Intergenerational Generation

“Dear Sharon,

I am pleased to inform you that the Intergenerational (IG) Community Bridge Building project has been selected to receive an Innovative Community Capacity Building Award from the Canadian Cancer Society’s Community Capacity Building Strategy, an initiative of the BC Healthy Living Alliance.  The Innovative Community Development Award aims to:

— Recognize local development/redevelopment projects or programs, and the individuals behind them, that inspire communities to take action to identify and meet their own needs; and
— Honour individuals and their affiliated organizations who continually contribute to the foundation of their community.

These awards are a result of the desire to recognize excellence in building the viability of communities in BC outside of the work done by the Community Capacity Building Strategy.

Congratulations on being selected.  

We thank you for the significant contribution you are making to your community and are pleased to be able to recognize your achievements with this award.

Sincerely,

Maria Mazzotta

Community Capacity Facilitator, Interior Region
Community Capacity Building Strategy
An initiative of the BC Healthy Living Alliance www.bchealthyliving.ca”

Download the rest of this great 18 page full colour document here:
IG Activities List (pdf file)

 

There are excellent hand wash kits available through health authorities that help practice proper handwashing. An ultraviolet light indicates missed areas on washed hands.

Research has shown that the finger nail beds, and the centre of the palm of the hand are most frequently missed by soap when washing. Finger tips and hand tops are most often cleaned. Be thorough, wash often.

Check with your local health unit as they also have posters available as reminders and as instruction.

In IG activities, all parties need to wash their hands before and after contact with one another, and contact with apparatus and furniture surfaces. Young people also need to be instructed and monitored that any unexpected coughs or sneezes are covered with a sleeve, not a hand. Seniors should be aware of this precaution as well, although they still may prefer a handkerchief or Kleenex.

At all times care facilities and school, or community groups should communicate to one another the state of health in their facility. Precautions should always be taken in all health matters, and decisions on intergenerational activities should be guided by knowledgeable authorities, and not rumor, fear, or hearsay.

 

WCRC Senior Coordinator (Sharon MacKenzie/Paul Fisher/Diann Bastian)

 

 

Bread Recipe (single recipe, you can double with good results)

In a large warm bowl, in a warm room free from drafts, measure accurately, and

MIX

• 2 1/2 cups of white flour
• 2 Tbsp. instant yeast (Fast Rising or Fermapan brand name)
• 1/4 cup white sugar
• Set this aside once it is stirred together

MIX

• 1/4 cup, plus 1 Tbsp. margarine or butter (melt and cool to room temperature)
• 2 medium eggs

To the margarine/butter and eggs add:
2 cups WARM water

POUR the wet ingredient bowl into the flour/yeast mixing bowl. Mix well. Stir until the mixture is ‘elastic’.

ADD another 2 1/2 cups of flour.  Mix well. You may have to use your hand.

When it works into a smooth ball, place in a large oiled bowl (three times the size of the dough ball). Cover with oiled waxed paper. Put in warm oven to rise for 30 minutes.

After 30 minutes, gently ‘stir’ down dough, then form into buns, or loaves.  Place in oiled pans, cover with oiled wax paper, let stand in warm oven for 20 minutes.

Take out of oven. Pre-heat oven to 400 degrees F.  Remove wax paper, bake for 15-20 minutes.

If you would like, you can add raisins, candied peel, etc. between steps 4 and 5. 

You do NOT need to knead this bread dough.  If you use whole wheat you will have to adjust your yeast according to your experience.


Happy Half Hour Rhubarb Jam

1. In a large saucepan mix the following ingredients and boil for 15 minutes:

• 5 cups of diced rhubarb
• 4 cups sugar
• juice drained from the canned pineapple

2.  Add:

• 398 ml crushed, drained, canned pineapple
• 1 package (85g) strawberry jam

3.  Bring all of the ingredients to a good rolling boil, stirring regularly

4.  Ladle into jars.

 

Depression, loneliness and marginalization are situations that plague our modern society. These conditions and states of mind can lead to poor physical health as a result of improper diet and lack of physical activity. Individuals suffering in these areas may take medication to cheer themselves, or may just live a reclusive life. In the elderly, medication can lead to unsteady feet and less than clear vision, and result in disabling falls. A depressed youth can feel so estranged that his or her life seems like a huge void of loneliness.

Children, youth and seniors are often the victims of a society that moves fast. As they are less likely to be involved in commerce or the making of money, they do often have unscheduled time which all too often they spend alone, waiting for the ‘workforce’ to come home, or to visit.

When the opportunity to ‘take time’ in an IG initiative purposefully connects seniors and youth/children, wonderful things start to happen. Friendships spring out of the simplest shared experiences-the same birthday month, a loose tooth, a favourite ice cream flavour, a common trait.

Happiness and the feeling of being cared about are important, but in IG relationships, the feeling of being able to care for also breeds happiness. One student when asked about his experiences in the Meadows School Immersion Project commented on how special it was to be loved by someone other than your own family, and to care for them back.

Senior buddies, not wanting to disappoint young friends, put minor aches and pains aside so that they can come to see a class presentation, share a game of dominoes, or go for a walk. The children and youth have an opportunity to shed some of the mantra of their demanding social setting amongst their peers at the school. The atmosphere is more accepting, less competitive, and there is an appreciation of youth.

Once trust and respect are established between generations, good humour and ease take over, and everyone knows that a smile is more therapeutic than an frown!

