In the second stage, we honed our focus on the pivotal role of facilitation skills and effective communication in driving successful IGPs. Recognizing that fruitful IGPs hinges on skilled facilitators who nurture understanding and meaningful exchanges, with an emphasis on the importance of communication.

Transitioning into the third phase, we delved into the considerations when planning an IGP program and the need to consider and include elements such as sensitivity education and cultural awareness. With an emphasis on the necessity of preparing participants and fostering inclusivity in program design.

In the final stage, we explored the design and evaluation aspects of IGPs. You learnt about co-design principles, diverse program themes, and innovative resources, empowering you to craft well-rounded programs that facilitate meaningful connections between teenagers and older adults.

References

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