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Abstract
This study investigated changes in senior citizens who participated in a school-based intergenerational program with students. Over 8 weeks, 71 seniors taught 1 of 2 life-skills training programs. Participating seniors had significantly higher levels of positive psychosocial change at posttest time compared to nontrainers. Further analyses revealed sharply different outcomes based upon which life-skills training program the seniors taught. These results underscore the importance of not assuming positive outcomes for all seniors who participate in intergenerational programming. Suggestions are made regarding ways to maximize positive outcomes while avoiding unintended negative effects in seniors who participate in such programs.