Intergenerational service learning with elders: multidisciplinary activities and outcomes.

This article provides an overview of the activities included in a 3-year, multidisciplinary, intergenerational service-learning project conducted as part of a Foundation for Long-Term Care Service Learning: Linking Three Generations grant. Courses from four departments (gerontology, psychology, occupational therapy, and health promotion and physical education) and one interdisciplinary clinical intervention for stroke patients (speech pathology, occupational therapy, and therapeutic recreation) were involved. Service-learning activities were embedded in course curricula and varied from semester-long activities in group settings to activities involving one-on-one contact for several hours.

Comparison study: the impact of on-site comprehensive service access on self-reported health and functional status of older adults.

Objective: To evaluate the impact of on-site comprehensive service access by comparing functional outcomes and self-rated health between 2 older adult samples.

Methods: Data came from 131 randomly selected residents living independently in 2 retirement communities that provided on-site comprehensive service access and 1723 community-dwelling older adults from the second Longitudinal Study on Aging, Wave 3 (LSOA II), who did not have compatible services access. All subjects were age 70+, white, with intact cognitive function, and had 12 or more years of education.

The impact of gerontology inclusion on 12th grade student perceptions of aging, older adults and working with elders.

The present study examines the impact of including lessons on aging in a 12th grade social studies course on student perceptions of aging and older adults, working with older persons, and knowledge of "facts" on aging. Pre/post-test data were collected from approximately 650 upstate New York 12th grade students enrolled in a government class that included from five to ten lessons on aging issues. Over two-thirds of the semantic differential and four of five job-related questions showed a significant change to more positive views of aging.

An intergenerational partnership between a college and congregate housing facility: how it works, what it means.

Purpose: We describe the goals, development, operation, and outcomes of an intergenerational programmatic relationship between a private comprehensive college and a congregate facility that houses both independent-living apartments and assisted living for older adults.

Design And Methods: Activities are based on a communal-developmental model that promotes "learning with" as opposed to "doing for." We identify key components involved in implementing such a model and provide examples of the activities that constitute the programmatic relationship.

Infusing gerontology into grades 7-12 social studies curricula.

Purpose: This paper describes a model process to increase the exposure of middle and high school students to information on aging so they better understand the implications of an aging population and the stereotypes of older adults.

Design And Methods: A college Gerontology Institute, a social studies teacher education faculty member, and middle/high school social studies teachers collaborated on a program to develop and implement lesson plans that incorporate information on aging into existing courses. Institute staff provided expertise on gerontology and student teachers assisted in writing lesson plan objectives.