The Pennsylvania State University

The Graduate School

AN EXPLORATORY STUDY OF GOVERNMENT-SPONSORED

INTERGENERATIONAL PROGRAMS AND PRACTICES IN CHILE

A Thesis in

Agricultural and Extension Education

by

Carolyn Mariel Henzi Plaza

© 2020 Carolyn Mariel Henzi Plaza

Submitted in Partial Fulfillment of the Requirements for the Degree of

Master of Science

December 2020 The thesis of Carolyn Mariel Henzi Plaza was reviewed and approved by the following:

Matthew Kaplan Professor of Agricultural and Extension Education Intergenerational Programs and Aging, College of Agricultural Sciences. Thesis Advisor

Nicole Webster Associate Professor of Youth and International Development and African Studies. Director of the 2iE-Penn State Centre for Collaborative Engagement in Burkina Faso, West Africa. Comparative and International Education Faculty (CIED), College of Education

John Holst Associate Professor of Education, College of Education

Mark Brennan Professor and UNESCO Chair in Community, Leadership, and Youth Development Director of Graduate Studies, Agricultural and Extension Education and Applied Youth, Family, and Community Education iii

ABSTRACT

The 21st century faces sociodemographic, educational, and economic challenges associated with the global increase in older adult populations and a decrease in the number of children. National and international organizations have called for spaces for all ages, with more age-inclusive policies and support services. Here, the concept of intergenerational (IG) solidarity is seen as a crucial element in the development and wellbeing of all generations (Stuckelberger & Vikat, 2007; WHO, 2007). Chile is not exempt from this call for paying increased attention to the needs of the young and the old. During the last few decades, public policies and programs have been developed to protect and provide opportunities for both older adults and children to increase their social participation and interaction, and to empower them in the exercise of their rights. In tandem with other countries, Chile has established some intergenerational programs to provide support services for children, families, and older adults. Yet, there is little information about these initiatives; up-to-date reports regarding the current state of IG programming and program outcomes are rare. For these reasons, the purpose of this study is to identify the IG programs sponsored by the Chilean government and to describe them in terms of structure and functioning. This study addresses the following questions: 1) What government-sponsored intergenerational programs exist in Chile? 2) How are they organized in terms of structure and functioning? 3) To what degree do Chilean government-sponsored intergenerational programs reflect “effective practices” as defined in the intergenerational studies literature? iv This study takes an exploratory-descriptive qualitative approach organized in two-phases. During phase I, a web-based search across 24 Chilean ministries and other official governmental websites was used to identify and collect basic information about the full range of government-sponsored IG programs. In phase II, a selection of (n=12) administrators, staff, and program participants, all associated with five government- sponsored IG programs carried out under three ministries and framed under two public policies and social projects, were interviewed between June-July 2019. In-depth information gathered about program operations from these interviews, complemented with a review of archival data of the programs, was used to create program profiles along eight indicators: 1) Program Planning, 2) Program Strategic Partnerships, 3) Program Financing, 4) Program Implementation, 5) Program Evaluation, 6) Program Impact, 7) Program Dissemination and 8) Program Limitations and Challenges. In term of program design, most of the respondents noted some flexibility in terms of allowing for input from local program staff and participants, with varying degrees of flexibility, cultural curriculum adaptations, and active strategic partnerships to achieve program goals. All of the programs provide at least basic orientation sessions for participants and introductory training sessions for staff. In terms of IG relationship dynamics, all the programs reported active communication and relationship formation between participants, their families, and the program staff. Mutual learning and deep emotional bonds between participating children and seniors were reported in long-cycle programs. Parental involvement was identified as an essential factor especially in education-based programs.

Several limitations and challenges in how programs function were identified; these were primarily tied to issues related to governmental bureaucracy, inconsistent funding, and an insufficient amount of staff to ramp up program operations. Another disadvantageous factor was the relative scarcity of intergenerational perspectives at the ministerial level for crafting human service and educational programs that could simultaneously engage, serve, and leverage synergies between multiple generations. v

Regarding efforts to determine the “effectiveness” of program practices, this study drew upon standards of quality and common elements of effective practice as described by Rosebrook & Larkin (2003) and others. The most significant high-quality practices reflected in these programs were: demonstration of a basic level of knowledge about principles of human development across the life span, efforts to promote ongoing communication and relationship formation among program participants, demonstration of a commitment to collaboration and partnership, and the incorporation of skills and perspectives rooted in multiple disciplines and academic traditions. As a first conclusion, this study highlights that for IG programming in Chile, there is a substantial capacity and interest in maintaining and even growing the IG field in terms of accommodative IG public policy and continued program support. Second, the programs explored have structural and operational differences. There were some inconsistencies, for example, in the degree to which staff at the local level perceived and embraced evaluation processes, thereby suggesting that more staff training in this area could be useful in facilitating systematic data collection and application. Finally, when considering the totality of research findings, the explored programs demonstrate a level of effective practice that is fairly reflective of program quality standards in the areas of program planning, development and implementation, as articulated in the IG studies literature.

vi TABLE OF CONTENTS

LIST OF FIGURES ...... x

LIST OF TABLES ...... xi

ACKNOWLEDGMENTS ...... xii

Chapter 1. INTRODUCTION ...... 1

1.1. Problem Statement ...... 1 1.2. Rationale & Purpose of the Study ...... 3 1.3. Research Questions ...... 5 1.4. Significance of the Study ...... 5 1.5. Operational Definitions ...... 5 1.6. Contextualization of the Research Site ...... 7 1.6.1. Chile ...... 7 1.6.2. The Government of Chile ...... 7 1.6.3. Ministries of Chile ...... 8 1.6.4. Chilean Policies related to Intergenerational Practice ...... 9 1.7. Summary ...... 10

Chapter 2. LITERATURE REVIEW ...... 11

2.1. Overview ...... 11 2.2. Intergenerational Programs as a Field of Study ...... 11 2.3. Intergenerational Programming ...... 13 2.4. Categorization of Intergenerational Programs ...... 16 vii

2.5. Intergenerational Solidarity as a key element in Intergenerational Programs and Practices ...... 19 2.6. Justification of Intergenerational Programs and Practices ...... 20 2.7. Impact of Intergenerational Programs on Participants ...... 23 2.7.1. Impact on children and youth ...... 23 2.7.2. Impact on seniors ...... 23 2.7.3. Impact on participants’ families and beyond ...... 24 2.8. Intergenerational Programming in Developed Countries ...... 25 2.8.1. The Latin American Experience ...... 26 2.9. Effective Practices of the IG Programming ...... 27 2.10. Challenges of the Intergenerational Programs and Practice ...... 29 2.11. Summary ...... 30

Chapter 3. METHODOLOGY ...... 31

3.1. Overview ...... 31 3.2. Statement of Purpose ...... 31 3.3. Research Questions ...... 32 3.4. Research Philosophy and Design ...... 32 3.5. Phase I: The Exploratory Phase ...... 33 3.6. Phase II: The Descriptive Phase ...... 34 3.6.1. Inclusion & Exclusion Criteria ...... 34 3.7. Recruitment for the Study ...... 35 3.7.1. Recruitment Challenges and Limitations ...... 36 3.8. Participants of the Study ...... 36 3.8.1. Participant's Characterization ...... 37 3.9. Data Management & Ethical Procedures ...... 37 3.10. Instrumentation ...... 38 3.11. Data Analysis and Coding ...... 39 viii 3.12. Positionality of the Researcher ...... 40 3.13. Description of the Research Site ...... 41 3.14. Descriptions of the Ministries ...... 42 3.15. Identification of the IG programs studied ...... 46 3.16. Geographic Location of the Programs and Respondents of the Study ...... 47 3.16.1. Description of the Metropolitan Region- Santiago de Chile ...... 48 3.16.2. Description of the Valparaíso Region- Valparaíso and Viña del Mar ...... 48 3.16.3. Description of the Araucanía Region- Temuco ...... 49 3.17. Summary ...... 50

Chapter 4. RESULTS...... 51

4.1. Overview ...... 51 4.2. Results of Phase I, the Exploratory Phase ...... 52 4.3. Program Descriptions ...... 54 4.3.1. "Senior Advisors" (SA) ...... 54 4.3.2. "My Future, My Aging" (MFMA) ...... 56 4.3.3. "Memory of Hands" (MOH) ...... 57 4.3.4. "IG Workshops" (IGW)" ...... 58 4.3.5. "Reading Rescue" (RR) ...... 59 4.4. Findings and Results of Phase II ...... 60 4.4.1. Basic structure of the five IG programs ...... 60 4.4.2. Categorization of IG programs ...... 62 4.4.3. Program Operation ...... 64 4.4.3.1. Program Planning ...... 64 4.4.3.2. Program Partnerships ...... 69 4.4.3.3. Program Financing ...... 72 4.4.3.4. Program Implementation ...... 73 4.4.3.5. Program Evaluation ...... 92 4.4.3.6. Program Impact ...... 96 ix

4.4.3.7. Program Dissemination ...... 102 4.4.3.8. Program Limitations and Challenges ...... 104

Chapter 5. DISCUSSION, CONCLUSION & RECOMMENDATIONS ...... 111

5.1. Discussion ...... 111 5.2. Limitations of the Study ...... 129 5.3. Conclusion ...... 130 5.4. Recommendations for Future Research and Practice ...... 132 5.4.1.Recommendations for future research ...... 132 5.4.2.Recommended next steps for growing and professionalizing the intergenerational field in Chile ...... 133 5.4.2.1. A national conference and workshops ...... 133 5.4.2.2. A national network ...... 134

REFERENCES ...... 136

Appendix A: Consent for Research ...... 145

Appendix B: Exemption Determination ...... 148

Appendix C: Research Questionnaire ...... 150

C1. Questionnaire for Program Administrators (English Version) ...... 150

C2. Questionnaire for Program Staff (English Version) ...... 151

C3. Questionnaire for Program Participants (English Version)...... 155 x LIST OF FIGURES

Figure 1.1: Basic structure of executive power...... 8

Figure 1.2: Chilean ministries. Based on information obtained on (Phillips, 2020). ... 9 Figure 2.1: The basic elements of IG programs ...... 15 Figure 2.2: Common elements of successful IG programs ...... 28

Figure 3.1: Two-phase-research design...... 32 Figure 3.2: Four-layer data analysis ...... 40 Figure 3.3: Research Site Articulation ...... 42 Figure 3.4: Ministry of Social Development and Family basic network. Based on information obtained on (Ministerio de Desarrollo Social y Familia, 2018) ...... 43 Figure 3.5: Ministry of Education basic network ...... 45 Figure 3.6: Program identification...... 46 Figure 3.7: Chilean regions studied ...... 48

Figure 4.1: Program identification process...... 53 Figure 4.2: Content category...... 62 Figure 4.3: Level of engagement ...... 63 Figure 4.4: Primary service recipient ...... 63 xi

LIST OF TABLES

Table 2.1: Challenges faced by IG programs ...... 30 Table 3.1: Program and Interviewed population ...... 37 Table 3.2: Participant's characterization ...... 37

Table 4.1: Senior Advisors Program description...... 55 Table 4.2: My Future, My Aging Program description...... 57 Table 4.3: Memory of Hands Program description...... 58 Table 4.4: IG Workshops Program description...... 59 Table 4.5: Reading Rescue Program description...... 60 Table 4.6: Basic Structure of the Five IG Programs ...... 62 xii ACKNOWLEDGMENTS

First of all, I would like to express my gratitude to my committee members. I want to say thank you to my academic advisor, Dr. Kaplan. With his intergenerational expertise, he inspired my decision to be a part of the Agricultural and Extension Education graduate student cluster. Thank you for guiding me and introducing me to the great intergenerational movement. I would also like to thank Dr. Kaplan for his patience, support and for encouraging me to work hard and improve myself by teaching me the power of the Japanese word “Ganbatte.” To Dr. Webster, thank you for all your support and for always keeping your door open to talk, listen, and give me good advice. And to Dr. Holst, thank you for being very supportive and for all of your helpful feedback that helped enable me to do a better job. To essential academic mentors: Dr. Alyssa Gamaldo, and Dr. Connie Baggett. I want to express my sincere gratitude for the opportunity you gave me to start graduate school. I am so thankful to you all for believing in me and trusting in my potential. Thanks for thinking that I was the right person to support—you have my infinite gratitude and respect. I would also like to give thanks to all the academics that supported me in one way or another; with a special thanks for Dr. Windon, Dr. Radhakrishna, Dr. Brennan, and Dr. Mariano Sanchez. To all my AEE friends, thanks for making my time the funnest! To Alejo, Mallen, Mariah, Rose, Ilse, Kaila, Elsie & Halima. Thank you for joining me in the procrastination and for always providing some sweet treats, coffee, or pizza. Thanks for being the best officemates ever! To my Latinamerican family: The Paraguayan (los Nes), The Peruvian (Mara, Mayli & Isma), The Chilean (Javi & Alvaro), Les Tikis and spouses, The Colombian (Mile, Carlitos y la Gringa), The Mexican (Anita and Sandrita), The Brazilian (Erica) and The Ecuadorian (Mandy y Mike). Thank you guys, for making my academic life more xiii

enjoyable and less stressful. I truly appreciate you always being available to celebrate by finding any excuse to meet, drink, eat, and sing. Thanks to my American and international friends, Josita, Jakito, Gautumsito, Karen and Troy, and The Loverich family for helping me to “improve” my English skills. I am so appreciative of you for teaching me useful, unusual, and weird words that allow me to perform in many different contexts. Thank you, guys, for making my learning process unique. To my friends of life: Naty, Gabi, my perris, pelurris, Nachito and Paula, Angelo and Pia, Tiemann and Tutia, and The Barragan family, thanks for being loyal and for always being there no matter what, when and how. To my yoga teachers, Erica and Rachel, that had a central role in helping me to keep my life in balance. To my family. To my grandparents (Tata, Opi, and Omi), who passed away but who always takes care of me and accompanies me in all my milestones, whenever they are. To my wonderful grandmother, my Leli, who has taught me to enjoy the world, thank you for always being there for me. I love you with all my heart. To my parents, brothers, in-laws, nephews, and nieces (Simon, Tiare, Sofia, Lautaro, Ewald, Violeta, Augusto, Aylen, Wilhem, and Juan Jose), cousins, uncles and aunts. Thank you all for always having a hug, a word of contention, encouragement, or pride. Thank you for supporting and challenging me to be better every day. Finally, to my beloved husband, Totito, thanks for being the main driver of my academic growth. Thank you for inspiring me every day through your passion and conviction with which you follow your dreams. Thank you for never holding me back and supporting me, and thank you for making my life more enjoyable.

1

Chapter 1.

INTRODUCTION

1.1. Problem Statement

In societies around the world, older people are a growing demographic group. The rate of growth of older adults (65+) in the population exceeds that of children and youth. According to World Population Prospects 2019, one in six people in the world will be over the age of 65 by 2050. In 2019, this population represented one in eleven at the global level (United Nations, 2019). This demographic trend is viewed and experienced differently in each country due in large part to variability in fertility and mortality rates, and social, political, and economic factors. Regardless of these regional differences in demographic composition and perceptions and actions in response to the aging population trend, the United Nations (UN) has promoted a series of resolutions, policies, and campaigns. These effort focus on promoting awareness of the worldwide aging trend and the need for strengthening support systems for older adults and building age- inclusive societal practices. For example, one of the conceptual underpinnings of the UN's declaration that 1999 would be the “International Year of Older Persons” was an emphasis on the need to move toward a “Society for All Ages” (Stuckelberger & Vikat, 2007). Following this, a wide range of calls for “intergenerational solidarity” have been finding their way into conferences, reports, and campaigns promoted by the UN (Stuckelberger & Vikat, 2007; United Nations, 2013) and other international bodies (World Health Organization (WHO), 2020), as well as policies and general calls for action at the national level (Cecchini & Lavigne, 2013; Ganga-Contreras, et al. 2016). 2 The Beth Johnson Foundation (2011) states that the goal of intergenerational (IG) practice is to bring people together in purposeful and mutually beneficial activities which promote greater understanding and respect between generations and contribute to building more cohesive communities. IG practice is inclusive and relies on the positive resources that young and old have to offer to each other and to those around them. In the context of this study, the term IG practice is referred to as a broad spectrum of decisions, actions, and implementation of activities and programs that pay explicit intention to connecting generational groups for their mutual benefit. Intergenerational programs are considered as actions with a specific and clear structure, duration, and funding within IG practices (Sánchez, Kaplan, & Sáez, 2010). These programs provide opportunities for unrelated younger and older people to interact with each other typically at a location serving either youth or older adults.

Innovation and dissemination in the area of IG practice have grown considerably over time and expanded toward international contexts. IG programs have been shown as practical strategies to address a variety of social challenges (Canedo-García, García- Sánchez, & Pacheco-Sanz, 2017) such as social inclusion, caregiving, mental health, and education (Femia, et al., 2008; Sakurai et al., 2016; Sanchez, et al., 2017). Literature on IG practice is representative of a variety of countries, such as Spain, the United States, China, Japan, and the United Kingdom, to name a few.

In the case of Chile, the challenges of addressing the aging population trend were motivated by a 1999 UN declaration. As a response, the Chilean Congress drafted a bill to create the National Service for the Elderly (SENAMA), which was approved in 2002. Ten years later, Chile created the “Integral Policy for Positive Aging” for Chile 2012- 2025 (Ganga-Contreras et al., 2016; SENAMA, 2012). On the one hand, these challenges have raised some concerns related to fiscal strains placed on health care and social security systems. On the other hand, they have also stimulated discussion as well as some intervention programs aimed at increasing the integration and consideration of older adults. Despite the fact that IG practices and programs have been developed in Chile 3 during the last decade, these have been sparsely reported and evaluated. Thus, most of them are unknown to the general population.

The present study pays special attention to IG programs via research and literature review, in order to understand the implementation and functioning of Chilean of IG programs. Along the way, this study highlights the degree to which they foster and effect the inclusion and integration of senior populations through their effective practices, outcomes, and possible areas of improvement.

1.2. Rationale & Purpose of the Study

By studying and reporting on Chilean governmental programs with an IG component, we can learn more about the state of IG programming in the country. A significant limitation in what is known about the growth of IG initiatives in Chile is the dearth of knowledge and reports. The reported information is limited to some archival data such as web news, promotional videos, theses, and research publications highlighting individual programs and initiatives (Balut, 2014; Rodríguez & Vidal- Figueroa, 2015; SENAMA, 2016; OISS, 2017). Beyond that, there has been no systematic effort to scan governmental IG programs to assess the degree to which such programs employ effective practices. Herein lies the intended contribution of this study – to add to our understanding of IG programs and practices in Chile and the current IG programming status at the governmental level in the country. The study addresses the preliminary question as to why we should pay attention to IG programs and their practices in Chile at all.

First, Chile is in an advanced stage of population aging, being one of the countries with the highest percentage of the aged population in Latin America. (INE, 2018) This is attributed to its low fertility rate, which is below the replacement rate and the global fertility rate. Accompanying factors are a low level of mortality, and a sustained increase in life expectancy at birth (INE, 2018). Currently, the senior population represents 20% 4 of the total Chilean population (Plan Adulto Mejor, 2019), meaning that for every 100 individuals under 15, there are 61 individuals 60 years of age and older (INE, 2018). This aging trend will accentuate over time according to demographic projections. It is projected that by 2050, for every 100 children under 15, there will be 176 individuals over 60 years old (INE, 2018). This trend poses challenges to the government in terms of meeting the needs of a growing elderly population and, more generally, building an age- inclusive society that promotes connections, understanding, and collaborative enterprise.

Consequently, in 2018, the Chilean government launched the “Plan for Better Adult Living” (“Plan Adulto Mejor” in Spanish), which aims to build a more kind and supportive country for the elderly. This plan has four developmental features: Friendly Cities, Good Treatment, Healthy Living, and Development and Opportunities (Plan Adulto Mejor, 2019). Further, it includes a series of monogenerational (single generation- oriented), multigenerational (many generations-oriented), and intergenerational (different generations, relationships and connections-oriented) initiatives aimed at improving the quality of life of older adults. Parallel to this national plan, there have been projects and initiatives launched by other governmental agencies. Most of the government programs and services to serve the population are monogenerational-oriented (e.g., children, youth, seniors) and all-age groups (e.g., families and communities), but only a few programs are intentionally designed to connect generations and to address each generation's needs in a complementary way.

Meanwhile, international IG programs and practices have been identified as helpful strategies to treat a variety of social challenges (Canedo-García, García-Sánchez, & Pacheco-Sanz, 2017), impacting not just the lives of older adults, but also the lives of children, youth, and young adults. In the last two decades, Chile has implemented several IG initiatives, particularly in the areas of education, cultural understanding and cultural heritage, health, and social wellbeing. The implementation of an IG approach has been motivated by demographic trends and efforts to adhere to the sustainable development goals and society for all-age perspectives promoted by the UN. The shortage of reports about current IG programs and practices in Chile motivated this study. 5 1.3. Research Questions

This study aims to explore and describe current government-sponsored IG programs that exist in Chile, to analyze how these reflect principles of effective practices as described in national and international literature, and to propose actions that could improve the development and implementation of these programs.

1.4. Significance of the Study

Study results will provide a better sense of the current status of government- sponsored intergenerational programming in Chile. This information and empirical data might help program planners, program staff, participants, policymakers, and researchers to work toward improving and expanding upon existing IG programs and practices. Similarly, these results might help the aforementioned audiences to advocate for more integrative policies framed by an IG approach.

1.5. Operational Definitions

In this section, the primary concepts used in this study are clearly defined, allowing us to understand the research process better, and finally, the research aims.

. Senior: Person 60 years old or over. . Children: People under 18 years old (WHO, 2014) . Youth: People aged between 15-24 years old (UN in WHO, 2014) . Key person: For this study, a key person is one who plays an active role in the design/administration/implementation/participation of an IG program or practice. . Intergenerational (IG) Practices: For this study, IG practices are broadly defined as “purposeful, mutually beneficial activities that promote greater understanding and respect between generations and contribute to building more

6 cohesive communities” (Beth Johnson Foundation, 2011). IG is a broad term that includes programs, single activities, initiatives, and policies that promote intergenerational relationships in family and community contexts. . Intergenerational (IG) initiatives: For this study, IG initiatives are defined as activities that aim to bring generations together and promote the interaction between them. This term is meant to be inclusive of all kinds of structured and well-developed IG programs, as well as isolated, small-scale, and even only-one- time activities. . Intergenerational (IG) Program: In this study, the term “program” alludes to structured initiatives framed in a timeline with defined aims and explicit goals. Three aspects are key to consider a program as an IG program: first, it includes participants of different generations (generally, at least two generations apart). Second, it implies activities to reach beneficial objectives for every generation involved (thus, for their communities). And third, it promotes relationships of interaction and exchange between its participants (Sánchez, 2007) . Effective Practices: the term “effective practices,” according to the Merriam- Webster dictionary, it is understood as a procedure that has been shown by research and experience to produce optimal results, and that is established or proposed as a standard suitable for widespread adoption. In the IG field, several researchers have adopted this concept under different names, for example: “quality standards” “good practices” and “common success factors” to name a few alluding to programmatic elements that are seen as contributing to the success and sustainability of IG programs (see section 2.9). . Governmental Agency: this term considers any ministry, national service, and organization administrated by the government and funded with public funding. 7 1.6. Contextualization of the Research Site

1.6.1. Chile

Chile is a long and narrow country, geographically located between the Andes mountain range and the Pacific Ocean coast. The continental territory extends 4270 km (2653 miles) in length from North to South, and a maximum of 445 km and a minimum of 90 km wide from East to West. The country has over 19 million inhabitants (INE, 2018), and it is geopolitically divided into sixteen regions. The Metropolitan Region hosts the city of Santiago, which is the country's capital. Santiago harbors approximately seven million inhabitants. Chile has a democratic political system, and the current President is Sebastian Piñera. The President is currently in his second presidential term, which ends in 2022.

1.6.2. The Government of Chile

The focus of this study is on IG programs sponsored by the Chilean government. Thus, it is necessary to understand the basic structure of the government to recognize the efforts made behind the IG programs' implementation. Traditionally governmental initiatives in the human and community services fields target specific age groups; developing programs from an IG perspective challenges this traditional structure insofar as efforts are made to establish programs that simultaneously engage and serve multiple generations. Reference to “IG programs sponsored by the government” is intended to mean public entities that play a crucial role in funding, planning, and/or delivering IG programs.

The President of the nation, who represents the executive power, is followed by a vice president and a ministerial body. Similarly, there are two other types of entities that act under the executive power hierarchy: these are entities with legal autonomy and entities with constitutional autonomy, as noted below. Entities with legal autonomy are 8 public law corporations, created by law as entities which do not depend on ministries but are linked to the President of the Republic through the respective ministry. Thus, they are part of the executive branch. Public administration entities with constitutional autonomy are those appointed by the Political Constitution or the law.

Figure 1.1 lays out the structure of executive power.

Figure 1.1: Basic structure of executive power.

A discussion of the role of ministries and its linkage with entities with legal autonomy is provided in Chapter 3.

1.6.3. Ministries of Chile

The 24 Chilean ministries (as listed in Figure 2, below), represent the superior collaborating bodies of the President in the functions of government and administration in their respective fields of action in which they must exercise their functions. 9

Figure 1.2 Chilean ministries. Based on information obtained on (Phillips, 2020).

