CREATING
INTERGENERATIONAL COALITIONS
Contents of Part Four
VI. Opportunities
for linkage
An older woman, recently widowed, has many lonely moments in her
day. She wants to become involved but does not know how. An older
couple retired to a new community had been active volunteers in
their old neighborhood, particularly at the school, but are reticent
to inquire about service opportunities at the local school. A principal
has had numerous requests from her teachers to involve parents as
tutors and mentors. The principals wonders, "How could I entice
some of the retired population to join us?" The idea of being
involved and being needed is important to everyone, but most people
would not venture into a school, senior center, nursing home,
or community-based organization without an invitation. So, the
task of the educational system and service providers is to make
information available about volunteer opportunities, and to extend
invitations.
Many people are prevented from starting a program because they
are perplexed and overwhelmed by the process of establishing a
volunteer opportunity and recruiting someone. But it needn't be
a complicated process. The superintendent of Fenton High School
in Bensenville invites senior citizens to have lunch with him
and attend the school play. The superintendent also sits on a
community planning board that includes intergenerational programs
as a part of the community master plan for lifelong learning.
This community plan taps skills and talents of all generations,
and makes intergenerational programs a component of the local
service and learning infrastructure.
Keep in mind that physical limitations need not preclude an older
person's involvement. The talents of homebound elders are often
underutilized because we minimize the abilities and experiences
of those who are dependent or semi-dependent on others. A homebound
person may have factual information about the history of a community
that can be recorded and made available to others. The "Grandma
Please" program for latch-key children in Chicago is based on
after-school telephone calls between young children and older
persons.
A system for recruiting and linking volunteers may already be
available. The following examples from Illinois are good starting
points when thinking about your community.
A. School linkages -- Educational settings are the most
common systems for linking older adults with students. These models
are found in preschool, elementary, secondary, and postsecondary
education and range from very small programs (one event/one classroom)
to much grander schemes involving the neighborhood or school district.
Four examples of educational systems:
1. Classroom connection.--A teacher identifies an unmet
need and finds older adults to fill it. Brenda Stewart, a teacher
in Benton, saw that her students needed academic help and looked
for help to the Senior Citizen Club. She asked a few older friends
if they would be interested in socialization with students, and
they agreed, not knowing they were in for camping, pizza parties,
a style show, and an outpouring of happiness through students'
poetry. This approach is the most common linking system, and the
simplest.
2. School wide system.--This larger and more complex undertaking
involves the principal or a volunteer coordinator facilitating
the action. Don Johnson, a dedicated principal in a poor neighborhood,
was concerned about the lack of strong male role models for his
students, most of whom came from single-parent homes. He called
a local retiree club and asked the group if anyone would come
to his school and just read with his students for a few hours
each week. Two men volunteered to help students in need of an
extra nudge. That model grew into a larger partnership between
the school and the club.
3. Volunteer Coordinator.--In a mentoring program recently
established at SIUC, a coordinator of volunteers serves as a linkage
between an educational program and retirees. The coordinator works
with the teacher to identify specific needs of the program and
makes telephone calls to recruit friends and acquaintances. She
arranges the schedule and ensures that the weekly mentoring session
is covered by retired faculty members. The students' attendance
has improved, and the teacher has been impressed with the assignments
completed.
4. Large-scale networks.--The fourth model is more global,
involving a school district, a campus, or a large unit. In Decatur,
a coordinator provides volunteers for the entire school district.
She has exceptional networks in the community and a positive philosophy
about volunteer management. Older volunteers are recruited by
the media, word-of-mouth, and through clubs, churches, and other
social networks. The coordinator finds an opportunity for each
volunteer that comes to the school. The superintendent and school
boards provide a staff person to support the program.
B. Volunteer centers.--A clearinghouse of volunteer opportunities
and a talent bank of seniors' expertise comprise this system.
It is a regional or community focal point receiving volunteer
requests and linking them to volunteers. The clearinghouse may
be part of a community college, a service organization, a not-for-profit
organization, or community government. It advertises, conducts
screening, and places volunteers.
