Assignment 5: Intergenerational Recreation Programs
Improve Emotional and Social Wellbeing
RECR 4400 Major Research Project
Langara College
March 23, 2025
Instructor: Joanne Edey-Nicoll
Faculty Head: Yue-Ching Cheng
Student Researcher: Kevin Mo
100020637

Table of Contents
Executive Summary ........................................................................................................ 3
Introduction ..................................................................................................................... 3
Background and Context ................................................................................................ 5
Literature Review ............................................................................................................ 7
Methodology ................................................................................................................. 10
Research Findings and Analysis …............................................................................... 15
Recommendations ........................................................................................................ 19
Conclusion …...………................................................................................................... 20
References ................................................................................................................... 22
Appendices ................................................................................................................... 29

2

Executive Summary
This research paper seeks to determine how Intergenerational Recreation
Programs (IRPs) improve the social and emotional wellbeing of its participants and how
increasing the regularity of IRP benefit the South Granville Seniors Centre (SGSC) and
community partners. Primary research and secondary research of the topic area were
conducted over the course of Week 4 of February 2025 to Week 3 of March 2025, which
consisted of interviews, observations, content analysis, and a literature review. The
research paper discusses how regular connections between seniors and young people
through regular IRPs can increase wellbeing as well as community capacity.

Introduction
Intergenerational recreation programs (IRPs) provide the benefits of emotional
and social wellness to both seniors and young people (Giraudeau & Bailly, 2019). There
are recountable evidence that bringing different age groups together in leisure activities
produce healthier individuals as well as perception change. IRPs present opportunities
to develop intergenerational connections, which increase “functioning and quality of life”
of seniors and “positive attitudes toward older adults… and improved social skills” of
young people (Giraudeau & Bailly, 2019; p. 364). The Fairview neighbourhood if
Vancouver, where SGSC and other community organizations are located, is not without
the facility or environment for IRPs, and can utilize them to develop dedicated IRPs.
Increasing regularly scheduled IRPs and their promotion will develop healthier
community members, stronger community partnerships, and a more integrated social
connectedness.
The Fairview community has seen a population growth of both seniors aged 65+
and children aged 0-14 according to the Neighbourhood Social Indicators Profile 2020
of Fairview (2020). BC Community Health Data (2023) present the rise of seniors aged
65+ and children aged 0-17 years old rise steadily to 25% and approximately 20% of the
Fairview population, respectively, between 2021 to 2041. The significance of this data is
that the increase in the age groups within the Fairview community further necessitates
the increase of services.
3

This applied research paper gathers evidence-based data to learn about the
overall benefits of IRPs and seek creative strategies that will augment the effectiveness
and regularity of intergenerational programming at (SGSC) and their community
partners. SGSC intergenerational programs have yielded positive interpersonal
interactions with younger community members, and there is an organizational desire to
increase regularity of these intergenerational programs. Through primary and secondary
research methods that include interviews with staff members, volunteers, and a
graduate student associated with intergenerational connections as well as analysis of
scholarly journals and field-based magazines, the paper provides information that aims
to describe novel approaches to answering the research question.
Research Question (RQ): How do intergenerational recreation programs increase the
social and emotional well-being of seniors and young people? How would increasing the
regularity of intergenerational recreation programs benefit South Granville Seniors
Centre and their community partners?
Operationalized Key Terms of the RQ:
•

“Increase” is described as the improvement in the quality of a state; in this
context, how intergenerational connections increasingly improve the health
quotient in seniors (Giraudeau et al., 2019). Progress tracking, observation, and
incident reports will measure progress and achievement.

•

“Social and emotional well-being” is defined as the actual social inclusion of
seniors into their community and the feeling of safety, belonging, and confidence
in their personal mental wellness as well as a positive perception of community
acceptance (Webster et al., 2023).

•

“Seniors” describes adults aged 65+ in the Fairview neighbourhood in Vancouver
and other similar aged adults who use the services of SGSC (South Granville
Seniors Centre, 2024). This description can include prospective patrons who
would benefit from the services of SGSC.

•

“Regularity” describes the biweekly or monthly facilitation of the intergenerational
recreation program that serves seniors of SGSC. Measurable performance and
notable occurrences will be documented in a tracking report for evaluation.
4

•

“Intergenerational recreational program” describes the matching and socialization
of seniors and individuals and groups from different age groups within recreation.
Through recreation such as painting, art projects, and cultural sharing, seniors
will have opportunities to share personal experiences, stories, and learn about
various perspectives (Baum & Ochoa, 2024).

Background and Context
The Fairview community of Vancouver, where South Granville Seniors Centre is
located, has seen a population growth of both seniors aged 65+ and children aged 0-14
according to the Neighbourhood Social Indicators Profile 2020 of Fairview (2020). BC
Community Health Data (2023) present the rise of seniors aged 65+ and children aged
0-17 years old rise steadily to 25% and approximately 20% of the Fairview population,
respectively, between 2021 to 2041. The significance of this data is that the trend
necessitates the increase of services to the Fairview community.
Building connections between seniors and young people is important to a
community that values everyone’s dignity and inclusion. In a youth-focussed society that
faces constant change, seniors are not having equal participation, and this has
detrimental effects on their emotional and social health (Giraudeau & Bailly, 2019).
Senior social exclusion and social isolation is concerning. “30% of Canadian seniors are
at risk of becoming socially isolated” and “the number one emerging issue facing
seniors in Canada is keeping older people socially connected and active” according to a
report on senior social isolation by the Government of Canada (2024, Section Part 1).
Senior social isolation is associated with loneliness and medical conditions
including depression, anxiety, and heart disease (National Institute of Aging, 2019). To a
community, “the exclusion of older adults is harmful to individuals and the effectiveness
and solidarity of communities” (Walsh et al., 2021, Section 1.7). In positive contrast,
primary research conducted for this research project noted that both seniors and young
people elicited positive emotions when interacting with each other and community
members, which was reinforcing feedback to continue socialization. According to an
academic report on Intergenerational Programs by Rachelle Patille and Habib
5