1.6.4. Chilean Policies related to Intergenerational Practice

In Chile, IG initiatives are generally framed under policies for healthy and active aging. They are usually inspired and promoted from an old-age perspective, rather than an all-ages perspective. In 2004, Chile developed a national policy for the elderly, which included aspects of the IG practice as an important part of elderly development within society. Currently, the “Plan for Better Adult Living” for 2018-2022 establishes areas in which the intergenerational practice could be promoted, such as health, education, and social development. In this context, this policy promotes the IG practice in two out of four of its general guidelines, as part of the good treatment toward seniors and the promotion of healthy living. These initiatives are supported by the Ministry of Social Development via the national service for the elderly (SENAMA), the youth institute (INJUV), and the Ministry of Health.

In addition to the “Plan for Better Adult Living”, the national reading plan called “Reading First,” 2018-2022, also promotes opportunities for IG practice. Although 10 “Reading First” does not explicitly mention the intergenerational component in its description, it has a local education-based IG initiative in one region where this policy is implemented.

One research project about IG policies and practices in Latin American countries offers an optimistic perspective of the inclusion of the IG field into public policy, highlighting that it is an opportunity to design and implement IG practices with and from different generations (Giraldo, n.d.).

1.7. Summary

This chapter presented the topic of this study and the need to explore intergenerational programs in a Chilean context. Likewise, it defined the key concepts of this research and provided a broad contextualization of the site of study. 11 Chapter 2.

LITERATURE REVIEW

2.1. Overview

This section introduces the IG studies field, including relevant concepts and themes that have contributed to the underlying theoretical framework used for this study. This section provides an overview of the literature on IG programming, including the underlying rationale of these programs and how they are developed and implemented. It will also consider factors that influence program development, evaluation, and impact on program participants, their families and their communities. The evolution of this field of inquiry and practice is considered from an interdisciplinary and international perspective, with particular attention paid to IG initiatives that have emerged from within a Latin American context, especially in Chile, where a national effort to establish strategies and actions at the policy and program levels is beginning to take root.

2.2. Intergenerational Programs as a Field of Study

According to Bernard (2006), intergenerational research, practice, theory, and policy can be considered the main components of this developing field of inquiry and practice. Bernard noted how much of the earlier work in this field was driven by practitioners with skills and interests tied to specific areas of program development and implementation. Over time, more attention was paid to theoretical frameworks and research-oriented work aimed at explaining how practices worked and how intervention models could be modified to more effectively achieve program objectives. Finally, IG policies have been considered as part of the field (Kaplan & Sánchez, 2014). 12 The decade of the 1970s was a significant era for the IG programs and initiatives since it showed them as a social phenomenon. A decade later, the first American studies about it appeared to ground the IG practice in research and discuss its evolution into a field of study with theoretical and empirical justification. In the '80s, this growing new field began building a body of knowledge to justify itself, to inform others about this process, and promote further research (Newman, 2006).

As noted by Sally Newman, one of the pioneer researchers of the IG studies field, IG research can be divided into two groups: theoretical and empirical (Newman, 2006). Both differ from each other in the function of the content. The theoretical research content addresses questions that help us to understand the what and why of IG initiatives. The empirical research content reflects IG interactions and relationships through practical experience describing what happens in programs; attention is paid to programs' outcomes, structure, and implications for the future (Newman, 2006).

Other scholars who have explored a range of theoretical formulations contributing to a broader understanding of the psychological, social, and societal significance of IG interventions and relationships include Bernard (2006); Granville (2002); Jarrott (2011); Kuehne (2003); Kuehne & Melville (2014a); Lawrence-Jacobson (2006); and Vanderven (2011).

There are interdisciplinary roots to the IG studies field; relevant contributions come from diverse disciplines, including social work, sociology, psychology, education, gerontology, land use planning, architecture, geography, anthropology, and occupational health. Research in the field has been focused on identifying, assessing, and improving IG programming and practices through practical and theoretical approaches, which have been implemented in diverse ways. These include, for instance, IG relationship assessments, workforce training, programmatic guidelines, and the construction of an IG theory that supports putting IG practice into policy.

13 2.3. Intergenerational Programming

Historically, IG programs were created as a strategy to support and care for families and communities through solidary ties between different generations. These programs were initiated in the U.S. in the 70s', due in part to economic forces that produced considerable geographical mobility and propelled more women into the workforce. Many families moved far from their home town to find better job opportunities, losing supportive connections with friends and family to help them with childcare. Without adult supervision, children are at higher risk of truancy, substance abuse, and poor academic performance (Larkin, 2007). Through the history, families have taken responsibility for supporting their members throughout life. Although this still holds true today in many countries many families are under enormous stress as they try to single- handedly meet the needs of both younger and older generations (Larkin, 2007). Thus, the need for high-quality programs to support child development was not only centered on children, but it also was promoted to support eldercare. These programs aimed to provide elders with both emotional support and physical care, while at the same time giving them additional opportunities to participate and contribute their skills, knowledge, and talents in ways that strengthen their families and communities.

Regarding a definition of IG programs, the International Consortium for Intergenerational Programs (ICIP) defines them as “social vehicles that create a purposeful and ongoing exchange of resources and learning among older and younger generations.” Following this definition, Sánchez & Kaplan (2019) add the component of structure in their suggested definition, understanding the IG programs as “a structured set of practices – not just one activity – implemented by people from different generations aimed at facilitating interaction and understanding between these people.” Similarly, the Institute for the Elderly and Social Services (IMSERSO by its acronym in Spanish) and the Spanish Cooperation Agency of International Development add more details to the ICIP definition, defining IG programs as means, strategies, opportunities, and ways of creating spaces for encounters, awareness, promotion of social support. 14 There is an intentional and continuous exchange of resources and learning between the older and younger generations (Hatton-Yeo & Ohsako, 2001). Sánchez, Kaplan & Saez. (2010) identify four characteristics of IG programs: 1) They bring together people from different generations in continuous and planned activities that allow them to interact, educate, support, and, in general, take care of each other. 2) They are developed in a variety of places (schools, community organizations, libraries, etc.). 3) They aim to achieve goals related to common needs. 4) They represent an integrated strategy to reach people with social and community services. Additionally, the literature highlights that a program is not IG because it involves children and seniors; it is IG if the relationships between these children and those seniors become an essential element in the constitution of the program rules. Newman and Sánchez (2007) state that the importance of these kinds of encounters is to do and to be together. Where that "doing" goes beyond mere interaction and into a relationship.

Based on the literature and previous description of IG program commonalities (Sánchez, Kaplan, & Sáez, 2010), a figure was developed to explain the components of IG programs, visually. The four main elements are crucial components of any IG program: places, aims, participants, and contexts in which they are implemented. 15

These can be developed in churches, recreational spaces (parks, gyms, public pools, etc.), hospitals, communitarian centers, academic entities (daycare, schools, universities) and cultural centers (museum, libraries, theaters, etc.)

Some examples: -Caregiving: Taking care of younger generations.

-Education: Strengthening educational systems.

These can be -Quality of life: developed in Enriching seniors’ lives. diverse -Communication: contexts: Improving formal, communication and informal and relationships between non-formal. generations.

-Cultural awareness: Preserving traditions and cultural heritage.

- Social and environmental awareness: Promoting responsibility for the future. People from different ages and generations are invited to participate and interact with each other. -Etc. Being able to build new relationships.

Own production derived from Sánchez, Kaplan, & Sáez. (2010)

Figure 2.1: The basic elements of IG programs.

Additionally, guidelines and specific program aspects have been suggested to take into consideration during program planning as a basic structure of IG programs (Kaplan & Greenwood, 2014). Some of these are:

• The need addressed in the program /program rational • Program goals and objectives • Recruitment methods • Training of participants, volunteers, and staff 16 • Activities planning (content structure, delivery method, facilitation strategies) • Potential partnerships • Potential locations to implement the program

2.4. Categorization of Intergenerational Programs

During the last two decades, the IG programs have been categorized in different ways by different authors. These categories differ from each other in the central criteria in which they base their descriptions. Three primary criteria of classifying have been often used: theme (the content of interest), level of engagement, and the primary service recipient. However, these categories are not exclusive from each other and are used as a guide to innovate and analyze the IG programs.

Regarding program criteria based on thematic content, programs have been broadly categorized along the following themes (Sánchez, Kaplan, & Sáez, 2010; Li, Kaplan, Thang, 2020):

o elder care (friendly visiting in homes or nursing homes, home services) o child and youth emotional and social development (school- and community- based education; informal and formal mentoring activities)

o lifelong learning and adult education o family support (includes programs designed to assist families with grandparents and other relatives raising children)

o health and wellness (medical care, nutrition, and active living) o cultural appreciation and heritage awareness (festival celebrations and performing arts with a cultural component)

o community development/building (design or improvement of the physical environment, enrichment of the social environment)

o recreational activities (includes crafts, games, sports, and cooking) 17 o environment preservation type activities (such as planting trees, hiking, gardening, and environmental education activities)

o workplace relationship building.

In order to assess the level of engagement or implication criteria, MacCullum et al. (2006) propose four levels of interaction promoted by IG programs, based on the previous work of Whitehouse et al. (2000):

Level 1 (juxtaposition): Different generational groups share a place and maintain sporadic contacts carrying out activities in parallel. This level of interaction seeks to make people perceive the environment as safe for interaction and collaboration.

Level 2 (intersection): Participants begin to interact through some shared activity. The level of interaction is still low, and each group has its generation as a reference.

Level 3 (grouping): Children, young and old join groups (or in pairs) to work together to carry out an IG program. At this level, the interaction is continuous for the period of programmatic duration. For example, when older people mentor children in a school throughout the academic year, supporting their school performance.

Level 4 (coexistence): At this level, different generations share spaces, interact with each other, and coexist daily.

Kaplan (2002) proposes a categorization system that distinguishes between programs based on the level of "depth" of IG engagement:

1. Learning about other age groups: Participants learn about the lives of people in other age groups, although there is no direct or indirect contact of any kind.

2. Seeing the other age group, but at a distance: This includes initiatives that facilitate an indirect exchange between individuals of two or more generations. The participants never actually meet; however, they might exchange videos, write letters, and/or share artwork. 18 3. Meeting each other: This considers initiatives that culminate in a meeting of some sort between participants of different generations, generally planned as a one-time- only experience.

4. Annual or periodic activities: Often tied to established community events or organizational celebrations, these IG encounters occur regularly over time. Even though these are infrequent, they can symbolize a sort of IG and community unity and promote opportunities, attitudes, and openness toward new or more regular encounters.

5. Demonstration projects: These initiatives generally involve ongoing IG activities over an established period. Depending on project goals and objectives, the IG exchange and learning can be quite intensive. Usually, these initiatives are implemented as experimental trials or pilot programs, and they are frequently dependent on outside funding sources.

6. Ongoing IG programs: This category usually includes demonstration projects deemed successful or valuable from the perspective of the participating organizations and sponsors. Thus, the projects are incorporated into their agenda and repertory.

7. Ongoing, natural intergenerational sharing, support, and communication: This includes IG engagement that occurs spontaneously and organically, which is evidenced in the way that community settings are planned and established. In this context, opportunities for meaningful IG engagement are abundant and embedded in local tradition.

Sánchez & Díaz (2005) propose a four-category classification focused on the direction of the services provided and received. These categories are:

a) Seniors provide a service to children and youth (as tutors, mentors, preceptors, as well as friends or caregivers).

b) Children and youth provide a service to seniors (among other things, they visit and accompany them or orchestrate some of their activities). 19 c) Seniors collaborate with children and youth, providing a service for the community (in environmental development projects, for instance, or in relation to specific social problems).

d) Seniors, youth, and children provide a mutual service in informal activities, which, among others, can involve learning, entertainment, leisure, or sport.

2.5. Intergenerational Solidarity as a key element in Intergenerational Programs and Practices

IG practices have a crucial role in societies that experience an accelerated aging trend. They provide an opportunity for integration of all generations and meaningful contribution to each other in shared spaces, with IG solidarity an essential element. With an IG solidarity orientation, it is more likely that efforts will be made to connect and support people across ages and to recognize mutual benefits in caring for each other and maintaining interdependent ties (Larkin, 2007).

The concept of IG solidarity was highlighted in what was designated in 1993 as the “European year for older people and IG solidarity between generations.” The concept refers to “the degree of closeness and support between different generations. The notion of solidarity helps us to understand how people of different generations relate to, help and depend on one another in their daily lives” (Timonen, n.d.).

The UN, in an expert group meeting about IG solidarity, states that no matter where we live or our socioeconomic status, every generation needs one another, and caring for each other is essential if we are to thrive as a society (Larkin, 2007). The call to promote IG solidarity worldwide has been made by a wide range of researchers, practitioners, and international organizations (Cecchini & Lavigne, 2013; Ganga- Contreras et al., 2016; Stuckelberger & Vikat, 2007; WHO, 2020). 20 Worldwide organizations understand the need to promote a series of practices, programs, and policies in response to the global aging population trend and the global need to protect and support children's development. Thus, in 2002, the Madrid International Plan of Action on Aging highlighted that solidarity among generations is a fundamental element to build IG societies that value and demonstrate equity and reciprocity between generations. They accordingly encourage members of states to promote policies and programs to reduce the vulnerability of younger and older generations through various social protection strategies. Likewise, in 2009 the UN International Experts Group meeting on “Family Policy in a Changing World: Promoting Social Protection and Intergenerational Solidarity” recommended building partnerships and cooperation between organizations of youth and older adults (Köhler, 2009). They also recommended efforts to promote awareness of the global aging trend and the need for strengthening support systems and practices for building age-inclusive societies (Stuckelberger & Vikat, 2007). Rodríguez & Vidal-Figueroa (2015) suggest that all the actions that we can generate today for the benefit of older people will affect tomorrow's generations; thus, the promotion of IG relations is part of the measures to achieve an active and participatory aging population.

2.6. Justification of Intergenerational Programs and Practices

Several factors have contributed to a greater awareness of and increased emphasis on the need for intergenerational programs. This includes demographic trends (especially a growing proportion of older adults in the population), changes in family composition and living conditions, along with migration trends, all of which have an effect on relationships across generations.

In recent decades, efforts have been made to identify the needs met by IG programs and underline their importance in community. In 1989, Dr. Newman identified and reported five specific "imperatives" of intergenerational programs: historical, developmental, cross-cultural, societal, and public policy. Twenty years 21 later, Sánchez, Kaplan, & Sáez (2010) identified seven imperatives: demographic, reestablishment of the care cycle, active aging, social cohesion and meaningful relationships, cultural continuity, relational continuity, and communities to live better. These imperatives have contributed to explaining why IG programs and practices are needed. They serve to highlight ways in which these programs can be aligned with the people's needs, and how programs and practices can be improved. These imperatives also provide different approaches to understanding IG relationships and how these can be projected into the future.

Sánchez, Kaplan, & Sáez (2010) identify seven imperatives for IG programs and practices;

o The demographic: Due to the decrease in the mortality rate and the increase in life expectancy, a global and sustained trend of population aging has been evidenced. The increment in life expectancy means that we live longer; therefore, the possibilities of meeting our grandparents or great-grandparents are greater. Additionally, nowadays, seniors are also more active than those of a few decades ago. They therefore want to decide the kind of life they live. Hence, the challenge for IG programs is to devise and implement new mechanisms for collaboration between contemporary generations to address personal, group, community and societal needs.

o Restoring the Circle of Care: This imperative holds that throughout our lives, we all need to take care of others and be cared for, to feel that we are essential to someone, that someone cares about us, especially in times of difficulty. IG programs help preserve the practice of reciprocity of care and attention between different generations.

o The active aging: This imperative views the concept of IG solidarity as a relevant factor in the approach to active aging. This factor means both equity between generations and opportunity for different generations to develop meaningful activities together. Active aging is IG because it refers 22 to the future of everyone and not just that of the elderly, because we all want to live long and healthy lives. Thus, the support of all generations is needed in aging actively.

o The social cohesion: In this imperative, social cohesion is understood as the capacity that a society has to ensure the wellbeing of all its members, minimizing inequalities, and reducing disparities. Thus, a cohesive society is composed of members who freely and democratically pursue common goals (Council of Europe, 2004 in Sánchez, Kaplan, & Sáez, 2010). Furthermore, social cohesion seeks to ensure that relationships between community groups are constructive and meaningful. IG programs and practices understand that generations are interdependent and form part of the same social fabric. For this reason, IG relationships can strengthen social and community networks.

o The cultural continuity: This imperative highlights the importance that people of all ages have the opportunity to share and to ensure the transmission and adaptation of their historical and cultural experiences (Sánchez, Kaplan, & Sáez, 2010). Mead (1970) states that the continuity of all cultures depends on the living presence of at least three generations (Sánchez, Kaplan, & Sáez, 2010). o The relational: The main characteristic of the IG is, by definition, the relational component. The relationships -of any kind- between generations are the foundation of meaningful IG connections. Therefore, the main argument for IG programs is to build relationships, rather than simply facilitating interactions between generations in a common space.

o The Livable Community: This imperative highlights the potential of IG programs to promote community development. Good relations between generations can be a source of social ties that help to recover and increase mutual trust, social capital, and involvement in public affairs (Montero, Zmerli and Newton, 2008 in Sánchez, Kaplan, & Sáez, 2010). 23 2.7. Impact of Intergenerational Programs on Participants

2.7.1. Impact on children and youth

A wide variety of IG studies report that children participating in IG programs demonstrate higher levels of social acceptance, a greater willingness to help and greater empathy for older people, slightly more positive attitudes overall, and better ability to self-regulate their behaviors than children who do not participate of these programs (Femia et al., 2008).

IG mentoring programs enhance literacy development in the children and young people involved. Educational-based IG program models have helped children and youth participants to significantly develop both practical and academic skills (Kaplan, 2002) and improved school attendance (Femia et al., 2008). These programs have also resulted in essential contributions to emotional wellbeing and modest improvements in social welfare. Participants demonstrate increased confidence, improved interpersonal skills (Chorn Dunham & Casadonte, 2009), enhanced awareness of aging issues (Bales, Eklund, & Siffin, 2000), and improved attitudes toward aging.

2.7.2. Impact on seniors

IG mentoring programs also benefit the older adults who engage in them. It is claimed that building close relationships between the old and the young can protect older people from some of the stresses that come with aging (MacCallum et al., 2010). Several studies report short and long-term positive effects on seniors' functional capacity, mental health, memory, cognitive performance and general wellbeing (June & Andreoletti, 2018; Kaplan, 2002; Murayama et al., 2019; Rebok et al., 2004). Forming connections with young people can help older people better cope with mental and physical conditions such as arthritis, depression, isolation, boredom, and loneliness. 24 The involvement of seniors in IG programs also elevates their sense of self- worth and of being needed and valued (Cohen-Mansfield & Jensen, 2017). In addition, IG program involvement provides older adults with opportunities to remain active, keep learning, develop friendships with young people, act as role models, and remain reintegrated in community life (Intergenerational Innovations, 2004; Hanlon & Thomas, 2017). The involvement of seniors in IG work and other elements of community life can be a welcome source of vital involvement and exhilaration. Moreover, when young people are also involved, elders’ mood can be unmistakably invigorated (Erikson, Erikson & Kivnik, 1986, in MacCallum et al., 2010).

2.7.3. Impact on participants’ families and beyond

In communitarian contexts, IG programs have been a helpful strategy to promote cohesion, participation opportunities, and social engagement (Kaplan & Sánchez, 2014), making meaningful contributions to each other's lives. Ongoing IG programs can enforce neighborhood trust and, thus strengthening community ties and building social capital. These resulting community developments have been accepted as a precursor of learning and poverty reduction (Herreros-Vázquez, 2002; MacCallum et al., 2010; Murayama, Murayama, Hasebe, Yamaguchi, & Fujiwara, 2019b). Likewise, IG programs promote mutual support among participants, which can reduce or prevent social isolation among the elderly (Murayama et al., 2019).

In the educational context, IG mentoring programs have impacted children's families, reducing family stress and alleviating parents of pressures, and giving more personal time to family members (Intergenerational Strategies, 2004 in MacCallum et al., 2010). Similarly, well developed IG programs have contributed to building strong relationships across generations based on cooperation between parents, volunteers, educators, and learners, generating a supportive network that motivates all involved to achieve common aims (Murayama. et al., 2019). 25 2.8. Intergenerational Programming in Developed Countries

As mentioned at the beginning of the literature review, IG programs in developed countries have taken several decades of development and implementation, where these programs have been supported and funded by diverse public and private organizations. Therefore, through the formal support of organizations and available resources, it has been possible to establish the IG field from a research perspective, as a formal field of study.

From the early meetings of the ICIP (Intergenerational Consortium of Intergenerational Practices), some developed countries such as the U.S, Ireland, Scotland, Japan, and Spain started to develop and promote IG specialized organizations to support IG programs, practices, and policy development; some of these are Generations United, Generation Together, and Linking Generations, respectively. Although Spain does not have a national IG organization to work exclusively on promoting IG programs, it has other social organizations to approach social inclusion and issues related to developmental opportunities for all. One example of this is “La Caixa” Foundation, which is also aligned with the sustainable development goals proposed by the UN.

Understanding that IG perspectives in policy and program development can hinder or support IG solidarity in families, Generations United (2011) encourages policymakers to use an inclusive framework of four principles when crafting and reviewing policy (Butts, Leng Thang, & Hatton Yeo, n.d.):

1. Make lifetime wellbeing for all the highest priority, considering the impact of every action on each generation. 2. Unite rather than divide the generations for the most significant social and financial impact. 3. Recognize and support every generation's ability to contribute to the wellbeing of their families and communities. 26 4. Policies that are IG and supportive, based on family cohesion, include but are not limited to child care and support, education, paid family leave, pensions, social protection, and housing.

The countries that have organizations specializing in IG programs and practices have made considerable progress in matters of social inclusion. In the case of Spain, these specialized organizations have allied with universities, private and governmental entities to carry out policies and practices providing greater opportunities for IG participation, as well as developing the physical spaces that these occasions promote.

2.8.1. The Latin American Experience

Although developing countries commonly do not have their own specialized organizations in the development of IG programs and practices, they have alliances with national and international institutions and organizations that promote the social development of the IG field in Latin America. Some of these organizations are ECLAC from the UN, La Caixa Foundation from Spain and the Iberoamerican social services organization (OIRSS is its acronym in Spanish). The United States and Spain are the primary IG references in Latin America. Spain has collaborated to develop, analyze, and report IG initiatives. The United States has contributed IG program models that have been adapted and implemented in Latin countries; an example is the Chilean IG mentoring program developed by the National Drug and Alcohol Prevention Service (SENDA, 2012) “Te Acompaño,” which was an adaptation of the American program “Across Ages.” Similar cases have been evidenced in other IG programs, especially university-based and technology learning-models.

The first IG initiatives and practices in Latin America started in the 2000's and were developed by governmental and private organizations and NGOs (Sánchez et al., 2009) as a response to the fast change in the sociodemographic trends of most of the Latin countries. These were boosted by the International Year of Older Persons in 1999 27 denominated by the United Nations, the resulting action plan from the Second World Assembly on Aging (2002), and an international call for building age-inclusive and solidary societies through the policy of a “society for all ages”. Although Chile was one of the first countries to develop a national plan to support older adults, most Latin countries currently have as well (Giraldo, n.d.). The IG field across the Latin region has been quite similar, with common challenges, such as the need for an IG perspective in the national policies (Sánchez et al., 2009). Similarly, the interest in IG practice has increased both at the governmental and private levels - especially from universities - and from civil society (Sánchez et al., 2009). Regarding IG relations, all Latin American countries recognize intergenerational programs as a positive element to generate opportunities and support for older adults (Sánchez et al., 2009). However, some countries such as Chile and Costa Rica highlighted that there is still a lack of recognition of the importance of IG relationships. This is reflected in IG programs that identify themselves as a support for the elderly, implemented and supported by aging policies. This approach overlooks the possibility of creating these IG interactions from youth- oriented policies, considering the benefits that youth could also receive by participating (Sánchez et al., 2009). In response to this, in 2016, Spain and several Latin countries developed Iberoamerican Pact for Youth; which was adopted by the governments to address the need to strengthen solidarity between generations and IG associations, being aware of particular needs of the oldest and youngest, as well as encouraging solidarity relations between ages (OISS, 2017)—understanding that the promotion and strengthening of IG solidarity is a key element for the economic and social development of peoples.

2.9. Effective Practices of the IG Programming

This section aims to inform practices that have been evidenced in successful IG programs. Of course, these are not rigid or mandatory practices, but have been recommended in successful IG programs. This section provides a compilation of recommended practices. 28 Over the last three decades, IG programs have been developed in diverse contexts and with a variety of populations; thus, there is no single pathway toward establishing successful programs. However, for scholars and practitioners who are contributing to the broader IG studies literature, in terms of posing, debating, and coalescing notions, principles, and intervention strategies, there are overlapping frameworks with regard to how they frame “effective practices” in the realm of IG work. Effective practices are defined as procedures that have been shown by research and experience to produce optimal results, and these are established or proposed as standards suitable for widespread adoption. Two frameworks for defining and ensuring “effective” IG programs and practices are presented below.

