Intergenerational Programs Review: Study Design and Characteristics of Intervention, Outcomes, and Effectiveness

ABSTRACT

There is a growing interest in intergenerational connectivity through intergenerational programs. In this work, a review of intergenerational programs was performed, with focus on the program design and objectives as well as in their outcomes.

We used a systematic review method in which we screened 3,796 articles. After analyzing titles, abstracts, and full paper analysis, 16 articles were retained. Each study was reviewed, and data were extracted related to target population, study design, characteristics of intervention, outcomes, and effectiveness.

Intergenerational programs included educational programs and art, Information technology development, cultural heritage, health education, and therapeutic activities. Most of the programs collected both quantitative and/or qualitative data. Seven studies collected data in the beginning and at the end of the program. Significant diversity in sample size and intervention length was found. Measurement of outcomes was performed in both young and/or elderly group of participants. Programs impact evaluation varied between studies, including validated scales, interviews, observation, focus groups, and conversation analysis, narratives, videotaped sessions, and field notes.

Our study highlighted the diversity in the design of studies and in the program’s effectiveness evaluation. More randomized design studies are required to support researchers and practitioners in the development of future intergenerational programs.

KEYWORDS:

• Elderly
• intergenerational
• systematic review
• young people

Acknowledgments

This work received financial support from the European Union under the European Commission’s Erasmus+ Programme Key Action2 Strategic Partnerships (Adult Education)/SACHI2 Project Grant Agreement n° 2016–1-ES01-KA204–024999 and from the European Union (FEDER funds POCI/01/0145/FEDER/007728) and National Funds (FCT/MEC, Fundação para a Ciência e Tecnologia and Ministério da Educação e Ciência) under the Partnership Agreement PT2020 UID/MULTI/04378/2013.

Disclosure statement

The authors declare no conflict of interest.

Additional information

Funding

This work received financial support from the European Union under the European Commission’s Erasmus+ Programme Key Action2 Strategic Partnerships (Adult Education)/SACHI2 Project Grant Agreement n° 2016–1-ES01-KA204–024999 and from the European Union (FEDER funds POCI/01/0145/FEDER/007728) and National Funds (FCT/MEC, Fundação para a Ciência e Tecnologia and Ministério da Educação e Ciência) under the Partnership Agreement PT2020 UID/MULTI/04378/2013.