Chaudhury, IRPs “have the potential to combat ageism and stereotypes as well as
improve older adults’ sense of well-being” (Patille et al., n.d., p. 3). Continuous learning
and meaningful relationships contribute to kindness in between community members.
To understanding others in a compassionate world, this research project seeks to
identify community capacity to strengthen relationships. Through authentic action by
individuals, they can inspire and empower positive endeavours in others towards
stronger and healthier communities.
Stronger and healthier communities are important to the SGSC. Its mission
statement is, “We work with adults 55+ to support their well-being through programs and
activities that promote friendship, diversity, and individual worth” (South Granville
Seniors Centre, 2024, landing page). Altogether, community connectedness and
individual dignity is linked to the social inclusion and empowerment of seniors. The
project aims to learn more about how intergenerational connections are linked to
positive health and well-being in seniors to bring about regular participation in
intergenerational programs.
The topic area is important to the field of community recreation because the
health and well-being of seniors affect everyone. From those caring about ageing family
members and friends as well as the health care cost of ailing community members, the
topic area is relevant. To the field of community recreation, senior inclusion is related to
the ‘Leisure Ideals’ such as community, happiness, inclusion and accessibility, servant
leadership, safety, meaning, personal growth, optimal experience amongst many others
(Stebbins, 2012). A senior centre like SGSC is a beacon for these leisure ideals by
enhancing intergenerational recreation that empowers seniors and young people
equally. New information will include data that provides discussion about policies that
contribute to intergenerational recreation and connections. Additionally, how young
people equally benefit from such programs and connections.

6

Literature Review
Context and Relevancy within Community Recreation
There are several important reasons to promote intergenerational recreation as a
regular program at SGSC and their community partners. Research data from scholarly
journals, field-based magazines, statistical databases, and open-source newspaper
articles present evidence that the benefits of intergeneration recreation programs
support organizations in reaching their mission objectives. Intergenerational programs
build connections between generations, which enhance participants’ social and
emotional well-being, and in addition, catalyzes a change in perceptions that they may
have had of each other (Webster et al., 2023).
Findings of the research data presented the following: 1) How intergenerational
programs increase participant well-being, 2) Types of programs and activities, 3)
Evaluation methods, 4) Outcomes of program participants, and 5) Discussions of
program strengths, challenges, and recommendations. A comparative analysis of
research data produces similar results that intergenerational programs not only improve
participants’ mental health and socialization into their community, but in reaching
organizational missions. Increasing and maintaining the regularity of intergenerational
programs reinforces the benefits. This literature review seeks to gather the findings and
learn how increasing the regularity of IRPs help SGSC and community partners reach
their objectives.
How the Topic and RQ are Situated within Community Recreation
Exploring the contextual history of intergeneration connections in Canada shows its role
and benefits. Ball et al. (2002) explained that building connections between Indigenous
Elders and young people transfers values as well as directs continuous commitment to
their community. Elders are ‘Knowledge Keepers’ and young people are the purveyors
of new ideas, sustained by the information and identity they receive from Elders (Ball et
al., 2002): Ball et al. points to a ‘mutually transformative process’ gained from
exchanging wisdom, skills, and knowledge that instills social inclusion and values
relationship. Encouraging the need to maintain intergenerational connections, the
7

literature highlights the positive impacts that have on participants’ dignity, identity, and
social well-being that is fruitful to a healthy community.
Research described the building of intergenerational connections and their activities as
producing high-quality recreation. Martin et al. (2019) describe participants having fun
and losing track of time, which aligns with Stebbins’ (1996) descriptions of a leisure
experience.
Types of Intergenerational Activities:
-

Mentoring and life skills support, i.e. interview skills, health promotion

-

Knowledge exchange, writing and sharing stories, and reminiscence talks

-

Computer training and exergaming

-

Musical activities and performance art

-

Playing games

-

Exercise activities (tai-chi classes)

-

Handicrafts, craftwork, and photography

-

Fieldtrips to museums and different locations
(Martin et al., 2019).

Outcomes of Program
One research study provided quantitative data to the benefits of increased
intergenerational connections in programs. The study by Martin et al. (2019) produced
positive results for both seniors and young people, who participated in intergenerational
programs with a focus on individual self-esteem and community inclusion. In the poststudy evaluation, participants of both generations showed a decline in depression and
anxiety, improved quality of life, and improved feelings of empowerment and life
satisfaction (Martin et al., 2019). Patille et al., (n.d., p. 3) echo the sentiment that
intergenerational programs “have the potential to combat ageism… as well as improve
older adults’ sense of well-being, health, life satisfaction, and quality of life”.

8

Areas of Controversy
Varied research studies indicated that digital technology was beneficial to IRPs yet other
research studies highlighted the necessity of in-person interactions on emotional wellbeing. Conflicts in the research amplify the assumptions that technology augments
intergenerational socialization and, at the same time, produces the mutuality of positive
emotions in participants. Beyond the anecdote that online technology and in-person can
be both ‘good’ is a significant opportunity to identify integration models that enhance
both intergenerational socialization and positive feelings of individuals.
Although some research stated that digital technology has facilitated communication
between generations and enhanced intergenerational recreation programs, contesting
research present ‘traditional’ programs, i.e. in-person interactions, as more effective to
increase social and emotional well-being of individual participants. Another research
study focused on online digital technology’s ability to build intergenerational social
collaboration (Hausknecht et al., 2021). A parallel research study described the benefits
of virtual intergenerational programs at home, but seniors, and those that live with
dementia, were disadvantaged by hearing difficulties when they were online and
preferred the in-person programs for their face-to-face contact (Sun et al., 2024).
Identified Gaps in the Literature
Some research data lack the exploration into the diversity of cultural contexts in
planning, implementing, and evaluating intergenerational recreation programs, which
limits their effectiveness. Although all participants can benefit from intergenerational
recreation programs, applying a cultural lens supports a multicultural society like
Vancouver.
There are generalizations in the research that pertain to people of different cultures and
generations view each other. Indigenous culture view Elders as the purveyor of
community stories and knowledge that structures the community framework, whereas in
western society, aged-based segregation is the trend and knowledge is often absorbed
from peer-level social norms or social media (Hausknecht et al., 2021; Drury et al.,
2016). Kaplan (1998) states that, in traditionally multigeneration households, Japanese
9