Sánchez (2007), after a review of several studies (Bressler, Henkin, & Adler, 2005; Granville, 2002; Newman et al., 1997) identified the most common elements for successful IG programs:

A participative Intentional Well-trained Strong to community program Funding participants Adequate that connects collaborative develop with clear planning program the program network and realistic notions of and evaluation. with the real partnerships activities their role in participants’ management the program realities

Figure 2.2: Common elements of successful IG programs.

Also of relevance is a series of publications (Jarrott & Schepisi, 2007; Kaplan & Sánchez, 2014; Martin, Springate, & Atkinson, 2010; Sánchez et al.,2007; Sánchez & Kaplan, 2019) that lay out guidelines, standards, and competencies associated with what IG practitioners should consider when they execute their IG work. In this vein, Rosebrook & Larkin (2003) laid out a set of quality standards and competencies for those who engage in IG work. Standards are the goals for effective professional practice, and they outline the requisite knowledge, skills, and dispositions needed in IG practice. Competencies are the specific skills needed to perform one's staff responsibilities effectively. Rosebrook and Larkin’s set of six basic standards, which are noted below, 29 has been disseminated internationally through organizations engaged in IG research, policy making, and practice.

Standard I: The IG specialist draws upon knowledge of human development across the life span to plan and implement effective programs that bring young people and older adults together for mutual benefits.

Standard II: The IG specialist recognizes the need for and employs effective communication to support the development of IG relationships.

Standard III: The IG specialist understands and demonstrates a commitment to collaboration and partnership.

Standard IV: The IG specialist integrates knowledge from a variety of relevant fields, including psychology, sociology, history, literature, and the arts to develop programs.

Standard V: The IG specialist employs appropriate evaluation techniques adapted from the fields of education and social sciences to inform program development for diverse age groups and settings (Rosebrook and Larkin, 2003, pp. 139-141).

2.10. Challenges of the Intergenerational Programs and Practice

In planning and implementing IG programs, as for any other type of program, there are challenges. Table 2.1, below, draws from a review of articles and case studies of a range of IG programs (Hatton-Yeo & Johnson, 2006; Li, Kaplan, & Thang, 2020; Martin et al., 2010; Sánchez & Kaplan, 2019) to illustrate some of the most common challenges faced when developing and implementing IG programs.

Program aspects Challenging aspects Recruitment & Time-consuming selection of people Difficulty engaging people in a similar ratio. Especially challenging to recruit seniors Struggling with participants' concerns about working with the other generation 30 Voluntary vs. compulsory participation, especially for young people Seniors, youth, and staff lack understanding of IG practice, i.e., thinking it is a one- time activity in which only they are giving something to the other, like favors, instead of gaining mutually. Misconceptions about aging and external influences to not attend Activities Finding common needs and motives to participate in IG programs Difficulties in finding mutual points of interest between participants Organization & Short-term funding & available resources logistics Staff expertise Finding a suitable schedule for both generations Finding a venue suitable for both young and older people Lack of transport for participants Time-consuming and costly Partnership working Difficulty ensuring partners' commitment. Partners can lack understanding of IG work Pressures of work and conflict with support staff or volunteers Table 2. 1: Challenges faced by IG programs

2.11. Summary

This chapter provided a broad description of the IG field, including the multi- faceted rationale for developing IG programs and practices; ways of categorizing factors that affect how IG programs are structured; parameters of program impact on participants and their communities; and ways in which program "effectiveness" and success are delineated in the IG programming literature. 31 Chapter 3.

METHODOLOGY

3.1. Overview

This chapter provides an overview of the methods used throughout the study to gather archival data, conduct interviews, and analyze the results of five government- sponsored IG programs. The section presents and discusses the different steps taken throughout the research process for the analysis of the information obtained by web- based search and interviews with program respondents (administrators, staff, and participants) in order to understand how operate these five programs. The study has two phases that were set both in the U.S.A and Chile -specifically in three regions1 of Chile; Metropolitan, Valparaíso, and Araucanía. This chapter lays out and further discusses the research design, site selection, sampling, data collection procedures, validation, and reliability of data collection.

3.2. Statement of Purpose

The purpose of this study was to identify, describe, and categorize the IG programs that are currently operating with public funds and sponsored governmental agencies in Chile. The study respondents were asked to detail program aspects related to its design, functioning, and outcomes. The study was grounded in the following research questions.

1 Region: Chile is divided into sixteen regions; each region has a governmental representation and a local representation. 32 3.3. Research Questions

1. What government-sponsored IG programs exist in Chile?

2. How are these IG programs structured, and how do they function?

3. To what degree do Chilean government-sponsored IG programs reflect “effective practices” as defined in the IG studies literature?

3.4. Research Philosophy and Design

This study explored, described, and categorized the current government- sponsored IG programs. Likewise, it described them according to what is characterized in the IG literature as “effective practices.” Qualitative research methods were used, which included: a web-based search method, semi-structured interviews, and analysis of archival documentation obtained by official websites or given by participants. Qualitative data were collected from different sources and different categories of participants according to their role in the programs. Information from all of these sources was used to create profiles of the programs selected for closer examination (n=5).

This study has a two-phase qualitative design. The first phase is denominated “The exploratory phase", and the second phase denominated “The descriptive phase”.

Figure 3.1: Two-phase-research design. 33 3.5. Phase I: The Exploratory Phase

This phase was focused on identifying and describing IG programs sponsored by governmental agencies through a web-based search. Between February and May 2019, a scan through ministries' official websites and their associated public entities was conducted to identify IG initiatives. The web-based search was made using three keywords: “Intergeneracional” (“Intergenerational” in English), “Niños y adultos mayores” (“Children and seniors” in English), “Jovenes y adultos mayores” (“youth and seniors” in English). These keywords were determined after scanning Chilean newspapers and social media to identify how IG initiatives were typically denominated. These keywords were found to be effective in identifying initiatives that fit the inclusion criteria, i.e., programs with an explicit intention to produce encounters between different generations, including at least seniors and children or youth.

After identifying IG initiatives that contained such inclusion criteria, exclusion criteria were applied. This involved discarding from further consideration (for inclusion in the sample of programs selected for closer study in phase II) those IG initiatives that were repeated, involved only-one-time activity (conducted a single time), and were not currently running (out-of-date). IG initiatives that entailed singular/only-one-time activities were excluded since they are not necessarily consistent with the structured program format desired in this study, in addition to the difficulties in finding consistent information about such initiatives. Programs that are not currently running were also excluded due to challenges involved in contacting key respondents, particularly those who worked in government ministries and programs during previous administrations.

Results from this web-based search provided the researcher with essential information for gaining a big picture of the current IG field in Chile and, subsequently, in identifying IG programs for inclusion in phase II of the study, which involved conducting interviews with program administrators, staff members, and participants.

Once having identified IG programs that might fit into phase II of the study, the researcher conducted an additional review of how they are structured based on archival 34 documentation available in official websites of each ministry, and in governmental databases.

3.6. Phase II: The Descriptive Phase

This phase aimed to explore in-depth IG programs identified in the previous phase and to complement the information with first-hand interviews with Program Administrators (PA), Program Staff (PS), and Program Participants (PP). The selection of interviewees was made by snowball sampling (Creswell, 2012) according to pre-selected criteria for each category and availability of interviewees.

Between May and July 2019, participants were contacted by the researcher to schedule in-person meetings. Between June and July 2019, the meetings took place in Santiago, Valparaíso, Viña del Mar, and Temuco, Chile, which are considered as the study sites because these were the places where the IG programs are implemented.

This phase offered a better understanding of how IG programs operate and helped to complement descriptions with narratives and archival documentation given by interviewees.

3.6.1. Inclusion & Exclusion Criteria

In this descriptive phase, inclusion and exclusion criteria were applied to define the program respondents of the selected programs identified in the first phase of the study. The availability of program respondents to participate, the geographical program locations, and the resources available for this study were variables taken into consideration when selecting the research participants.

Inclusion criteria consisted of adults (18+ years old) able to express their ideas and thoughts about their direct or indirect participation in the IG program that they 35 represented. The researcher also used the following criteria for determining program respondents to interview for each category.

. Program Administrators (PA): Individuals who were in positions to exert a high level of influence on program direction, and who were in charge of making decisions concerning program design, program leadership, and program implementation. They usually were situated at the ministerial level. . Program Staff (PS): Individuals who delivered the programs. This refers to those who implemented the program guidelines promoted by PA, and who were occasionally in positions to make minor modifications to aspects of program delivery according to their roles in the program. . Program Participants (PP): Individuals who were active participants in the programs.

3.7. Recruitment for the Study

The web-based research developed in the early phase of the study helped the researcher to identify governmental entities behind each program and, in some cases, program administrators. Considering the lack of official information about the IG programs and their current administrators, this study chose a snowball sampling method, where the researcher asked for referrals from administrators, staff and participants of each program identified according the pre-selected criteria. To recruit participants the researcher used diverse methods: e-mail addresses and phone contacts obtained from government websites, meeting requests in the Lobby Law2 platform and personal contacts.

2 The Lobby Law is a Chilean online platform through which any individual can request a meeting with a representative of a governmental entity. 36 3.7.1. Recruitment Challenges and Limitations

In most of the cases, those who administer or implement IG programs were also in charge of other projects or programs, thereby requiring additional effort to locate these sought after respondents.

Also, selecting program participants and scheduling interviews with them was occasionally challenging because it was first necessary to identify and contact those program staff members who managed the lists (with names and contact information) of participants. Hence, program participants were contacted by the staff and subsequently interviewed.

Another factor with pros and cons was the Lobby Law, which allowed the researcher to schedule a meeting with people in prestigious ministerial positions, such ministerial undersecretaries and representatives of governmental services. In some cases, these meetings were re-programmed with assigned people who were considered more appropriate for being interviewed. In other cases, some meeting requests were denied.

The time available to collect the data was partially a limitation because there was not enough time to schedule meetings with all recommended program respondents.

3.8. Participants of the Study

In this study, the population was determined by methodological procedures made in both phases considering inclusion and exclusion criteria. As a result of both the research phases mentioned above, the research population was represented by five IG programs. In each program, three categories of program respondents were considered for inclusion: program administrator (PA), program staff (PS), and program participants (PP).

The following table shows in detail people interviewed in each program and category: 37 IG PROGRAM PA PS PP “Senior Advisors” (“Asesores Senior”) 3 1 1 “Reading Rescue” (“Rescate Lector”) 1 1 1 “The Memory of Hands” (“La memoria de las Manos”) 1 0 0 “My Future, My Aging” (“Mi Futuro, Mi Vejez”) 1 0 0 “IG Workshops” (“Talleres IG”) 0 1 0 Total 6 3 2 Table 3. 1: Program and Interviewed population

3.8.1. Participant's Characterization

All the participants in this study were Chileans, adults (18+ years old), and familiar with the IG program that they represented. Also, the researcher used specific criteria to consider a person as a “program respondent” in each category. The following figure shows a detailed characterization in terms of gender and location of the people interviewed in this study.

Characteristics PA PS PP Gender 3 (50%) Female 1 (33%) Female 2 (100%) Female 3 (50%) Male 2 (67%) Male 0 (0%) Male Location 6 (100%) Santiago 1 (33.3%) Viña del Mar 1 (50%) Viña del Mar 1 (33.3%) Temuco 1 (50%) Temuco 1 (33.3%) Valparaíso Table 3.2: Participant characterization

3.9. Data Management & Ethical Procedures

The study was conducted following the regulations and guidelines established by The Pennsylvania State University Institutional Review Board (IRB). The researcher followed the regulations of the Office for Research Protections at The Pennsylvania State University for the protection of human subjects involved in research studies. The IRB reviewed all the study procedures to help offer further protection to the welfare, rights, 38 and safety of all participants involved in the study. Informed consent and the instrument-related documentation were presented to IRB in both English and Spanish, due to the research site chosen and the native language of the participants. Participants were informed of their voluntary participation and their right to stop the interview at any time if they felt uncomfortable responding to any question. In all cases, the researcher printed informed consent documents and asked for participants' agreement by printing their signatures on the document or consenting verbally. A printed copy of this consent was given to respondents. Signed informed consent and relevant study information description are attached (see Appendix A). Participants were asked if they understood the study and consent form and were offered clarifications upon request.

The identity of participants was protected by eliminating the use of their names, instead categorizing participants according to their role in the program (administrator, staff, or participant). All the transcripts, recording devices, and notes were collected and labeled, and are being stored under lock and key for a period not to exceed five years. The study was approved and deemed exempt by the Pennsylvania State University Institutional Review Board/Human Subjects Protection Office on June 24, 2019 (see Appendix B).

3.10. Instrumentation

The methods selected for this study included semi-structured interviews using an interview guide. Qualitative studies use it to provide an in-depth understanding of a given issue, concept, or phenomenon (Creswell, 2014). The researcher interviewed the IG program respondents (Administrators, Staff, and Participants) using digital recording devices to record each interview while simultaneously writing notes. The interviews had a semi-structured design to allow participants to provide information in a less structured manner and share additional information about IG programming not necessarily included in the interview guide. The interviewer used an interview guide (see Appendix C) to help elicit responses to questions and topic areas. The interview guide served as a route map to 39 help steer the interview towards specific topics of interest (program objectives, activities, agencies involved, recruitment of participants, program outcomes, and challenges) and to help to ensure the collection of needed information. Separate interview guides were created for each category of respondents, with specific items for each category in addition to common questions (see Appendix C).

3.11. Data Analysis and Coding

After gathering data, several analytical strategies were employed to help analyze and produce research results. Transcripts and memos were created upon the completion of data collection. From these documents, the researcher analyzed the text content using a variety of coding strategies to uncover and identify key themes and elements of the interviews.

The researcher was in charge of all research procedures, including interviewing, memoing, and data processing. The coding training and coding processes were done between February and April 2020. The data were analyzed using multiple angles and processes, which resulted in four-layer data analysis. The first step included transcribing the audio files verbatim. Then, the researcher reviewed the interview texts to gain a general sense of the breadth of content and some of the major themes that emerged. The second layer of analysis included creating codes according to how data were appearing in the reading and what the literature on IG programming suggested. Similarly, the codes were grouped into different themes. The third layer of analysis included re-naming themes and codes to be more consistent with the data. These documents were analyzed and coded using Quirkos software. Finally, selected quotes were translated into English; some of them were literally translated, and others were slightly modified to reflect the meaning behind those quotes, such as when difficult to translate Chilean slang words were used. 40 Transcription of audios First themes emerging

Analysis of data & coding Outline of sub-themes and codes

Re-naming themes

Translation of quotes into English

Figure 3.2: Four-layer data analysis.

3.12. Positionality of the Researcher

As an occupational therapist, I have always been interested in people's wellbeing, their active inclusion, and meaningful integration within society. My interest in IG programming is due to its integrative nature focusing on ways to create opportunities and spaces for people to provide and receive support from one another, reaching individual or shared generational needs. Especially in times where the global aging trend is growing faster, different generations are experiencing isolation, disconnection, and, thus, lack of understanding.

The Chilean sociodemographic change with a higher proportion of older adults in the population made me reflect on the importance of helping older adults to stay active and connected, allowing them to contribute with younger generations, transmitting knowledge, traditions, and history as part of their legacy. Developed countries are in an advantageous position to access innovation in IG studies as a formal field of inquiry and practice, which allows them to craft social interventions in situations where one generation has disadvantages or is more vulnerable than another. Fortunately, I had the opportunity to learn first-hand about IG programs, their implementation processes, and their outcomes. I have seen how these programs make positive changes in people. Thus, I was intrigued to know more about the IG programming in Chile, especially from a governmental perspective, and potentially contribute with reports that could help other 41 researchers to explore it as well, thereby ushering in a new interventions wave to support people throughout the lifespan.

In my current position as a Chilean researcher, I cannot be exempt from critiquing the governmental administration in program development and implementation due to my previous experience as a health professional working for national programs. In those programs, I realized several administrative and economic limitations, and this knowledge was helpful in developing a pragmatic approach for obtaining needed information and cooperation from relevant ministries.

As a Chilean researcher, through this descriptive study and report of existing governmental IG programs, I would be helping to build the IG field in Chile, with this research serving as my first step in that direction.

3.13. Description of the Research Site

This study was focused on Chile, an essential place for both phases, where each phase entailed collecting information about government-sponsored IG programs. In the exploratory phase (phase I), through a web-based search, five IG programs run by three ministries were identified. In the descriptive phase (phase II), program respondents involved in these five programs were contacted and interviewed in three different regions according to the geographical location where programs were implemented. A brief description of these ministries, programs, and geographic locations is provided in this section. 42

Ministries

IG Programs identification

Geographic location of the programs and program respondents

Figure 3.3: Research Site Articulation.

3.14. Descriptions of the Ministries

3.14.1. Ministry of Social Development and Family

This ministry aims to contribute to the design and application of policies, plans, and programs related to social development issues, with a focus on the eradication of poverty, social protection of vulnerable populations, and promotion of social mobility and integration. Similarly, its role is management and control policies, plans, and programs related to social development according to the national and regional levels. It has a section that reviews pre-investment projects seeking State funding, assessing their social profitability and alignment with the national strategic, economic and social policies.

The Ministry of Social Development and Family has regional representation in each region of the country (SEREMIS by its acronyms in Spanish) and direct relation with five national entities with legal autonomy: National Corporation for Indigenous Development (CONADI by its acronym in Spanish), National Service for the Disability (SENADIS by its acronym in Spanish), Solidary Fund of Social Investment (FOSIS by its acronym in Spanish), National Institute of Youth (INJUV by its acronym in Spanish), and 43 National Service of the Elderly (SENAMA by its acronym in Spanish). These public entities deliver social programs concerning governmental priorities.

This study explored the website of this ministry, with particular attention paid to the news section, which provided articles and updated information related to these five associative services.

Figure 3.4: Ministry of Social Development and Family basic network. Based on information obtained on (Ministerio de Desarrollo Social y Familia, n.d.).

3.14.2. Ministry of Culture, Arts, and Patrimony

This ministry was founded in 2018 to collaborate in the design, formulation, and implementation of policies, plans, and programs that contribute to cultural and heritage development within the national territory. Its eight principles are: 1) Historical memory, 2) Respect of copyright of artists and creators, 3) Recognition of cultural heritage as a public good, 4) Recognition of territorial cultures, 5) Respect for the freedom of creation and social value of creators and artists, 6) Cultural recognition of indigenous peoples, 7) Democracy and participation, 8) Cultural diversity. Under these principles, programs and initiatives take place. 44 Similar to other ministries, the Ministry of Culture is associated with autonomous public entities that support its central mission through program implementation and actions. Likewise, it has regional representation in each of the regions of the country.

Additionally, in order to promote the social participation, this ministry has its own cultural spaces to connect and share with the general population. Some of these programs are Creation Centers (CECREA by its acronym in Spanish) and Extension Centers (CENTEX by its acronym in Spanish). These centers use different delivery formats for their programs depending on program-specific goals. In some cases, programs are designed for mono-generational groups of participants, and in others for multi- generational groups, sometimes with intergenerational engagement objectives

3.14.3. Ministry of Education

The Chilean Ministry of Education is responsible for ensuring the education rights of all students in the country in both public and private education sectors. This entity aims to: 1) Promote the development of education at all levels, 2) Foster the development of scientific and technological research and artistic creation, and 3) Protect and increase the national cultural heritage. Thus, this ministry has six associated public entities that contribute to its mission and sixteen regional representatives, one per region. 45

Figure 3.5: Ministry of Education basic network.

Currently, the Ministry of Education is taking actions to improve literacy and reading skills across different levels of education, including seniors, adults, youth, and children, to reduce the illiterate population. However, the priority action line is pre- kindergarten and first-grade education, insofar as better serving the educational needs of younger children is the focus of Sebastian Pinera's presidential term (Piñera, 2017). In the current government, a national reading plan called “Reading First” (“Leo Primero” in Spanish) was implemented as an educational policy that aims to ensure that all children can read comprehensively at the end of first grade. Thus, a series of actions are being incorporated in the national reading plan, such as open classes to train teachers and the creation and distribution of educational materials for public schools that adopt the policy.

Similarly, aligned with the reading plan, some NGO's have been associated with helping in the mission; one of these is the AraucaniAprende Foundation located in Temuco, Araucanía region. This NGO has a Reading Rescue IG program that is financed partly by the Ministry of Education. The Reading Rescue IG program is part of the national reading plan, “Reading First.” 46 3.15. Identification of the IG programs studied

In phase I, five IG programs were identified under three ministries; two of the programs were also framed under the national government’s "Plan for Better Adult Living" campaign. As it was mentioned above in the ministries' description, each program is associated with other governmental entities.

5 IG programs

MIN. of Social First Lady's MIN. of Culture, Art MIN. of Development Plan: “Plan for and Heritage Education and Family Better Adult Living” ("Adulto Mejor")

FOSIS SENAMA CECREA CENTEX Reading First National Program (Leo Best "IG Primero "Volunteering for Treatment "Memory of Workshops" Programa the Country’s Program Hands" ("Talleres Nacional) Elderly" ("Programa (Memoria de IG") ("Voluntariado Buen las manos") País de Mayores") Trato") AraucaniAprende

"Senior Advisors" "My Future, "Reading ("Asesores My Aging" Rescue" Senior") ("Mi Futuro, (Rescate Mi Vejez") Lector)

Figure 3.6: Program identifications. 47 3.16. Geographic Location of the Programs and Respondents of the Study

This study, in its descriptive phase (phase II), involved contacting program respondents of the IG programs previously identified, to collect more information on these through in-person interviews. The places where we interviewed program respondents are also locations where the programs are developed/implemented. Some programs are also implemented in different regions due to their national character. Sites were selected according to the availability of interviewees, resources, and time.

All the programs' administrators were located in the Metropolitan region since Santiago is the country's capital and where all the central government offices are located. Valparaíso, Viña del Mar, and Temuco are cities where the identified programs are implemented. Valparaíso and Viña del Mar are cities of the Valparaíso region, and Temuco is part of the Araucanía region; thus, in these regions, we mainly interviewed program staff and some participants of these IG programs (see Figure 3.2). A brief description of each region studied is provided below. 48

Figure 3.7: Chilean regions studied.

3.16.1. Description of the Metropolitan Region- Santiago de Chile

Santiago de Chile is the capital of the country; it is the Chilean city with the highest number of inhabitants (7.112.808 people). This region has 19.4% of Chile’s young population (under 15 years old) and 10.8% of seniors (over 65 years old) (INE, 2018). As a capital city, most of the central programming and direction of governmental entities such as ministries and national services are located in Santiago, which extends its faculties through regional representatives.

3.16.2. Description of the Valparaíso Region- Valparaíso and Viña del Mar

The Valparaíso region is the main port of Chile. It is the second most populous region (1,790,219 million inhabitants) (INE, 2018), and the most densely populated after 49 the city of Santiago. This region is situated in the middle of Chile, and it is politically and geographically divided into eight provinces: Easter island, Los Andes, Marga-Marga, Petorca, Quillota, San Antonio, San Felipe, and Valparaíso.

The young and senior regional population is represented by 19.1% of people under 15 years old and 13.6% of people over 65 years old (INE, 2018). Valparaíso is the region with the highest percentage of people over 65 years old in Chile.

3.16.3. Description of the Araucanía Region- Temuco

The Araucanía region has a total of 957,224 inhabitants (INE, 2018). This region is located in the south central part of Chile; it is politically and geographically divided into two provinces, Malleco and Cautin.

The regional population is represented by 20.9% of the young people (under 15 years old), and 12.6% of seniors (over 65 years old) of the total population (INE, 2018). The region is recognized by its historical relationship and territorial conflict with indigenous natives (Mapuche). 34% of the regional population is self-identified as a native indigenous (INE, 2018), in comparison with Santiago, where only 10% of the local population is considered indigenous. 40% of the homes in this region have at least one person that self-identifies as indigenous (INE, 2018), compared with 2% of homes that have at least one migrant person ((INE) Instituto Nacional de Estadísticas, 2018).

In conclusion, the motivations to choose Chile as the study site were mainly the lack of formal reports about IG programming in the country and the close cultural relationship that the researcher has with this country due to her citizenship. The research sites were selected according to the findings obtained in the first phase and the availability of resources. 50 3.17. Summary

The chapter detailed the qualitative design of this study and its stages and processes. Likewise, it has introduced the researcher, her motivations and her perspective for researching IG programs in Chile.

A big picture of the research site (ministries, regions, and programs) was also included in order to help to understand the research context. Program structural and operational details tied to the five IG programs examined in phase II of the study are provided in chapter 4.

The study's design was created to learn more about government-sponsored IG programs and how they function via a web-based search and in-person interviews with program administrators, staff, and participants of select programs. The chapter also included information on data sources and procedures for collection and analysis. 51 Chapter 4.

RESULTS

4.1. Overview

This chapter describes findings from the two phases of this qualitative study of IG programs sponsored by the Chilean government. The first section of this chapter describes findings from a scan of government-based IG programs and provides a detailed review of how the five programs selected for in-depth study were identified during phase I. The following section describes the results of the interviews and archival information gathered for these five programs during phase II of the research. Integrated results from both phases of the study relate to and help to address the following research questions:

1. What government-sponsored IG programs exist in Chile?

2. How are these IG programs structured, and how do they function?

3. To what degree do Chilean government-sponsored IG programs reflect “effective practices” as defined in the IG studies literature?

