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ARTIGO ARTICLE
Intergenerational integration, social capital and health:
a theoretical framework and results from a qualitative study
Abstract The purpose of this paper is to report Resumo O propsito deste artigo apresentar os
results from a qualitative evaluation of a school resultados de um estudo qualitativo para avaliar
based intergenerational intervention and also to atividades intergeracionais desenvolvidas em uma
derive a theoretical framework to explain the escola de ensino fundamental e descrever o arca-
changes of attitudes in an intervention of this bouo terico utilizado para explicar as mudan-
kind. This is a qualitative evaluation of an inter- as envolvidas nesse tipo de atividade. Foi feita
vention where 32 elders from the neighbouring avaliao qualitativa de uma interveno em que
area of a secondary school of Ceilndia, Distrito 32 idosos da rea de abrangncia de uma escola de
Federal (DF) of Brazil shared their memories with ensino fundamental de Ceilndia, Distrito Fede-
the 111 students during four months. After the ral, Brasil, compartilharam suas memrias com
intervention, adolescents and elders took part in 111 alunos durante quatro meses. Depois da in-
14 focus group discussions where they evaluated terveno, idosos e adolescentes participaram de
the effect of the activities in some aspect of their 14 grupos focais em que discutiram o efeito das
lives. The intervention had a positive impact in atividades em alguns aspectos de suas vidas. A in-
the participants perceptions of family relation- terveno teve um impacto positivo na percepo
ships, health status and solidarity. However, it dos participantes referente relao familiar, au-
did not improve feelings of trust in others. The topercepo do estado de sade e solidariedade.
results also suggested other possible dimensions of No entanto, no afetou os sentimentos de confi-
social capital for these age groups such as mutual ana mtua. Os resultados tambm sugerem pos-
respected and perception of being valued by oth- sveis dimenses de capital social para esses gru-
ers. Although the study had some limitations, it pos etrios, tais como respeito mtuo e sentimen-
showed the possible mechanisms of psychosocial to de serem valorizados, ainda no investigados.
changes involved in interventions of this kind Embora com limitaes, este estudo mostrou os
which have not been investigated. possveis mecanismos de mudanas psicossociais
Key words Health, Social capital, Intergenera- que ocorrem nesse tipo de interveno.
1
Departamento de Sade
tional interactions, Theoretical framework, Rem- Palavras-chave Sade, Capital social, Integra-
Coletiva, Faculdade de
Cincias da Sade, iniscence processes o entre geraes, Arcabouo terico, Reminis-
Universidade de Braslia. cncias
Campus Universitrio
Darcy Ribeiro s/no.
70910-900 Braslia DF.
elzadesouza@terra.com.
1734
Souza EM
Improvement of social
Reasoning capital
Social learning Trust and reciprocity
Reflection
Environmental change
Comparison
Facilitating conditions
Intergenerational of sharing
relationship Dialogue experiences
Reminiscence Sharing experience
(exposure) Modelling
Consistency of new ideas
information
Better understanding
Change of beliefs between generations
Change of
attitudes
Better family
relationships Better perception of
health status
(well being)
Figure 1. Schematic representation of blended theory (SDRT) to explain the influence of the
intergenerational interaction intervention on the participants of the study.
because the city comprises a low urban income domly selected elders of sixty years old and over,
area established in the 1960s with the founding living in the catchment area of the selected school
of Braslia. And also because more than fifty per (Centro Educacional 7). Students from five classes
cent of its population, aged 42 and over in 2002, of the 7th and 8th grades of the chosen school, rang-
came from elsewhere21. Thus Ceilndia, has a ing in age from 12 to 18 years old randomly se-
range of characteristics, like a number of similar lected comprised the other sample. The exclu-
areas, which may predispose to poor levels of sion criteria included elders and adolescents al-
social interaction, which suggests a need to de- ready participating in any reminiscence pro-
velop interventions to promote social cohesion. gramme, severe alcoholism, severe speech and
memory impairment, and bedridden due to seri-
The programme implementation ous illness.
