Intergenerational programs work because they spring from real
needs. Research shows that six basic reasons motivate individuals
to develop an intergenerational program.
1. Response to a need
The strongest reason for beginning an intergenerational program
is that an educator or service provider experiences a need or
crisis that might be alleviated through involvement of older
persons. They "seize the moment" and take action to include
older folks. For example, a junior high attendance officer is
concerned about students' lack of interest in school. When he
involves older men helping students repair a boat, the attendance
figures rise magically.
The problems faced by children and youth such as drug abuse,
teenage pregnancy, isolation and peer pressure have become,
in some cases, insurmountable. And yet, when an older person
is available -- just to listen -- astounding successes have
resulted that ultimately reduce drop-out rates, promote self-esteem,
and generally improve the quality of education.
2. Desire for interaction
A second motivator is concern that young people have few opportunities
to interact with older people. Years ago, people spent more
time with their extended families. Grandparents enjoyed time
with their grandchildren, and Sunday get-togethers usually included
relatives from three or more generations. Today, Americans are
finding they must work to bring young and old together. With
changing demographics, mobility, single-parent families, television,
and lack of an established process for uniting young and old,
older adults are excluded from education and young people from
relationships with older friends. Young and old are often physically
and socially isolated from one another.
3. Richness of experience
A third reason to develop programs is the depth and richness
of experience of the older population. The older population
has much to give. Some of the most creative, productive, and
fertile minds are those of individuals in their 70s, 80s, and
90s. Georgia O'Keefe, Helen Hays, Benjamin Franklin, Michelangelo,
and others did some of their best work in their later years.
Unfortunately, most students do not have the opportunity to
benefit from the experiences and talents of older adults.
4. Learning about the aging process
The fourth factor is the benefit of early learning about the
aging process. "Children in the primary grades today will enjoy
an unprecedented longevity, stretching for 80 or more years,"
says Ann Gale, Chicago Department on Aging. "So it is essential
for them to develop positive attitudes toward older people,
toward aging, and toward planning for their long lives." Further,
says Fran Pratt of the Center for Understanding Aging, "when
students are involved in intergenerational programs, they tend
to develop a more positive perspective about their future as
individuals who will grow old. They are better able to recognize
the potential for good health, involvement, and creativity at
all stages of life. They also gain positive role models, older
friends, and the opportunity to contribute, which results in
a stronger self-image."
"The best way to study and understand the aging process is
to involve older people," says Pratt. "You can't study botany
without plants, and you shouldn't study aging without those
experiencing the process." Aging can be included across the
curriculum without great preparation. Teachers find meaningful
methods to utilize aging education in such subjects as history,
literature, science, and math. Community college and university
professors discover that aging is a multidisciplinary topic.
"Aging concepts can enrich history, engineering, communication,
or physiology," says Pratt. "In fact, it is difficult to think
of a discipline not related to aging."
5. Impact on behavior
The fifth motivating factor for initiating intergenerational
programs is the impact that older persons have on the behavior
of students. "The presence of older adults in a classroom can
have a calming effect on students," reports Jerry Montague of
Gilson-Brown Elementary School. The traditional values often
displayed by retirees can provide stable foundations to anchor
the tentative values of students. The experience and confidence
of those who have encountered the problems of adolescence and
survived to confront even more pressing problems of age can
command respect and present students with an objective and credible
viewpoint. One of the students at an inner city project said
to his mentor: "I am so glad you are here, you will help us
stay out of the gangs."
6. Contributions by young people
One of the most important reasons for developing intergenerational
programming is the contribution that students make to the older
person, even when the program has been framed to assist students.
