Module 2.1b - What is facilitation in intergenerational practice programs?
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Module 2.1b
1. Facilitation strategies
Erikson's stages of development theory is is often used to frame intergenerational practice and explain how intergenerational relationships can affect individual development at varying stages of development. Erikson’s theory explains age-specific conflicts and may assist you, as the facilitator, in understanding individual issues which may arise within sessions. Recognising the interdependence that each stage of development has on one another not only reconfirms the importance of intergenerational contact and connection, it presents opportunities for IGP programs and outcomes.
See the below Figure for a full breakdown of the eight stages related to age groups and the conflict which take place.
Erikson’s stages of development theory. Source:www.whaddayaknowabout.com
The final two stages are relevant to intergenerational practice in older generations as generativity and integrity involve one’s self-perception, future, security, and survival.
As a facilitator some of these points may not apply directly to how you run your sessions, however it is important to always look at the big picture of intergenerational practice. Acknowledging how each component from theory to planning to logistics, practice and reflection are all interdependent and related in some way.
Recruitment and selection of older people:
As a facilitator it may also be your responsibility to recruit and select people. It is important to recognise that some older people may not want to participate in programs. This may be due to lack of information, fear, unequal dynamics or lack of interests. It is therefore suggested that one must be proactive in engaging older people through community groups and encourage both men and women equally.
It may also be beneficial to meet and become familiar with older participants beforehand to provide information, quell any doubts and gain an idea of special interests which may be informative for activity planning and pairing with younger participants.
Finally, it has been shown that the ratio of young people to older people is a key factor for successful outcomes. Whether that be the ratio of one or two younger people to one older adult or one-on-one. If in a session you feel that there is disengagement or lack of interest, be aware of the above factors and consider altering elements.
Preparation of participants:
As mentioned throughout this module, preparation is key to successful facilitation. Understanding participant backgrounds, interests and needs allows the facilitator to assess what will work and the level of guidance which will be required during sessions.
Facilitators may need to introduce the concept of intergenerational practice to participants gradually in order to build confidence and gain ownership of the activities at hand. Older adults may need information to understand what is expected of them to be able to feel comfortable, whilst younger children may need preparation work to allow them to become familiar with the idea of what an older person is like or needs. Such as speaking slowly or a little bit louder than usual.
Finally, understanding genuine shared interests between both groups is a key factor to breaking down barriers and making activities run smoothly
Activities which cater to varying needs:
Following on from above, activities which take into account interests and needs are crucial to achieving desired outcomes. Activities should be interactive and encourage opinion.
Facilitation and delivery of sessions:
Intergenerational facilitators can come from a variety of backgrounds, some specialise in younger people, others older people and some have a passion for both. Each individual can use their strengths and call on help when needed recognising that specific skills can be complementary.
As a facilitator it is vital to have a hands on approach and implement and agree on a code of conduct from the outset. The first day is particularly important to set the tone and more facilitators or staff to ensure effective management and support is in place is always beneficial.
Organisation and logistics:
Plan, plan, plan.
This means planning what length and duration of sessions will work for your group. Usually about two hours, one week, with ongoing and regular contact. Location and venue are also important. A venue which is familiar and welcoming to both groups allows participants to feel safe and comfortable and thus more likely to participate. Seating arrangements as discussed previously also can facilitate engagement. Having a venue which is accessible for all participants is crucial, this may mean disability friendly, close to public transport, and/or easy parking.
Safety is paramount therefore no adults should be left alone and/or unsupervised with children, permission should always be obtained from parents or caregivers for off-site activities and if photographs are to be taken. Funding and sustainability of the program also relies on realistic planning and ensures the program can achieve targets or reach specific target groups.
Finally, depending on your state, there may be requirements for participants to be cleared by a specific department to work or be around young children. As a facilitator, lets get you started and have a look at your state requirements for ‘working with children’. Click on your state:
• Victoria
• Tasmania
• Australian Capital Territory
Working with partners:
Having a lead intergenerational champion or strategy officer can be beneficial as it appoints a leader who can troubleshoot, draw on a range of experiences, develop key relationships with partners before, during, and after projects take place, and also increases project visibility.
2. Self-awareness and further development through critical reflection and ongoing learning
Pre-planning and reflection can assist in practicing constructivism. As a facilitator using the constructivist approach, it is beneficial if a facilitator:
• embeds learning in realistic contexts;
• provides experience in and appreciation for multiple perspectives;
• encourages collaboration; and
• encourages ownership and voice during the experience.
