Implementing Intergenerational Best Practices in Community-Based Settings: A Preliminary Study.

Evidence-based intergenerational (IG) programs bring youth and older adults together in shared activities and promote socioemotional health across age-groups. The core components of these IG programs include 14 IG "best practices" that should be implemented during IG program sessions to optimize program effectiveness for both youth and older adult participants. Despite the proliferation of IG programs across the United States, it is unclear the extent to which these IG best practices have been implemented in the community. This preliminary study assesses the implementation of IG best practices at two community-based sites by program leaders who participated in a multifaceted professional education intervention for IG best practice use. Implementation of best practices was measured through the Best Practices Checklist completed by program leaders and trained coders as well as through narrative written comments. Program leaders indicated that they were able to consistently implement six out of the 14 IG best practices in 46 IG sessions, whereas the best practice named "Adaptations to equipment were made" was least likely to be implemented. Analysis of narrative comments indicated that (a) the group arrangement of participants and (b) program leaders' familiarity with activities also influenced implementation. While many IG best practices can be implemented in the community, some best practices can be implemented with greater ease and consistency. Training resources can support IG best practice implementation; however, our multifaceted professional education intervention may benefit from the addition of case examples or vignettes to depict potential strategies for optimizing evidence-based IG practices.

The effectiveness of mental illness stigma-reduction interventions: A systematic meta-review of meta-analyses.

The high prevalence of stigma toward mental illnesses contributes to the worsened health and quality of life for people with mental illnesses. Different stigmas (e.g., public, self) lead to social discrimination, social isolation, and reduce the likelihood that people with mental illnesses receive adequate treatment for their conditions. In response to this, numerous social interventions have been developed to help combat the spread of stigma. Subsequently, researchers have conducted meta-analyses to determine the effectiveness of different interventions for reducing stigma toward mental illness. To date, no efforts have been made to synthesize these meta-analyses to identify gaps in the stigma-reduction literature, assess the quality of extant literature, and to identify trends in programming efforts. The present study conducted a systematic meta-review of 19 meta-analyses, drawing from the Health Stigma and Discrimination Framework, to address these gaps. Results showed that the included meta-analyses were of relatively poor quality and that interventions primarily addressed either public or self-stigma, while overlooking other stigmas. Further, meta-analyses primarily assessed the effects of contact-promotion or educational intervention strategies. There was little evidence to suggest that interventions were effective longitudinally. Implications for future research and intervention development are discussed.

Behavioral and electrophysiological correlates of Simon and flanker conflict interference in younger and older adults.

Conflict processing and interference control have been popular topics of research in the study of pathological brain aging. However, there remains much to be learned about how these cognitive processes are altered in the course of healthy brain aging. Moreover, few studies have combined multiple measures of interference control using factorial designs. The aim of this study was to determine the nature of age-related changes in behavioral and electroencephalographic correlates of interference control using a factorial combination of the Simon and flanker interference conditions. Data were collected from a group of younger and high-functioning older adults. Behavioral results indicated the presence of conflict interference effects in both groups, that both Simon and flanker conflict effects are increased in high-functioning older adults, that the two types of conflict interference interact superadditively, and that older adults are more susceptible to the superadditive costs of multiple conflict types. ERP analyses revealed that early perceptual and response-selection processes are differentially modulated by flanker and Simon conflict respectively, however, there was no evidence that these early processes were impaired in older adults. Later components of the ERP in the P3 time range mirrored behavioral results, reflecting the increased susceptibility to flanker and Simon conflict in older adults.

Extending the Together, We Inspire Smart Eating Curriculum to Intergenerational Nutrition Education: A Pilot Study.

The COVID-19 pandemic has made accessing nutritious foods difficult for older adults and children living in low-income households. The evidence-based preschool nutrition education curriculum Together, We Inspire Smart Eating (WISE) can be used to encourage children to try healthy foods. Written as a single generation curriculum, inviting older adult community members to WISE programming for an intergenerational experience may provide further supports and mutual benefits as participants cooperate towards a common goal. While creators have evaluated implementation of WISE, research has yet to explore factors that influence WISE adoption within an intergenerational setting. We conducted a pilot study using the implementation evaluation framework to explore WISE implementation within single generation and intergenerational settings by measuring five implementation outcomes (fidelity, acceptability, appropriateness, feasibility, and sustainability) through three methods: (1) direct assessment of program fidelity via video coding; (2) indirect assessment of stakeholders' perceptions of WISE implementation, and (3) a directed qualitative content analysis on annual interview data. Fidelity scores were comparable between the two settings and stakeholder ratings of appropriateness, acceptability, and feasibility of WISE were high. Qualitative data revealed that aspects of WISE are less appropriate for older participants and reiterated known logistical barriers of intergenerational programming that may challenge program sustainability.

Program Practices Predict Intergenerational Interaction Among Children and Adults.