people view seniors with ‘loyalty and responsibility’. However, research also notes this
changing perspective as societal and cultural norm shift. There is missing research data
in western literature on the best practices to integrate intergenerational participants of
varied cultural backgrounds into intergenerational programs.
The research gap indicates the need to investigate how intergenerational programs can
inform how young people of varied backgrounds and customs to interact with diverse
seniors.
Summary of Literature Discussions
The importance of intergenerational recreation programs is described in the research
literature. Participants of varied generations benefit from increased emotional and social
well-being in the shared connections they have when having conversations or enjoying
activities together. Research indicates that intergenerational programs further leisure
ideals of enjoyment in the activity with participants but also, increases feelings of selfworth, self-esteem, and inclusion into their communities. This implies the importance of
dignity and respect participants in intergenerational programs gain from each other, and
within individuals. Whether the type of program or the use of technology, data confirms
that communication and interaction between generations enhance overall well-being.

Methodology
Overview and Rationale
Primary research methods included five interviews, four content analyzed, and five
observations of programs at SGSC and Oppenheimer Park Fieldhouse between
February 23, 2025 to March 18, 2025. Interviews provided qualitative data into the
unique experiences and perspectives of various IRP facilitators. Interviewees were
chosen from varied roles and responsibilities to share their diverse experiences with
IRPs within their respective organization and context. Observations were conducted to
note the interconnections between the changes of emotional behaviour of a senior
and/or a young person when interacting with others and with program activities. Content
analysis gave objective information about IRPs such as key terms, availability, and
10

accessibility present in internal and external documents. These primary research
methods were chosen because of their ability to effectively gather qualitative and
quantitative data in a compressed timeframe. Every effort to comply with Article 2.2, 2.3,
& 2.4 of TCPS 2: Research Exempt from Research Ethics Board Review were made to
ensure participant anonymity.
Interviews
Interviews were conducted in a casual approach that maintained an even social
dynamic. The chosen in-person method optimized the ability to explore further
questions based on interviewer or interviewee prompting further discussion. Prepared
questions were designed to be open-ended, unbiased, and focused on attaining
objective data (See Appendix A for the Interview Questions Template). In the interviews
with SGSC staff members, interviewees/interviewers sat facing one another at a table,
while notes were recorded on the laptop computer word processor to quickly transcribe
key information and verbatim quotes. The interviews with volunteers and a graduate
student conducted at a lounge room or at a park bench to invite a relaxed atmosphere
to share information and were recorded by pen to notepad.
Four interviews were conducted with SGSC staff members (Executive Director,
Volunteer Coordinator, Community Engagement Specialist, and Program Assistant).
SGSC staff members joined together for an in-person panel interview, which yielded
data about their team-based dynamic and collaborative approach as IRP facilitators
(one SGSC staff member attended via Zoom video conference). The Executive Director
of SGSC, Danna Garcia Wigueras, is responsible for the daily operations, strategic
planning, and communication with Centre board members. Wigueras shared that SGSC
has 400 senior members who participate in SGSC programs, which has young people
in roles of activity leaders, program instructors, and volunteers. Karen Pineda (Volunteer
Coordinator), Jennifer Nordquist (Community Engagement Specialist), and Sydney
Comeau (Program Assistant) work with Wigueras to recruit volunteers, perform
community outreach, and facilitate programs. Although regular dedicated IRPs are
desired and is in development, the interview with SGSC staff members offered insight

11

into how IRPs benefit the emotional and social wellbeing of seniors as well as
opportunities and strategies to increase regularity of IRPs.
Three interviews were conducted with volunteers – two from SGSC and one from
Oppenheimer Park Fieldhouse (OPFH). Interviews with volunteers were conducted
impromptu as their availability was on the day of the observed program. Gladys is a
senior-aged OPFH Volunteer who gives her time weekly to support arts and crafts
projects with community members of various ages. Her perspective presented the
positive intergenerational connections when older adults and young people work
together on arts and crafts projects as well as her personal experience as a senior.
Molly and Caitlyn, teenaged SGSC Volunteers, provided their experience of how
interacting with seniors changed their perceptions as well as stated the challenges that
overlapping school schedules has with volunteer hours. Melisa Nelson, a Graduate
Student of the University of British Columbia, provided her insight to the benefits of
intergenerational connections derived from her research studies that she conducted.
The diversity of perspectives and perceptions related individuals involved in IRPs or
intergenerational connections provided insight to similar and different patterns that
pertain to their community and context. The interviews resulted in data to be analyzed
against the literature review. Occasionally, discussions were redirected to maintain
objectivity and alignment with gathering information regarding the answering the RQ.
One interview proceeded to discuss subjective opinions about external workers and
their responsibilities unassociated with the topic area, which required realignment.
Another interview was conducted in a public area, which resulted in community
members requesting assistance from the interviewee and leaving intermittently.
Interviewees were engaged and dedicated to providing their insight about IRPs and
intergenerational connections, which provided varied perspectives and care.
Interviewees, Title, Location, and Dates
•

Gladys, Arts & Crafts Volunteer, Oppenheimer Park Fieldhouse, 3:00 pm, February
23, 2025

•

Melisa Nelson, Graduate Student, University of British Columbia, 2:00 pm, March 11,
2025
12

•

Danna Garcia Wigueras, Executive Director, South Granville Seniors Centre
(SGSC), 12:30 pm, March 12, 2025

•

Karen Pineda, Volunteer Coordinator, SGSC, 12:30 pm, March 12, 2025

•

Jennifer Nordquist, Community Engagement Specialist, SGSC, 12:30 pm, March 12,
2025