Older persons are not always able to communicate the importance
of the experience, but it is similar to the experience of the
young -- the realization that they are unique individuals making
a valuable contribution. Through young people, older adults
learn about what it is like to be young in America today. Intergenerational
programs can help older persons find a new, rich dimension to
their lives. Lives once weighed down with loneliness can be
lightened with a sense of belonging, accomplishment, joy, and
often a renewed passion for learning. One retired engineer commented,
"I was bored with retirement, I needed new challenges. Working
with gifted students in math has presented that opportunity
for me." Some of the most important contributions of programs
are the listening and dialogue shared between young and old.
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The rapid growth of intergenerational programs in the last
decade has been very beneficial. The increased momentum and
visibility in the media are great accomplishments. We must be
cautious, however, that intergenerational program development
does not become both the goal and the outcome. Programs alone
are not enough. They must be integrated into larger community
institutions and become a permanent mechanism to bring generations
together. To fully address the problems and needs of education,
the programs must evolve into a larger system that Tom Shannon,
executive director of the National School Boards Association,
calls an "intergenerational infrastructure" that supports service
and learning as integral parts of educational and community
life.
I wish I could say we had this global vision of community service
and learning back in 1985, when we started the Illinois Initiative.
At the time we were convinced that the older population was
an untapped resource, that intergenerational involvement was
logical and productive, and that classrooms were an ideal place
to begin. But our vision was narrow: we wanted simply to involve
older people in classrooms. In the ensuing years, it has become
apparent that such programming must be a part of a larger plan--thus
the slow evolution from a program development orientation to
a community development focus.
This chapter presents some of the lessons we've learned about
building coalitions, and some of the top-down and bottom-up
strategies that have strengthened our statewide intergenerational
initiative.
Meaning
of Coalition
Bringing People
together
Working from top
to down
Establishing a State
Initiative
Starting at the Bottom
Selling Concept to
Administrators
Communications
and Publicity
Coalition Building
begins the Momentum
Using Survey as a
Tool
Keeping Coalitions
Alive
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The meaning of
coalition
The word coalition is derived from the Latin coalesce, which
means to grow together, to unite or merge into a single body.
Coalitions attempt to create a unity and a fellowship that allows
a group of people to solve problems or make progress that the
individuals alone could not. In a successful effort, individuals
become part of a new and unique creation, growing together into
a unit dedicated to helping and growth.
The question is asked which comes first, the coalition or the
program? In some respects any intergenerational education program
is a coalition, because it is comprised of the teacher or coordinator,
older people, and young people. The seed of an intergenerational
coalition is simpler still: an individual concerned about a
special need, such as a student's reading or an older adult's
isolation. When that person recruits an older adult or a student
to help, a coalition begins to grow.
If the teacher shares her success with other teachers and the
principal, the program often expands from a classroom coalition
into a school coalition. As more seniors and family members
become involved or see benefits, the coalition can evolve further
into a community-wide initiative.
Once a program has grown beyond a few participants, a more
formal structure can help ensure continuity and expansion to
a larger audience. The informal coalition at this point becomes
more formal, tapping resources from the school, retiree organizations,
community-based organizations, clubs, and/or local businesses.
These connections, which often develop subtly and over many
months or years, form the framework of an intergenerational
infrastructure, and with further development the potential of
an intergenerational service and learning community.
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Bringing people together
Bringing dynamic people together is the spark that ignites
the fire of a coalition. One person may have a vision, but until
it is shared and accepted by others, it has little potential
for making an impact. People come together for a hundred reasons:
they want to talk to each other and share information; they
want to organize a specific activity; they want to compare and
contrast missions; they want to address a problem; they want
to view the long-term impact of their work. A coalition -- a
roomful of people with common interests and goals -- can provide
answers to questions like: What are we doing separately that
we could do together? What organizational priorities are similar?
What can we get out of working together? What can we give that
may be valuable to others?
Working together to accomplish one goal or activity creates
a precedent, leading to a tradition of achieving -- triumphing
-- together. Interaction after the goal is reached leads to
further linkages.
Working
from the top down
As important as it is to build programs at the local level,
a state initiative cannot be created without work from the top.