BACKGROUND AND OBJECTIVES: Intergenerational programs, those engaging youth and adults of nonadjacent generations in shared programming for mutual benefit, are attracting increasing attention from funders, policymakers, and practitioners for the range of goals they can support. The mechanisms by which these goals are achieved are rarely studied. To address this gap, we analyzed the associations between specific intergenerational implementation practices and younger and older participant outcomes. RESEARCH DESIGN AND METHODS: Activity leaders at 5 sites serving adults and preschoolers received training to implement 14 evidence-based practices during intergenerational activities involving 84 adults (M = 75.25 years; range = 55-98) and 105 preschool participants (M = 3.26 years; range = 2-5) over 4 years. Measures of activity leaders' implementation of these practices and participants' behavioral responses to programming were gathered. We utilized multilevel modeling to test whether variations in implementation of practices were associated with variations in participants' responses to programming on a session-by-session basis. RESULTS: For both preschool and adult participants, analyses revealed that the implementation of certain practices was associated with significantly more intergenerational interaction. When more practices were implemented reflecting factors of (a) participant pairing and (b) person-centered care, both child and adult intergenerational interactions were higher. DISCUSSION AND IMPLICATIONS: Practices used by intergenerational activity leaders during programming help to explain within-person responses of both child and adult participants. Intergenerational relationships may be a powerful means to achieve diverse goals; they depend on skillful practice by trained activity leaders.

Increasing the Power of Intergenerational Programs: Advancing an Evaluation Tool.

Intergenerational practitioners responding to a 2018 national survey identified a need for evidence-informed evaluation tools to measure program impact. The Best Practices (BP) Checklist, a 14-item (yes/no) measure assessing the extent to which an intergenerational program session maintained effective intergenerational strategies, may help meet this need. Yet, researchers have not validated the measure. In this study, we begin the empirical validation process by completing an exploratory factor analysis (EFA) of the BP Checklist to offer insight into possible item reduction and an underlying latent factor structure. Using BP Checklist data from 132 intergenerational activities, we found a 13-item, 3-factor structure, reflecting dimensions of: (a) pairing intergenerational participants, (b) person-centered strategies (e.g., selecting activities reflecting participants' interests), and (c) staff knowledge of participants. Our study represents a foundational step toward optimizing intergenerational program evaluation, thereby enhancing programming quality.

Intergenerational programming during the pandemic: Transformation during (constantly) changing times.

Intergenerational programs have long been employed to reduce ageism and optimize youth and older adult development. Most involve in-person meetings, which COVID-19 arrested. ​​Needs for safety and social contact were amplified during COVID-19, leading to modified programming that engaged generations remotely rather than eliminating it. Our collective case study incorporates four intergenerational programs in five US states prior to and during COVID-19. Each aims to reduce ageism, incorporating nutrition education, technology skills, or photography programming. Authors present case goals, participants, implementation methods, including responses to COVID-19, outcomes, and lessons learned. Technology afforded opportunities for intergenerational connections; non-technological methods also were employed. Across cases, programmatic foci were maintained through adaptive programming. Community partners' awareness of immediate needs facilitated responsive programming with universities, who leveraged unique resources. While new methods and partnerships will continue post-pandemic, authors concurred that virtual contact cannot fully substitute for in-person relationship-building. Remote programming maintained ties between groups ready to resume shared in-person programming as soon as possible; they now have tested means for responding to routine or novel cancellations of in-person programming. Able to implement in-person and remote intergenerational programming, communities can fight ageism and pursue diverse goals regardless of health, transportation, weather, or other restrictions.

Implementation of Evidence-Based Practices in Intergenerational Programming: A Scoping Review.

Evidence-based intergenerational practices are sought by practitioners interested in the potential value of intergenerational programs. These are often difficult to identify as intergenerational program research frequently consists of small samples and pre-post analyses of attitudinal data with little attention to implementation characteristics. We systematically identified evidence-based intergenerational practices linked to program outcomes from peer-reviewed journal articles (n = 21) published between 2000 and 2019. Scoping reviews facilitate synthesis of available evidence-based practices and identification of gaps in the literature. Fifteen evidence-based intergenerational practices were identified; each was coded in at least five articles. The practices informed program content (e.g., using technology), program considerations (e.g., environmental modifications), facilitator and participant preparation (e.g., training), and quality interactions among participants (e.g., incorporating mechanisms of friendship). While these identified practices reflect extant theory and research, rigorous implementation research is needed to advance evidence-based intergenerational practice as policymakers and practitioners advocate for intergenerational program growth.

Addressing Children's Nutritional Needs with Community-Based Participatory Action Research.

BACKGROUND: The absence of consistent, reliable, culturally appropriate access to nutritious food places children's development at risk. Nutrition education programming that is delivered using intergenerational strategies may help optimize children's access, consumption, and knowledge of healthy foods. OBJECTIVES: The purpose of this article is to present the development, implementation and lessons learned from the first year of Food for a Long Life (FFLL) programming-an intergenerational community-based participatory action research (CBPAR) project joining Extension staff, researchers, and community partners to increase families' knowledge, access, and consumption regarding healthy food in a food insecure community. Preschoolers, their family members, and older adults were recruited from two preschools and one adult day services center. METHODS: Collaborations with community stakeholders informed the development and implementation of intergenerational nutrition education delivered during FFLL programming. Preschoolers, families, and older adults participated in twenty-six nutrition education sessions during the programming year. Parents of preschoolers completed the Household Food Security Survey (HHFS) and the Healthy Kids measure. Semistructured interview data from staff were also collected upon the conclusion of programming. RESULTS: Preschoolers and their families were found to have marginal food security but relatively healthy eating behaviors. Staff believed FFLL programming enhanced preschoolers' eating behaviors (e.g., increased willingness to try new foods). Continued collaborations with community partners were viewed as essential to program success. CONCLUSIONS: Relationship-building among intergenerational community members, Extension staff, and university researchers strengthens trust and may expand the reach of FFLL programming and research components.