•

Sydney Comeau, Programs Assistant, SGSC, 12:30 pm, March 12, 2025

•

Molly, Volunteer, SGSC, 1:40 pm, March 14, 2025

•

Caitlyn, Volunteer, SGSC, 1:40 pm, March 14, 2025

Observations
General public observations in publicly accessible areas and special status
observations, as a volunteer and employee, were performed as part of the primary
research plan to gather data from intergenerational connections and IRPs without
researcher interference (Langara College, n.d.). Observations were conducted at SGSC
and OPFH, which are in two different neighbourhoods of Vancouver. Th

e decision to

record data during or as soon as possible after a program were based on instances
where observations would not interfere those who were observed.
Programs attended and conducted with General Public Observation:
At SGSC, general public observations were performed at three programs and special
status observations were conducted at two programs. General public observations were
made from a distance of seniors and young people involved in cultural celebration
programs, which provided a “birds-eye view” of the social interactions of the larger
program area. An observation checklist sheet recorded changes in emotions and
behaviours that pertained to interactions to program elements and interactions between
individuals of different age groups (See Appendix B for the Observation Checklist
Sheet). The research plan was successful to view several interactions occurring
simultaneously and recording the data to the observation checklist. At the same time, a
challenge was present because individuals that were observed may walk by the public
area of the observer and have a curious conversation. This challenge was resolved
after subsequent visits familiarized individuals to the observer.
13

•

‘Dominican Republic Cultural Celebration’ at SGSC, senior-aged patrons and young
volunteers, 12:00pm, March 5, 2025

•

‘International Women’s Day’ at SGSC, senior-aged patrons and young volunteers,
12:00 pm, March 7, 2025

•

‘St. Patrick’s Day’ at SGSC, senior-aged patrons and young volunteers, 12:00 pm,
March 14, 2025

Programs attended and conducted with Special Status Observation:
Special status observations were conducted as a volunteer at a health presentation and
digital literacy program at SGSC, and as an employee at a cooking service and chess
game at OPFH. The observation sheet used for the general public observations were
applied in this setting because the relevant data to be gained were the same. The
health presentation was facilitated by a pharmacist from the neighbourhood that
appeared to be in his 30s, which presented an opportunity to observe seniors learning
from and asking questions to someone younger than them. Observing the presentation
as part of the group provided an opportunity to share in a program with the seniors and
converse with them to exchange wellness strategies. Observations provided data
regarding what health topics elicited engagement. Conducting special status
observations as a volunteer in the digital literacy program provided direct one-on-one
interaction with a senior, which provided several learning points of what effective and
ineffective communication methods were. Adjusting to the needs of the senior improved
the outcome of the program and connection, which were inputted into the observation
sheet. At OPFH, cooking as an employee with young staff members and volunteers for
community members who represented seniors and young people provided an
opportunity to observe firsthand how individuals cared for, problem solved and resolved
conflict with each other. Observing chess matches between intergenerational individuals
and as a participant provided data regarding the dynamics of conversational banter
between players of different age groups. Positive and negative expressions related to
interactions were recorded on the observation sheet.

14

•

‘Community Cooking Service’ at Oppenheimer Park Fieldhouse, youth-led, 1:00 pm,
March 9, 2025

•

‘Chess’ at Oppenheimer Fieldhouse, volunteer and community-led, 3:50 pm, March
9, 2025

•

‘Health Presentation’ at SGSC, led by pharmacist, 1:00 pm, March 18, 2025

•

‘Digital Literacy Tablet Social’ at SGSC, youth-led, 2:15 pm, March 18, 2025

Content Analysis
Publicly available documents such as newsletters, program guides, and websites from
both SGSC and OPFH were used for content analysis. These materials were selected
because of their accessibility and provided a viewpoint from the public’s perspective.
SGSC provided the publicly accessible 2024 Annual Report and internal documents
such as the SGSC Volunteer Orientation Guide and a draft of the 2025-2028 SGSC
Strategic Plan. The research method was completed by analyzing the documents for
images that depicted intergenerational connections and their occurrences and mentions
of intergenerational programs in the written materials. These materials were analyzed to
determine whether there is representation of IGPs or elements IGPs and gaps.
•

South Granville Seniors Centre Annual Report

•

South Granville Seniors Centre Newsletter

•

South Granville Seniors Centre Strategic Plan 2025-2028

•

South Granville Seniors Centre Volunteer Orientation Guide

•

South Granville Seniors Centre website

•

Oppenheimer Park Fieldhouse (OPFH) Weekly Programs Guide

Research Findings and Analysis
The analysis of primary and secondary research results produced several key findings
to support answering the RQ. Categorized into the main themes and patterns related to
the RQ – IRPs and Emotional Wellbeing, IRPs and Social Wellbeing, and the Benefits of
Increasing the Regularity of IRPs – brings together a clearer picture of why these
15

factors matter to SGSC and strategies to implement, which will be discussed in the
Recommendations.
IRPs and Emotional Wellbeing
A key finding from general public observations at SGSC show that seniors initiated
several times to approach and interact with young people who were in the roles of
volunteers. The young people, in service roles, were observed to be socially withdrawn;
the initiation by seniors to interact with the young people with a smile or a thankful touch
to their hand resulted in young people coming out of their “shell” and produced a smile
on their face. For example, a young person approached a table where a senior person
was sitting and obtained a plate; the senior person smiled and touched the young
person’s hand as an appreciative gesture and the young person smiled back. Martins et
al. (2019) discuss the ‘Empowerment Theory” that intergenerational connections
enhance community togetherness and positive emotions derived from caring for each
other. The positive emotions were reciprocated by the young person because of the
friendly, empathetic, and welcoming interaction with the senior person. The
interconnection between community togetherness and mutual respect with one another
lessened the anxiety, as observed, of the young person to have more positive facial
expressions when they returned to other volunteer duties (Webster et al., 2023). The
confidence gained from social inclusion empowers the senior person and young person
to amplify positive behaviour, communication, and interaction towards each other (Lui et
al., 2025). In addition to the IRP being a catalyst for pro-social behaviours, the
intergenerational connection produced positive emotions. An interview with the young
person concluded that they felt happier because of the welcoming interaction and that
volunteering at SGSC provided them a chance to connect with community members
outside of the age group they regularly interact with.
IRPs and Social Wellbeing
A pivotal finding from special status observations at a chess match at OPFH is
regarding the conversations between seniors when young people are present.
Observing a match between two senior-aged individuals and a young person playing
another match next to them brought conversation from the senior-aged individuals
16