Question 1 was addressed in the exploratory phase (phase I) of the research, which entailed a literature review and a web-based search of IG concepts and initiatives in Chile. Question 2 was addressed in phases I and II. Question 3 was addressed in phase II through interviews with program administrators, staff, and participants of the five identified IG programs. 52 4.2. Results of Phase I, the Exploratory Phase

Phase I of the study was focused on identifying, categorizing, and describing IG programs sponsored by governmental agencies through a web search of official government websites to identify IG programs and their essential characteristics. All Chilean ministries and public agencies were explored using keywords and inclusion and exclusion criteria to delimit the search. As a result, five IG programs were identified under the administration of three different ministries and the first lady's national plan. These programs were: 1) “Senior Advisors” (“Asesores Senior”), 2) “My future, My Aging” (“Mi Futuro, Mi Vejez”), 3) “Memory of Hands” (“Memoria de las Manos”), 4) “IG Workshops” (“Talleres IG”), and 5) “Reading Rescue” (“Rescate Lector”). Additionally, the information obtained by the web search helped us to understand broadly how these programs are structured and how they operate. The figure below provides a detailed explanation of the process used to identify these five programs. A basic description of each program follows. 53

Web- based search

keywords: "intergeneracional" ("intergenerational"), "niños y adultos mayores" ("children and seniors"), "jovenes y adultos mayores" ("youth and seniors")

24 Chilean ministries official websites

"jovenes y adultos mayores" "intergeneracional" "niños y adultos mayores" ("youth and seniors") ("intergenerational") ("children and seniors")

Inclusion criteria for N 48 N 1,001 N 1,015 IG practice a) Intention b) Time- related N 11 relevant N 16 relevant N 16 relevant dimension c) Differences

38 no repeated IG practices

Exclusion criteria a) Only-one-activity b) Not currently running (out-of-date)

5 IG programs

"My future, My "Senior "Memory of "Reading Advisors" Aging" ("Mi Hands" "IG Workshops" Futuro, Mi ("Talleres IG") Rescue" (Rescate ("Asesores (Memoria de las Lector) Senior") Vejez") manos")

Figure 4.1: Program identification process.

54 4.3. Program Descriptions

This section provides brief profiles of the five identified IG programs examined in more detail in phase II of the study.

4.3.1. “Senior Advisors” (SA)

The Senior Advisors program is funded since 2003 as an opportunity for senior volunteers. Currently, it is part of a national volunteering program called “Volunteering for the Country’s Elderly” (“Voluntariado País de Mayores” in Spanish), run by the Ministry of Social Development.

. Primary entities in charge, partnerships, and their roles

It is administrated and implemented by SENAMA and the Solidarity and Social Investment Fund (FOSIS). Similarly, this program has a partnership with municipalities of each city in which it operates. Each entity has its own role. FOSIS, which runs a social security program, identifies vulnerable families and children to support; additionally, it is in charge of conducting final program evaluations. SENAMA transfers stipends to the volunteers, sets technical guidelines, offers technical meetings, and handles program launch and public relations. The regional Program #1 Program SENAMA manager with the municipality selects seniors for the program and introduces them to the families of the children with whom they work.

. Program goals and objectives

This program allows senior volunteers to carry out meaningful activities that contribute to children’s academic skills and acquisition of study habits; volunteers also engage the children’s family members in ways that enrich the educational process (SENAMA, 2019b).

Program objectives are 1) to promote the social and labor recognition of seniors’ experience; 2) to strengthen IG relationships between the older volunteers and the children participating in the program; 3) improve the study habits of 70% of the children participants; and 55 4) to maintain or improve the school performance of 80% of the participants, as expressed in the average grade and compared to the previous year. (SENAMA, 2019b)

. Target population and participant requirements

This program’s target population is adults who are 60 years old or older and children from 6 to 11 years old.

Seniors should have a high level of commitment and basic skills for working with children in families with socioeconomic vulnerability and in high-risk social sectors. This program recruits preferably seniors retired from the education sector, but it is not required.

Children must be a member of a family participant of the FOSIS social vulnerability program (“Familias”) and be in 1st through 6th grade. Participating children do not have a diagnosis of any learning disorders and have an average academic score lower than 5.0 (on a scale from 1 to 7 points) in the last academic year.

. Activities and delivery

The program is implemented once a year, with a duration of eight months. Each senior is assigned up to two children to work with on a personalized study plan once a week in the children's home (SENAMA, 2019b). After every IG session, seniors complete a portion of a monthly report that is discussed in a meeting with the SENAMA coordinator and other senior volunteers.

Table 4.1: Senior Advisors Program description.

56 4.3.2. “My Future, My Aging” (MFMA)

This program is an IG photographic contest framed as part of the “Best Treatment Program” (“Programa Buen Trato”) developed within the Ministry of Social Development and Family by SENAMA. This program has been run for the last four consecutive years in different regions of the country, usually during May and June.

. Primary entity in charge & partnerships

It is administrated and implemented by SENAMA, with partnerships established with different educational institutions (private and public universities) to support their work and expand this initiative.

. Program goals and objectives

The nationwide initiative “My Future, My Aging” was established in 2015 as a strategy to promote IG relationships, better treatment for the elderly, and a reduction in negative stereotypical social conceptions associated with aging and old age.

Program #2 Program Program objectives are 1) to capture photographic images of positive social behaviors that reflect values of respect for older adults, and 2) to generate instances of IG reflections regarding the treatment given to older people and the social image that society has of aging (SENAMA, 2019a).

. Target population and participation requirements

This program’s target population are people from all ages.

The only requirement to participate in this program is to submit an unpublished and unique picture portraying the interaction between at least two age groups, seniors and children.

. Activities and delivery

Every June, each regional SENAMA, in collaboration with its partner institutions, conducts a ceremony to recognize those submitting the best photographs. These pictures are subsequently published on the official SENAMA website to share with the general public. 57 Table 4.2: My Future, My Aging Program description.

4.3.3. “Memory of Hands” (MOH)

This program is part of a series of pilot initiatives developed in 2017 under the “Plan for Better Adult Living” campaign led by the First Lady and developed by the Ministry of Culture, Art, and Heritage. Currently, the implementation of this program is limited to a few regions (e.g., Valparaíso, Los Lagos, Los Ríos, and O' Higgins).

. Primary entity in charge & partnerships

This program is led and implemented by Creation Centers (Centros de Creación, CECREA, by its acronym in Spanish), and partnered with regional SENAMA.

. Program goals and objectives

The “Memory of Hands" program goal is to encourage the learning process of children and youth in diverse sectors of the country and to promote the cultural interchange of knowledge and ancestral trades between seniors, experts in a craft technique, and children and youth who are interested in learning these skills. Program #3 Program

This program’s objective is to highlight the importance of cultural heritage through generational interaction. Thus, the program is concerned with the participants’ cognitive processes, the emotions, and the actions to acquire new skills and knowledge.

. Target population & participation requirements

The only requirement for children to participate is to be within the age range of 7-19. In the case of seniors, they need to be at least 60 years of age and proficient in some traditional craft technique or in possession of some distinct ancestral knowledge that could be transmitted to participating children and youth.

. Activities and delivery

Program activities consist of group workshops with expert seniors teaching the children and youth a traditional art technique. The program duration depends on the theme (explored 58 technique) and may last up to 10 sessions. Each session spans two 45-minute periods once a week. After five program cycles, they hold a public fair to demonstrate to the community what the children did, and their experiences in the program.

Table 4.3: Memory of Hands Program description.

4.3.4. “IG Workshops” (IGW)

This program was founded in 2019 as an initiative promoted by the Creative Extension Center (CENTEX Creativo in Spanish), an extension center of the Ministry of Culture, Arts, and Patrimony. This center is located in Valparaíso city, and it provides a community space to learn, create, and explore the arts. Educational workshops are led by local artists.

. Primary entity in charge & partnerships

The main entities in charge of this program are CENTEX Creativo which design, administrate 4 and implement the program, and the Ministry of Culture, Arts, and Patrimony, which funds it.

. Program goals and objectives

Program # Program The program's mission is to provide a venue for community residents to explore and learn together about art techniques through the workshops. The program objective is to explore artistic expressions intergenerationally with the collaboration of an artist or craftsman who guides specific practices.

. Target population & participation requirements

This program’s arts workshops are open to individuals of all ages. The only requirements to participate in this program are to be at least 14 years of age and have a strong desire to learn about the arts. No previous experience is needed.

. Activities and delivery 59 The IG workshops have a duration of two hours, once a week, for a period of three consecutive months.

Table 4.4: IG Workshops Program description.

4.3.5. “Reading Rescue” (RR)

This program is a literacy-based IG program implemented since 2006 by the non-profit organization AraucaníAprende. This program is framed into the “Reading First” educational national policy promoted by the Ministry of Education to improve the reading skills of children from public elementary schools in the Araucanía region.

About 400 rural schools across 32 townships of the Araucanía Region have participated in this program. Currently, the organization is reaching 8,000 first grade students and 3,500 second graders, with 400 older adults trained.

. Primary entity in charge & partnerships 5

The main entities in charge of running this program are AraucaníAprende, a foundation which leads and implements it, the Ministry of Education, public and private business companies which fund the program, and primary schools where the program is implemented (AraucaníAprende, Program # Program n.d.).

. Program goals and objectives

The program's mission is to improve reading skills, carrying out innovative initiatives to support the Ministry of Education's efforts to improve educational quality in the region.

The program’s objective is to develop and enhance reading skills and level of reading, including reading fluency and precision, oral language, and reading comprehension in children in 1st and 2nd grade.

. Target population and participation requirements

The target population is children in 1st and 2nd grade, and older adults aged 60 years and older. 60 Seniors should have a high level of commitment and experience teaching reading. This program recruits preferably seniors retired from the education sector, but it is not required.

Children must be in 1st or 2nd grade and lagging in reading skills and reading comprehension, reading fewer words per minute than expected for their academic level.

. Activities & Delivery

Retired teachers are hired and trained to work with children in one-on-one tutoring or small group sessions during regular school hours. This program has a duration of 6-9 months of the academic year with a minimum of two one-hour sessions per week.

Table 4.5: Reading Rescue Program description.

4.4. Findings and Results of Phase II

This section includes the results obtained from the descriptive phase of the study, which aimed to understand how the five IG programs described above are structured and classified, and how they operate. Results were obtained through conducted interviews and a review of archival information.

The following table shows the basic structure of the five IG programs studied, which was created based on literature of IG programs descriptions (Kaplan, et al., 2013). Their differences can be clearly identified.

4.4.1. Basic structure of the five IG programs

P#1: P#2: P#3: P#4: P#5: Program SA MFMA MOH IGW RR Characteristics Program status Preliminary planning stage Pilot project x Ongoing program x x x x Active dissemination efforts x Program format Contest x One-on-One mentoring sessions x x 61 Small group sessions (3-5 x participants) Group workshop x x Place where the IG School x sessions are held Community centers x x Child’s house x Anywhere x Program coverage 1 region x x 2-3 regions 4-6 regions x 7 + regions x x Main funding source Public funds x x x x Private funds Both funds x Key partners Governmental agencies x x x x x Municipality x NGO's x Business sector x Educational entities x x Duration of the program 1-3 months x x x cycle 3-6 months 6-9 months x x + 10 months Main objectives Literacy for children x x Cultural exchange (values, x x traditions, crafts, etc.) Rethinking age-related stereotypes x x x Strengthening IG relationship x x x Explicit participation For seniors x x x requirements For children x x x For families x For everyone x x Seniors’ status in the Volunteer x x x program Paid x x Frequency of IG 2-3 times per week x meeting Once a week x x x Monthly Yearly x Recruiting frequency Every month x Every 3 months x Every 6 months Once a year x During the whole year x x Recruitment method Presential (visits to different places) x x x x x Virtual (website, social media, etc.) x x x x 62 Traditional informative media x x (newspaper, radio, TV, etc.) Orientation and training For staff x x x x x For participants x x x x Program's activities Senior - child/ youth x x x x oriented to promote IG Senior - family/community x x x relationships Program evaluation Internal evaluation x x x x (Internal vs. External) External evaluation x Program Evaluation Formal evaluation x x (Formal vs. Informal) Informal evaluation x x x Program Impact For participants x x x x x For families x x x For community and beyond x x x Table 4.6: Basic Structure of the Five IG Programs.

4.4.2. Categorization of IG programs

As noted in the intergenerational studies literature, there are three main approaches for categorizing IG programs: according to the content, primary program goals and objectives; according to level (or “depth”) of IG engagement; and according to the primary service recipient (see section 2.4).

Content category Education-based 1

2 Cultural appreciation and awareness

Social awareness 2

Figure 4.2: Content category.

Regarding the program content, goals and objectives, three main themes were identified across five programs: “Senior Advisors” (SA) and “Reading Rescue” (RR) are programs focused on education and skills development for children and youth; “Memory of Hands” (MOH) and “IG Workshops” (IGW) promote cultural appreciation and awareness; and the “My Future, My Aging” (MFMA) program is focused on social 63 awareness and building aging awareness, as well as reducing negative stereotypes based on age.

Level of engagement Level 3: Meeting each 1 other one time Level 5: Demonstration projects 3 1 Level 6: Ongoing IG programs

Figure 4.3: Level of engagement.

In terms of depth of IG engagement and participation (Kaplan, 2002), the five IG programs were ranked between levels 3-6 in a scale of 1 to 7, where “7” involves the greatest “depth” of engagement and “1” the least. The MFMA program was the one with the lowest level because this program is implemented once a year and with only one session to meet. The IGW is a demonstration program where IG exchange and learning can be quite intensive for a couple of weeks. This program is implemented as experimental trials. AS, RR, and MOH are ongoing programs that are permanent over time and are part of the ministerial agenda.

Primary service recipient Seniors provide a service to children and youth 2

3 Seniors, youth, and children provide services from which they both benefit

Figure 4.4: Primary service recipient.

Regarding the primary service recipient, the five IG programs fit into two categories: AS and RR are programs where mainly older adults provide a service for children. In the rest of the programs, both age groups serve each other in a context of intended mutual benefit. 64 4.4.3. Program Operation

The basic functioning of programs is broken down into the following eight categories:

1. Program Planning 2. Program Partnership 3. Program Financing 4. Program Implementation 5. Program Evaluation 6. Program Impact 7. Program Dissemination 8. Program Limitations and Challenges.

4.4.3.1. Program Planning

This section refers to some essential aspects of the program design and recruitment process. This section covers the following topics:

Participatory vs. Non- participatory planning processes Adaptation of the program to the Program design territory & culture

Flexible vs. Rigid structure

Curriculum flexibility

Program design

The design of an intergenerational program is one of the first steps in the program planning process. It refers to the process and the structure in which a program is shaped.

Participatory vs. Non-participatory planning processes 65 Most of the responses considered the planning process as a participatory process where the program staff and participants have some opportunity to propose changes or ideas about program development.

Administrators, staff, and participants mentioned that program planning is a participatory process where they can contribute with ideas, and these are considered at some point, especially in areas related to activity design and implementation. However, final decisions of program design are discussed and agreed upon at the central level.

Key person {English} {Original version: Spanish} Administrator “What we do is to guide where we must “Lo que hacemos es orientar hacia dónde go, in a way, giving a general tenemos que ir, de alguna manera, como orientation to what they [staff] specify. darle una orientación más gruesa a lo que It is a cyclical process. It is a task that ellos [staff] le dan especificidad. Eso es should be carried out both with the más cíclico, es un trabajo que tiene que older adults and with the children who desarrollarse tanto con los adultos mayores participate. In one way or another, we que participan como con los niños. De promote constant participation and a alguna manera nosotros promovemos un co-design of the activities.” tipo de participación constante y un co- -Memory of Hands_ Admin - diseño de las actividades.” - La Memoria de las Manos_ Admin- “Planning is just like I told you, once “La planificación es tal como te dije, una you introduce the adult to the family, the vez que tu presentas al adulto con la organization is absolutely up to them. familia, la organización es absolutamente Dates and times of visits, they schedule de ellos. Fechas y horarios de visitas, la it between them. There is no calendar. toman entre ellos. No hay un calendario. En In the technical meetings the advisors las reuniones técnicas los asesores propose changes and improvements.” proponen cambios y mejoras.” - Senior Advisors_Admin- - Asesores Seniors_Admin- Staff “It is about seeking more and more “Se trata de buscar cada vez más instancias instances of collective decision de decisión colectiva...por ejemplo; el año making... such as last year when we pasado cuando nosotros tomamos las decided to hire a second artist. Before decisiones para contratar a un segundo that there were a couple of sessions tallerista, antes de eso se hicieron un par de [with the participants]. These sessions sesiones [con los participantes]; que fueron 66 were group work, but also included self- trabajos grupales, pero también de evaluation of what had happened autoevaluación de lo que había ocurrido, y before. [The participants] themselves ellos mismos [los participantes] plantearon stated that although they had enjoyed que, aunque habían disfrutado el proceso, the process, they found it very encontraron que era muy individualista. individualistic. For example, they would Que les gustaría, por ejemplo, que like to work in groups more often. There hiciéramos algunas cosas de manera más were also observations about the grupal, también hubo observaciones sobre character of the workshop leader and el carácter del tallerista y como el rol o la about the role or position of power he posición de poder en la que estaba. was in. So, we were contemplating all Entonces, todo ese tipo de cosas nosotros those things the minute we decided who las fuimos contemplando al minuto de to hire.” decidir a quién contratamos.” - IG Workshops_ Staff - - Talleres IG_ Staff Participant “This program is outstanding, and it is “Este programa es muy bueno, y no porque not because I say it. The 300 teachers lo digo yo, lo podrían decir las 300 who are working could say it too. The profesoras que están trabajando, siempre projects are always subject to the los proyectos están sujetos a cambio, possibility of change. I believe that any cualquier modificación que se haga, yo modification that is made would not be creo que no habría ningún problema en el a problem for the staff, to add any equipo en adicionar alguna sugerencia suggestion to keep improving it.” para ir mejorando.” - Reading Rescue_ Participant - - Rescate Lector_ Participante -

Flexible vs. Rigid structure

In terms of structure, cultural and curricular adaptation are considered. Most of the respondents mentioned that the governmental protocol requires them to follow a clear and established program design that restricts structural changes once the program is being implemented. However, programs evidenced degrees of flexibility and possibilities of adaptation over design processes to serve the target population better.

Key person {English} {Original version: Spanish} Administrator “... The comptroller sees what you “..La contraloría ve lo que tú programaste planned, and whether you executed it as y si lo ejecutaste de la forma que dijiste, you said you would, because if you did porque si no lo ejecutaste de la forma que 67 not do it in the way you said, then you dijiste; entonces tú te estás apartando del are out of the proposal you did. espíritu de lo que propusiste. Por tanto, es Therefore, you would be running otro programa. O sea, hay que ser another program. That is to say, we cuidadoso en la ejecución y en la ought to be careful in the execution and consecución de los objetivos. Entonces the achievement of the objectives. So, we estamos permanentemente sujetos a are permanently under a revision of revisión de lo que ejecutamos. Por ahí, a what we execute. Sometimes, we realize veces, uno se da cuenta que pudieran that some programs could be improved, algunos programas ser perfectibles, porque because, through an intergenerational a través de una mirada intergeneracional o or inter-ministerial perspective, ideas una mirada interministerial, pudieran could come up to develop initiatives. So, surgir ideas para crear iniciativas, entonces from one year to another, you could de un año para el subsiguiente, tú puedes propose a new program or a new proponer un programa nuevo o una initiative with all the associated iniciativa nueva con toda una burocracia bureaucracy. That would be the asociada, que es la formulación de un formulation of a new program that ends programa nuevo, para finalmente terminar up in a file where the whole program is en una ficha donde está como todo el described; how it runs, for whom, where programa descrito, cómo se ejecuta, a it is implemented, how it is financed, all quiénes se ejecuta, dónde se ejecuta, cómo that.” se financia, todo eso.” - IG Workshops_ Admin - - Talleres IG_ Admin - “The way you design a social program “La forma en que tu diseñas un programa and how it is approved, is like a bible - social y en que es aprobado, es una biblia- it is your guideline- everything else you donde esa es tu línea de ruta-, todo lo do will not mean more income, or demás que tu hagas, no te significará mayor resources to extend the coverage or a ingreso, ni recursos para generar más better program evaluation, because cobertura ni una mejor evaluación del what is there is what you have to do.” programa, porque lo que está ahí es lo que - Senior Advisors_Admin - tú tienes que hacer.” - Asesores Seniors_Admin -

Adaptation of the program to the territory & culture 68 Most of the program administrators affirmed that program design should be slightly modified to address the needs of the regions in which they are implemented, recognizing that each region has its peculiarities.

Key person {English} {Original version: Spanish} Administrators “In our case, what we have is very “En el caso nuestro, lo que nosotros generic, precisely because the regions tenemos es bien genérico, precisamente should adapt it to their current reality. porque son las regiones las que tienen que For example, there are certain types of adaptarlo a su realidad actual. Por knowledge and techniques that are the ejemplo, hay ciertos saberes y tipos de region’s patrimony, as officially técnicas que son patrimoniales, que son las recognized by that region.” mismas regiones las que las reconocen.” - Memory of the Hands_ Admin - Memoria de las Manos_ Admin - “What I think is a little bit complex is “Lo que yo creo que es un poquito complejo the [delivery of information from the son las bajadas [entrega de información central level to the regions] that is true desde el nivel central hacia las regiones] to what central level says. There is a que sean más o menos lo que se dice a nivel difference, and I understand it, and I central. Ahí hay una diferencia y yo lo agree with it, and I also promote that entiendo y lo comparto y también promuevo each region gives to the program its que cada región le dé como su estilo, su style, its form, according to its reality, forma, con su realidad, con sus formas de to its ways of living.” vivir.” - My future, My Aging: IG - Mi Futuro, Mi Vejez: Concurso photographic contest_ Admin – fotográfico IG_ Admin –

Curriculum flexibility

All responses evidenced that program curriculum is flexible in terms of content and delivery methods, according to local reality and individuals involved where programs are implemented.

Key person {English} {Original version: Spanish} 69 Administrator “Once you introduce the senior to the “Una vez que tu presentas al adulto mayor family, the organization is absolutely con la familia, la organización es theirs; dates and visit times are absolutamente de ellos, fechas y horarios de decided between them….” visitas, lo deciden entre ellos…” - Senior Advisors_ Admin - - Asesores Seniors_ Admin - “We always promote maintaining that “Promovemos siempre mantener ese grado degree of privacy, and it is also a de privacidad y también es una voluntad de willingness to want to participate. The querer participar. La idea es no obligar a idea is not to force anyone to want to nadie a querer participar. Entonces, los attend. So, the kids go and ask for niños van y piden las cosas y también things, and they also propose what proponen que cosas les interesan.” interests them.” - Memoria de las Manos_ Admin - - Memory of the Hands_ Admin - Staff “From the beginning, we let them “Nosotros desde el principio los dejamos a [older adults] do their work based on ellos [adultos mayores] hacer su trabajo en their experiences and knowledge. It has base a sus experiencias y conocimiento, esto been kept since we started 13 years desde hace 13 años atrás.” ago.” - Rescate Lector_ Staff - - Reading Rescue_ Staff- Participant “We are given the freedom to practice “A nosotros se nos da la libertad para and apply the reading strategy that we practicar y aplicar el mecanismo de lectura are going to adapt to a particular que vamos a adecuar en ese niño en child.” especial.” - Reading Rescue_ Participant - - Rescate Lector_ Participante -

4.4.3.2. Program Partnerships

This section alludes to agencies/entities that take part in the program via supporting, financing, designing, planning, implementing, etc. Likewise, it explains how the internal program collaborators (administrators, staff, volunteers and other participants) work together to attain program goals.

Strategic Partnership 70 Most of the respondents noted that they network with other organizations (governmental, municipal, and/ or private entities) in ways that improve program planning and implementation. Some referred to strategic partnerships that contribute needed financial and technical support. Additionally, these partnerships facilitate the distribution of roles, responsibilities, and resources.

 This section reflects the III standard of quality described by Rosebrook & Larkin (2003), where the IG specialist demonstrates a commitment to establishing lines of collaboration and partnership.