C. Senior centers or nursing homes.--The senior center
system finds older persons, identifies their interest, and relays
that information to a nearby school or community-based organization.
Many centers keep a talent bank of seniors interested in volunteer
experiences. Often this system is less active in its outreach
to educational systems, although it may be very receptive to requests
from schools for speakers, tutors, or demonstrators of specific
skills such as quilting, carpentry, or painting. The volunteer
activities most often are centered in the senior center or nursing
home, though sometimes older persons go to schools.
D. Libraries.--A library is an ideal place for a clearinghouse
of volunteer opportunities and expertise. Libraries are well prepared
to deal with data and organization of materials. The most common
system includes posting of volunteer opportunities and a data
base or card catalog of expertise. The library serves as an information
provider rather than a recruiter, screener, and coordinator.
E. Media.--A local or specialty newspaper provides free
space in a weekly or daily column that advertises volunteer opportunities
and, in some cases, volunteer availability. The function of this
system is information dissemination rather than organization and
management, though some newspapers and radio or TV stations make
a commitment to organizing and implementing a volunteer center.
G. Religious organizations.--This operation is similar
to the volunteer center, although services may be limited to church
members.
H. Human service coalition -- A group of service providers
pool their needs and expertise to promote information about volunteer
opportunities in their organizations. The focal point may float
from agency to agency, although one organization may take responsibility
for advertising, screening, and linking.
I. Word-of-mouth -- A satisfied volunteer recommends service
opportunities to a friend. This is the most powerful of all linking
models.
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VII. It's time to build
more coalitions
Intergenerational programs by themselves are not enough to meet
the challenges of today's society.
The intergenerational program is the smallest unit of organizational
development and can survive by itself. But if we are to move toward
a society that truly involves all generations, that smallest unit
must be part of a greater plan. We must build coalitions.
The need for coalitions evolved after people became interested
in creating or participating in intergenerational programs. The
programs operating alone accomplished their goals but did not
realize their full potential. As resources remain tight the individual
program is often seen as inconsequential, rather than a part of
an important social movement. Programs have sputtered or faded
completely because a network wasn't established to provide fresh
blood and new leadership--uniting the participants in a coalition.
In Illinois, the struggle to build strong coalitions continues.
Other states and regions have also built a base. A good start
has been made, but years of work remain.
When we have a viable state model in place, we will have communities
throughout the state that routinely involve older persons in schools,
young people in retirement activities, and all generations together
in lifelong service and learning. When we have a viable state
model, each community and neighborhood will have an intergenerational
infrastructure that provides easy access to service opportunities.
When we have a viable state model, serving others will be a part
of our daily, weekly, or monthly behavior -- regardless of age.
We will know the battle has been won when community activities
reflect life span involvement as a natural and routine part of
community life.
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VIII. Guide to the
Appendix
Detailed information on the specific forms, letters, agendas, programs,
group activities, and retreats is available in the Appendix. The
Appendix begins with the planning for the first invitational conference
and moves through the next five years to the most recent activity
an intergenerational community college coalition.
The materials are originals, nothing has been altered or changed.
Their age is notable from a technological perspective, beginning
with a typewriter in 1985, moving to an Apple IIE, and finally
to a Macintosh. These materials may give you ideas and provide
a structure that accommodates your special touches.
The Appendix was produced for individuals and organizations who
are developing intergenerational coalitions. Feel free to copy,
but we ask that you provide a citation. Good luck!!!
A. The First Event and five year plan, 1986.
B. Forums on the Educational and Information Needs of Older Adults,
1987
C. Expanding the Coalition, 1988
D. Producing publications to help people get started
E. Surveys Galore
F. Universities host Regional Circle of Helping meetings, 1990
G. Involving State agencies and Service Providers, 1990
H. Second Five-Year Plan, 1991
I. Illinois Models addressing the six national education goals,
1991
J. Community College Involvement
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