Policy is made and funding is channeled at the higher levels
of government, so local efforts can benefit by putting some
effort into top-down strategies.
Beginning a state or regional coalition may happen any number
of ways: by forming a small group to brainstorm, by pulling
people together to address an issue, by writing a proposal,
or by geographically expanding the mission of an existing organization.
The experiences of 17 coalitions in Illinois point to five steps
used in many successful efforts:
1. Identify existing intergenerational resources and
make use of them.
2. Obtain organizational support by framing activities
in terms of the organization's priorities, and by producing
benefits for the organization.
3. Create momentum by developing and implementing a
collaborative activity.
4. Publicize the accomplishments of organizations working
together.
5. Promote continuity by nurturing committed leadership.
Those who have had the greatest success with intergenerational
development have spent minimal time discussing organizational
composition and mission. Instead they moved swiftly into action.
Momentum is built by doing something. An activity successfully
completed creates a spirit of camaraderie and helps establish
leadership.
The challenge for coalition developers is to bring local people
into the regional or statewide process in a way that encourages
them to take ownership. One promising approach is to involve
leaders and those with the power to make things happen. These
leaders may be found in the most surprising places, so it is
fruitful to look among many different organizations, businesses,
the media, and individuals.
Other beginning strategies include developing a focus group,
brainstorming with others who are interested and committed,
working with a group to hold a meeting or retreat, or involving
a network supportive of intergenerational efforts. By involving
a group or steering committee, a broader base is established.
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Establishing
a state initiative
The concept of intergenerational programming is so timely and
cost-effective that most statewide and regional organizations
are interested in getting involved. Administrators often are
already supportive of the concept and are just waiting for someone
to offer them a mechanism to get started.
The "blessing" from the top not only gives the initiative credibility.
Often, it leads to the agency gathering and disseminating ideas
and information within the organization and to the public, which
creates support for local activities. Outreach sometimes also
takes place to other agencies within government or the non-profit
sector, with the intent of creating cooperative, mutually beneficial
programs. These statewide groups then disperse information and
enthusiasm through their own networks to reach communities and
schools, where development really happens. For example:
1. Collaborative activity: Members of the American Association
of Retired Person's state leadership meet with PTA and School
Board Association state officers and discuss the ways that teachers
could help older folks feel more comfortable in the classroom
and how teachers might feel more comfortable with older volunteers.
They decide this discussion could be beneficial to local chapters.
2. Dissemination of idea: The PTA, School Board Association,
and AARP officers ask their membership to give them ideas on
promoting this dialogue.
3. Local program development: The discussions at the
local level help identify strategies to welcome older folks
into the classroom and give teachers the opportunity to discuss
their reservations about intergenerational programs.
As a result, increased publicity gives programs renewed momentum
and plants the seeds for new programs.
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Starting at the bottom
No matter how successful one is at the state level, action
at the local level will always be the lifeblood of a meaningful
coalition, because the day-to-day work in communities and schools
provides the basis for development of statewide policies and
programs. Many types of activity can help get local programs
started and promote excitement to keep things rolling. If you
already have a coalition, get participants involved in planning
a momentum-creating event. If not, form a task force, steering
committee, or advisory committee that represents key local organizations,
and choose a short-term strategy for spreading success.
Staging a regional retreat -- A retreat can be quite
effective at the local level. It could be a morning or afternoon
session, a weekend event, or a series of meetings. Plan an agenda,
identify individuals to attend, set goals, hold the event, get
commitments, and make plans for the follow-up.
Creating awareness -- The Chicago Metropolitan Intergenerational
Committee was developed by committed leaders who realized that
together they could create awareness of the benefits and importance
of intergenerational programs. Over 10 years, the committee
has brought many people together to share experiences and discuss
expansion of programs. The committee has helped many groups
get started and was important in the genesis of the Illinois
Intergenerational Initiative.
