Defining Intergenerational Practice
Intergenerational practice (IGP) is more easily understood in terms of what it sets out to achieve than in terms of what ‘intergenerational’ itself means; hence the 2000 UNESCO monograph gives a broad definition of intergenerational programmes as “..vehicles for the purposeful and ongoing exchange of resources and learning among older and younger generations” (Hatton-Yeo & Ohsako, 2000, p.3).
This comparative study of intergenerational work across 10 countries around the world found that “intergenerational practice is being developed in a diverse and wide range of practical ways [and settings] but with a limited theoretical or conceptual basis ” (Hatton-Yeo & Ohsako, 2000, p.5).
In the United States the term ‘intergenerational programming’ is used to refer to those activities or programmes which:
“increase co operation, interaction and exchange between people of different generations [enabling them to] share their talents and resources and support each other in relationships that benefit both the individual and their community” (Generations United, 2006, p.1).
Here in the UK, in her 2002 review of intergenerational practice Granville noted that an intergenerational approach is a loosely applied description and that there is diversity in what practitioners mean by it. The term can be interpreted in a variety of ways and Granville concluded that an intergenerational approach is not a single approach but a “style of working that can lead to many different activities and outcomes” (Granville, 2002, p.26).
The diversity of intergenerational activities and projects is immense and involves intergenerational exchange of many forms. Projects may involve members of one generation supporting another: for example, younger people providing services to older people perhaps by shopping for them, visiting them or running errands; or older people supporting younger parents. Projects may also involve different generations coming together: for example, to address community issues, perhaps by older and younger people working together to find ways to reduce crime or the fear of crime in their neighbourhood. Projects may also involve different generations learning together: for example, older people collaborating with school children on a local history project. Other examples are explored in greater depth in Unit 3 and the issues involved in defining intergenerational practice are reflected in the case studies discussed.
Granville makes the point that although the term intergenerational means different things to different groups of people, it is generally agreed that it involves the young and the old. She notes that in some particular projects or activities those who are biologically related may be excluded (Granville, 2002, p.10). However, some intergenerational projects may be specifically designed around the issue of, for example, grandparenting.
There is also debate amongst practitioners about whether or not activities and projects should be more correctly termed ‘multigenerational’ than ‘intergenerational’, since such projects often involve not only the younger and older generations but also the generations in-between, who may play a facilitating role. The debate is, however, further complicated by the argument that the older generation is itself divided, with a perceived divide between ‘active’ older people and others who are characterised by frailty and dependence (as we explore later in the Unit).
It has been noted that intergenerational projects are not always successful in their aims and that positive outcomes are dependent upon effective planning and preparation; in Unit 3 we explore the relationship between policy and practice and some elements of effective practice at more length.
The field of intergenerational practice has developed rapidly over the past twenty years or so; Bernard makes the point that some of the earliest projects in the UK were more concerned with one generation doing things for another generation, (for example, young people doing decorating and home maintenance for older people), rather than encouraging them to work together (Bernard, 2006, p.9). Today, intergenerational practice is about bringing the generations together in mutually beneficial ways; the Unit 3 case studies explore this.
Visit the Lampeter Certificate in Intergenerational Practice page