The students and elders had the chance to
The intergenerational programme was im- share their life stories in sessions of approximate-
plemented from July to November 2002 in one ly two hours each week, in a mean of 14 sessions.
secondary school of Ceilndia, DF11. For this The classes of, on average, 23 students were divid-
study, the target population was formed by two ed into smaller groups during sessions. The activ-
age groups: one sample was composed of 32 ran- ities took place in groups generally including ap-
1736
Souza EM
proximately 10 adolescents and 2 elders. In the nine participants were conducted with adolescents,
sessions memory triggers such as interviews, pho- and four, on average comprising six people, with
tographs and old objects were used. During the elders as detailed in Figure 2. The groups were
sessions the groups discussed different subjects run using a focus group guide well described in a
and took part in a range of activities as shown in previous paper11. The group discussions took
Box 1. By the end of the project they prepared an place at the school. Each one was attended by a
exhibition with the products from the sessions. facilitator and an observer, who was also respon-
sible for the tape transcriptions.
Data collection Ethical approval from the Ethical Committee
of State Secretariat for Health of Brasilia, DF,
After 4 months intervention, data was col- Brazil was obtained. Written consent was required
lected from both elders and adolescents through from all participants and also from the adoles-
fourteen focus groups. Ten groups of on average cents parents.
Secondary school
Classrooms of students Community
12-18 years old Elders > 60 years
10 groups
of students 4 groups of elders
Box 2. Summary of major codes and sub-codes created to analyse focus groups data using N*UDIST 5
Package and manual coding.
where the quotation appeared in the transcribed another reality because nobody even our family,
text. nobody cares about us, but here I felt as though I
were someone. G12:123-127).
The general opinion of participants The participants anticipated the benefits of
the activities for other groups. Both boys and
The focus groups discussion started with the girls would like to recommend them to the young
general opinion of participants about the activities. and to elders and to their parents. The reasons
The boys and girls reported that the project for recommending it to the elders were for them
gave them the opportunity of self expression, and to feel useful (There are elderly people who feel
mutual learning (We learned a lot. The project useless, so they could come here to learn they are
influenced our way of thinking and our behav- not. G8:329-331). This comment could reflect the
iour. We expressed our emotions. G1:363-36). interest in bringing the elders into the activity,
However, learning about the past and learning but it also reflects the fact that they themselves
how to respect elderly people were the most rele- had the feelings that elders were useless as it was
vant factors (We learned how to respect elderly mentioned by all groups.
people because they are our relics of the past. G2:11- The reasons for recommending the project to
12). They started respecting elders and also wanted young people varied. As a particular reason, they
others to do so (I learned how to respect elderly suggested the activities would prevent delinquen-
people and I wish others could respect them too. cy and drug abuse among adolescents (It could be
G7:525-526). They also stressed the kind way eld- used to prevent violence among young people be-
erly people treated them. cause most elderly people did not need to be thieves
The elder men pointed out enjoying the or murderers or even drug users or diallers to sur-
project because it bridged the gap between gener- vive. G6:398-400). According to their explanation,
ations and gave them the chance to see a positive by listening to the elders histories, the young of-
side of young people (I liked it because I met these fenders could make a parallel between their own
young people, some were very attentive with us, lives and the elders and reflect that the elders live
other a bit more rebellious but I met them and I in the same environment, on very low monthly
liked it. G14:45-46). The project also gave them wages and did not became involved in delinquen-
the opportunity of self expression and brought cy in their youth. By comparison, they think the
them the opportunity of making new friends (In young people could reflect and reason on good
our group, nobody knew each other before and now examples and even change their behaviour.
we are all friends. It was important because we The adolescents are aware of the violent loca-
improved each others knowledge. G14:12-13). The tion they live in, but they know it is possible to
statements seem to corroborate the idea of learn- improve life even in places like Ceilndia. (If I
ing by social contact and the dialogue as a con- were in charge to start a project like this I would
sistent source of information and knowledge, start it for the drug addicted. G2: 227-228). Ac-
which facilitated change in the elders preconcep- cording to their point of view, the intergenera-
tions about younger generations. However, the tional activities could help to form a chain of
most important point raised was the perception improvement (You see how the project helped us?