Key person {English} {Original version: Spanish} Administrator “At the end of last year, we were “A finales del año pasado, se nos propone proposed to develop an retomar algún tipo de proyecto que tenga intergenerational project, to link it to a que ver con la intergeneracionalidad, larger project, which I understand is precisamente con la intención de vincularlo currently “Plan for Better Adult a un proyecto mayor, que tengo entendido Living”. “So, from the Ministry of hoy en día es “Adulto Mejor”. Entonces, Culture, they contact us, and we start to desde el Ministerio de la Cultura, nos do the work…” contactan y empezamos a hacer el - Memory of the Hands_ Admin - trabajo…” - Memoria de las Manos_ Admin - “Reading First” is a national reading “El “Leo Primero” es un plan de lectura plan that was launched last year but que se impulsó el año pasado, pero este año started to be implemented from this se empezó a implementar. Ahí nosotros year. SENAMA is participating in the como SENAMA estamos participando en las technical counseling meeting of the mesas técnicas del MINEDUC, porque MINEDUC because our Senior Advisors tenemos alumnos de Asesores Senior que se have students of that program, and they les entregó el material -sobre todo aquí en were given the educational material – la región metropolitana- y ellos están especially in the Metropolitan Region. haciendo reforzamiento del “Leo Primero” Seniors are reinforcing the “Reading en el apoyo socioeducativo que entregan a First” reading plan in the socio- estos niños de primero básico; que nosotros educational support they provide to seleccionamos a través de FOSIS.” first-grade kids, whom we select through - Asesores Senior_ Admin - FOSIS” 71 - Senior Advisors_ Admin - “We are with the Ministry of Justice, we “Estamos con el Ministerio de Justicia, are with municipalities, with the estamos con municipios, con el Ministerio Ministry of Health, with the entire de Salud, con toda la red -públicas y network –public and private–. I always privadas-. Yo a la gente de los equipos de encourage people from the regional regiones les digo siempre que inviten a las teams to invite companies, the Ministry empresas, que inviten al Ministerio de of Transport, everyone, so that everyone Transporte, a todo el mundo, para que understands that good treatment is a todos entiendan que el buen trato es un right […]. In the contest, we are derecho […] En el concurso generalmente generally associated with other entities estamos con otras entidades porque because we believe that more entities, creemos que hay que vincular a más more networks, and more institutions entidades, a más redes, a más must be linked.” instituciones.” - My future, My Aging: IG photographic - Mi futuro, Mi vejez: Concurso fotográfico contest_ Admin - IG _Admin - “This year, I have joined the national “Este año me he asociado al plan nacional reading plan "Reading First”. One of de lectura “Leo Primero”. Uno de los the plans I have for next year is to get planes que tengo para el próximo año es FOSIS out, and partner directly to sacar a FOSIS y vincularnos directamente “Reading First" because FOSIS con “Leo Primero”, porque los niños del children are from "Reading First" too. FOSIS son del “Leo Primero” también, However, FOSIS does not have that pero el FOSIS no tiene esa información, information. “Reading First" has “Leo Primero” tiene material, por lo que educational material, so we would save nos ahorramos $12.000.000 [USD 15,000], $12,000,000 CLP [USD 15,000]. That que podrían ser más asesores, y el “Leo could mean more advisors, and Primero” tiene las clases públicas, que son "Reading First" has public classes, capacitación e hitos de lanzamiento y de which are training and launching and cierre. Entonces por todos lados ese closing milestones. So everywhere it programa tiene más sentido.” makes more sense.” - Asesores Seniors_ Admin - - Senior Advisors_Admin - “We at “Reading First” are working “Nosotros dentro del “Leo Primero” with retired teachers from the estamos trabajando con profesoras Araucanía revitalization plan [ …]. We jubiladas dentro del plan de revitalización proposed to carry out a “Reading de la Araucanía […]. Nosotros propusimos 72 Rescue” program that has been running hacer un programa de rescate lector que for several years by the lleva varios años funcionando y que es de la AraucaníAprende Foundation.” Fundación AraucaníAprende” - Reading Rescue_ Admin - - Rescate Lector_ Admin - Staff “Some smarter regions make municipal “… En algunas comunas más inteligentes, alliances to promote the program. For se hace una alianza municipal para example, SENAMA gives ten spots, and fomentar el programa. Por ejemplo, the municipality gives away ten more, SENAMA da diez cupos y la “Muni” regala and each entity contributes $35,000 diez cupos más y cada uno aporta con [USD 45.00] to pay the senior's stipend; $35.000 [USD 45.00] para pagar el So, you can hire more. They follow estipendio a los asesores, entonces puedes SENAMA guidelines, but with municipal contratar más. Ellos van con los funds. Did you catch it? But it is not our lineamientos de SENAMA, pero con platas case.” municipales. ¿“Cachai” ?, pero no es - Senior Advisors_ Staff- nuestro caso.” - Asesores Senior_ Staff -

4.4.3.3. Program Financing

All the programs are funded by public funds; only one program is funded by shared funds with the private sector.

The programs utilized their funding in different ways, mainly depending on program goals and ways of operating. Education-related programs use a large share of their financial resources to support senior participants, including to finance their transportation and provide them with small stipends and program-related educational materials. Cultural and recreational programs use their financial resources to pay for curricular material, too, but also to pay to outside experts who teach in their workshops. The rest of the programs use their resources on program diffusion. 73 4.4.3.4. Program Implementation

This section refers to program intervention and how it is put into practice. This section covers the following topics:

Participants’ roles in the program Participants' engagement in the program Appreciation of mutual benefits afforded to all program participants

Strategies implemented to Payments vs. intrinsic motivation of participants in the facilitate IG interaction program & relationships in program activities Efforts to promote ongoing communication and relationship formation among program participants

Respect for other generations

Emotional bond IG dynamics

Learning exchange

Family as a metaphor for deepening relationships

Program orientation & Family involvement in the program training to support participants Integrating multidisciplinary knowledge to support participants

Participants’ engagement in the program

The level of engagement in the program depends in part on the role of participants in the program, their motivations, and the benefits that the program could give them beyond external incentives such payment.

Participants' roles in the program

When seniors have crucial roles in the program, such as mentors or experts, they tend to display a high level of program engagement.

Key person {English} {Original version: Spanish} 74 Staff “Retired teachers have a personal “Los profesores jubilados tienen una strength that other ordinary people do fortaleza personal que otras personas not have, given the nature of this work. comunes y corrientes no tienen, dada la This makes them able to adapt their naturaleza de este trabajo. Esto hace que lives to work and the characteristics of ellos puedan adaptar su vida al trabajo y a the service they must give. They work 3, las características del servicio que tienen 4, or even 5, the most fanatical, times a que dar, trabajan 3, 4 o hasta 5, los más week. We ask them to work 3 times a fanáticos, veces a la semana. Nosotros les week, one and a half hours, but some of pedimos 3 veces a la semana, una hora y them are there at 9 in the morning and media. Pero hay algunos que se levantan a leave at 2 in the afternoon every day. las 9 de la mañana y se van a las 2 de la They take this as a job.” tarde, todos los días y lo asumen como un - Rescue Lector_ Staff - trabajo.” - Rescate Lector_ Staff - Participants “It goes that the role of a teacher that “Es el papel de un maestro que tenemos no we have is not the same as that of a es lo mismo que el de profesor, aún más en mentor, even more when it comes to voluntariado, […] el profesor enseña lo volunteering, [...] The teacher teaches que a él le enseñaron, valga la what he was taught, worth the redundancia […]. El maestro cambia redundancy [...]. The mentor changes vidas, un niño inquieto pasa a ser un niño lives: a restless child, he becomes a tranquilo […]Eso es lo que hace un calm child […] That is what a mentor maestro, cambiar vidas…” does, to change lives…” - Asesores Senior_Participante - - Senior Advisors_Participant - Other sources “It personally makes me feel very good, “A mí personalmente me hace sentirme and I am committed; I have two muy bien, y ando preocupada, yo tengo dos schools, I was saying to you. I go every escuelas, les decía recién y voy todos los day, nobody forces me, and sometimes días, a mí nadie me obliga y a veces mi my husband asks me ‘why do you go marido me dice ¿para qué vas todos los every day?’ Well, because I commit.” días?, bueno, pero tengo un compromiso.” - Evaluation Report 2018_Reading - Informe Evaluación 2018_Rescate Rescue_ Participant- Lector_ Participante-

Appreciation of mutual benefits afforded to all program participants 75 Many respondents emphasized that all program participants benefit, even those who are in a service provider role.

Key person {English} {Original version: Spanish} Administrator “It is very explicit and transversal because “Es bien explícito y transversal, porque [seniors] don't do it for the money. Since por el dinero no lo hacen. Ya que they report their satisfaction from their reportan su satisfacción desde su discipline, contributing to the new disciplina en aportar desde su generation from their knowledge to youths, conocimiento a las nuevas generaciones, so they stop despising older adults in turn. para que los adolescentes dejen de I gauge their satisfaction as they continue despreciar a los adultos mayores. La participating and contributing to society satisfacción para ellos yo lo traduzco en from their knowledge. On the other hand, seguir participando y contribuyendo a la to feel satisfaction in helping children so sociedad desde su conocimiento. Y por lacking in stimuli, support, etc., regarding otro lado de sentir satisfacción en children's soft skills. Now, the senior can ayudar a niños tan carentes de mentor the same child for 2 years to estimulación, soporte, etc., en relación strengthen relationships.” con sus habilidades blandas. Ahora el - Senior Advisors_ Admin - adulto puede acompañar 2 años al mismo niño, con el fin de fortalecer las relaciones.” - Asesores Seniors_ Admin - Staff “It is mutual learning, in this case, the “Es un aprendizaje mutuo en este caso, benefit to the older adult is feeling him- en realidad el beneficio va por el adulto herself integrated again; it is being linked mayor en el fondo por sentirse integrado to the social network again. Let us say nuevamente, va por estar de nuevo social network not as in social media, but vinculado a la red social, hablemos de real social network. Giving to society a la red social no redes sociales, red new meaning of aging. I have seen it: the social real. Por una resignificación de child loves her/him. The children love their ellos…yo lo he visto y es como el niño senior, who becomes their referent, and chico lo ama, “poh”. Ama al viejo, lo then they don’t want their senior to leave, ama, es como su referente y después no and they ask the office to let them continue quieren que se vaya de la casa y van a la together. In the end, it’s oficina del adulto mayor a pedirte por intergenerationally beneficial for both favor que continúe. Entonces, es beneficioso por ambos lados 76 sides. The senior is greatly enriched by intergeneracionalmente, ¿“cachai”? al feeling useful.” adulto mayor le enriquece mucho - Senior Advisors_ Staff - sentirse útil.” - Asesores Senior_Staff - Other sources “The children say: ‘auntie is teaching me “Los niños dicen: la tía me está to read.’ They are motivated by the enseñando a leer. Están motivados con program, and they like to go because they el programa, les gusta ir porque van are making progress in the reading. Some leyendo. De hecho, algunos chicos kids come in here saying, ‘look at me, I'm llegan diciendo: mire tío, estoy leyendo reading better.” mejor.” - Evaluation Report 2018_Reading - Informe Evaluación 2018_Rescate Rescue_ Teacher- Lector_ Profesor- “They are proud indeed. Just the other day “Si se sienten orgullosos, el otro día se they would laugh and say: ‘ah, mom, now I reía, me decía: ¡oh, mamá ahora se leer, can read, and the teacher congratulated la profesora me felicitó! y le gusta esas me!’ and they like that kind of stuff, when cosas, que las personas le vean sus people see what they’re learning, and the cosas que aprende, y que le noten el effort they’re putting into it.” esfuerzo…" - Evaluation Report 2018_Reading - Informe Evaluación 2018_Rescate Rescue_Child's Parent - Lector_ Apoderado -

Payments vs. intrinsic motivation of participants in the program

Some programs, especially education-based and cultural exchange-oriented programs, hire or pay small stipends to seniors to help them cover costs associated with their participation. However, most of the seniors mentioned that their participation is not motivated by their wages, but rather by an intrinsic personal motivation. In fact, some of the seniors use their stipends to buy materials for the children or to help the children's families.

Key person {English} {Original version: Spanish} Staff “The stipend is minimal. It is thirty-five “El estipendio es muy poco- son treinta y thousand pesos- to finance their transport. cinco mil pesos- para financiar los pasajes- It is not always enough, and the children que no les alcanza siempre, y que los niños 77 that they teach are in great need. I mean, que ellas tienen necesidades, o sea, de sometimes they don't have anything to eat, repente no tenían que comer; un pan con only bread with ketchup, so, they, as older Kétchup, ¿“cachai”? entonces como que adults, feel identified with that reality. los adultos mayores se identifican mucho Thus, in the end, seniors spend that money con esa realidad y terminan ellos gastando to buy materials for the child ...” plata y comprando materiales…” - Senior Advisors _Staff - - Asesores Senior_ Staff - Other “[Seniors] do not associate their work in “Ellas no asocian su trabajo en las sources schools with increased stress, illness, risk, escuelas con mayor estrés, enfermedad, or physical or emotional disability. Their vulnerabilidad ni tampoco con incapacidad main motivation to carry out this work is física o emocional. La principal motivación related to the personal satisfaction and para desarrollar esta función guarda fulfillment that it gives them. Economic entonces relación con la satisfacción y remuneration currently is not the main realización personal que produce, teniendo motivation.” la retribución económica actualmente una - Evaluation Report 2018_Reading escasa relevancia como agente motivador.” Rescue- - Informe Evaluación 2018_Rescate Lector- “I don’t do it for money. Sometimes I don’t “Yo no lo veo por la parte monetaria, ni even charge for my transportation, so siquiera a veces cobro mis pasajes, many criticize me for that, especially my entonces muchos te critican eso, colleagues who don’t want to work...” especialmente las colegas que no quieren - Evaluation Report 2018_Reading trabajar…” Rescue__ Participant- - Informe Evaluación 2018_Rescate Lector_ Participante- “Well, going back to dreams, because “Bueno volviendo a los sueños, total soñar dreaming is free: I think most of us are no cuesta nada. Yo creo que la mayoría de working, even when the salary is low, nosotras está trabajando, aunque sea por because we earn a lot in personal poco (dinero) porque en la satisfacción satisfaction. But it is a dream of ours that personal ganamos mucho, pero también es they raise our wages a little, too. It’s a un sueño que nos aumenten un poquito el dream for me as well.” sueldo, también es un sueño para mí.” - Report of Evaluation2018_Reading - Informe Evaluación 2018_Rescate Lector_ Rescue_ Participant - Participante -

Strategies implemented to facilitate IG interaction & relationships in program activities 78 Interview respondents reported diverse strategies to promote IG interaction. Some of these involved positioning parents and program staff as facilitators of senior-child interaction. Also, activity adaptations were reported, especially in asking program participants for feedback and matching them by personal interest and personalities.

Key person {English} {Original version: Spanish} Administrator "We have a type of work that we do with “Tenemos un tipo de trabajo que paid facilitators, where they act as realizamos con facilitadores remunerados; mediators between the older adults and que van a ser suerte de mediadores entre the knowledge of the children [...]. Each los adultos mayores y el conocimiento de group will be given a facilitator. We have los niños […]Se les va a dar a cada grupo managers in all the regions. This un facilitador. Tenemos encargados en facilitator will accompany children and todas las regiones. Este facilitador va a older adults throughout the process.” acompañar a niños y adultos mayores - Memory of the Hands_ Admin - durante el proceso.” - Memoria de las Manos_ Admin - Participant “As I said at the beginning, I put myself “Como le dije al principio, yo me pongo a at the child's level. I cannot make the la altura del niño, yo no puedo hacer al child come up to my height because it is niño que se ponga a mi altura porque es impossible, look at how old I am! So, for imposible, ¡mire los años que yo tengo! the two of us to complement each Entonces, para que nos complementemos other...” los dos…” - Senior Advisors_ Participant - - Asesores Senior_ Participante - “First, I try to get the parents to like me, “Yo primero me conquisto a los padres, because if they don’t, they will not give porque si yo no me conquisto a los padres, permission to the children ...” no le van a dar permiso a los niños…” - Senior Advisors_ Participant - - Asesores Senior_ Participante -

Efforts to promote ongoing communication and relationship formation among program participants Most of the staff members take a sensitive and compassionate position concerning how they engage and value program participants. This approach is also aligned with the programs' goals. Similarly, they emphasize how through communication different generations can find common interests and needs. 79  This section also reflects the standard of quality II described by Rosebrook & Larkin (2003) where the IG specialist recognizes the need for and employs effective communication to support the development of intergenerational relationships. Key person {English} {Original version: Spanish} Administrator “We as creation centers highly value “Nosotros como centros de creación the generational exchange experience, valoramos muchísimo la experiencia de because those craft expert, who are intercambio generacional, porque aquellos older, have something to communicate creadores que tienen más años tienen algo and share with the new generations.” que comunicar y q compartir con las -Video_Memory of the Hands-Admin- nuevas generaciones” -Video_Memoria de las Manos-Admin- Staff “What is aimed [in the program] is that “lo que se busca es como la valoración de the child values the older person, that la persona mayor en el niño, como que sea the passage of the older adult through significativo el paso del adulto mayor por the house is significant […] I mean, that la casa, ¿“cachai”? Que es como que sea he/she is well received, well valued, bien recibido, que sea bien valorado, que se respected as he/she deserves. That it has le tome el respeto que merece, que tenga the connotation of creating a bond, that como esa connotación de crear vínculo, que the older adult goes and teaches them el adulto mayor vaya y le enseñe hábitos habits that they are losing.” que de repente están perdiendo” – Senior Advisors_Staff - -- Asesores Senior_Staff -- “What the contest is looking for are “Lo que busca el concurso es que different images of the elderly to value busquemos imágenes distintas de valorar al them, to respect them as subjects with adulto mayor, de respetar un sujeto de rights. Therefore, the change comes derecho, por lo tanto, el cambio viene con with the other generations; where the las otras generaciones, donde el niño o niña children understand that he or she adolescente entienda que no solo es un [older adult] is not only an old person, viejo, sino que es una persona mayor, una he or she is a senior. It is a different mirada distinta, más de los derechos, más view, from a perspective of rights, desde la inclusión, desde la integración del inclusion, integration of the senior adulto mayor […]” […]” - Mi futuro, Mi vejez: Concurso fotográfico - My future, My old age: IG IG _Admin - photographic contest _Admin - 80 “When we began to establish “Cuando nosotros empezamos a entablar relationships with them [most relaciones con ellos [población más vulnerable population] we also began to vulnerable] también empezamos a learn, through meetings, conversations aprender, por reuniones, conversaciones y and experiences in situ of good experiencias en situ de buenas prácticas, de practices, of which workshops worked qué talleres funcionaban para qué público” for which public.” -Talleres IG_ Staff- - IG Workshops_ Staff - “[…] I've always thought that part of “[…] siempre he pensado que también the process of hooking up with a person parte del proceso de enganchar con una is also learning the name, do you persona es aprenderte el nombre, understand? I try to do it with everyone ¿“cachai” ?, yo trato de hacerlo con todo […] specially with the senior ones, el mundo […] sobre todo con los adultos because it is very important to them that mayores porque para ellos es re-importante you remember their names […].” - que te “acordí” del nombre […].” Senior_Advisors_ Staff- - Asesores Senior_Staff - “Generally, they [participants] have “Generalmente [los participantes] se han been able to identify with areas that logrado identificar con áreas que florecen flourish by giving this space for al dar este espacio de participación, porque participation, because the conversations se generan conversaciones que son propias that come up are characteristic of the del grupo etario y que representan también age group, and they also represent those a los que están a los intereses de los who are interested in the same or those mismos asuntos que se van dando o who have their same needs.” necesidades que ellos tienen.” - Memory of the Hands_ Admin - - Memoria de las Manos_ Admin -

81 IG dynamics

Respect for other generations

Most of the programs reported a respectful relationship between seniors, children and the generations between them.

Key person {English} {Original version: Spanish} Participant “Mom and dad listen to me because I am “A la señora le hacen caso los papás y las someone else, and especially because I’m mamás, porque soy otra persona y sobre older than they are…” todo mayor, vieja...” - Senior Advisors_ Participant - - Asesores Senior_ Participante - Other “The boys and girls were super excited “Los niños y las niñas estaban super sources because they like that an older person entusiasmados porque les gusta mucho que with a lot of experience comes here and una persona mayor, con mucha experiencia teaches them their technique and art.” venga para acá y le enseñe su técnica y su - Video_ Memory of the Hands_ Staff - arte.” - Video_ Memoria de las Manos_ Staff - “[the experience was] very nice because I “[la experiencia fue]muy bonita porque learned from a person who has been aprendo de una persona que tiene más años doing what I am learning to do for more haciendo lo que yo estoy aprendiendo a years, so I’d be learning from someone hacer, entonces aprendería de alguien con with much more wisdom.” mucha más sabiduría.” - Video_ Memory of the Hands_ - Video_ Memoria de las Manos_ Participant- Participante-

Emotional bond Notably, long-cycle duration programs reported strong emotional ties forming between seniors and children, but also with program staff. Several participants manifested a strong desire to keep in touch with "their" children even after the program ended. Key person {English} {Original version: Spanish} Staff “Retired teachers have incredible strength, “Los profesores jubilados tienen una and capacity to love. So, they get the mezcla increíble de fortaleza por una parte child's attention in a way that probably no y capacidad de amar por otra, entonces le 82 one has done before in their life. The child llama la atención a un niño, que does not doubt that the seniors keep loving probablemente nadie le haya llamado la them. That combination is the most atención en su vida, y el niño no cuestiona powerful from an educational point of que la profesora lo sigue queriendo, y esa view.” mezcla es lo más potente desde el punto de - Reading Rescue_ Staff - vista educacional.” - Rescate Lector_ Staff - Participant “There’s a student-teacher relationship of “Y ahí está la relación de afecto entre el affection, because the child sees you out in alumno y el profesor, porque el niño te ve the playground and comes and hugs you. en el patio y sale y te abraza, por lo que ahí That’s when you realize that this senior is te das cuenta de que algo vas dejando en el leaving something in the child because he niño, porque te abraza, te ven el en centro y hugs them. They see you downtown and le dicen a la mamá “mamá ella es la they tell their moms: ‘mom that’s the profesora que me enseña a leer.” teacher who teaches me to read.” - Rescate Lector_ Participante - - Reading Rescue_ Participant - “[At the end of the program] to “[Al final del programa] para disassociate myself, I pretended that I desvincularme, yo inventaba que me iba a would move to Antofagasta with my son Antofagasta con mi hijo el próximo año, no next year, thus, I could not come next year, puedo venir el próximo año, no puedo… I couldn’t. The children love so much one para desconectarme, porque los niños al who becomes part of them, there are little final lo quieren tanto a uno que pasa a ser children that I feel sorry for because they parte de ellos, hay niñitos que me da pena, realize ... Granny, don’t go... “ porque se dan cuenta… Abuelita, no se - Senior Advisors_ Participant - vaya…” - Asesores Senior_ Participante - “When the director says to me: ma'am! I “Cuando la directora me dice: ¡uy, señora! will never forget how Martin hugged you. no me voy a olvidar nunca, qué manera de When it is assumed that he has not been on abrazarse con usted, Martín. Cuando se the program for more than a year. That is supone que ya no venía más al programa wonderful and it is the best payment that I desde un año. Y es maravilloso y ese es el can receive… [when they say] Granny, I mejor sueldo que uno recibe… [cuando le love you, thank you. I look at her eyes dicen] Abuelita, la quiero, gracias, y le because a child doesn't know how to miro los ojos, porque un niño no sabe pretend…” fingir…” - Senior Advisors_ Participant - - Asesores Senior_ Participante - 83 Other “This emotional bond not only has an “Este vínculo emocional no sólo tiene un sources emotional component but also of mutual carácter receptivo de afecto, sino también dedication within the framework of a de mutua entrega en el marco de una quasi-family relationship. One of the relación cuasi- familiar. Una de las seniors said: “We are the loving rescatistas indica: “Somos las abuelas grandmothers,” “when we take care of our cariñosas”, “cuando atendemos a nuestros children, we are taking care of our sons,”; niños, estamos atendiendo a nuestros expressions that show the relevance of hijos”; expresiones que dejan ver la these links for them.” relevancia de estos vínculos para ellas.” - Evaluation Report 2018_Reading Rescue - Informe Evaluación 2018_Rescate Lector - -

Learning exchange Most of the programs reported mutual learning through IG relationships built into the programs. Seniors mentioned what they gained by their program participation and interactions with children, families, and their peers. As for the children, it was commonly reported that they gained/improved academic and life skills through their IG interactions. Also, it is recognized that seniors and children are receptive to learning from each other. Key person {English} {Original version: Spanish} Participant “The little girl that I taught to read in a “La niñita que yo le enseñe a leer en un course this year of second grade. The curso este año de segundo básico. La teacher told her to sit down with this profesora le dijo siéntate con esta otra niñita other first-year girl to teach her how to de primero para que le enseñes a leer. ¿qué read. What better offer? my student mejor oferta? Que mi alumna que yo le teaches as a monitor of another girl.” enseñe este de monitora con otra niña.” - Reading Rescue_ Participant - - Rescate Lector_ Participante - “There are studies that say that peer “hay estudios que dicen que la feedback is what teaches us the most.” retroalimentación de pares es lo que más nos - Reading Rescue_ Participant - enseña.” - Rescate Lector_ Participante - Other “For them, meanwhile, continuing to “Para ellas en tanto, continuar enseñando, y sources teach, and being able to keep up-to-date poder mantenerse actualizadas a través de through training and technical meetings, capacitaciones y reuniones técnicas, impacta positively impacts their professional positivamente en su desarrollo profesional y en su sentido de continuidad vital.” 84 development and their sense of life - Informe Evaluación 2018_Rescate Lector - continuity.” -Evaluation Report 2018_Reading Rescue - “It has been an excellent experience; it “Ha sido una muy buena experiencia, ha has been growing through all these years, sido un crecimiento a través de todos estos it has allowed us to work with children, a años, nos ha permitido trabajar con niños, very nice experience, good, growth all una muy linda experiencia, buena, these years; you never finish learning.” crecimiento todos estos años; uno nunca - Video_ Memory of the Hands_ termina de aprender.” Participant - - Video_ Memoria de las Manos_ Participante - “I am very glad that I reached to get them “Yo estoy muy contenta porque logre all ahead; it was not so much my merit, I sacarlos a todos adelante, y no fue tanto put a little of my effort, but you [children] merito mío, yo puse un poco de mi empeño, were open to learning.” pero ustedes [los niños] estaban abiertos a -Video_ Reading Rescue _Participant- aprender.” -Video_ Rescate Lector_ Participante- “I am part of Fundación “soy parte de Fundación AraucaníAprende AraucaníAprende because I want all porque quiero que todos los niños sepan children to know how to read, so that they leer, para que tengan cabida en el medio en can have a place in the environment in el que deben realizarse y porque que me which they perform, and because I feel siento feliz y realizada al tener la happy and fulfilled when I have the oportunidad de volver a trabajar con niños”. opportunity to work again with children.” -Reporte_Rescate Lector - Participante - -Report_Reading Rescue - Participant -