Linking township agencies -- The Bloom Township Intergenerational
Council was established with community-based organizations including
a township office, a community college, senior citizen service
providers, and RSVP representatives. The group's main purpose
was to help township offices combine resources and work together.
Every year it plans a major special event for Older Americans
Month.
Talking to teachers -- A group of educators, service
providers, and local business people in Springfield decided
to find out what the community needed from an intergenerational
perspective. Their needs assessment resulted in a conference
and the group taking on responsibility for promoting intergenerational
efforts. Teachers now have an excellent resource at their fingertips.
Action of local colleges -- Community colleges have
great potential to instigate intergenerational coalitions. A
coalition of 38 community colleges was the vehicle to bring
educators together to discuss outreach to older persons and
ways to collaborate.
Focus on the inner city -- A Chicago Public Schools
volunteer program director convened a series of bimonthly meetings
with people representing housing, literacy, aging, RSVP, retirees,
and other volunteer organizations. The Chicago Intergenerational
Network has resulted in greater awareness of the activities
in public schools, housing projects, and aging agencies.
Networking through libraries -- The Pekin Public Library
invited 50 service organizations to highlight successful intergenerational
activities and prepared a manual on these resources entitled
"Bringing Generations Together."
Breakfast dialogue -- Illinois State University organizes
breakfast meetings to encourage discussion on intergenerational
efforts. Once a month during the spring semester, professors
and students join teachers, service providers, retirees, librarians,
and businesses to share, care, and learn together.
Youth conference -- The DuPage Multigenerational Consortium
pulled 30 human service and education organizations together
to present a youth conference. Area seventh graders participated
with senior citizens and discussed relationships with parents,
dating, chores, drugs, and other issues.
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Selling
the concept to administrators
Once a small coalition is formed, it is always important to
involve the administration of participating groups. Contact
with directors, principals, deans, or supervisors helps promote
institutional involvement and ownership. When "selling the idea"
to your supervisor, think about their priorities and the flow
of power within the institution, and use this information to
develop support. This support may be available simply by asking,
but it may also require considerable planning and effort to
accomplish.
Community or neighborhood forums offer an opportunity for highlighting
successful intergenerational programs, and are important tools
for gaining the attention of administrators. The seven regional
Circle of Helping meetings in Illinois provided an opportunity
for decision-makers to obtain information about intergenerational
programs. The events were also a public relations opportunity
for recognition of exceptional programs.
Another way to build support among administrators is to bring
together an advisory group or other interested parties to discuss
how intergenerational programs can address priorities of the
organization.
Communications
and Publicity
Maintaining a high level of communication about the benefits
of intergenerational programs is essential both within the local
coalition and to the outside world. It is important to keep
communication flowing to the top of each member organization,
whether by telephone, memos, newsletters or media attention,
because if leaders don't know what you are doing to help them,
they may think you aren't doing anything. In Illinois, this
process was built in because of a sign-off process for the Higher
Education Cooperation Act funding. At least once a year, we
describe our progress and make recommendations about the next
year's goals. This keeps state leaders aware that the project
is continuing, that goals are being accomplished, and that a
broad base of support has been created.
Reaching the public is even more important, because people
get involved when they have seen what can be accomplished. Planned
use of radio, TV, and print media to promote awareness of intergenerational
topics and to recognize those involved will help build external
support and strengthen the resolve of members to persevere and
move ahead.
Early in the program when the innovator is recruiting, the
media can assist by announcing opportunities or highlighting
articles in local newspapers. Once the program is in place,
the media can highlight the program and its benefits to the
community. When volunteers are being recognized, there are no
better methods than radio announcements, television interviews,
and local newspaper coverage with pictures and a discussion
of the intergenerational concept. Continuation or expansion
of programs often depends on organizational support, which is
more likely to result if the community is aware of the program's
accomplishments.