of being valued (It was very good because it enter- Before, we were not aware of the world. We are
tained us and we got recognition from people. used to crime in Ceilndia but we know what is
(G12:6-7). The men realised that they were ap- right and what is wrong. So, we can develop good
preciated by others as reflected in the following ideas to improve peoples lives. One good idea trig-
comment: We could not pave this pathway on our gers another one, then it grows till it forms a big
own, you gave the guidance, the school opened its chain and a better society. G6:409-415).
doors, the students welcomed us and we achieved Through the project the students seem to
more respect (G14:273-278). understand the importance of cohesion for mu-
For the women, positive aspects included feel- tual benefit. They also had an idea that if the
ing respected, a sense of freedom achieved, and community were cohesive it would have more
strengthening friendships. But, like the mens strength (Really if the community were cohesive
opinion, the most important aspect was the per- it would be stronger and give us political strength;
ception of being valued (We felt useful, at ease, the elders would not be abused, it would be better.
bigger and better. For this reason I enjoyed coming G4:258-260).
here because we were valued. G12:473-476; Every- Both boys and girls alike would recommend
thing, the attention we received here, we knew the project to their parents. They mentioned that
1739
in this statement was shared by all groups. It upset because I know I am right everybody at home
suggested that the dialogue with elders, brought gangs up against me and says: Even if you are right
them reflection on the way they perceived their shut up and listen to your mother. G10:505-507).
parents. In doing so, they realised they could be They also showed their perceptions adults in gen-
more understanding and sympathetic and less eral had a stereotyped image of them, labelling
demanding (Before the project if my mother said them as rebellious, lazy, irresponsible and prone
she could not afford things I asked for I used to be to violence, without given them the opportunity
very upset with her. Now I can see that not every- to defend themselves (Unfortunately society con-
thing in life is the way we want. G3:367-371). It siders us all the same way. We are seen as if we were
also seems that made them reflect on the inten- all the same without exceptions. G1:350-351). In
tion to change and value their parents more. It Brazil it has become common, to refer to adoles-
seems that the dialogue with elders also brought cents as aborrecentes (annoying). What may
consistency of information that adolescents need- only be a matter of an adult jokes and play on
ed to believe in their parents and accept their opin- words, reinforces the stereotypes against this age
ions (My father always said I have a good life com- group, and hurts them deeply (We are labelled
pared with his hard childhood. I did not listen to aborrecentes, they think we are annoying beings
him, but here listening to the elders histories I who do not reason before talking and so talk non-
realised he was not lying because all the elders told sense. G10:121-122).
us the same stories. So I realised he was right. Among the older men, only one mentioned
G2:287-290). change in the way his family started recognising
The students started changing the way they his value after being in the project, as he men-
treated their grandparents. Apparently, the chang- tioned: At home they used to call me useless old
es occurred through the same mechanism of es- man and things like that. Now they noticed I have
tablishing parallel and comparing youth in the been valued (G14:531-533). No other participant
past and today (Now I value my grandfather. I mentioned any change.
consider his opinions and choices. I became more The women mentioned being more encour-
patient and more sympathetic with him. G6:268- aged, being better treated and more valued by
269). It is possible that some of the students took their children. Some also mentioned becoming
their grandparents for granted. For many stu- more understanding with their children and
dents they started taking the initiative to talk to grandchildren by observing young people out-
their grandparents and the relationship improved side the family environment. Through the dia-
(For me it also changed because I did not care for logue they realised that young people have needs,
talking to my grandfather, now I am taking the have problems with family but also that they are
initiative to talk to him and our relationship has able to be caring and respectful. It gave them the
become much better. G1:430-430). opportunity to reflect on their own situation at
They also started reflecting on how they take home, became more sympathetic with their own
their lives, their family and even material things young people and the relationships improved
for granted. They started considering how for- (Before coming here I had frequent arguments with
tunate they were for having, schools and ameni- my daughter and was very demanding with my
ties which were rare in the past (We did not value granddaughter. G13:187-190; I changed because
our school that is close to our place. In the past here we learned how to be more humble and more
they [the elders] had to walk on foot miles away to understanding with our family. G13:380-381).
go to school, it was very difficult but they did. We The above statements suggest that the wom-
do not value what we have at home, now we are en changed their attitude towards their children
learning. G:63-66). and grandchildren. Socially-constructed stereo-
If, on the one hand the adolescents mentioned types can be aggravated by tense relationships.
