Bridging the gap (intergenerational citizenship programme)

Bridging the generation gap Intergenerational Citizenship Programme: methods and materials 2 Published by ContinYou Unit C1, Grovelands Court, Grovelands Estate, Longford Road, Coventry CV7 9NE Copyright © ContinYou 2007 All rights reserved. Except as allowed by law or where specified in the publication, no part of this publication may be reproduced in any form or by any means without prior permission from the publisher. First published in 2007; edition 1.1 Acknowledgements This guide was written for ContinYou by Bill Malley and Gailyn Groves. It was produced by Louise Pile (editing) and Paul Mepham (design). This guide could not have been written without the enthusiastic work of the four projects whose work it is based on: l•A day in the Life of … (The White City) – Brought older and younger participants in Hammersmith and Fulham together to: explore what they have in common as young people living locally (or having been young people); understand the reality of local crime and their shared experiences; discuss what it feels like to live in the borough, and what changes they would like to see emerge. l•Buy, cook, eat – Delivered sessions in Hammersmith and Fulham as a part of the Intensive Support and Supervision Programme in the borough. Young people were joined by older people to exchange skills and food knowledge, and to eat together. l•Being young and proud to live in Low Hill – Younger and older people living in a Wolverhampton neighbourhood came together to: share their experiences of being young and of crime locally; and to identify a shared activity they would do together. l•Making a difference – Younger and older people from a Coventry neighbourhood were encouraged to: share their experiences of living locally; agree useful changes to their community; and have their say in the neighbourhood forum. Thanks go to our programme partners for their support: l•Coventry: Walsgrave Bapstist Church Youth Club; Walsgrave Neighbourhood Forum; Dave Crossen, Community Education Worker l•Hammersmith and Fulham: Better Government for Older People; Hammersmith and Fulham Youth Offending Service l•Wolverhampton: Re-entry project for young people; Youth Crime Reduction, Heath Town Neighbourhood Safety Project; Chris Law Day Care Centre. 3 Introduction 4 Getting started 6 Delivery 8 Afterwards 11 Contents 4 Context In 2005 ContinYou secured resources from the Home Office to deliver the Intergenerational Citizenship Programme (ICP). The programme, which ran from Autumn 2005 until Summer 2006, was designed to test a number of methods for engaging younger and older participants as active citizens in their communities. It also aimed to: l increase mutual respect and understanding among participants l reduce their fear of crime l improve their quality of life. ‘[My] attitude about young people has changed. They are nicer than thought.’ Introduction ‘[It’s] very important to bridge the gap, … to learn their ways, and habits.’ Aims of this publication This guide aims to share the successes of the Intergeneration Citizenship Programme with others delivering programmes involving older and younger participants. ‘[I gained] an insight of the needs of the younger generation.’ In particular, it aims to: l highlight the key learning points emerging from the experience of the four projects involved in the ICP (see page 2) l explore the factors critical to the success of the programme l inspire others delivering intergenerational and citizenship education programmes to draw on the experiences of, and the materials used, on the ICP. ‘[I learnt] what older people did when they were young.’ Intergenerational work has a growing history and evidence base. For a useful insight to the thinking and assertions supporting intergenerational work, together with case studies outlining its application to a range of circumstances, visit www.centreforip.org.uk.. The website also contains the latest CIP (Centre for Intergenerational Practice) newsletter, which includes news, resource information, articles about intergenerational projects, and so on. Intergenerational work 5 Introduction This guide is illustrated with examples of planning documents, recipes, and so on used on the programme. In addition, there are references to the ICP section of the ContinYou website – www.continyou.org.uk/ICP. There you will find a range of photocopiable materials from the programme which you can download and adapt for use in your own setting. The three sections of this guide – ‘Getting started’, ‘Delivery’ and ‘Afterwards’ – describe the three phases of delivering the programme in the various locations. The boundaries of these phases were, however, not clear cut and often overlapped. In some cases, it was necessary during the delivery phase of the programme to adapt plans made to match changes in circumstances. Day in the life of … 3 May @ 4pm, Venue tbc l Introductions l Explain project: Intergenerational Increase understanding Change relationship Legacy – continue working together l Event is planned for Saturday, 20 May or Tuesday, 23 May. Time? l Discuss how event will work l Recruitment: Options – mostly on flip-charts Register Ground rules Human bingo Crime survey What you did/do when you were/are young l Groups/pairs/flip-chart exercises l Venue – accessibility l Resources – refreshments, flip-chart, hand-outs, camera and consent forms, certificates l What’s next Planning sheet example 6 ContinYou approached a number of local authorities about collaborating on an Intergenerational Citizenship Programme. Three authorities expressed an interest: Coventry, Hammersmith and Fulham, and Wolverhampton. Initial discussions A number of meetings were held with these authorities to: l explore what the programme would mean for them l consider how it could add value to local programmes l confirm their commitment to participate in the programme. Organisations joining the programme needed to: l understand the aspirations and methods of the ICP l have work in progress to which the ICP could add value and leave a useful legacy l have a working relationship with either younger or older people l have resources (mainly staff time) to commit to the programme. Discussions were held with city-wide staff and service heads to establish commitment to the ICP, and to identify local options for delivery. ‘I’m looking at the pressures young people now face.’ Further discussions with programme-level and neighbourhood staff – usually inter-agency (that is, involving organisations working with young and older people) – were critical in establishing understanding and commitment at a delivery level. It was important to stress at this stage that local agencies would be working with the participant groups. This helped potential partners see the value of taking part in the programme – and that the ICP would be woven into the life of their locality. Getting started ‘[We should] arrange more meetings like these to bring the younger generation closer.’ The programme would add value to, and enhance, something that was already happening or planned. • There would be a legacy for the agencies or communities. • The programme in each locality would be based upon facilitated group work sessions, either separately (older or younger) or jointly. • Groups of older people (aged 60 and over) and younger people (aged 11 to 16) would be identified via local agencies. • The final design of the programme and materials would be shaped to meet local needs, circumstances and aspirations. ICP principles 7 Planning Once the local agencies had confirmed their involvement, detailed planning could start. To maximise the impact of the ICP it was important to involve participants at the earliest stages of planning. Planning sessions included both local agency staff and younger and older participants. The planning sessions were an opportunity to establish an open and inclusive approach for the whole programme. By encouraging discussion and building consensus, the planning activities helped staff and participants see how they needed to act and work to achieve effective intergenerational working. ‘[I gained] an insight on the needs of the young generation.’ Three planning sessions were used in Wolverhampton. These sessions were multi-agency – involving staff from a young people’s project, older people’s day care centre, and action against crime workers project – and involved younger and older participants. ‘[We have been] building up a friendship.’ The sessions were used to: l confirm the aims and title for the programme l introduce some of the working methods being used l test some of the materials on staff and participants l build a working rapport between the agencies, their staff and some of the participants l establish the ground rules for younger and older participants and staff to be working together in what was, for some, quite new and challenging ways. To see an example of an activity, visit www.continyou.org.uk/icp and download ‘Ground rules’. Getting started Involve participants in the earliest stages of the planning stages. • Use interactive methods and materials from the outset to build good relationships between staff and participants. Top tips Discussing how participants would like to be treated is a useful way to establish shared expectations for behaviour. Top tip 8 Balance of activities During the programme it was important to use a balance of doing practical things, listening to someone speaking, talking, and working together. This maintained people’s interest and kept the sessions lively. Building rapport Getting the sessions off to a good start was also important. Where people were arriving at different times, it was useful to ask people to engage in an activity while they waited for everyone. ‘Try to respect the young people and have good expectations as you were young once and turned out OK. Give them a chance.’ The programme brought together groups of people who did not always hold a very positive image of each other – and meeting face to face could have become a problem. Early in the sessions opportunities were offered for people to talk together, to start the process of getting to know each other. A simple crime survey was used to capture the experience of both younger and older participants. By putting coloured dots in the survey – blue for younger, red for older – a visual comparison of the shared experiences was created and was immediately available for comment. Visit www.continyou.org.uk/icp and download ‘Crime survey’. Delivery ‘I, as an older person, have acquired some current knowledge on the behaviour of the younger.’ Using ice breaking activities that were easy to complete also got people talking together and moved people around. Visit www.continyou.org.uk/icp and download ‘Human bingo’ and ‘Being young’. Effective room layout An effective layout of the room helped to make events successful – for instance, making space and arranging tables for small groups to work together and mingle. Wheelchair access among crowded furniture needed to be considered – as was people’s ability to hear and see across the spaces. See the venue early enough for you to make any necessary adjustments before participants arrive. • Develop materials which can be used by all the participants and encourage them to share experiences. • Keep the materials simple and rely upon the discussion to bring out the relationships and comparisons. Top tips 9 Taking responsibility Staff encouraged younger and older participants to take responsibility for what happened in the programme – for instance, by sorting out the refreshments (a small but effective way of creating ownership of what is happening). People were also asked to make recordings as the event progressed – this can aid an emerging consensus, support feeding back to larger groups, and be useful prompts when asking people to reflect on what they have learnt or gained from the experience. Preparing recording sheets for working groups helped to guide and support the collection of information – these were used by individuals feeding back. Visit www.continyou.org.uk/icp and download ‘Healthy eating’. Feeling a sense of ownership Using participants to facilitate working groups was a useful way to develop a feeling of ownership in the event. A short prompt sheet gave facilitators a useful boost to their confidence – and, where they became confused by what was happening in the group, was a reminder of what needed to be done. Visit www.continyou.org.uk/icp and download ‘What’s it like?