Good advice comes from Jerry Montague, principal of Gilson
Brown Elementary School. He keeps the local newspaper informed
about school activities, especially those that include a good
picture or an interesting story. The news articles work well
for both: the school gets much deserved exposure and the newspaper
has a good story.
Remember the best public relations tool is word-of-mouth. Individuals
who are involved spread the word about the benefits. There is
nothing like a phone call or personal contact to spark and maintain
interest.
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Coalition
building begins the momentum
In Illinois, people first came together in a steering committee
made up of representatives of the main systems of higher education.
The committee worked for eight months by phone, memo, and in
person to plan the founding invitational meeting.
The steering or planning committee is the foundation for larger
participation and provides continuity for the project. The membership
of the steering committee will change over time, and momentum
needs to be recreated from time to time, but its core functions
are vital to any coalition: people come together, discuss important
issues, expand involvement, and help gain further exposure.
The steering committee in Illinois first created momentum through
the invitational retreat. The funding for the retreat was obtained
by small contributions from a number of organizations. The retreat
helped bring together experts in the field, leaders with clout
to make something happen, and others interested in the idea
of intergenerational programming. It featured formal presentations,
informal networking, and time set aside for analyzing individual
and organizational commitments to intergenerational efforts.
The retreat got things started, but soon that momentum would
be lost and another wave would need to be created. Participants
were asked at every meeting to make short- and long-term commitments.
These written commitments were monitored at scheduled intervals,
and many groups wrote to brag about accomplishments. Most do
not complete their objectives as written, but almost without
exception, they accomplish something, most often information
sharing or paving the way for an intergenerational activity.
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Using a survey as a tool
Another strategy used in Illinois, working from the top down,
was the use of a survey that gathered information and promoted
awareness of the initiative. The 18-question survey was administered
in personal interviews with 18 regional school superintendents
and 18 managers of Educational Service Centers, which are responsible
for professional development of teachers within a geographic
area. The interviews, which asked the administrators about their
interest and knowledge of intergenerational efforts, planted
seeds for future action. Often an administrator will tuck away
a piece of information until it is more relevant to the organization
and its needs. For example, three years after one interview,
an agency CEO called to say that the organization had developed
a comprehensive intergenerational program. A school superintendent
called a year after an interview to announce he had included
intergenerational involvement as a priority in the district's
planning for the following year.
Surveys can create interest and momentum if they are used to
inventory existing programs and expertise at community-based
organizations, schools, colleges, nursing homes, retirement
communities, universities, and area agencies on aging. This
information can be the basis of a clearinghouse. Often libraries
are interested in promoting this type of activity.
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Keeping
coalitions alive
Continuity has proven to be one of the most difficult aspects
of developing programs and coalitions. Yet many programs have
flourished for years, have moved smoothly from one leader to
the next, and have continued to set and accomplish goals.
Staffing is one key to a coalition's ability to flourish. Though
a full-time coordinator is not always needed, most coalitions
require at least a part-time, self-motivated individual who
can maintain a steady stream of phone calls, letters, reports,
and meeting reminders to members. Positive feedback is especially
important, whether in the form of a congratulatory letter about
a particularly good program or recognition at some public event.
Continuity of the staffed position will help ensure continuity
of the coalition: a few months of inactivity in the summer,
for instance, may do no harm, but six months or more without
communication or an event can allow a coalition to fade into
obscurity.
Other components of successful coalitions are:
- Committed leadership -- The coalition continues with
the same leader or moves from one committed person to another
with a similar vision and commitment.
- Manageable goals -- The coalition begins small and sets
modest expectations for initial growth. This gives the program
developers time to diagnose difficulties and respond.
- Value to the organization -- The coalition addresses
the priorities of its sponsoring organizations, or at least
makes the organizations look good.
- Benefits to people -- The coalition makes a visible
difference in the lives of young people and elders -- it satisfies
local needs.
- Publicity -- The coalition makes sure the value
of its efforts is understood by those in power by providing
a flow of information through schools, agencies, and communities.
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