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Translating Knowledge: Promoting Health Through Intergenerational Community Arts Programming

S. Anderson, J. Fast, N. Keating, J. Eales, S. Chivers, D. Barnet, Norah Keating Orcid Logo

Health Promotion Practice, Volume: online in advance of print, Pages: 1 - 11

Swansea University Author: Norah Keating Orcid Logo

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DOI (Published version): 10.1177/1524839915625037

Abstract

Introduction. Intergenerational programs have been touted to address the generation gaps and isolation of older adults. Mutual contact alone has produced mixed results, but attention to the intergenerational program content demonstrates well-being benefits. This practice-based article examines the b...

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Published in: Health Promotion Practice
Published: 2016
URI: https://cronfa.swan.ac.uk/Record/cronfa29618
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first_indexed 2016-09-20T07:02:08Z
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2016-11-10T17:10:35.2384159</datestamp><bib-version>v2</bib-version><id>29618</id><entry>2016-08-22</entry><title>Translating Knowledge: Promoting Health Through Intergenerational Community Arts Programming</title><swanseaauthors><author><sid>79aa9c79c6c3f3fa498a1d429844c45e</sid><ORCID>0000-0002-2535-4564</ORCID><firstname>Norah</firstname><surname>Keating</surname><name>Norah Keating</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2016-08-22</date><deptcode>PHAC</deptcode><abstract>Introduction. Intergenerational programs have been touted to address the generation gaps and isolation of older adults. Mutual contact alone has produced mixed results, but attention to the intergenerational program content demonstrates well-being benefits. This practice-based article examines the benefits of creating and performing ensemble-created plays to older adults&#x2019; and university students&#x2019; well-being and the key processes that promote well-being. Method. This community participatory research project involved older adults as researchers as well as research subjects. Individual semistructured interviews were conducted by two trained interviewers with older adults (n = 15) and university students (n =17). Results. Professional dramaturgical processes of storytelling, reminiscence, and playfulness were key elements in participants&#x2019; generative learning. They augmented older adults&#x2019; and university students&#x2019; ability to understand their situations and try innovative solutions. Skills such as openness, flexibility, and adaptation transferred into students&#x2019; and older adults&#x2019; daily lives. Conclusion. Participating in this intergenerational theatre group reduced ageism and improved intergenerational relationships. It increased older adults&#x2019; and university students&#x2019; well-being by building social networks, confidence, and self-esteem and developed a sense of social justice, empathy, and support for others.</abstract><type>Journal Article</type><journal>Health Promotion Practice</journal><volume>online in advance of print</volume><paginationStart>1</paginationStart><paginationEnd>11</paginationEnd><publisher/><keywords>community-based participatory research; aging; intergenerational; drama; prevention; health promotion; students; older adults</keywords><publishedDay>1</publishedDay><publishedMonth>3</publishedMonth><publishedYear>2016</publishedYear><publishedDate>2016-03-01</publishedDate><doi>10.1177/1524839915625037</doi><url/><notes/><college>COLLEGE NANME</college><department>Public Health</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>PHAC</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2016-11-10T17:10:35.2384159</lastEdited><Created>2016-08-22T15:51:31.0942324</Created><path><level id="1">Faculty of Medicine, Health and Life Sciences</level><level id="2">The Centre for Innovative Ageing</level></path><authors><author><firstname>S.</firstname><surname>Anderson</surname><order>1</order></author><author><firstname>J.</firstname><surname>Fast</surname><order>2</order></author><author><firstname>N.</firstname><surname>Keating</surname><order>3</order></author><author><firstname>J.</firstname><surname>Eales</surname><order>4</order></author><author><firstname>S.</firstname><surname>Chivers</surname><order>5</order></author><author><firstname>D.