Family as a metaphor for deepening relationships

It is a part of Chilean culture to use nicknames that allude to family members when referring to acquaintances who are familiar but not extremely close like a family relation. This is evidenced in the way how participants refer to the other generational group. 85

Key person {English} {Original version: Spanish} Staff “[…] This [the [program] is a kind of “[…]esto [el programa] es una especie de “adopting a grandson”. “adopta a un nieto”. - Rescue Lector_ Staff - - Rescate Lector_ Staff - Participant “The children ask me: Granma, when are “Los niños me dicen: ¿Abuelita, cuando nos you coming to visit us? Thanks, Granny.” va a venir a ver? Gracias Abuelita…”. -Senior Advisors_ Participant- -Asesores Senior_ Participante- “[...] I help my grandchildren, see, “my “[…] yo le ayudo a mis nietos, ve, “mis grandchildren” ... and there I became a nietos” … y ahí pase a ser Abuelita del grandmother of SENAMA.” SENAMA.” -Senior Advisors_ Participants- -Asesores Senior_ Participante- “I tell you this [work with children in the “Te digo que esto [trabajar con niños en el program] is very beautiful, very beautiful, programa] es muy bonito, muy lindo, it really is as if they were our children. realmente es como si fueran nuestros hijos. […] I kind of see my grandchildren […]como que veo reflejado a mis nietos en reflected in those children.” estos niños.” -Reading Rescue_ Participant - -Rescate Lector_ Participante - “I will never forget, the first experience I “Nunca voy a olvidar cuando, la primera had, the mother - the child's grandmother experiencia que yo tuve, cuando la mamá -la - says to him: Pay attention to the abuelita del niño- le dice: ¡Hazle caso a la teacher! And I said to her: No, I am not a profesora! yo le dije: No yo no soy teacher, I am an older adult […] call me profesora, soy una adulta mayor […] "granny" to feel me more like a family llámeme “abuelita” para sentirme más en member.” familia.” - Senior Advisors_ Participant - - Asesores Senior_ Participante - Other “The affinity they [children] have with the “la afinidad que tienen con la señora que sources lady who comes is super good ... Well, viene es súper buena…Bueno como ella es since she is old... some children say" I am mayor ya…algunos dicen “voy a ir con la going to go with the granny "; Granny abuelita”; nos viene a buscar la abuelita…” comes looking for us ... "But they like it.” Pero, les gusta.” - Evaluation Report 2018_Reading - Informe Evaluación 2018_Rescate Lector - Rescue - 86 “This emotional bond not only has a “Este vínculo emocional no sólo tiene un receptive character of affection, but also carácter receptivo de afecto, sino también de of mutual commitment within the mutua entrega en el marco de una relación framework of a quasi-family relationship. cuasi- familiar. Una de las rescatistas One of the rescuers indicates: "We are the indica: “Somos las abuelas cariñosas”, loving grandmothers", while another mientras otra se refiere a los escolares refers to the schoolchildren saying "he is diciendo “es mi niñito, es mío.”; “cuando my little boy, he is mine.”; "When we take atendemos a nuestros niños, estamos care of our children, we are taking care of atendiendo a nuestros hijos”; expresiones our children"; expressions that reveal the que dejan ver la relevancia de estos vínculos relevance of these links for them .” para ellas.” - Evaluation Report 2018_Reading -- Informe Evaluación 2018_Rescate Lector - Rescue- -

Family involvement in the program

Many respondents emphasized the importance of parent and family involvement in the IG programs, not only for the sake of the children but also for other family members that become more engaged in student learning.

Key person {English} {Original version: Spanish} Administrators "The launching and closing activities are “Las actividades de lanzamiento y de with the family, wherein general there is cierre es con la familia, donde en general good parents' participation…" hay buena participación de los padres…” - Senior Advisors_ Admin - - Asesores Seniors_ Admin - “As more involved parents and “Mientras más se involucren los papas y grandparents are in this crucial stage of los abuelos en esta etapa crucial que es learning to read, I assure you that the aprender a leer, yo te aseguro que el process impact triples. It isn’t the same impacto se triplica. No es lo mismo un when a child learns to read alone than niño que aprende a leer solo que accompanied.” acompañado.” - Reading Rescue_ Admin - - Rescate Lector_ Admin - “[…] What we are generating are “[…]lo que estamos generando nosotros learning to live together. So, for this son aprendizajes para poder convivir. reason, to include children’s families, Entonces, por eso es clave que dentro de older adults, their [children's] los distintos trabajos que se pueden

87 grandparents are key, among the realizar, incluir a las mismas familias de different works that can be carried out in los niños, adultos mayores, sus abuelos order to generate the connection with para poder generar la conexión con las past generations.” generaciones pasadas” - Memory of the Hands_ Admin - - Memoria de las Manos_ Admin - “There are seniors who get much more “Hay asesores que se involucran mucho involved with families and go out más con las familias y salen los fines de together for a walk during weekends.” semana de paseo.” - Senior Advisors _Admin - - Asesores Senior_ Admin - Staff “The objective is that the child's parent “El objetivo es que el apoderado leyendo knows how to guide the child at home un cuento infantil o un cuento con and how to look for the pleasure of contenido didáctico, sepa como guiar al reading, explicit and implicit truth, what niño en el hogar, como buscar el placer is the conflict of that piece of reading por la lectura, verdad explicita e while reading a child's story or a story implícita, cual es el conflicto de ese trozo with didactic content.” de lectura.” - Reading Rescue_ Staff- - Rescate Lector_ Staff- “Many times it happens that parents do “Muchas veces pasa que hay padres que not know that seniors are working with no saben que los profesores jubilados their children at school and that is a están trabajando con sus hijos en la serious problem of ours and we must escuela y eso es un problema nuestro reinforce this second semester, grave y hay que volver a reforzar este communication between rescuers and the segundo semestre, la comunicación entre family, not only to train them, but it is los rescatistas y la familia, no solamente very important that the mother knows para capacitarlos, sino que es muy that she is receiving this .” importante que la mamá sepa que está - Rescue Lector_ Staff - recibiendo esto.” - Rescate Lector_ Staff - Participant “I introduce myself during the school “Uno se presenta en la reunión de curso, meeting, but then it is followed by pero después viene un trabajo más individual work, working individually individual, que es trabajar solita con los with parents; otherwise, you don’t feel apoderados, porque si no, no te sientes comfortable with.” cómoda.” - Reading Rescue_ Participant - - Rescate Lector_ Participante - “I committed with the family that I visit “La preocupación con la que uno va es because I do not only teach children to por la familia que visita, porque yo -esto

88 read; I teach how to do their homework. a título personal- no solamente les enseño I consider parents, even pets, why pets a leer, hacer sus tareas. También se you will say? Because I have given involucran a los padres, hasta las vitamins to their puppies, I have brought mascotas, ¿usted dirá porque las medicine... I have involved with them as mascotas? porque le hecho vitaminas a a sentimental advisor when parents sus perritos, he llevado remedio... Se discuss: It is not like that…It is not only involucra uno como consejera concern for the child.” sentimental, cuando los papás o cuando - Senior Advisors_ Participant - las mamás discuten… no solo es la preocupación por el niño.” - Asesores Senior_ Participante - “I put them here in the report sheet “Yo los pongo aquí en la observación: se "excellent availability of the child's mom agradece la buena disponibilidad de la is appreciated, very dedicated.” See here madre de los niños, muy dedicada. Aquí it is "Happy mother because her children dice: Apoderada feliz porque sus hijos are responding well to the program; she están respondiendo bien al programa, is very committed with children's apoderada muy pendiente de que los homework and their academic niños hagan sus tareas y respondan a las responsibilities.” enseñanzas de los profesores, eso dice.” - Senior Advisors_ Participant - - Asesores Senior_ Participante - Other sources “If [the children] are doing well, it is “Si les va bien [a los niños], es porque los because the parents are also papás ahora también están colaborando collaborating more, they are becoming más, se están interesando, pero este es un more interested, but this is a long proceso largo, porque ellos tienen que process because they have to adapt to adecuarse a lo que la escuela está what the school is doing […]” realizando […]” - Evaluation Report 2018_Reading - Informe Evaluación 2018_Rescate Rescue - Lector - “I worried when my son was in first “Yo me empecé a preocupar cuando mi grade and they [teachers] told me that if hijo estaba en primero y me dijeron que si he didn't learn to read, he would keep no aprendía a leer iba a quedar repeating grade, and I was worry, worry, repitiendo, y anduve mal, mal, mal por worry because of that, so I motivate eso, así que me puse las pilas también yo, myself and I started to grab the books, to empecé a agarrar los libros, a indicarles teach him the letters little by little ...” las letras de a poquito de a poquito…”

89 - Evaluation Report 2018_Reading - Informe Evaluación 2018_Rescate Rescue- Lector-

Program orientation & training to support participants Respondents from most of the programs in the study referred to having pre- program and ongoing staff meetings to discuss issues related to program implementation. The frequency of these meetings or training varies from monthly to annually, depending on the program. In some cases, specialized professionals from different organizations are enlisted to assist with training participants.

Key person {English} {Original version: Spanish} Administrator “Previous meetings were held with the “Se realizó junto a los niños unas reuniones children of those who wanted to previas de quienes realmente querían participate and see what they would be participar y ver qué cosas les interesarían interested in putting in value. It turns de poner en valor. Y resulta que los niños out that children, in general, were en general engancharon, y de los adultos hooked, and older adults too. So we got mayores también. Entonces nos juntamos together with them in previous meetings con ellos en reuniones previas en donde les where we told them everything they had contamos todo lo que tenían que hacer; de to do; What is CECREA about, what is que se trata el CECREA, que es el trabajo, the work, with whom are you going to con quien se van a reunir, lo que meet, what do we intend, and what are pretendemos y cuáles son los objetivos de lo the objectives of what we are going to que vamos a hacer. Al menos fue una buena do. At least it was a good appreciation.” apreciación.” - Memory of Hands _Admin - Memoria de las Manos _Admin - Staff “[The Central University trainings for “[Capacitaciones de la universidad Central Senior Advisors] now comes again. It is para Asesores Senior] ahora viene de done in the middle of the “Senior nuevo. Se hace a la mitad del programa Advisors” program; there are three "Asesores Senior", son tres clases, una vez classes, once a month ... it is like a al mes…es como un mes de clases para los month of classes for teachers where they profesores donde los mantienen keep them updated with new “tips” and actualizados con los nuevos “tips” y el the closure of the program that is done cierre del programa que se hace… Asesores ... Advisors Senior back to college.” Senior de regreso a la universidad.” - Senior Advisors _Staff - - Asesores Senior _Staff -

90 Other sources “For us as a team is essential to meet “Para nosotras como equipo es with all the teachers [older adults] who fundamental poder reunirnos con todas las are part of the Reader Rescue Program; profesoras [adultas mayores] que forman it is the opportunity to get closer to parte del Programa Rescate Lector, pues es those who are the driving force of the la oportunidad de aproximarnos a quienes foundation's work and who mobilize son el motor del trabajo de la fundación y daily throughout the region linking with que a diario se movilizan por toda la región our children who are in the reading vinculándose con nuestros niños que están learning process. Also, they are part of en procesos de aprender a leer. Ellas the work that families are doing, también son parte del trabajo que las supporting their children in their mismas familias están realizando, learning” apoyando a sus hijos en su aprendizaje” - News Report_ - Reporte de Noticias_ Araucaníaprende_ Araucaníaprende_Reading _Rescate Lector_ Staff- Rescue_Staff-

Integrating multidisciplinary knowledge to support participants Staff members and participants recognized the importance of drawing upon the skills of professionals trained in different disciplines.

 This section reflects the IV standard of quality described by Rosebrook & Larkin (2003), where the IG specialist integrates knowledge from a variety of relevant fields.

91

Key person {English} {Original version: Spanish} Staff “They [program participants] are “Eso [capacitaciones de tipo relacional] es asking us now, how to improve lo que nos están pidiendo ahora [los relationships between counselors, participantes], cómo mejorar las relaciones families, and children… [The trainings entre los asesores, familias y niños […] en involve] working with a psychologist, estas instancias se han dado como trabajar social workers or other professional con psicólogo “cachai”, con trabajadores that I have, because they are children sociales o ir de la mano más con algún with problems.” profesional que tenga, porque son niños con problemas.” -Senior Advisors_Staff- -Asesores senior_Staff- Participant “[…] They [program staff] gave us a “[…] [el equipo del programa] nos comprehensive material, prepared by a entregaba un material riquísimo, elaborado wonderful team of psychologists, por un equipo maravilloso de psicólogas, de special need educators, a multi- educadoras diferenciales, un equipo multi…. team…. It was fantastic where we Fantástico donde nosotros nos podíamos could guide [our practice] […].” guiar […].” - Evaluation Report 2018_Reading - Informe Evaluación 2018_Rescate Lector _ Rescue_ Participant- Participante- “[…] They [program staff] have added “[…]a toda la experiencia que tenemos cada many neuroscientific practices that una de nosotras, ellos [equipo del help us […]” programa] han adicionado muchas practicas - Reading Rescue_ Participant - neurocientíficos que nos ha ayudado […]” - Rescate Lector_ Participante -

92 4.4.3.5. Program Evaluation

This section refers to aspects and considerations related to the assessment process. This section covers the following topics:

Ongoing program Final program evaluation evaluation Disseminating evaluation results

Ongoing program evaluation

The ongoing evaluation process differs from one program to another according to the program goals, themes, and resources as well. Most of the programs reported efforts to gain formative evaluation feedback that could help inform adjustments during the program cycle. These data come from group talk and meetings between participants, especially seniors, and staff. These informal assessments are usually developed by each program (internally). Also, the focus of these evaluations is different in each program; primary focal points ranged from seniors' performance, to staff support, individual and collective learning, and activities developments, to name a few.  This section also represents awareness of the importance of employing appropriate evaluation techniques to report the program accurately, even when differences between programs were found. This evidence efforts made by program staff to assess participant progress. It is considered as part of the standards of quality IV framework posed by Rosebrook & Larkin (2003). Key person {English} {Original version: Spanish} Administrator “... through technical meetings, minutes “…mediante las reuniones técnicas, se are generated, these opinions are raised, generan actas, en estas se va elevando but there is no final evaluation in overall esta opinión, pero no existe una terms of satisfaction.” evaluación final en términos globales de - Senior Advisors_ Admin - satisfacción.” - Asesores Seniors_ Admin - 93 “We have our own evaluation system, “Tenemos un sistema de evaluación which has nothing to do with learning the propio, que no tiene que ver con el hecho technique better [...] more than anything, de aprender mejor la técnica […] más que it is to analyze internal participation nada, es analizar los procesos de processes [...] how the objectives of the participación interno […] cómo se program are met, how the knowledges. cumplen los objetivos del programa, cómo So, we created some evaluation se transmiten los saberes. Entonces guidelines, that the idea is to implement creamos unas pautas de evaluación, que ourselves.” la idea es implementar nosotros mismos.” - Memory of the Hands_Admin - -- Memoria de las Manos_Admin -- Staff “Self-evaluations are carried out that do “Se hacen autoevaluaciones que no pasan not go through a survey but merely as a por encuesta, sino que meramente como logbook. [In these] instances, certain registro de bitácora. [En estas] instancias questions are asked, and an attempt is se hacen ciertas preguntas y se busca made to create a space of trust where they generar un espacio de confianza donde can say what they are feeling. For ellos puedan decir qué están sintiendo, example, now we can ask it directly. In por ejemplo, ahora nosotros lo podemos other situations, it has been known that preguntar derechamente. En otras this will not happen. So, for example, they situaciones se ha sabido que eso no va a are asked to answer some questions ocurrir. Entonces, se les pide, por anonymously… so that we could all know ejemplo, que respondan algunas how we felt in that space and how we preguntas de manera anónima …para que evaluated it, but without saying rightly…” todos pudiéramos saber más o menos - IG Workshops_ Staff - cómo nos sentíamos en ese espacio y cómo lo evaluábamos, pero sin derechamente decir yo opino esto…” - Talleres IG_ Staff - “[…] The self-assessment is applied to be “[…] la autoevaluación se hace en razón able to make decisions for the second también de poder ir tomando decisiones version. So, it’s never the last session or para la segunda versión. Entonces, nunca the last two, but almost three-quarters of es la última sesión o las últimas dos, sino the period.” que casi como tres cuartos del período.” - IG Workshops_ Staff - - Talleres IG_ Staff - Participant “[The logs] are program requirements, “[Las bitácoras] son requisitos del before it was one per session, now it is a programa, antes era una por sesión, monthly one, so you put what you do with ahora es una mensual, entonces uno pone 94 the children, the parent and the teacher lo que hace con los niños, firma el signs ...” apoderado y el profesor…” - Senior Advisors_ Participant - - Asesores Senior_ Participante -

Final program evaluation

All respondents acknowledged the importance of program evaluation; however, they differed in terms of ideas about how formal and extensive evaluations should be, whether an outside evaluator should do them, and how information derived from the data collection should be used. Most of the respondents referred to informal assessments they developed using satisfaction surveys, participatory groups, or just a simple summary report. Only one program reported applying formal evaluation with precise instrumentation and measurable parameters to make decisions and assess progress. Key person {English} {Original version: Spanish} Administrator “In practice, evaluations, how we “En la práctica, las evaluaciones, como evaluate the impact, whether photos evaluamos el impacto, si llegan o no fotos, si arrive, if there are results, if there is an hay resultados, si hay un interés en las interest in people, no, it is not that we personas, no, no es que tengamos una tabla have a Gantt table, I will not lie to Gantt, no te voy a mentir, [Nuestro registro you.[Our final record is] as well as the final es]así como el acta de selección, como selection record, like a record that is un acta que es bien sencilla, pero decimos very simple, but we say which ones cuales son las que ganaron, cuantos son, won, how many are, who they are, we quienes son, dejamos un Excel, dejamos leave an Excel, we leave a record, yes, registro sí, eso tenemos.” we have that.” - Mi Futuro, Mi Vejez: Concurso fotográfico - My future, My Aging: IG IG_Admin - photographic contest _Admin - Staff “Generally, a survey comes to us once “Generalmente nos llega una vez al año una a year to be applied to seniors ... they encuesta que se le hace al adulto mayor…la send it directly [from the central level], mandan directo y nosotros la ejecutamos acá and we run it here at a technical en una reunión técnica... Ellos [adultos meeting ... They [older adults] answer mayores] responden esa encuesta... Es una that survey ... It is a satisfaction encuesta de satisfacción, es una encuesta survey; it is a very open survey as a bien abierta como igual cualitativa, o sea qualitative equal; that is, it should 95 write things; it is “qual” and “quant” tiene para escribir cosas, es “cuali” y […].” “cuanti” […].” - Senior Advisors_ Staff- - Asesores Senior_ Staff - “Without an evaluation, follow-up, and “Sin evaluación, seguimiento y monitoreo, monitoring, you do not know what is no sabes lo que está ocurriendo, se te acaba happening; the year is over, and you el año y no lograste tu meta, porque no did not achieve your goal, because you evaluaste en el año, y para esto necesitas 30 did not evaluate in the year. For this, evaluadores, para 300 escuelas, y con you need 30 evaluators, for 300 instrumentos válidos y fiables con la schools, and with valid and reliable tecnología que te permita tener instrumentos instruments with technology that allows de los cuales tú puedas dar fe… [el proceso you to trust the results… [The process es] extremadamente importante para ir is] crucial for making decisions on the tomando decisiones de marcha, cuando nos march when we were wrong, we ended hemos equivocado, hemos terminado up evaluating children at home in evaluando a niños en la casa en enero…” January…” - Rescate Lector_ Staff - - Reading Rescue_ Staff - “Every year, we hire an external “Todos los años contratamos una consultora consultant to measure what we know, externa para que vaya midiendo las cosas but we always try to have a third party que nosotros sabemos, pero siempre evaluate us.” intentamos que un tercero nos evalúe.” - Reading Rescue_ Staff - - Rescate Lector_ Staff -

Disseminating evaluation results Programs reported differences in how the staff and participants are informed of the program evaluation results. Some respondents inferred that evaluation reports are not shared with either program staff or participants, only with administrators at the central level. On the contrary, other programs mentioned a commitment to letting participants know how they are performing and ways to improve. Key person {English} {Original version: Spanish} Staff “The truth is that I never received “La verdad yo nunca recibí la feedback from Santiago, I just send the retroalimentación de Santiago, yo mando los papers, and it is over, they do not tell us papeles no más y se acaba, no nos cuentan a here.” nosotros “pa” acá.” - Senior Advisors_ Staff- - Asesores Senior_ Staff - 96 “They [seniors] are given the progress of “A ellos [adultos mayores]se les entrega el the monitoring every month; they are avance del seguimiento todos los meses, se given a progress report of all the les entrega un informe de avance de todos children.” los niños.” - Reading Rescue_ Staff- - Rescate Lector_ Staff -

4.4.3.6. Program Impact

This section highlights areas of program impact on participants, families, and the local community. This section covers the following topics:

Impact of IG programs Impact on IG Impact on on families of relationships that extend participants participants beyond the program

On participants’ On participants’ academic skills, attitudes mental health & learning motivation

Impact of IG program on participants On participants’ mental health Education-based programs primarily reported a substantial impact on participants (seniors and children) related to self-esteem and sense of purpose. Key person {English} {Original version: Spanish} Administrator “I remember that [the older adults] held “Yo me acuerdo de que [los adultos a meeting many years ago, as well as for mayores] hicieron, hace muchos años, una ... and I was very impressed with the reunión, así como para… y yo quedé muy message they give, in terms of their self- impresionada del mensaje que se dan, en esteem. and social validation.” términos de su validación como persona y - Senior Advisors_ Admin - su autoestima.” - Asesores Senior_ Admin - Staff “Self-esteem is improved in the elderly, “Se mejora la autoestima en el adulto self-perception in the sense of being mayor, percepción de sí mismo en el capable and useful.” sentido de ser capaces y útiles.” - Reading Rescue_ Staff - - Rescate Lector_ Staff - 97 “I have a very good anecdote, I was “Tengo una anécdota muy buena, talking to a psychiatrist friend, and he conversaba con un psiquiatra amigo y me asked me what he works at, and I told preguntaba en que trabaja y le comenté mi him about my work, [the psychiatrist trabajo, [el psiquiatra dijo] yo tengo said] I have retired patient teachers, so I pacientes profesores jubilados, entonces said: send them to the office to see what yo le dije: mándamelos para la oficina we do. One day a lady comes to the office para ver que hacemos. Un día llega una very seriously and takes out a señora a la oficina muy seria y saca una prescription from the psychiatrist […the receta del psiquiatra […la señora dice] el lady says] the doctor sent me to speak doctor me envió a hablar con usted. with you. So, I grab the recipe Entonces, agarro la receta (que (unfortunately, I did not keep it), and I lamentablemente no me la guardé) y le ask him: where are you from? [She said] pregunto: ¿usted de donde es?, [ella] De from Imperial, [he said] Do you want to imperial, [el] ¿quiere trabajar? [ella] ¿se work? [she asked] can I? [he said] yes, puede? [el] ¡sí, claro!, ¿sabe leer señora? sure! Do you know how to read, mam? [ella] Sí, sí sé. Entonces hablé con la [she replied] Yes, yes, I know. So, I spoke coordinadora de la comuna […]y a la with the coordinator […]. A week later, semana ya estaba trabajando. Al mes me she was working for us. A month later, I encontré nuevamente con el psiquiatra y met the psychiatrist again, and he asked me preguntó por la señora […] y me dijo me about the lady […] and told me that que ha bajado mucho la sintomatología, la her symptoms, her anguish, and all her angustia y toda la pena porque está de pain had gone down because he is back vuelta con los niños.” with the children.” - Rescate Lector_ Staff - - Reading Rescue_ Staff - Participant “The most important thing is that I feel “Lo más importante, es que me siento útil, useful; I feel effective; I feel not me siento vigente, me siento no superficial ... but I feel ... as they say ... superficial…pero me siento…como se useful to help those who need it.” dice… útil, para ayudar al que necesita.” - Senior Advisors _Participant - - Asesores Senior _Participante - “This program has me alive ... this “Este programa me tiene con vida… me program has rejuvenated me ...” ha rejuvenecido este programa…” - Senior Advisors _Participant - - Asesores Senior _Participante - 98 Other sources “Rescuers do not associate their work in “Las rescatistas no asocian su trabajo en schools with stress, illness, vulnerability, las escuelas con estrés, enfermedad, or disability, but rather the presence of vulnerabilidad, ni incapacidad, sino más positive emotions associated with both bien predomina en su relato la presencia physical and emotional wellbeing de emociones positivas asociadas al prevails in their story.” bienestar tanto físico como emocional.” - Evaluation Report 2018_Reading - Informe Evaluación 2018_Rescate Lector Rescue - - “[…] through this labor the teacher’s “[…] a través de esta labor se refuerza el work is reinforced, and it achieves, trabajo de los profesores y se logra en significantly, that our children are on gran medida que nuestros niños estén a la leveled with their most advantageous par con sus compañeros más aventajados; peers, which contributes positively to lo que contribuye positivamente a su their self-esteem.” autoestima.” - Report _Reading Rescue_ Participant - - Reporte _Rescate Lector_ Participante -