By providing tasks and activities that have equal value to both groups, one considers the multiple layers that are involved in intergenerational practice and recognises the diverse ecosystems which exist in all projects. Having awareness of the multidimensional networks that exist in practice, will benefit the core participants who take part in intergenerational activities and have a ripple effect to the wider community – something which is the ultimate goal of intergenerational practice.
Despite playing a large role in overall experience and outcome, one group often left out in intergenerational practice are the parents or carers of the young and old participants. As a facilitator, partnership involves developing genuinely responsive and reciprocal relationships with parents and carers. Parent/carer partnership can promote self-esteem and motivation whilst also facilitating overall effectiveness of programs. It is an important role for facilitators to develop strategies to encourage two-way communication, uncover shared goals, attitudes and values and finally empower partnerships as a whole.
The practice of reflection allows the gathering and organising of one's thoughts following an activity whilst also gaining awareness surrounding what worked, what didn't and what would one do differently in future sessions. Reflective practice is embedded in intergenerational practice philosophy which holds values such as:
Delve Deeper:
Please watch this short clip on critical reflection in practice
Reflect on the first video on reflective practice and use the four elements to reflect on your practice and what you have learnt so far.
Reciprocity is the process of exchanging resources with others for mutual benefit. Within intergenerational practice activities a socialisation takes play and is found to facilitate the development and reinforcement of reciprocity.
Summary – Module 1.2a/b
Congratulations! You have completed the first module of the JOY Core 2 modules!
To summarise, we first went through some of the key principles of what facilitation is and how using specific techniques such as creating a safe environment, role modelling desired behaviours, and encouraging self-learning through experiences are the foundation for building empathy, trust, and tolerance between and within groups.
Following this, we touched on the two main facilitation fundamentals: pre-planning and communication. Pre-planning activities which are acceptable and engaging for both participant groups, and planning the overall environment of where the session will take place, are crucial for you as a facilitator in feeling prepared. It allows room for troubleshooting and deeper exploration, and most importantly avoids the facilitators from feeling overwhelmed during the session.
We saw that communication with all senses is extremely important. As a facilitator as you will be working with a range of ages, backgrounds, and needs. Using and role modelling respectful and non-patronising communication is key as a facilitator whilst also learning tips and tricks to facilitate communication between participants.
Facilitation strategies followed on from this and introduced how theory can be applied in practice. We touched on development theory and also looked at what are some of the key features and key challenges found in intergenerational practice.
- Can you remember them?
- Recruitment and selection of older people
- Preparation of participants
- Activities which cater to varying needs
- Facilitation and delivery of sessions
- Organisation and logistics
- Working with partners
Finally, we concluded with the importance of self-awareness, reflection and further development using a constructive approach. Self-awareness and reflection is a continuing practice throughout one's career, therefore getting a good hang of it now, will set you up for life. Good luck!
References:
Crawford (Eds.), Intergenerational Bonds: The Contributions of Older Adults to Young Children's Lives (pp. 203-222). Springer International Publishing. https://doi.org/10.1007/978-3-030-81965-1_11
DeVore, S. (2021). Facilitating Intergenerational Experiences in Community Settings for Young Children and Older Adults. In M. Renck Jalongo & P. A.
Giles, H., & Gasiorek, J. (2011). Chapter 15 - Intergenerational Communication Practices. In K. W. Schaie & S. L. Willis (Eds.), Handbook of the Psychology of Aging (Seventh Edition) (pp. 233-247). Academic Press. https://doi.org/https://doi.org/10.1016/B978-0-12-380882-0.00015-2
Heydon, R. M., & Daly, B. S. (2008). "What should i draw? I'll draw you!" Facilitating interaction and learning opportunities in intergenerational programs. 63, 80-85.
Lin, M.-C. (2017). Intergenerational communication. In (pp. 762-766). https://doi.org/10.4135/9781483381411.N264
Martin, K., Springate, I. and Atkinson, M. (2010). Intergenerational Practice: Outcomes and Effectiveness (LGA Research Report). Slough: NFER.
The School Run. (n.d). Talking to children about dementia. https://www.theschoolrun.com/talking-children-about-dementia
Ryan, E. B., Hummert, M. L., & Boich, L. H. (1995). Communication Predicaments of Aging:Patronizing Behavior toward Older Adults. Journal of Language and Social Psychology, 14(1-2), 144-166. https://doi.org/10.1177/0261927x95141008