about the stories of Oppenheimer Park and their experiences with members of the
community. The young person returned conversation by asking them to elaborate on the
stories. Subsequently, everyone appeared to elicit smiles and laughter from competitive
remarks. One of the senior-aged individuals was observed to give advice about pending
chess moves as the young person appeared to be inexperienced at the game. The
senior-aged individual who appeared to be 40-years senior to the young person, began
to ask them where they are from and information about community resources. Both
individuals of different age groups were observed to have genuine mutual interest to
learn about and from each other, which encouraged a few other individuals watching the
chess match to share the same sentiments. The observation list recorded the several
smiles, laughter, and positive interactions such as friendly conversation and
complements. Another pivotal finding is that the chess match was played outdoors on a
table under a small tent, and it appeared the setting was temporarily assembled. The
players, young and old, did not appear dissuaded to have a good time. A sense of
belonging to a community encouraged conversation and positiveness. Their unity of
being together as chess players with a shared interest was observed to have pro-social
behaviours regardless of the setting (Larkin, 2010). The environment and activity
provided the opportunity for social engagement, which encouraged social interaction
and tolerance of others (Webster et al., 2023).
Content analysis of SGSC’s documents continued the significant pattern of setting and
interactions that foster a sense of identity and belonging to a community. The March
2025 edition of Our Times, the newsletter if the SGSC, depicts a front cover
representing diversity and celebration to promote International Women’s Day (Our
Times, 2025). Several page photos and text present exciting programs and current
events that showcase community togetherness that produce a sense of belonging that
matched the program observations. A key finding is that, although there is a photo of a
young person on page 5 of the newsletter and the mention of a program “developed by
our UBC pharmacy students” on page 14 that presumable are young people, there is an
absence of terms related to ‘intergenerational recreation programs’ or ‘intergenerational
connections’ (Our Times, 2025, pp. 5, 14). While SGSC programs have elements of
intergenerational interactions through volunteers and instruction-based roles, a
17

promotional gap exists between current representation of young people interacting with
senior members of the SGSC. A dedicated intergeneration recreation program is
absent; innovatively, the SGSC 2025-2028 Strategic Plan (2025) indicated that
expanding intergenerational programs is a strategic goal.
The Benefits of Increasing the Regularity of IRPs
The SGSC mission “to provide a welcoming space where seniors can engage in
activities that promote social connection, health, and lifelong learning” is instrumentally
linked to social inclusive programs that involve seniors and young people because they
enhance emotional and social wellbeing of seniors (Webster, 2023). In addition, young
people develop pro-social attitudes when they build connections seniors (Drury et al.,
2016). Rachel Cohen of Aging Dynamics and LinkAGES stated that the social benefits
of intergenerational connections build supportive and caring communities, stating that
“Ageism exist and separates communities; we need to come together” (Baum & Ochoa,
2024, p. 41). Increasing cultural inclusivity was a key finding echoed from interviews,
observations, and content analysis.
The Oppenheimer Park Fieldhouse (2025) March 2025 program guide offered several
community services and programs yet does not provide Chinese-language services to
support Chinese-speaking only community members who visit the fieldhouse, indicating
a service gap. The 2025-2028 SGSC Strategic Plan (2025) indicated the strategic goal
to increase volunteer recruitment; interviews with SGSC staff members presented an
interest to recruit diverse volunteers to match the needs of new senior members who
require language assistance.
. The absence of language choice dissuades seniors to seek assistance (DupuisBlanchard et al., 2015). Furthermore, this could result in social exclusion and a reduced
sense of belonging to the community (Nyqvist et al., 2021). Again, analysis brings about
an opportunity along with the strategic mission of SGSC.
The most significant key finding is the natural development of programs, lending of
skills, and bringing in new members to the SGSC. “Organic” was a term used several
times during interviews with SGSC staff members, which extends to community
18

development, building community capacity, and increasing social capital. Interviews
presented information that volunteers provide a word-of-mouth recommendation for
others to volunteer at SGSC because of the welcoming and caring environment. In
addition, the talent observed of others was recognized to apply them towards programs.

Recommendations
“Organic” Volunteer Recruitment
Sourcing volunteers from the community that match the needs of seniors increases a
sense of belonging for everyone (Nyqvist et al., 2021). Where individuals of the
community lend their skills that match the needs of other community members,
community capacity is built on this foundation. Communities that recognize their social
interconnections build trust and connections towards a shared goal (Hausknecht et al.,
2021). Upon analysis, SGSC was observed to have the social capacity to provide new
senior members a sense of belonging through culturally diverse programs such as
Dominican Republic Cultural Celebration; word-or-mouth promotion and advertisement
to reach potential community members who can offer their skills can fill the gap towards
strategic goals such as language assistance and IRP facilitators.
“Intergenerational Connections Corner”
A key finding is that the environment of SGSC produced positive emotions linked to
IRPs and a sense of community. A young volunteer stated that the “intimate” space of
SGSC encouraged bonding with older volunteers (Caitlyn, personal communication,
March 14, 2025). Larkin et al. (2010, p. 172) stated that “the environment is
instrumental” and “is a prerequisite for intergenerational appeal”. For both seniors and
young people, “creating spaces for positive interactions” is critical to positive emotions
related to safety, learning, and a sense of belonging (Larkin et al., 2010, p. 172). A
space within SGSC could be designated as the “Intergenerational Connections Corner”
that provides a meeting place for sharing of stories and experiences between different
generations.
Creating an Intergenerational Recreation Programs Committee
19

SGSC was observed to have several programs that have elements of intergenerational
interactions in service roles and youth-led programs were mentioned in their newsletter.
While it is recognized that SGSC serves older adults and seniors aged 55+, creating
dedicated IRPs that place seniors and young people on even plain such an
intergenerational conversation social hour or an intergenerational photography session
can augment connections and word-of-mouth for young people to participate in SGSC
programs. To empower and create ownership in both seniors and young people, an
intergenerational recreation programs committee can support activities planning,
implementation, and evaluation. Participation can increase ownership and a sense of
belonging as well as assist in achieving SGSC strategic goals of recruiting diverse
volunteers with various skills and augmenting intergenerational programs.
Multiculturalism
Interviews mentioned that 20% of the Centre’s membership are primarily Spanishspeaking and that more Spanish-language communications and newsletter sections
needed. At the same time, non-Spanish speaking seniors have expressed desire to
learn the Spanish language and connect with others to learn about their culture. An
opportunity arises to promote young people to volunteer into roles of facilitators of
language exchange and translation of SGSC promotional materials into Spanish. Role
and skill-specific volunteer postings, and word-of-mouth promotions, have potential to
increase young peoples’ involvement at SGSC and augment intergenerational
connections.