</firstname><surname>Barnet</surname><order>6</order></author><author><firstname>Norah</firstname><surname>Keating</surname><orcid>0000-0002-2535-4564</orcid><order>7</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2016-11-10T17:10:35.2384159 v2 29618 2016-08-22 Translating Knowledge: Promoting Health Through Intergenerational Community Arts Programming 79aa9c79c6c3f3fa498a1d429844c45e 0000-0002-2535-4564 Norah Keating Norah Keating true false 2016-08-22 PHAC Introduction. Intergenerational programs have been touted to address the generation gaps and isolation of older adults. Mutual contact alone has produced mixed results, but attention to the intergenerational program content demonstrates well-being benefits. This practice-based article examines the benefits of creating and performing ensemble-created plays to older adults’ and university students’ well-being and the key processes that promote well-being. Method. This community participatory research project involved older adults as researchers as well as research subjects. Individual semistructured interviews were conducted by two trained interviewers with older adults (n = 15) and university students (n =17). Results. Professional dramaturgical processes of storytelling, reminiscence, and playfulness were key elements in participants’ generative learning. They augmented older adults’ and university students’ ability to understand their situations and try innovative solutions. Skills such as openness, flexibility, and adaptation transferred into students’ and older adults’ daily lives. Conclusion. Participating in this intergenerational theatre group reduced ageism and improved intergenerational relationships. It increased older adults’ and university students’ well-being by building social networks, confidence, and self-esteem and developed a sense of social justice, empathy, and support for others. Journal Article Health Promotion Practice online in advance of print 1 11 community-based participatory research; aging; intergenerational; drama; prevention; health promotion; students; older adults 1 3 2016 2016-03-01 10.1177/1524839915625037 COLLEGE NANME Public Health COLLEGE CODE PHAC Swansea University 2016-11-10T17:10:35.2384159 2016-08-22T15:51:31.0942324 Faculty of Medicine, Health and Life Sciences The Centre for Innovative Ageing S. Anderson 1 J. Fast 2 N. Keating 3 J. Eales 4 S. Chivers 5 D. Barnet 6 Norah Keating 0000-0002-2535-4564 7
title Translating Knowledge: Promoting Health Through Intergenerational Community Arts Programming
spellingShingle Translating Knowledge: Promoting Health Through Intergenerational Community Arts Programming
Norah Keating
title_short Translating Knowledge: Promoting Health Through Intergenerational Community Arts Programming
title_full Translating Knowledge: Promoting Health Through Intergenerational Community Arts Programming
title_fullStr Translating Knowledge: Promoting Health Through Intergenerational Community Arts Programming
title_full_unstemmed Translating Knowledge: Promoting Health Through Intergenerational Community Arts Programming
title_sort Translating Knowledge: Promoting Health Through Intergenerational Community Arts Programming
author_id_str_mv 79aa9c79c6c3f3fa498a1d429844c45e
author_id_fullname_str_mv 79aa9c79c6c3f3fa498a1d429844c45e_***_Norah Keating
author Norah Keating
author2 S. Anderson
J. Fast
N. Keating
J. Eales
S. Chivers
D. Barnet
Norah Keating
format Journal article
container_title Health Promotion Practice
container_volume online in advance of print
container_start_page 1
publishDate 2016
institution Swansea University
doi_str_mv 10.1177/1524839915625037
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str The Centre for Innovative Ageing{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}The Centre for Innovative Ageing
document_store_str 0
active_str 0
description Introduction. Intergenerational programs have been touted to address the generation gaps and isolation of older adults. Mutual contact alone has produced mixed results, but attention to the intergenerational program content demonstrates well-being benefits. This practice-based article examines the benefits of creating and performing ensemble-created plays to older adults’ and university students’ well-being and the key processes that promote well-being. Method. This community participatory research project involved older adults as researchers as well as research subjects. Individual semistructured interviews were conducted by two trained interviewers with older adults (n = 15) and university students (n =17). Results. Professional dramaturgical processes of storytelling, reminiscence, and playfulness were key elements in participants’ generative learning. They augmented older adults’ and university students’ ability to understand their situations and try innovative solutions. Skills such as openness, flexibility, and adaptation transferred into students’ and older adults’ daily lives. Conclusion. Participating in this intergenerational theatre group reduced ageism and improved intergenerational relationships. It increased older adults’ and university students’ well-being by building social networks, confidence, and self-esteem and developed a sense of social justice, empathy, and support for others.
published_date 2016-03-01T03:36:02Z
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score 11.012678

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