they could be more understanding, on the other This vicious circle reinforces the negative attitudes
hand they revealed their resentment towards their between generations if they do not have the op-
family and society in general. They accused their portunity to experience good relationships out-
parents of exerting their power without allowing side the families.
them to express their feelings and opinions (They
[parents] are not able to see our side, only their Health status
views are right. They ignore our opinion. Even in
cases when we are right, their words have to pre- The adolescents seemed to have a clear un-
vail, they do not hear us. G10:485-492; If I get derstanding that being healthy is a state of psy-
1741
as one woman stated her disappointment because not investigated in the present study. This should
she did not succeed in getting her state pension as be investigated in future research.
she thought she could through the project. The adolescents perceived health as a state
of general wellbeing. The participation made
them to forget some stressful events in their lives,
Discussion improving their mood and calming them down.
It seems that improving the social environment
The findings from the present study suggested for was a key factor for their wellbeing as suggested
the adolescents a positive relationship of the in- in other studies6,7.
tervention on self rated health status, attitudes The analysis suggested that through the
towards elders, family relationships, sense of sol- mutual contact the adolescents could see more
idarity and reciprocity, which support the results clearly their reality. They realised how privileged
from the quantitative results based on a commu- they were in comparison with youth of the past.
nity controlled trial study mentioned before and However they mentioned poor communication
described elsewhere9, which suggested a positive with parents, which, according to them is one
relationship of the intervention on self rated health factor responsible for the inappropriate behav-
status and attitudes towards elderly people. iour of adolescents.
The positive association between the interven- The results of focus groups discussion for
tion and attitudes of adolescents towards elders the elders suggested an improvement on health
was supported by all groups of boys and girls, status, family relationships and attitudes to-
mentioning improvements in their impression of wards adolescents and better relationship with
elderly people. Similar positive changes were re- neighbours. A quantitative study mentioned pre-
ported in previous studies in Sweden24, in Brazil10 viously9 supports the findings related to family
and in the USA25. relationships improvement and the perception
These findings can be interpreted in the light that neighbours help each other, one of vari-
of Banduras Social Learning Theory (1969)16 and ables considered as norms of reciprocity.
Freires Dialogical Theory (1973-1994)17 as changes Studies of attitudes have usually focussed on
seem to have occurred through social contact attitudes towards elderly but the adults attitudes
during life stories sharing. The dialogues provid- towards young people have rarely been investi-
ed consistent information which in turn led to gated. This one sided view makes comparison
reflection and change in attitudes. These reflec- with other studies difficult and also suggests a
tions and changes may suggest the Reasoning biased and possibly patronising view that only
Action14. This sequence of events seems to sup- elderly people are influenced by stereotypes. If
port the changes in attitude towards elderly peo- on one hand it is argued that stereotypes, posi-
ple and old age proposed in the framework which tive or negative, can influence care and policies
guided this study (Figure 1). It also accords with towards elderly people, then it would also seem
Chellam25 and Britt24 who refer that in the pro- plausible that how older adults regard young
cess of interaction, youth and the ageing socialise ones might influence policies and the participa-
with each other. There are exchange of values and tion of young people in the community. A more
functional interchange. The cross-generational balanced approach to issues of ageism and stig-
perceptions of each other, however, depend on the ma, and comprehensive policies to counteract
quality of intergenerational contact. them might benefit the community as a whole.
The findings suggested that the activities im- It seems that the guided contact of elders with
proved their sense of self-worth, and capability to young people outside the family environment
express their disappointment in realising how brought them a better understanding of their
adults and society in general discriminate against reality and influenced their perceptions towards
them and their resentment that they are labelled their children and grandchildren and towards
without exception in a negative way. This finding themselves. As for the young people, as for the
accords with the work done by Morrow26 in the elders it seems that changes followed the path-
UK. If stereotypes influence health and the per- ways of social theoretical framework described
formance of elderly people as stated in the studies in Figure 1.
of Hausdorff and colleagues27, it is possible that In relation of trusting others, both, qualita-
the performance and self image of adolescents be tive results described here and quantitative re-
influenced by stereotypes and attitudes towards sults described elsewhere9 for both age groups
young people as well. However, this influence was failed to show any improvement. One reason for
1743
Acknowledgements
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