Conclusion
The results from primary research and secondary research conducted in this study
supports the central themes that community connections and inclusion between
different age groups support the emotional and social wellness of participants. The
steady increase of seniors and young people in the Fairview community necessitates
social support systems that enhance a sense of belonging to a community. SGSC is a
hub of activity for senior members and young people who volunteer.

20

The benefits of IRPs and their connection to the emotional and social wellbeing of
seniors and young people is a repeated theme in the literature review. Identified
research gaps and key findings inform future research to better apply to specific
communities and cultures. The primary research presented data from two community
organizations that shared similar patterns that shared activities between generations
increase positive perceptions of each other. At the same time, individuals have positive
emotions about themselves and of their community.
Continued research can be conducted to learn about the positive impacts of IRPs but
the evidence leads to implementation. SGSC and similar community organizations have
capacity to implement strategic goals. Identifying resources and effective methods to
collaborate with community members, volunteers, and partners with the right skill set
and mission have potential to increase the regularity of IRPs. Together, increase
community inclusion and connectedness.

21

References
Aguirre, J. (2025). Leading Systems-Level Change. Parks & Recreation, 60(2), 6.
https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=7&sid=2ca9de276c10-41f3-a8f4-f397985cbdc4%40redis (List B)
Ball, J., Pence, A., Pierre, M., & Kuehne, V.; Kaplan, M., Henkin, N., & Kusano, A. (Eds).
(2002). Intergenerational teaching and learning in Canadian First Nations
partnership programs. Linking Lifetimes: A Global View of Intergenerational
Exchange. New York: United Press of America, Inc. (List A)
Baum, N., & Ochoa, S. (2024). From Gen Alpha to the Greatest Generation: Fostering
intergenerational connection as the antidote for social isolation. Parks &
Recreation, 59(6), 38–42. (List B)
BC Community Health Data. (2023, November 20). Fairview community health service
area health profile (Version 2.0): Demographics. BC Community Health Data.
http://communityhealth.phsa.ca/CHSAHealthProfiles/CHSAHealthReportDemogr
aphics/Fairview (List C)
Caspar, S., Davis, E., McNeill, D. M. J., & Kellett, P. (2019). Intergenerational Programs:
Breaking Down Ageist Barriers and Improving Youth Experiences. Therapeutic
Recreation Journal, 53(2), 149–164. https://doi.org/10.18666/TRJ-2019-V53-I29126 (List A)
City of Vancouver. (2020). Vancouver: City social indicators profile 2020. City of

22

Vancouver. https://vancouver.ca/files/cov/social-indicators-profile-city-ofvancouver.pdf (List C)
Dupuis-Blanchard, S., Gould, O. N., Gibbons, C., Simard, M., Éthier, S., & Villalon, L.
(2015). Strategies for aging in place: The experience of language-minority
seniors with loss of independence. Global qualitative nursing research, 2.
https://doi.org/10.1177/2333393614565187
Drury, L., Hutchison, P., & Abrams, D. (2016, June 2). Direct and extended
intergenerational contact and young people's attitudes towards older adults.
National Library of Medicine. The British Journal of Social Psychology, 55(3),
522-543. https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjso.12146 (List
A)
Duong, V. (2024, September 19). Vancouver Art Gallery’s art at any age connects
seniors to art programs for free. The Georgia Straight.
https://www.straight.com/arts/vancouver-art-gallerys-art-at-any-age-connectsseniors-to-art-programs-for-free (List D)
Fairview. (2020). Fairview: Neighbourhood social indicators profile 2020. City of
Vancouver. https://vancouver.ca/files/cov/social-indicators-profile-fairview.pdf
(List D)
Giraudeau, C. & Bailly, N. (2019, January 28). Intergenerational programs: What can

23

school-age children and older people expect from them? A systematic review.
National Library of Medicine, 16(3), pp. 363-376.
https://pmc.ncbi.nlm.nih.gov/articles/PMC6728408/ (List A)
Government of Canada. (2024). Social isolation of seniors – Volume 1: Understanding
the issue and finding solutions. Government of Canada.
https://www.canada.ca/en/employment-social-development/corporate/seniorsforum-federal-provincial-territorial/social-isolation-toolkit-vol1.html (List C)
Hausknecht, S., Freeman, S., Martin, J., Nash, C., & Skinner, K. (2021). Sharing
Indigenous knowledge through intergenerational digital storytelling: Design of a
workshop engaging Elders and youth. Educational Gerontology, 47(7), 285–296.
https://doi.org/10.1080/03601277.2021.1927484 (List A)
Juris, J. (2025). Creating Intergenerational Programs in Recreation Settings. Parks &
Recreation, 60(2), 22–23.
https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=a9h
&AN=182530549&site=ehost-live&scope=site (List B)
Kaplan, M. (1998). Intergenerational programs: Support for children, youth, and elders
in Japan. SUNY Press. (List A)
Langara College. (n.d.). Primary research in RECR 4400. RECR-4400-W01 – Applied
Major Project. Langara College.
https://d2l.langara.bc.ca/d2l/le/content/324458/viewContent/5376519/View