Impact of IG programs on participants’ academic skills, attitudes & learning motivation Staff members and older adult participants involved in education-based programs reported a positive impact on children’s motivation for developing academic skills. Key person {English} {Original version: Spanish} Staff “[…] that the children raise their grades, “[…]que los niños suban las notas, siempre they always raise their grades at the end of suben las notas a fin de año, es una the year; it is great satisfaction and satisfacción súper grande y el parents are grateful; afterward, they do agradecimiento de los apoderados, después not want them [seniors] to leave.” no quieren que se vayan [los adultos - Senior Advisors_ Staff - mayores].” - Asesores Senior_ Staff - Participant “The greatest satisfaction in this program “La satisfacción más grande que tiene uno is when from one week to the next ... I con este programa, es cuando de una listen to Granny, just what you taught me semana a otra…escucho: Abuelita, ¡justo lo they asked me in the exam! This child que usted me enseñó me preguntaron! Este remembers that he had bad grades [he niño se acuerda que tenía malas notas. Me says] I got a 6.7, I got a 5.8, thanks! I saqué un 6,7, me saqué un 5,8, ¡gracias! y teach interacting with children.” yo les enseño a los niños interactuando.” 99 - Senior Advisors _Participant - - Asesores Senior _Participante -

“[…] The children read but did not “[…]Los niños leían pero no comprendían, understand […]at home the mother was […]en la casa la mamá estaba a años luz light years away from reading […], de la lectura […], nadie compraba el diario nobody bought the newspaper either, Austral tampoco, porque era un recargo because it was a monetary charge that they monetario con que ellos no contaban y en la haven’t, and in the house were not a small casa no había ni una pequeña biblioteca, ni library, nor a little book, no story, so when un librito, ningún cuento, entonces cuando you give a story to a child what they do is tú le regalas un cuento a un niño lo que they become fascinated […], they discover ellos hacen es que se fascinan […], a different world.” descubren un mundo diferente.” - Reading Rescue_ Participant - - Rescate Lector_ Participante - Other “[The children] feel themselves more “Como que [los niños] se sienten más sources confident and more capable, they lose their seguros y capaces, pierden la timidez shyness because they are going to read porque van a leer con otra persona…” with someone else ...” - Informe Evaluación 2018_Rescate Lector_ - Evaluation Report 2018_Reading Profesor - Rescue_ Teacher “According to the perception of their “De acuerdo con la percepción de sus teachers, the boys and girls who graduated profesores, los niños y las niñas egresados from the Reading Rescue Program del Programa Rescate Lector experienced relevant changes, given their experimentaron cambios relevantes, dada participation in it. These mainly refer to su participación en este. Estos se refieren the attitude towards learning and principalmente a la actitud hacia el academic self-esteem.” aprendizaje y la autoestima académica.” - Evaluation Report 2018_Reading - Informe Evaluación 2018_Rescate Lector Rescue- - 100 Impact of IG programs on families of participants Respondents from most of the programs reported an impact on participants’ families; common themes were related to improved family relationships and improvement in parental skills to support children. Key person {English} {Original version: Spanish} Staff “I think the most important thing to “Yo creo que lo más importante de resaltar highlight is that both boys and girls have es que tanto los niños y niñas han podido been able to transmit to adults, in trasmitirles a los adultos en general y a sus general, and their parents, a new way of padres, una nueva forma de ver y de seeing and dealing with materials, enfrentarse a los materiales, a las técnicas ancestral techniques, and their history ancestrales, a su misma memoria” - Video _Memory of the Hands -Staff - -Video _Memoria de las Manos-Staff- Participant “The children say me: Thank you, Granny “Los niños me dicen, gracias Abuelita… ... because now my dad does not fight for porque ahora mi papá no pelea por un pito marihuana with my mom ... and my dad con mi mamá… ya mi papá no le pega a mi does not hit my mom. It is impressive how mamá, es impresionante como esto cambia this changes lives ... so, I think the vidas … entonces, yo creo que el programa program has a great impact on families impacta mucho en las familias y lo and they appreciate it too …” agradecen ellos también…” - Senior Advisors _Participant - - Asesores Senior _Participante - “I think that people are aware of these “Yo pienso que la gente piensa mucho en vulnerable families, and of the children esas familias vulnerables, y hay niñitos que who cannot go to school for ABC no pueden ir al colegio por ABC motivos: reasons: because the parents do not care, porque los padres no se preocupan, o or because they are in an awful situation, porque tienen muy mala situación, o no or because parents don’t care, to say están ni ahí, por decir algo y es muy bueno something. Thus, it is excellent that [this que [este programa]se haya creado, porque program] was created, because many se salva a muchas familias, mucha gente… families, many people are saved… niños han pasado de curso y son felices… children pass their courses and are son felices las familias que he visitado …” happy… the families that I have visited - Asesores Senior _Participante - are happy…” - Senior Advisors _Participant - “They [the mothers] vibrate and tell “Ellas [las madres] empiezan a vibrar y a stories that they only reached seventh, or contar historias de que llegaron hasta 101 eighth grade because they could not study séptimo básico, o a octavo, porque no anymore. This program revived them pudieron estudiar más. Esto [el programa] because, for them, it is learning. They, como que las revivió, porque para ellas es sadly, tell us that their 13-year-old girls como un aprendizaje más. Nos cuentan con come with some math exercises, which mucho dolor que sus niñas de 13 años unfortunately they cannot help with, so llegan con unos ejercicios de matemáticas, they are very grateful for this [support que ellas lamentablemente no pueden from the older adults] because at least to ayudar, entonces están muy agradecidas de the smallest ones, they would be able to esto [apoyo de los adultos mayores], help with reading. It makes them talk, so porque por lo menos a los más chiquititos si it brings them together.” los van a poder ayudar con la lectura, y los - Reading Rescue_ Participant - hacen hablar, por lo que se unen más.” - Rescate Lector_ Participante - Other “For me, [the program] has had a “Para mí [el programa] ha influido sources positive influence. [It] had an Impact on positivamente. Impactando hacia las demás other people and my family, positively personas y también hacia mi familia, en because I feel useful, I envision myself, I forma positiva porque me siento útil, me like it. I like what I do, and I think that I siento con proyección, me gusta. Me gusta am still updated to continue helping lo que hago y pienso que todavía estoy bien children, I enjoy it. So, it also has an para seguir ayudando a los niños que tanto impact on my family, because I am me gustan, por lo que también impacto en happy…” mi familia, porque ando contenta…” - Evaluation Report 2018_Reading - Informe Evaluación 2018_Rescate Lector_ Rescue_ Participant - Participante -

Impact on IG relationships that extend beyond the program Some programs reported continuity of the senior-family and senior-youth relationships. It is associated with the participants’ and families’ personalities and the strength of social and emotional ties developed during the program. Key person {English} {Original version: Spanish} Staff “[…] They already know each other, and if “[…]Ellos ya se conocen, si se pillan en la they catch each other on the street they calle se saludan, después de clases dicen – greet each other, they say hi! After classes, ¡oye!, ¿y si vamos a tomar algo después? - they say: hey! What if we go for a drink La única señora que ya tiene más de 65, no later? The only lady who is already over 65 se siente incómoda, porque partió como 102 years old does not feel uncomfortable, pollito […] ¡Entonces es como ya because she started super shy at the perfecto!” beginning […] So, it is like perfect!” -Talleres IG_ Staff - - IG Workshops_ Staff - Participant “… We are in 2019, and this happened in “… estamos a 2019, y esto pasó el 2013; 2013; some children called me on Mother’s hay niños que me llaman por teléfono el día Day for Christmas, asking how Granny is? de la mamá, para navidad, ¿cómo está they invited me to lunch, come here! ... Do abuelita?, me invitan a almorzar, ¡venga you know what a married couple told me? para acá!… ¿Sabe lo que me dijo un Granny, my wife, and I don’t have a matrimonio?: abuelita, mi esposa y yo no mother, and you are going to become our tenemos madre, y usted va a pasar a ser mother.” nuestra madre.” - Senior Advisors_ Participant - - Asesores Senior_ Participante -

4.4.3.7. Program Dissemination

This section refers to the efforts made by program administrators and staff in sustaining programs and disseminating them across regions.

Program projection over time Program administrators noted several factors that affect program sustainability, including government funding and support, effective program management practices, and discernable program results. Key person {English} {Original version: Spanish} Administrator “There is a stable budget associated “Hay un presupuesto que es estable en el with the program design and approval tiempo y que está asociado al diseño y in terms of the number of participants aprobación de programa en términos de that we must have. But there can cifras de participantes que debemos tener, always be a change from reaching an nuestras metas. Pero siempre puede haber authority and changing the entire un cambio de llegar una autoridad y program. It can always happen. But in cambiar un programa completo. Siempre general, these programs are already puede pasar, pero en general estos son 103 more solid overtime at this point. Above programas que ya están más sólidos en el all, in our case, we already have the tiempo a estas alturas. Sobre todo, en el infrastructure, and everything caso nuestro, que ya tenemos associated with a center.” infraestructura y todo. Esto va asociado a - Memory of the Hands_ Admin - sede.” - Memoria de las Manos_ Admin - “We plan to move forward with this “Tenemos proyectado avanzar con este program at least for the next year; we programa por lo menos para el próximo have an associated budget for it. In that año ya con presupuesto asociado, y ya de way, we can strengthen and project esa manera, fortaleciendo y proyectando more clearly the possibility of más claramente la posibilidad de implementation.” implementación.” - Memory of the Hands _Admin - - Memoria de las Manos_ Admin – “In terms of sustainability, there is “En términos de sustentabilidad, es que hay interest. I see what we have worked on interés. Veo lo que nosotros hemos so far, what we have seen and analyzed trabajado hasta el momento, lo que hemos as a program at the national level, the visto y analizado como programa a nivel interest is particularly in promoting nacional, es el interés particularmente de these intergenerational actions and potenciar estas acciones give it value to these actions. So, there intergeneracionales. Y darle valor a is already the first point.” generar estas acciones. Entonces por ahí ya - Memory of the Hands _Admin - hay un primer punto.” - Memoria de las Manos_ Admin - “The sustainability will be conditioned “la sustentabilidad del programa se va a to the obtained knowledge about the dar, así como en conocimiento a partir de results and the management that we los resultados y el manejo que podamos can have from pilots and to see how tener sobre los pilotos y ver como effective participation and processes efectivamente la participación y los are reaching our expectations.” procesos van cumpliendo con las -Memory of the Hands _Admin - expectativas que vamos teniendo.” - Memoria de las Manos_ Admin - 104 4.4.3.8. Program Limitations and Challenges

This section draws attention to some of the limitations and challenges that administrators and staff face during program implementation. These are related to partnerships, management and support of program participants, the overall program evaluation process, and some misconceptions about what an “intergenerational perspective” entails. This section covers the following topics:

Limitations around Program Management Overall program the establishment of partnerships and support of participants evaluation an IG perspective

Program partnerships For the most part, administrators and staff noted positive relations with partnering groups and organizations. However, there were some comments alluding to occasional concerns about differences in overall commitment to the program and in administrative requirements and procedures. One respondent also noted limitations associated with governmental bureaucracy and political affiliation. Key person {English} {Original version: Spanish} Limitations Administrator “I believe that it is to public workers that “Yo creo que a funcionarios que esto les this does not give a damn; they do not importa un huevo, que no se commit and involve with the importance comprometen e involucran en la of this program. Also, the state is not importancia que tiene este programa. designed to carry out volunteering Además, el estado no está diseñado para because the public official is used to llevar a cabo programas de voluntariado, doing more administrative work. On the porque el funcionario público está other side, there is the diffusion of acostumbrado a hacer más trabajos responsibility; for example, in the administrativos. Y por otro lado está la commune X, two volunteers have not difusión de responsabilidad, por ejemplo, been able to contact their families.” en la comuna X, dos voluntarios no han -Senior Advisors_ Admin - logrado contactarse con sus familias.” - Asesores Seniors_ Admin - 105 Staff “[Intersectoral work with the “[el trabajo intersectorial con la municipality] is difficult, it is difficult municipalidad] es difícil, es difícil a no unless it is in communes that are very ser que sea en comunas que estén muy well armed.” bien armadas.” - Senior Advisors_ Staff- - Asesores Senior_ Staff - “The FAMILIES program does not “El programa FAMILIAS no necessarily have children to intervene necesariamente tiene niños para […]. There are few children to help [at intervenir […], hay pocos niños para “Familias” program]. I think there poder ayudar que estén dentro de ese [outside of the “Familias” program] are programa [Familias]. Yo creo que hay un a lot of children who need help, but since montón de niños que necesitan que los it [partnership requirements] is logically ayuden, pero como lógicamente son [los so strict, they [children] only can be from requisitos de alianza] tan estrictos, solo the FAMILIES program.” tienen que ser del programa FAMILIAS.” - Senior Advisors_ Staff- - Asesores Senior_ Staff - “Where the program is executed “Donde se ejecuta el programa tienen [municipal officers] has to be from the que ser del gobierno de turno. Entonces same political party of the current “pá” nosotros se entorpece todo […].” government. This hinders everything for - Asesores Senior_ Staff - us […].” - Senior Advisors_ Staff -

Management and support of participants

Some of the program staff mentioned that participants don’t always get the attention and support that they need. Interestingly, none of the participants noted such a lack of support from program staff. One concern that some of the staff did raise, however, had to do with the fact of traveling long distances to meet with children and seniors. A staff member acknowledged this problem and aspired to do better in terms of increasing the staff in some provinces and meeting more frequently and consistently with seniors. Key person {English} {Original version: Spanish} Limitations Staff “[…] from the regional level, we only “[…] desde el nivel regional nosotros go once a month and ask them [to solamente vamos una vez al mes y preguntamos

106 seniors] how everything is – is cómo está [al adulto mayor] – ¿está todo everything fine?” bien?, [informamos] cuándo pagan y ¡chao!” - Senior Advisors_ Staff - - Asesores Senior_ Staff - "One of the weaknesses or threats to “Una de las debilidades que tiene el programa the program is the fact that it is o las amenazas, por así decirlo, es el hecho de exposing seniors to distances that are a que exponer a las personas mayores a bit difficult for their mobilization. Do distancias que son un poco complicadas para you know what I mean? In other words, su movilización ¿“cachai.”? O sea, hay here are some older adults who are adultos mayores que son súper “aperrados”. super committed with.” - Asesores Senior_ Staff - - Senior Advisors_ Staff- Challenges Staff “.. We should be more rigorous with “… Deberíamos ser más rigurosos con eso that [attention and communication with [atención y comunicación con los adultos seniors] because it happened to us, a mayores], porque nos pasó que una profesora retired teacher died in commune X, and jubilada falleció en la comuna X y she disappeared. Nobody saw her at desapareció. No la veían en la escuela, school, we had no news of her, and she nosotros no teníamos noticias de ella, y estuvo was dead for 10 days at her home 10 días muerta en su casa antes de que la before someone found her. The problem encontraran, el problema es que nadie supo is that no one knew that she has died, que había muerto, por lo que estamos siempre so now we are always asking retirees: preguntando ahora a los jubilados del where are you? Why didn't you programa ¿dónde está?, ¿por qué no aparece? appear? Where did you go?.” ¿Dónde te fuiste?.” - Reading Rescue_ Staff - - Rescate Lector_ Stafft - “To work in this program, you need to “Para poder trabajar con este programa hay have suitable character, consistently que tener personajes indicados ¿cachai? meet with volunteers […], do technical […]juntarte constantemente con los meetings, generating credentials [to voluntarios […], hacer las reuniones técnicas, seniors] accompanying them, keeping generarles credenciales [A los adultos them updated - they are educators - mayores], acompañarlos, mantenerlos celebrating teacher's day, doing instruidos -ellos son educadores- celebrar el training for them […], make día de profesor, hacer capacitaciones para partnerships with universities and ellos […], hacer alianzas con universidades e invite them. The seniors must be re- invitarlos a participar. A los “viejos” hay que 107 motivated, so they can transmit the volver a motivarlos para que ellos mismos same to the children.” puedan transmitir eso mismo a los niños.” - Senior Advisors_ Staff - - Asesores Senior_ Staff - “[...] I would Increase the stipend, “[…] Aumentaría el estipendio, aumentaría increase another province and hire otra provincia y contrataría más more staff. I have tried to have more profesionales. He intentado tener más provinces, but this also happens, for provincias, pero también esto pasa example, I can have senior advisors, 4 “cachai”, por ejemplo, puedo tener asesores in El Quisco, 3 in Valparaíso, 2 in Viña señores en El Quisco 4, en Valparaíso 3, en …and it is the wear and tear for a Viña 2 …y es el desgaste “pa’” un professional, imagine having 20 older profesional, imagínate para tener 20 adultos adults and having them divided every mayores y tenerlos divididos cada tres, three, four townships.” cuatro comunas.” - Senior Advisors_ Staff- - Asesores Senior_ Staff -

Overall program evaluation Some administrators mentioned limitations in finding proper variables and adequate research strategies to measure program impact. They also shared their views about lack of resources for conducting evaluations on a continual basis and challenges they face in using evaluation results to support the case for continued or expanded program support. Key person {English} {Original version: Spanish} Limitations Administrator “I could say that this young volunteer “Uno podría decir que ese joven gains a great experience, it is true, a voluntario gana una gran experiencia, great experience. But the verifiers cierto, una gran vivencia. Pero los [variables] of the beneficiaries are quite verificadores de los beneficiarios son objective, for example; if such a large bastante objetivo, por ejemplo; si es que number of youths attended to a asistieron tal cantidad de jóvenes a un workshop, it is considered an objective taller se considera que es un descriptor descriptor […], but if a young person, objetivo […] pero si un joven, en una indirectly, is benefited, it is super hard segunda derivada efectivamente se ve to measure it. Also, many things happen beneficiado, es súper difícil medirlo. Y even to us when we formulate programs, también ahí hay algo, porque hay muchas it is finding the verifier. How to build a cosas que incluso a nosotros al momento 108 verifier that reflects the spirit of the de formular programas nos pasa que nos initiative? because favorable initiatives encontramos con el verificador, ¿cómo are not always quantifiable in the way construir un verificador que dé cuenta del that it is required. For example, if a espíritu de la iniciativa?, porque no young person lived a great or poor siempre esa iniciativa favorable es experience, there is no way to cuantificable de la forma en que a uno le demonstrate it in the eyes of the State.” exigen. Entonces, por ejemplo; si un joven - IG Workshops_ Admin - vivió una gran vivencia o una vivencia pobre, no hay cómo demostrarlo a ojos del estado.” - Talleres IG_ Admin - “Unfortunately, by the government side, “Lamentablemente, ahí por el lado del I don't know, there are very scarce Estado, no sé, hay muy poca evaluación de project evaluations; they are evaluated proyectos, como que se evalúan así poco almost like a lottery. This program was menos casi como un sorteo, ya le tocó a already evaluated. But it should be a este programa ser evaluado. Pero debería constant from the State because ser una constante desde el Estado, porque although we spend many resources in si bien entregamos tantos recursos a many programs, the idea is also to know tantos programas, la idea es saber what impact they have; they should be también que impacto tienen y que se continuously evaluated […]. It happens pudieran evaluar constantemente […]esto in many programs, do not think that it is pasa en muchos programas, no te creas only in intergenerational ones.” que solamente en el intergeneracional.” - Senior Advisors_ Admin - - Asesores Senior_ Admin - “[...] I believe that there are no “[…] yo creo que no hay cupos [in the available spots [in the program] program] porque también como no hay because there are no evaluations either. evaluaciones “cachai”, cuando tú no When you can’t prove that something puedes probar que algo funciona ¿cómo works, how can you ask for more funds? “vay” a pedir más “lucas”? Y ¿cómo And how can I offer more spots if I do “vay” a dar más cupos si no “tení” lucas? not have funds? So, that is a vicious Entonces, eso como un círculo vicioso circle, got it? If I want to have more “cachai” Si yo quiero tener más cupos y spots and extend my coverage, I have to quiero extender mi cobertura, tengo que prove that it works.” mostrar que la “webá” sirve.” - Senior Advisors_ Staff- - Asesores Senior_Staff - Challenges

109 Administrator “I would say that any project should “Yo diría que cualquier proyecto debería involve evaluations, because if it is not involucrar evaluaciones, porque si no se done at the right moment, there is not, hace en el momento después no hay, y and then it remains in time as a nice después queda en el tiempo como una initiative.” bonita iniciativa” - Senior Advisors_ Admin - - Asesores Senior_ Admin -

Limitations around the establishment of an IG perspective Through the administrators' voices, we detected some frustration with regard to limitations in certain social and political conceptions about what it means to establish programs that are “intergenerational”. Administrators emphasized the lack of an integrative perspective that responds to the need of all groups together, mentioning that each ministry is very sub-divided into specialties (sectionalizing of the system). When they try to develop IG programs, they find administrative barriers that create difficulties in the implementation of their IG projects. Key person {English} {Original version: Spanish} Limitations Administrator “I believe that there is a way of “Yo creo que hay una forma de ejecutar executing public policy in Chile in política pública en Chile en que la mirada o which the intergenerational view or la concepción intergeneracional no está, no conception is not present. It is not es algo que uno lea en los programas, en something that one reads in the program los diseños, porque cada programa se descriptions or their designs because diseña para un fin, para un bien, para un each program is designed with a propósito que es la prestación o el purpose, with a reason that it is beneficiario, pero nunca la providing a service or the beneficiary, intergeneracionalidad.” but never intergenerationality.” - Mi Futuro, Mi Vejez: Concurso - My Future, My Aging: IG fotográfico IG_ Admin - photographic contest _Admin - “This ministry [Ministry of Social “Este ministerio [Ministerio de Desarrollo Development] is concerned about that Social] se preocupa de eso [inclusión], [inclusion], but it is not from an pero no es una mirada intergenerational perspective [...] it sees intergeneracional[...], va viendo distintos 110 different age groups concerning their grupos etarios en relación con sus needs and their gaps, but there is not a necesidades y sus brechas, pero no hay una perspective that connects them [diverse mirada que los conecte [a los distintos age groups] or a holistic view […]. grupos etarios]o una mirada integral […]. However, there are some No obstante, por ahí hay colaboraciones, collaborations, but these are very pero son bien esporádicas, de bien poco sporadic, super light; the thing is well peso, está bien departamentalizada la sectorialized.” cosa.” - Senior Advisors_ Admin - - Asesores Senior_ Admin - “The law says that SENAMA serves “El SENAMA -la ley qué dice- que atiende people 60 and over; therefore, a las personas de 60 y más, por lo tanto, intergenerational things [programs] are estas cosas [programas] not necessarily explicit. So, what one intergeneracionales, como que no must do is edit it to make it necesariamente están explicitas, entonces lo understandable about why we do things que uno tiene que hacer es darle una vuelta with people who are under 60, then. para que se comprenda el por qué hacemos Then what happens with the budget? all cosas con gente menor de 60. Luego ¿qué budgets go to DIPRES, and they say that es lo que pasa con el presupuesto? todos los the program's criteria and requirements presupuestos se van a DIPRES y ellos dicen is being 60 and more years.” que los criterios y requisitos son tener 60 y - My Future, My Aging: IG más años.” photographic contest _Admin - - Mi futuro, Mi vejez: Concurso fotográfico IG _Admin - 111 Chapter 5.

DISCUSSION, CONCLUSION & RECOMMENDATIONS

5.1. Discussion

The purpose of this study was threefold: to identify IG programs sponsored by the Chilean government, to describe how these programs are structured and how they operate, and to gain a preliminary sense of the degree to which they reflect what is known in the international intergenerational studies literature as “effective practices”. Accordingly, three main questions guided this study:

1. What government-sponsored IG programs exist in Chile?

2. How are these IG programs structured, and how do they function?

3. To what degree do Chilean government-sponsored IG programs reflect “effective practices” as defined in the IG studies literature?

Reflections on the current status of government-sponsored IG programs in Chile

Results from this study help to illustrate the developmental state of IG practice in Chile, with a particular focus on national policy and program development across government ministries.

As drawn from the results, two national policies frame and support much of the IG programming activity explored in this study: “Plan for Better Adult Living” (“Adulto Mejor”) and “Reading First” (“Leo Primero”). These two governmental policies are adopted by three ministries and the First Lady's committee. The current First Lady has taken an active role in the promotion of active aging through the implementation of inclusive strategies to improve the seniors’ wellbeing. Some of those are the creation of volunteering, social programs, and IG initiatives. Additionally, the three ministries and 112 the First Lady's committee have carried out their goals through four different governmental associative services, and one NGO (see Figure 3.6). This system has generated an array of IG programs that are rooted in several ministries and implemented through Ministry-linked program delivery entities. Moreover, the connection in public policies guarantees sustained funding and development.

