What do we need to make intergenerational work successful?
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Jacqueline Cassidy, Head of External Affairs at Children in Scotland, is a 2019 Churchill Fellow looking at intergenerational practice in the US, Singapore and Japan. Jacqueline brings learning from her Fellowship and offers an opportunity to consider what elements of people, policy and practice we need to effectively embedded intergenerational practice in a meaningful and sustainable way.
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What do we need to make intergenerational work successful?
- 1. WHAT DO WE NEED TO MAKE INTERGENERATIONAL WORK SUCCESSFUL? Jacqueline Cassidy, Churchill Fellow 2019 Children in Scotland
- 2. Churchill Fellowship Research Met with policy makers, academics, as well as practitioners in … Oregon and Washington, USA, Singapore and Japan Visited intergenerational shared-care sites in 3 countries NEXT STEP Write report Visited intergenerational projects that were not shared cared NEXT STEP Influence change Attended the Generations United International Conference NEXT STEP ???
- 3. CAN AN ASSETS-BASED INTERGENERATIONAL SHARED CARE IMPROVE OUTCOMES FOR CHILDREN EXPERIENCING POVERTY?
- 4. Kuwana Wellness Centre Daycare for elders and children, afterschool club
- 6. SHARED SPACE
- 10. FOOD FOR THOUGHT
- 11. Food in dementia daycare
- 13. STEP Programme
- 14. A SMALL ASIDE ABOUT TOILETS
- 15. Roundtable discussion: How do we create an enabling environment for intergenerationa l practice?
- 16. 1. Planning • What are your outcomes for children, elders, staff and community? • Route map • Frequency: daily, weekly, monthly • Depth of engagement • Learning lessons Children’s section in care home library
- 17. 2. Training • What staff do you need to know? • Language • Understanding care needs • How to structure a programme • How to support relationship development
- 18. 3. Facilitation • How will you ensure that interactions happen? • How will you develop deep relationships across different services, care professionals, communities of people • Space isn’t enough The Bar at Bayview Retirement Home
- 20. 4. Evaluation • Baseline assessment • Measuring outputs and outcomes • Qualitative and quantative data
- 21. 5. Policy Environment • What do we need from government locally and nationally? • Shared approaches within government • Shared approaches within care regulation • What resources required?
- 22. ROUNDTABLE DISCUSSION: WHAT COULD YOU DO WHERE YOU ARE?
- 23. Any questions? Please feel free to get in touch: Jacqueline Cassidy Jcassidy@childreninscotland.org.uk
- 24. Useful Links ■ Generations United Evaluation Toolkit ■ https://www.gu.org/resources/intergener ational-evaluation-toolkit/ ■ Winston Churchill Memorial Trust, Fellowship applications ■ https://www.wcmt.org.uk/application- alerts ■ Children in Scotland ■ https://childreninscotland.org.uk/ ■ Generations Working Together Training
- 25. Child Poverty in Scotland ■ 1 in 4 children in Scotland live in poverty – that’s 240,000 children ■ Scottish Government forecasts 38% of children living in poverty by 2030/31 ■ 65% of children living in poverty are in working households ■ Children are considered to be living in poverty if they live in households with less than 60% of median household income Source: Child Poverty Action Group ■ Children from higher income families significantly outperform those from low income households at ages 3 and 5. ■ By age 5 there is a gap of ten months in problem solving development and of 13 months in vocabulary ■ 3 year olds in households with incomes below £10,000 are two and a half times more likely to suffer chronic illness than children in households with incomes above £52,000 ■ Children living in low-income households are nearly three times as likely to suffer mental health problems than their more affluent peers
Editor's Notes
- Background on who I am Caveats: Not an expert but passionate Been back a week so thinking is still developing Starting with a bit about my Fellowship Then some examples from my travels Then a few observations about key elements required for success Some consideration of the policy environment
- You don’t need to be an academic for WCMT
- Background on who I am Not an expert but passionate Content from last slide on child poverty statistics My drivers
- Watch for the smile about 20 seconds in…. Afterschool club
- Older people overlooking playgrounds Still all sitting down - could we be more active
- Frequency Exercise, cuddles, marathon, praise and encouragement Frequency -- daily Koeten, Thelmans
- Aoicare example of children in the workplace
- Shared eating at Aiocare – in the day care and in the residentialsection Ladies in their 90s
- Oregon – separate, but a nice area for a proper dining experience Ladies teaching children in afterschool club to cook recipes – now a regular activity – daily during the school holidays
- Leads onto next slides
- St Joseph’s already working on their plans Improvement methodology
- Table with the edges taken away – protected space but sharing – learning from people’s needs
- Shared sites in Singapore not actually sharing space
- Side by side, passive, child needs support to be engaged, older person passively observing
- Lots of places relying on feeling that things are better for children/older people – smiles and anecdotes Need evidence of change Improvement Collaborative – approaches – improvement project;
- Joined up government – Singapore – not quite there but attempts, nothing in the US. Different rules Anything else?
- Some prompts What can you do in your work locally? What do you need from GWT? What can I do to help? How can we use the learning from elsewhere
- My focus is on tackling poverty through intergenerational approaches – using assets based approach Experiencing child poverty can undermine the health, wellbeing and educational attainment of children • 61% of low-income families with children in Scotland can’t afford to make regular savings of £10 a month or more. • 51% report that they don’t have a small amount of money to spend each week on themselves. • 10% can’t afford to have friends of their children round for tea or a snack once a fortnight. There are strong links between the experience of child poverty and poor mental health. What were my drivers?