24

(List D)
Larkin, E., Kaplan, M. S., & Rushton, S. (2010) Designing brain healthy environments
for intergenerational programs. Journal of Intergenerational Relationships, 8(2),
161-176. DOI: 10.1080/15350771003741956 (List A)
Lim, M.L., Zammit, C., & Lewis, E. (2024, February 21). A 10-week intergenerational
program bringing together community-living older adults and preschool children:
A pilot feasibility non-randomised clinical trial. Pilot Feasibility Studies, 10(37).
https://pilotfeasibilitystudies.biomedcentral.com/articles/10.1186/s40814-02401446-y#citeas (List A)
Liu, T., Zhang, R., Yao, H., Que, L., & Bai, W. (2025, February). Efficacy of an emotion
and stress management program based on empowerment theory on family
caregivers of stroke survivors. Pakistan Journal of Medical Sciences, 41(2), 494500. https://doi.org/10.12669/pjms.41.2.11350 (List A)
Loudon, E., Neary, J., McAteer, B., Higgins, K., & Chapman, C. (2024). A causeway to
impact: A proposed new integrated framework for intergenerational communitybased participatory action research. Children & Society, 38(5), 1493–1509.
https://doi.org/10.1111/chso.12815 (List B)
Martins, T., Midao, L., Veiga, S. M., & Dequecha, L. (2019, January). Intergenerational
programs review: Study design and characteristics of intervention, outcomes,
and effectiveness. Journal of Intergenerational Relationships, 17(1), 93-109.
https://www.researchgate.net/publication/329715554_Intergenerational_Program
25

s_Review_Study_Design_and_Characteristics_of_Intervention_Outcomes_and_
Effectiveness (List A)
National Institute of Aging. (2019). Social isolation, loneliness in older people pose
health risks. National Institutes of Health. https://www.nia.nih.gov/news/social
isolation-loneliness-older-people-pose-health-risks (List C)
Nyqvist, F., Häkkinen, E., Renaud, A., Bouchard, L., & Prys, C. (2021). Social exclusion
among official language minority older adults: A rapid review of the literature in
Canada, Finland and Wales. Journal of cross-cultural gerontology, 36(3), 285–
307. https://doi.org/10.1007/s10823-021-09433-z (List A)
Oppenheimer Park Fieldhouse. (2025, March). Oppenheimer Park fieldhouse: Weekly
programs. City of Vancouver. https://vancouver.ca/files/cov/oppenheimer-parkweekly-programs.pdf (List D)
Our Times. (2025, March). Our times: The South Granville Seniors Centre newsletter.
South Granville Seniors Centre. (List D)
Pass, J. (2025, February 12). Elders and kids – A new program for intergenerational
connection. Comox Valley Record.
https://www.comoxvalleyrecord.com/news/elders-and-kids-a-new-program-forintergenerational-connection-7820072 (List D)
Patille, R. & Chaudhury, H. (n.d.). Intergenerational programs: A review of the empirical

26

literature. Simon Fraser University.
https://healthyagingcore.ca/files/preview/26955
SGSC Onboarding Manual. (n.d.). South Granville Seniors Centre.
SGSC Strategic Plan 2025-2028. (2025). South Granville Seniors Centre.
SGSC Volunteer Application Form 2025. (2025). South Granville Seniors Centre.
South Granville Seniors Centre. (2024). Our mission. South Granville Seniors Centre.
https://www.southgranvilleseniors.ca/aboutus (List D)
Stebbins, R. A. (1996). What is the leisure experience? Leisure Lifestyles. Emerald
Publishing, 3-23. https://us.sagepub.com/sites/default/files/upmbinaries/27270_02_Best_Ch_01.pdf (List B)
Sun, W., Gabel, G., Akhter, R. Lawson, L. & Plishewsky, J. (2024, September 25).
Feasibility and acceptability of virtual programs for people with dementia and
their caregivers. BMC Geriatrics, 24(783).
https://bmcgeriatr.biomedcentral.com/articles/10.1186/s12877-024-05375-6 (List
A)
Walsh, K., Scharf, T., & Wanka, A. (2021, March 31). The intersection of ageing and
social exclusion. Social Exclusion in Later Life (pp. 3-21). Springer Nature Link.
https://link.springer.com/chapter/10.1007/978-3-030-51406-8_1 (List B)
Webster, M., Norwood, K., Waterworth, J., & Leavey, G. (2023). Effectiveness of

27

Intergenerational Exchange Programs Between Adolescents and Older Adults: A
Systematic Review. Journal of Intergenerational Relationships, 22(4), 603–644.
https://doi.org/10.1080/15350770.2023.2267532 (List A)

28

Appendix A
Interview Questions Template
Interviewer: _______________________
Interviewees: ______________________
Location: _________________________
Agency: __________________________
Time/Date: ________________________
Interview Question Guide:

•

Why is the development of intergenerational programs important at your
organization / in the community?

•

Can you share some examples of successful intergenerational programs you have
facilitated / participated in?

•

How do you match younger participants (like students or volunteers) with older
adults for intergenerational activities / how did you, as a young person, discover the
opportunity to volunteer at South Granville Seniors Centre?

•

What are some of the key benefits you’ve observed from bringing different
generations together in your programs / from participating as a young volunteer and
interacting with seniors?

•

What challenges have you faced in running intergenerational programs, and how
have you overcome them / from participating as a young volunteer/person?

•

How do you ensure that intergenerational activities are accessible?

•

What role do technology and digital tools play in facilitating intergenerational and
community-integration programs?

•

Can you share any partnerships or collaborations you’ve formed with schools,
community groups, or other organizations to support intergenerational
programming?

•

What feedback have you received from participants—both seniors and younger
people—regarding their experiences with intergenerational activities?
29

Appendix B
Observation Checklist Sheet
Observation Sheet
Date/Time: ____________________ ____ Observer: ______________________________
Agency: __________________________

Staff/Volunteer Name: ____________________

Program: _________________________

Ages of Participants: _____________________

Location: _________________________

Number of Participants: ___________________

Description of program activity: ________________________________________________
To facilitate program activity: # Volunteers:

# Staff:

# Student interns:

How do intergenerational recreation programs increase the social and emotional well-being of
seniors and young people? How would increasing the regularity of intergenerational recreation
programs benefit a community organization and their community partners?
Notes:

30

Time &
Description of
activity

Observed Behaviour:
Expressions of
positive/negative re:
emotions & social wellbeing

Interaction Dynamic:
One-on-one? Group?
Verbal/Non-Verbal?