 

 

Here’s a great idea when the weather is good. Contact a vintage car club and ask if the owners of the cars would donate an afternoon to take seniors for a spin around the block. Summons up all sorts of wonderful car stories and memories that youth/children can ask about and write about! Good fun.

 

How do you start a conversation when there are two generations who are new to one another?

The answer lies first in understanding the limitations of the method of communicating.

If you are having a face-to-face conversation, there are a few simple rules that should be followed for the best results. We will list those below. If you are writing to communicate, have a look on our website under ‘MEDIA’ Video of Various Projects, ‘”Letters to Elder Buddies” . Also, remember, a picture is worth a thousand words, so drawings, photographs, and other Visual Art forms are wonderful places to start sharing thoughts and ideas between generations. Check out  http://www.ltgov.bc.ca for the BC Lieutenant Governor’s Literacy Project based on writing and talking about drawings. Illustrations are on-line there.

To share photographs, make sure that they are clear, and that you have good light. Photos and sketches sent by the mail are wonderful tactile representations for children of their elder friends. In this cyber-world of ours, don’t underestimate the power of a drawing or photograph sent in an envelope.

FOR ORAL COMMUNICATION:

LARGE GROUP

If you are having children or seniors present to a group, it is imperative that the audience can hear.  Having a microphone and audible speakers is highly advisable.  Make sure that you do a sound check so that seniors with hearing aids can adjust them for the new level of sound.

INDIVIDUALS

Find a place to communicate that is quiet and free of distractions (for example: no TV, no background music, and out of the main traffic flow).

Sit face to face.

Speak clearly and slowly. One does not have to shout at an older adult.

Rephrase if the person does not understand the first time through. Use no slang and avoid jargon.

Give the person time to respond.

 

** A good graphic to remember this :

Outline the outstretched fingers of the hand, and write one of each of the five criteria from above on a finger.   ‘It’s HIGH FIVE for good communication!”

TOPICS, ITEMS AND ACTIVITIES

AS CONVERSATION STARTERS

When generations share conversation, a few questions about what they have done so far today will help child or senior understand the level of memory that each has.

If a senior cannot remember what he or she had for breakfast, then it may be better to ask questions that require long term, instead of short term, memory. Likewise, if a child cannot recall in order what he or she has done in the day so far, more general topics may be easier to start the discussion.

REMEMBER: HALF OF COMMUNICATING IS LISTENING, HALF IS SPEAKING.  MAKE SURE THAT YOU TRY FOR A CONVERSATION, NOT AN INTERVIEW!  Questions should lead to something more than ‘yes ‘and ‘no’ answers.

SUREFIRE CONVERSATION STARTERS

A walk, a sing-a-long, playdough, a storybook, X’s and O’s, a pet.

Topics to start a dialogue:

sisters and brothers, children, animals, sports, favourite foods, movies, where they have lived, travel, favourite season, taking care of a baby, jobs and chores, transportation stories (cars, bikes, trains, planes, buses, boats), music they do or like, dancing, painting and crafts, being scared,  farm life (where was it, grains, animals, chores, milking cows), electronics (radios, I-pods, computers, video games, X box, cameras, TV), windmills, doing the wash and ironing clothes, homework,  favourite flower, bird, vegetable, funniest time, happiest time, seeing a wild animal, sports (playing, watching), prices of things, favourite hockey team, ball team, best present ever received, or given, swimming, fishing and water activities, teachers, candy, the Olympics, outhouse stories, bedrooms, school concerts.

Items to start a dialogue:

Having some item or activity upon which to base a discussion is of great assistance in breaking ice. Have the child or adult supply an item (a Journal, autograph book, ornament, toy, picture magazine, photo album, piece of jewellry, catalogue, etc.)  For large groups with interaction in smaller groups, borrow a box of antiques from a local second hand dealer and share them around small groups for discussion.  Children can bring things from home too (a collection, a photo collage, a keepsake, an electronic device to teach about).

Grandparents and Grandpartners:

Check out our annotated IG storybook list for a suggested title for reading to younger children.

Hint for children and youth meeting a senior buddy:

Have the child write a few of the talking topics on a small piece of paper and carry it in a pocket for reference if conversation slows or needs a start.

SIMPLE IS BEST, TAKING YOUR TIME IS IMPORTANT.

 

How does an intergenerational project differ from an intergenerational programme?

A programme, for reference on this website, refers to a predetermined, fixed series of activities. The expectations, intentions, and specific outcomes are predetermined by someone other than the participants. A programme stands alone, often comes in a binder, generally requires a leader to ensure that the programme is followed. Participants ‘fit in’ to the programme.

A project suggests a guiding set of beliefs that emanate from a philosophical stance. Models, or examples, may help guide understanding, but a project is flexible and adaptable to a wide range of participants, locations, and timeframes. The co-participants determine their own goals, activities, and evaluation, based on a certain set of beliefs.

It appears that a project has a better opportunity to be sustainable, as its key requirement is a way of thinking, whereas, a programme is a way of doing. If those who organize and participate in a project move away, the basic philosophy  can  continue to exist. The new people may shift how they do things, but the thinking behind the project will be sustained. In a programme, its lack of flexibility may not allow for new participants to give the activities their own personal touch.

Projects come from within, based on a philosophy. Programmes come from without, and lay someone else’s vision on the participants. Projects teach the person how to fish, programmes give the person a fish.