Discusses intergenerational learning programs that allow young students to interact with senior citizens for mutual benefits. Describes a six-week program in Ohio in which 30 eighth-grade students spend time with residents of an area retirement home and work with them on a one-to-one basis. (CH)

A study was conducted of juvenile offenders serving as volunteers working with frail elderly (some with dementia). Both generations experienced personal benefits from participation. Key characteristics promoting social inclusion were trusting partnerships, inclusive practices, and champions, project supporters who served as a bridge between the…

Discusses the elements of a curriculum that emphasizes interpersonal communication skills and intergenerational diversity training to prepare business education students for the challenges they will face as managers and professionals. (JOW)

Fourteen students in a therapeutic massage course practiced with elderly clients. Interviews and student journals showed a very positive shift in attitudes toward aging and working with older clients. The kinesthetic experience and the intensity of the interaction influenced the attitude change. (SK)

Three components of an intergenerational program were older volunteers reading to and working with children in school, children exchanging letters and pictures with frail and home-bound elderly, and children's visits to nursing homes and senior centers. A survey of 100 students showed that 89% were very positive about the opportunity to learn…

This study explores informants' experiences in a reading/writing program that paired eighth-grade language arts students with elderly volunteers. Twenty-three pairs were followed over an academic year as they read books in common, corresponded in response journals, and met in person at program social events. Through analysis of interviews, their…

Nine undergraduates in a psychology of aging course evaluated 13 experiential activities. Elder Mentor Project and Cognitive Assessment Demonstration received the highest ratings. Highly interpersonal activities had the most value for learning. (SK)

Journals kept by 12 students in a life-history project who visited older adults revealed four experiences: (1) preprogram assumptions about how to interact with the elderly; (2) personal conflict over the inappropriateness of the assumptions in action; (3) reevaluation of themselves and intergenerational relationships; and (4) transposition--10 of…

Describes how using writers' workshop with mixed groups of elderly and children has benefits for all parties. Describes one intergenerational program bringing together elders from a writing group at a local community center with elementary school children. Discusses initial reasons for the project, shares some activities, and presents some things…

Seven older adults and 20 occupational therapy students participated in book discussions. Focus groups and journal analysis indicated that discussions helped develop rapport and relational links between book topics and participants' experiences. Reciprocal learning expanded each generation's perceptions of the other. (Contains 22 references.) (SK)

Many environmental problems are desperately in need of attention. Educating both adults and young people is seen as part of the solution to such problems. Given this situation, and the already considerable investment in environmental education in schools, the notion of encouraging students to initiate environmental discussions with adults at home…

There are a number of compelling reasons that justify attention to and implementation of non-familial adult participation in the lives of youth, through mentoring and intergenerational activities and programs. This article describes the rationale for activities that connect youth and older non-familial adults together in meaningful and productive…

Describes a Channel One food co-op operated by senior citizens and high school students which involves the entire Rochester, Minnesota, community in growing produce, collecting food, and fundraising. (Author/BB)

In this essay, the author theorizes and illustrates how engaging students in reflective talk can help them change their minds. The essay specifically addresses how patterns for reflective talk can support both the sustained, nonevaluative exploration of difficult material and the self-scrutiny necessary for acknowledging the implication in…

Describes a successful intergenerational program resulting from the collaboration of agencies in Pennsylvania which work with senior citizens and young children. Agencies provided training and support for the cooperatively developed project. (HOD)