Duration of
Behaviour

Intensity
Rating (15):
emotions/
social
expression

31

Appendix C
Example of Observation Notes

32

33

34

Appendix D
Interview Notes – Interview with SGSC staff team
Interviewer: Kevin Mo
Interviewees: Danna Garcia Wigueras (In-person), Jennifer Nordquist (Zoom), Karen
Pineda (In-person), Sydney Comeau (In-person)
Location: Backroom of SGSC
Agency: South Granville Seniors Centre
Time: 1215-1335 (1-hr and 20-min.)
Date: Wednesday, March 12, 2025
Instructor: Joanne Edey-Nicoll
RQ: How do intergenerational recreation programs increase the social and emotional wellbeing of seniors and young people? How would increasing the regularity of intergenerational
recreation programs benefit a community organization and their community partners?
Interview Question Guide:

•

Why is the development of intergenerational programs important at your
organization / in the community?

Karen:
Students interpreted; language assistance; Canadian and Latin people; Asian; Video Game
program oncoming; Wii blowing; vehicle to put together intergenerational programs and
connections; intergenerational program = youth;
Danna: Youth to come into teach; mutual community and mutual exchange mutual
sharing;
Karen: Digital literacy; seniors; young people learn – young people learn about seniors
communication when they are teaching;
Program as a vehicle for learning between both courses
Jennifer: enables young and old people to see each other in a different light”; age gap;
empathy, respect; books in common; breaks down the barrier
Sydney: laughing “Brain Games” –
35

Agency in young people; young person becoming a facilitator when they are engaged and
empowered;
Old people building up young people;
Danna: preconception; young people have of seniors programs; better
Karen: Empathy; older adults have of the young people; receive more respect when getting
to know each other; more Respect
Can you share some examples of successful intergenerational programs you have
facilitated / participated in?
•

How do you match younger participants (like students or volunteers) with older
adults for intergenerational activities / how did you, as a young person, discover
the opportunity to volunteer at South Granville Seniors Centre?

Karen: Planning
Seniors
Danna: Programs of the month;
Volunteers: “I like to wash the dishes; teach them to use the computers
Seniors: intrinsic)
Karen:
Volunteers approach.
Word of mouth among volunteers; fill out application on website;
Key finding word of mouth.
Brain Games: volunteer to see;
Danna: process fill out form; come to centre; two ways to know and expectations; info to
guide;
Karen: organic growth of programs; people talking about others; or see their talents and
recommended
Key finding: organic
Key finding: word of mouth;
Sydney and Karen: “six sense” of signs and draw on the board;
Sydney: planning:

36

Karen: volunteers ask about others they haven’t seen. – organic, community.
•

What are some of the key benefits you’ve observed from bringing different
generations together in your programs / from participating as a young volunteer
and interacting with seniors?

•

What challenges have you faced in running intergenerational programs, and
how have you overcome them / from participating as a young volunteer/person?

Karen: challenges: volunteers that say they are present; preferred pronouns; seniors
centre;
Danna: introduce volunteers with a proper pronoun; add pronouns in e application;
Sydney: school volunteer International Women’s Day; save volunteers;
Karen: volunteers and seniors feel comfortable speaking with Karen; openness;
Danna: those who don’t feel comfortable; will not participate; are not respectful.
Karen: politics; current effects program; culture of the centre is positive
Jennifer: seniors than the kids; seniors that have challenges with different languages;
volunteers open-minded; seniors, staff let them see different perspective; inclusive group
and centre. One-to-mind conversation; staff coordination.
Challenges:
Danna: volunteer in English; Spanish speak for; Spanish/English
SGSC – 400 members: 80 are Spanish speaking. AGM: 82 % female; 45% immigrant; 20%
speak Spanish; 94% 65-84. ‘
Karen and Jennifer: 55+ area of Fairview; government subsidies and assistance; open the
services to others and more people; seniors have challenges; carers looking after
themselves; dementia.
Program for carers; dementia; friendly signage for dementia; for care
Current needs; 55+ and needs
ORGANIC – everchanging needs, senior members from Colombia and Mexico.
Karen: Intercultural connections; seniors want to share more with other cultures. Korean
chef; KEY FINDING: seniors want to connect with other seniors. More women volunteers
than men. Non-Spanish speaking seniors learning Spanish language.
Karen: Multicultural members. Exchange teach and learn.
37

•

How do you ensure that intergenerational activities are accessible?

Syndy: Partnership with VPL. Exchange. UBC.
Pharmacist knowing others.
Karen: “Seniors” “Spanish” Google – SGSC leads to.
Members come from as far as Langley.
Promote more English program. Fairview are English-speaking members.
Come again to learn.
Improve Engagement to all
Social media - FB I
•

What role do technology and digital tools play in facilitating intergenerational
and community-integration programs?

Tablet social, digital literacy;
50 tablets; grant during COVID; to reach out to members who were isolated; one=on-one
tutorials; audio books,
‘Tablet social hour’ –
Org Goals of the senior’s centre for the members to be good at technology (asisde from
multicultural)
•

Can you share any partnerships or collaborations you’ve formed with schools,
community groups, or other organizations to support intergenerational
programming?

UBC ‘golden voices’ ‘passes’
Spanish speakers; neighbours and… connections to centre through connections
Sometimes an ask.
Challenge: skills-based for the programs
Good SEO and word-of-mouth
•

What feedback have you received from participants—both seniors and younger
people—regarding their experiences with intergenerational activities?

Both groups want more; capacity and facility room;

38

Young people: and All ages: 5-10 years; techniques; skills pass on; life skills; purpose and
commitment; includes them in community; and in their learning; gaining ‘l make in a role
like grandma and brother; “like a family”; seniors see the commitment and reciprocal ;
invest in more to know each other relationships;
Seniors easy to open; volunteers open; “feelings for community”
Volunteers move changes their relationships;
Different cultures is not a barrier: volunteers especially from latin America is ‘family
oriented’ and seniors respected; shown to members; embrace them; seniors (AngloSaxon);
Seniors are themselves when they are open. Latin volunteers show other volunteers; they
follow to be more effective;
Latin volunteers more ‘comfortable’; familiar, more experience.
Hajib, disability varied volunteers;
Seniors complement volunteers;
End 1335 hours.

39