‘ Time for reflection The nature of programmes such as the ICP, which are heavily dependent on the interaction of the individual participants, makes outcomes uncertain. It was important on this programme to create time for participants to reflect upon what happened and to make comments about the ICP. This reflection helped to reinforce learning, and enabled improvements to be built into future programmes. A question sheet was a useful reminder for participants about the aims and intentions of an event – and for them to record what they got out of the project, and any unexpected views or behaviour they experienced. Visit www.continyou.org.uk/icp and download ‘Change of perception’. Delivery Ask people to volunteer to facilitate a group before a session – this gives them the opportunity to clarify their understanding of a task, prepare thoroughly, and so on. Top tip Suryaben’s sweets Ingredients: 200g coarse semolina, 75g butter, 1 pt milk with saffron, 150g brown sugar, raisins, nuts, almonds, cardamom powder Method: Fry the semolina in the butter Add the heated milk with saffron. Stirring constantly, add the brown sugar and then fruit and nuts of your choice Spread into an oblong tray and allow to cool Sprinkle with cardamom powder Cut into squares and serve These sweets will keep for several days! Recipe example 10 Buy, cook, eat Session leaders Monica James ISSP Young people Scott Garrick ISSP Young People Sue Spiller Older People Gailyn Groves Facilitation, evaluation, final materials Dates: Enough time for 2 or 3 sessions a day (9.30–11.30; 12–2.00; 2.30–4.30); may not have first session one if there are not enough people 18 May: Getting to know you 25 May: Show each how to cook 1 June: Show each how to cook, discuss recipes Change survey 8 June: Cook for each other, recipes, change Resources: Cooking venue – Cobbs Hall Buying ingredients – Scott's group Flip-chart, pens, paper, pens, bluetac – Gailyn Register – Gailyn Professional photographer – Sue Digital Camera, consent forms – Gailyn Certificates – Sue Change of perception forms – Gailyn Discussion materials – Gailyn Format: 2 or 3 groups per day x 4 sessions 4 young people + 2 older people per group Session 1: Getting to know you Bring a snack (no need to cook) to share Discuss preferences, ie vegetarians, halal Discuss eating situations, ie family, celebration, culture Discuss outcomes = cooking for 2 weeks + cook for each other and create recipe cards Agree on what to cook next time – Scott's group to get ingredients Session 2: Cooking Session 3: Cooking Session 4: Cooking for each other + recipes + evaluation Outcomes: Young people’s life skills Greater understanding – respect agenda Challenge stereotypes Legacy – to continue Photographic presentation Materials – recipe cards Change of perceptions – How to relate (younger person to older person or vice versa) Planning sheet example 11 Afterwards ‘[We] looked at different aspects of young people’s lives. Feel advantaged to have met them.’ When the members of the group are seated, ask everyone to introduce themselves. • Ask someone to make notes of the important issues to feed back to the larger group. • Make sure everyone has the handouts needed for discussion. • The conversation may wander, but as long as it is good natured and everyone is happy, allow it to develop in its own way. • If someone's behaviour starts to get disruptive, then take time to remind the whole group of the ground rules agreed. • Relax and have a good time. Remember… Younger and older participants took away from the programme an experience which was fun and interesting – and one that changed their perspectives. Anecdotal evidence from one of the neighbourhoods working on the programmes tells of younger and older people building on their new relationships and talking in the streets. The programme also developed new relationships between the agencies and staff collaborating on the programmes – and many have plans to continue to find ways to weave intergenerational work into their future work. ‘Lots of fun.’ ‘Good day.’ ‘Really enjoyed it and wish it would not end.’ ‘This is wonderful for me.’ ‘I enjoyed every minute’ Starting points Many of the YLs brought considerable ‘baggage’ withW theelmco tmo teh et por:o gBreaminmge .young and proud to live in Low Hill Tuesday, 21 March, 2006 – Wolverhampton Wanderers Football Club 10.00 Arrivals; refreshments served, some ‘getting you thinking activities’ & an icebreaker to get people to talk together. 10.30 Welcome and the day ahead 10.35 Tell us about Low Hill; presentations from the Chris Law Centre and re-entry students 10.45 Sharing experiences of being young; working in small groups; tea and coffee will be served in the boxes 12.00 Come back together to share the workshop discussions 12.30/12.45 Introducing the £1,000 challenge 12.40/12.55 Lunch and working on the options 1.40 Deciding on the challenge and what next? 2.40 Tour of Wolves Football Stadium Session outline example