In Chile, as well as in Latin America, there is a close relationship between the creation of IG practices and public policies focused on the elderly. Since 2004, Chile has had a plan focused on the aged population that aims to protect their rights and promote healthy development with increased participation in society. Giraldo (n.d.) found that following the Second World Assembly on Aging (2002), most of the Latin American countries have a "law for the care of the elderly," and developed services focused on providing adequate social care to this population. The United Nations (2002) reported that the Action Plan developed in the Second World Assembly on Aging called all the developing countries to create strategies to face the demographic challenge of the twenty- first century. Specifically, they asked for changes in attitudes, policies, and practices at all social and administrative levels to enhance the enormous potential of aging. The explicit recommendations were to prioritize actions toward older people and their development, promoting health and wellbeing for older adults, and ensuring supportive environments.

Therefore, Chile is implementing efforts to face the challenge associated with aging societies and promoting a change of paradigm in how older adults are socially treated. Parallelly, there is still a limited recognition of the importance of fostering IG relationships not only from an old-age perspective. In Latin America, IG programs are mainly developed and planned as support for older adults. On this point, Giraldo (n.d) states that this limited recognition of the importance of promoting IG initiatives from an all-ages perspective is a limitation for IG field in the development of a society for all ages, making it necessary to highlight the benefits and contributions that IG relationships bring to children, youth and young adults. In the case of Chile’s IG field, most of the policy discussion and Ministerial actions are focused on the wellbeing of older adults. However, there are exceptions, as in the collaborative actions of the Ministry of Culture, 113 where the focus was community participation in a broader sense, and the Ministry of Education, where the focus was more centered on childhood development. Currently, Chile has government-sponsored IG programs, and programs supported by national policies, which indicates positive and intentional efforts to bring the IG field into public policy. This is an excellent opportunity for designing and planning human services and educational programs with and for all generations (Giraldo, n.d.).

In terms of the Chilean policies in which these IG initiatives are framed, both policies differ in terms of participation and coverage of IG practice. The “Plan for Better Adult Living” explicitly mentions the realization of IG interventions and includes several ministries in the planning of IG initiatives. The other, “Reading First,” supports IG practice as part of a complementary pilot intervention of the national plan and is implemented by an NGO in one region of the country. Despite this limited coverage, it contributes tangentially to the funding of the initiative “Reading Rescue” (“Rescate Lector”).

Another aspect that caught our attention during the mapping was outdated initiatives, which were not defined explicitly as IG initiatives but had some of those components. This characteristic reflected that IG programming, as a concept, is very recent in Chile, where its terminology and structure is not very popular among administrators or the staff. Likewise, we found IG initiatives that are no longer in operation (see Figure 4.1) The fact that we found previous IG initiatives indicates that, independently of the name that they used to develop them, Chile has been developing actions to promote the interaction between different generations for at least some time. These IG initiatives have been implemented by SENAMA mainly, which could indicate that in terms of intergenerationality, there has been a learning process that could impact what has been studied.

Parallelly, we noticed that those efforts started in previous governments with completely opposite political inclination. Thus, we could interpret these findings as suggesting that initiatives do not necessarily depend on the political party in power; rather, the social, emotional and cultural component prevails over political affiliation and

114 makes these initiatives part of the public agenda. Political independence is crucial when the goal is to build a society for all ages by adopting an integrative stance and an IG perspective. Moreover, it is crucial when these initiatives go beyond programming and develop spaces and policies that promote solidarity and understanding between generations.

As a result of phase I of the study, five IG programs were found. These IG programs exist throughout the 16 regions of Chile (the primary geopolitical divisions of the country). Some programs are implemented in all regions, and others are only in one or a few regions (see Table 4.6). Some factors that affect the capacity of regions to implement IG programs include availability of funds, availability of interested participants (seniors and children), and organizational capacity to handle program implementation logistics.

Although IG programs in Chile might lack the popularity and backing of governmental, local, and international organizations compared to those found in developed countries such as Spain and the United States, there are facets of IG work in Chile that are in line with the global IG trend. For example, Chile has created programs and policies that highlight the need to promote relationships, respect, and solidarity between different generations in support of the most vulnerable.

The participation of Chile in the Regional Implementation Strategy for Latin America and the Caribbean of the Madrid International Plan of Action in 2003, was part of its early efforts in terms of IG work. These efforts were followed by the implementation of other little-known initiatives and programs in collaboration with private or public sectors. One of these was the mentoring program called “I Accompany You” (“Te Acompaño”), implemented by the National Service of Prevention of Drug and Alcohol Abuse (SENDA, which is its acronym in Spanish). More recent efforts have been developed mainly by SENAMA. They include pilot programs and educational workshops where experts in aging and intergenerational work have the opportunity to present topics of interest to government administrators, program staff, and the population at large. 115 Chile, as many of the other Latin American countries, is making efforts to face the sociodemographic trend of population aging through more opportunities and resources for seniors and the promotion of a healthy and active aging paradigm. According to statistic projections for 2050, Cuba, Chile, and Costa Rica will be the most aged Latin countries. Therefore, all the efforts made until now represent active initiatives to build a society for all ages, considering the IG approach as something valuable for the future.

The structure and functioning of the Chilean sponsored IG programs

As a result of Phase I of this study, we found a variety of IG initiatives, a positive indicator of the developmental state of IG practice in Chile. These findings inform about the diverse government efforts to weave an IG component into areas of national policy and program development across government ministries. The five programs found were: 1) “Senior Advisors” (“Asesores Senior”); 2) “My future, My Aging” (“Mi Futuro, Mi Vejez”); 3) “Memory of Hands” (“Memoria de las Manos”); 4) “IG Workshops” (“Talleres IG”); and 5) “Reading Rescue” (“Rescate Lector”). This variety of programs spans different thematic and community needs; they are diverse in terms of their objectives, program format, program duration cycle, and IG session meetings (see Table 4.6).

These programs were examined based on eight aspects of program development, implementation, and sustainability: 1) Program Planning, 2) Program Strategic partnerships, 3) Program Financing, 4) Program Implementation, 5) Program Evaluation, 6) Program Impact, 7) Program Dissemination, and 8) Program Limitations & Challenges. In this section the most relevant findings are discussed.

According to program planning, it was found that most of the IG programs are partially participatorily designed. Here administrators and staff recognized that establishing a triad of collaboration –involving engagement between administrators, staff, and participants– can help them to better address programming strategies for the context of local needs, assets, and living situations of the participants. Reflecting this collaborative and flexible planning orientation, administrators from two of the studied programs stated the following: 116 “What we do is to guide where we must go, in a way, giving a general orientation to what they [staff] specify. It is a cyclical process. It is a task that should be carried out both with the older adults and with the children who participate. In one way or another, we promote constant participation and a co- design of the activities.” “In our case, what we have is very generic, precisely because the regions should adapt it to their current reality. For example, there are certain types of knowledge and techniques that are the region’s patrimony, as officially recognized by that region.” “I also promote that each region gives to the program its style, its form, according to its reality, to its ways of living.” Financing is a fundamental part of IG programming because it allows sustained development over time. All the programs mentioned above are totally or partially governmentally funded. In her study of IG programs and policies in Latin America, Giraldo (n.d.) states that the lack of funding is a limitation for the development and sustainability of IG programs. This aspect is reflected in Chilean IG programming, as noted by administrators and staff who commented on struggles related to limited funding. This seems to be a common limitation across most IG programs, whether national or international (Sánchez et al., 2010; Schlimbach, 2007). A characteristic of Latin American culture is the high level of creativity in formulating strategic partnerships and networks to find needed resources in response to a constant of limited resources. A program staff evidenced this, saying:

“Some smarter regions make municipal alliances to promote the program. For example, SENAMA gives ten spots, and the municipality gives away ten more, and each entity contributes $35,000 [USD 45.00] to pay the senior's stipend. So, you can hire more. They follow SENAMA guidelines, but with municipal funds.”

In the IG studies literature, one of the consistent factors noted as contributing to the success of IG programs is the development of relationships that are deemed meaningful to the participants (Henkin, N., & Kingson, 1998/99; Larkin, Friedlander, Newman & Goff, 2004; Larkin & Kaplan, 2010; and Sánchez, 2007). This study highlighted some of 117 the cultural aspects in Chile related to how IG relationships are valued and cherished. Chilean culture tends to respect older people, starting with the language used to talk to them (Garret, 2014). In the Spanish language, there are two ways to refer to "you," a colloquial (informal) one and hierarchical (formal) one. People usually use the formal one to refer to seniors. A participant mentioned: “Mom and Dad listen to me because I am someone else, and especially because I’m older than they are…” A particular value for the relationship between age and experience still exists in Chile. Expressions highlighted in a report of one of the IG program evidence it:

“[…] I’d be learning from someone with much more wisdom.”

Likewise, the deep emotional bonds created between children and seniors in long- cycle programs was evident from the comments of respondents at all levels (administrators, staff, and participants). Some program respondents reported impactful emotional ties emerging during the program cycle. One participant stated that:

“[…] the child sees you out in the playground and comes and hugs you. That’s when you realize that this senior is leaving something in the child because he hugs them. They see you downtown and they tell their moms: ‘Mom, that’s the teacher who teaches me to read.”

This emotional bond also demonstrates an element of mutual dedication within the framework of a quasi-familial relationship. In Chilean culture, the use of family adjectives to refer to well-known or close people is common. A participant says:

“I will never forget, the first experience I had, the mother - the child's grandmother - says to him: Pay attention to the teacher! And I said to her: No, I am not a teacher, I am an older adult […] call me “granny” to feel me more like a family member.”

The use of family relationship type adjectives as a metaphor for the close relationships established between participants of IG programs has been found in other countries as well, particularly in Asia and Latin America (Kaplan, Henkin, & Kusano, 118 2002). The usage of endearing terms to refer people from other generations, in some cases, can be a facilitator of the relationship. Expressions like this reflect such a relationship:

“I tell you this [work with children in the program] is very beautiful, very beautiful, it really is as if they were our children. […] I kind of see my grandchildren reflected in those children.”

Beyond referring to family in a metaphorical sense, some of the older adults also reported meaningful connections established with parents and other family members of the participating children. In some cases, parents were engaged as part of the learning exchange process, typically as co-facilitators for supporting their children’s learning, and occasionally as co-learners themselves. A participant mentions an experience with a family and says the following:

“They [the mothers] vibrate and tell stories that they only reached seventh, or eighth grade because they could not study anymore. This program revived them because, for them, it is learning. They, sadly, tell us that their 13-year-old girls come with some math exercises, which unfortunately they cannot help with, so they are very grateful for this [support from the older adults] because at least to the smallest ones, they would be able to help with reading. It makes them talk, so it brings them together.” Findings that describe and emphasize the value of meaningful relationships between participants of IG programs run throughout the IG studies literature, particularly in evaluation studies of programs where there is prolonged IG contact. For example, results from several studies of mentoring programs that engage participants for six or more months report the emergence of a high level of trust and close relationships established between mentors and mentees (Keller & Pryce, 2012; Taylor & Bressler, 2000).

The impact of IG programs has been well documented in literature, identifying an impact both on direct participants (older adults, young people, and children) and on families, neighborhoods, and their communities. In the case of this study, benefits were 119 reported at each of the levels mentioned. We highlight the benefits on participants' mental health, as well as the impact on families and the continuity of the IG relationship. During data collection, the passion with which older women referred to their participation, as well as their improved self-esteem and wellbeing, is noteworthy. These aspects take on special significance when considering high levels of depression3 among Chilean older adults and the negative consequences related to their quality of life.

As noted in the Results chapter (section 4.4.3.6), several respondents noted a positive program impact on the mental health of seniors:

“The most important thing is that I feel useful; I feel effective; I feel not superficial ... but I feel ... as they say ... useful to help those who need it.”

“This program has me alive ... this program has rejuvenated me…”

As noted throughout the IG literature (e.g., MacCallum et al., 2010), older adult involvement in IG initiatives offers them new lifelong learning opportunities, linkages to additional systems for providing and receiving care from others, and pathways for reintegrating themselves into family and community life. For these reasons, IG programs can serve as a preventive measure for geriatric depression, in addition to providing new opportunities for civic engagement and social inclusion. Another aspect to emphasize is the effect on the families of participants: older adults reported that the treatment that they receive in their home positively changed with their participation in the program. In an evaluation report of the Reading Rescue program, a participant mentions that:

“... it [the participation in the program] broadened our horizons towards our families. Our grandchildren look at us with respect ...”

3 Depression in Chile: A report from the Catholic University of Chile mentions that this index reaches 6.2% of the older adult population, being more common in women (10.1%) than men (2.1%). In the cases of hospitalized people, the prevalence can reach up to 33% - 47% (Brüning, 2019). The consequences associated with geriatric depression are reflected in higher mortality rates, higher suicide risk, higher risk of recurrence of depression, more dementia, more significant disability and lower quality of life, more ambulatory and emergency consultations, more prolonged hospitalizations, and higher risk of consumption of drugs and alcohol. 120 These forms of appreciation are needed and contribute to the national goal of building a more inclusive society for all ages, where solidarity and respect are essential values.

Aligned with the literature, the intervention of older adults in the family context can modify family dynamics and set a positive model role for children and their parents. A participant states the following experience:

“The children say me: Thank you, Granny ... because now my dad does not fight for marihuana with my mom ... and my dad does not hit my mom. It is impressive how this [the participation and involvement of seniors into the family context] changes lives ... so I think the program has a great impact on families, and they appreciate it too …”

Finally, one of the most valuable outcomes is the continuity of the IG relationship beyond the program’s boundaries. While the relationship within the program is facilitated, there is nothing forcing the elder/child pair to maintain that relationship after graduation. This relationship’s continuity depends on each person involved. It has become evident through this study that effective, well-implemented IG programs foster the continuity of the relationship. Below, a participant and an administrator comment on this fact:

“… We are in 2019, and this happened in 2013; some children called me on Mother’s Day for Christmas, asking how Granny is? They invited me to lunch, come here!”

“There are seniors who get much more involved with families and go out together for a walk during weekends.” Continuing with respondents’ feedback, I move on to a brief discussion of the main limitations of development and implementation process of IG programs. Here, respondents discussed a) the evaluation process and b) the establishment of an IG perspective in the governmental context. 121 Regarding how the programs approach the evaluation function, this study highlighted both negative (limitations) and positive (effective practices) aspects of the evaluation process of IG programs. In this segment, we will discuss the limitations of the evaluation process. An administrator mentioned difficulties finding proper variables and adequate research strategies to assess the program:

“I could say that this young volunteer gains a great experience, it is true, a great experience. But the verifiers [variables] of the beneficiaries are quite objective, for example; if such a large number of youths attended to a workshop, it is considered an objective descriptor […], but if a young person, indirectly, is benefited, it is super hard to measure it […]” “[…] many things happen even to us when we formulate programs, it is finding the verifier. How to build a verifier that reflects the spirit of the initiative? Because favorable initiatives are not always quantifiable in the way that it is required. For example, if a young person lived a great or poor experience, there is no way to demonstrate it in the eyes of the State.” This could be a consequence of limited evaluation planning at the early planning stages, where the program objectives and the purpose of the evaluation were not clearly established (Sánchez, 2007). Therefore, the evaluation variables and methodology used could not be well defined.

Some common characteristic across most governmental programs is the lack of a formal and systematized evaluation model and possibly a lack of appreciation or acceptance of qualitative evaluation data; data collection efforts that do exist tend to accentuate the reporting of quantitative over qualitative data. These disadvantages are some of the reasons why governmental programs sometimes cannot be sustained. Often, they cannot concretely report their results and impact over time. An administrator states the following:

“Unfortunately, by the government side, I don't know, there are very scarce project evaluations; they are evaluated almost like a lottery […the evaluation] should be a constant from the government because although we spend 122 many resources in many programs, the idea is also to know what impact they have; they should be continuously evaluated […]. It happens in many programs, do not think that it is only in intergenerational ones.”

Giraldo (n.d.) states that the lack of evaluations hinders the development of IG programs and practices since all the resources available become unstable when one cannot prove the impact of what one does.

Finally, there are some limitations in the dissemination of the evaluation. Sometimes, for instance the staff is not informed about the results of the evaluation, or they never receive specific, result-based feedback from the administrators on ways to improve their performance and practice. A member of the staff states the following:

“The truth is that I never received feedback from Santiago, I just send the papers, and it is over, they do not tell us here.” This is something that affects program quality since it restrains the possibilities to improve their IG practice. Similarly, it limits the possibility to train staff in aspects of evaluation in which they could be weak.

Regarding the limitations found to establish an IG perspective into the governmental sector, respondents highlighted that barriers include age-segregated public and private funding streams, and the current age-sectionalizing system. An administrator says the following:

“This ministry [Ministry of Social Development] is concerned about that [inclusion], but it is not from an intergenerational perspective [...] it sees different age groups concerning their needs and their gaps, but there is not a perspective that connects them [diverse age groups] or a holistic view […]. However, there are some collaborations, but these are very sporadic, super light; the thing is well sectorialized.”

The ministerial structure is very sub-divided into specialties, making it more complicated to develop age-integrated projects, since each section has their own budget and population to address. This administrative barrier could be addressed through a 123 prioritization of programs and policies that simultaneously address the needs of diverse age groups.

Jorquera, Romero & Gallardo in Sánchez et al. (2009) state that Chile needs to develop a logic of intergenerational integration that overcomes age-related stigmas and mutual prejudices. In addition, Chile needs to implement a state policy that strengthens the intergenerational field so that, finally, the country can promote the development of a Chilean society for all ages. Although the current policy of the First Lady means to address these points, it is still necessary to make structural changes in the public system to eliminate barriers that limit budget or interagency collaboration.

Effectiveness of Chilean government-sponsored IG programs

Although “effective practices” and “quality standards” have been variously identified in the IG literature (Rosebrook & Larkin, 2003; Sánchez & Kaplan, 2019; Sánchez, 2007), this study lists the practices that best reflect the IG work that administrators and program staff carry out. In line with the quality standards framed by Rosebrook & Larkin (2003) and first presented in Chapter 2, I now reflect on the extent to which the programs studied reflect Standards I, II, III, IV, and V.

Standard I: Demonstration of a basic level of knowledge about principles of human development across the life span.

This means that people dedicated to IG programming should have at least some familiarity with the literature on human development across the lifespan, such as Piaget’s stages of cognitive development (Piaget, 1964), Erikson’s stages of psychosocial development (Erikson, 1950; Graves & Larkin, 2006), and Bronfenbrenner’s ecological model of human development (Bronfenbrenner, 1979).

In the IG context, having a notion of human development is crucial in order to plan and implement effective IG programs and practices that positively promote this development. Such programs and practices allow participants to mutually empower themselves in favor of cognitive, social, and emotional needs at each developmental stage. An administrator evidenced an understanding of the relationship between program 124 activities, the development of cognitive skills, and the contribution of the senior in this process:

“Teaching to read has two stages: the first is of neuropsychological development, it is the same as learning to play music, purely practical [...] which is what the mentor does [...].”

The language used by the administrator (“neuropsychological development”) accounts for a deliberate intention to assist with children’s comprehensive development beyond the acquisition of literacy. Here, the senior is identified as someone who facilitates “purely practical” knowledge but has a nurturing impact on the child’s comprehensive mental development.

In this study, administrators, staff, and participants are aware of how these programs contribute to the healthy development of both young and older participants. An administrator and staff state the following:

“[…] it’s intergenerationally beneficial for both sides. The senior is greatly enriched by feeling useful.”

“[…] the benefit to the older adult is feeling him/herself integrated again; it is being linked to the social network again. Let us say social network not as in social media, but real social network. […].”

They understand that older people need to feel useful and active once they are retired. Similarly, they recognize how the program impacts academic, social, and emotional support for younger participants and gives a sense of social inclusion and meaningful civic engagement to older participants. A staff member states the following:

“Retired teachers have incredible strength and capacity to love. So, when they call the child's attention when probably no one has done it before in her/his life, the child does not doubt that the seniors keep loving her/him. That combination is the most powerful from an educational point of view.” 125 Finally, a participant, through the following phrase, highlights an experience where the relationship goes beyond the program, and generates an opportunity of being socially included, giving and receiving love and care:

“Granny, my wife and I don't have a mother, and you are going to become our mother.”

Standard II: Employing effective communication to support the development of IG relationships.

Most of the staff members evidenced a sensitive and compassionate posture toward different generations, employing an inclusive language that runs counter to ageist attitudes and stereotypes. A staff member says:

“What the contest is looking for are different images of the elderly to value them, to respect them as subjects with rights. Therefore, the change comes with the other generations; where the children understand that he or she [older adult] is not only an old person, he or she is a senior. It is a different view, from a perspective of rights, inclusion, integration of the senior […]”

Here, the staff make a contrast between the word “old person” to “senior,” where the latter term denotates experience, wisdom and respect. All of these are attributes related to aging that must be established within the new way of perceiving aging, positive aging.

Another staff member also evidenced the need to respect seniors:

“What is aimed [in the program] is that the child values the older person, that the passage of the older adult through the house is significant […] I mean, that he/she is well received, well valued, respected as he/she deserves. That it has the connotation of creating a bond [...].” 126 Additionally, the language used by the staff emphasizes that intergenerational communication should convey a measure of respect for all generations. The following quotes evidenced it:

“We as creation centers highly value the generational exchange experience, because those craft experts, who are older, have something to communicate and share with the new generations.”

“[…] I've always thought that part of the process of relating to a person is also learning the name, do you understand? I try to do it with everyone […] especially with the senior ones, because it is very important to them that you remember their names […].”

Standard III: Understanding and demonstrating a commitment to collaboration and partnership.

Administrators and staff evidenced a high level of collaboration and partnership. All programs were formally associated with public or private entities. Most of them have clear roles in the program. A staff member evidenced this, saying:

“The articulated public entities for the program operation are FOSIS […] which identifies vulnerable families and children. SENAMA is who transfers the stipend in addition to setting technical guidelines, technical meetings, program launch, and in charge of public communication. The Municipality, identifies, selects seniors, and supports us in the rest.”

In the literature, partnership work has been widely described as a crucial aspect of effective programs. Granville (2002) states that IG programs have an intersectoral nature, where the contribution of all key participating groups is extremely valuable. Sánchez (2007) emphasizes that the programs must be connected with institutions and organizations that ensure their maintenance over time, which will allow setting and achieving objectives and evaluations in the mid and long term. Larkin (2007) argues that 127 through collaborative partnerships, new resources become available to enhance the quality of life for all ages.

Administrators evidenced explicit notions of strategic associations in order to benefit each other. An administrator mentioned that:

“This year, I have joined the national reading plan "Reading First.” One of the plans I have for next year is to get FOSIS out, and partner directly with "Reading First" because FOSIS children are from "Reading First" too. However, FOSIS does not have that information. "Reading First" has educational material, so we would save $12,000,000 CLP [USD $15,000]. That could mean more advisors, and [this would enable] “Reading First” [to run] more public classes […] So everywhere it makes more sense.” This reflects what Kaplan & Sánchez (2014) pose about the need for IG programs to gather partners from different social and professional age niches and take advantage of intergenerational coalitions already in place. Having a clear perspective of potential collaborators and considering them as part of program planning is one of the principles for successful IG programs (Sánchez, Kaplan, & Sáez, 2010).

Standard IV: Drawing from knowledge rooted in multiple disciplines and academic traditions.

Some administrators and staff articulated an appreciation of drawing upon the skills and perspectives of professionals with diverse backgrounds and areas of needed expertise. Notably, in the following quote a member of the staff reported engaging specialized professionals to assist with training program staff members and participants.

“They [program participants] are asking us now, how to improve relationships between counselors, families, and children… [The trainings involve] working with a psychologist, social workers or other professional that I have, because they are children with problems.”

This point emphasizes that the IG specialist recognizes the contribution of other fields of knowledge, values their diversity, and respects other specialties. Sánchez (2007) 128 argues that the capacity of the IG field to establish bridges between disciplines involves areas of expertise such as social work, family studies, community development, health, psychology, education, social policy, and communication, to name a few.

Similarly, IG specialists recognize the need to incorporate other areas of knowledge not only in planning and implementation, but also in the evaluation process:

“I would like a college student to study the economic model that the foundation has, ideally an economist. I have offered it to universities' faculty or postgraduate students, or even to professors who guide the students […].”

Rosebrook & Larkin (2003) highlight the application of relevant knowledge from various disciplines in developing effective intergenerational activities.

Standard V: Employing appropriate evaluation techniques.

There were mixed results with regard to how program respondents viewed evaluation in general. However, for the most part, program staff were fully engaged in efforts to collect program evaluation data that could inform and improve program operations and lead to better outcomes. An administrator stated:

“We have our own evaluation system, which has nothing to do with learning the technique better […] it is more than anything else, analyzing internal participation processes… how the program's objectives are met, how knowledge is transmitted. So, we created some evaluation guidelines, that the idea is to implement ourselves.”

Such a pragmatic orientation toward program evaluation is consistent with the perspective of some intergenerational specialists. For example, Larkin (2007) noted that even though evaluation researchers emphasize the importance of formal and systematic evaluation processes, program evaluations need not always be conducted in a strictly formal manner. They can still be of value as long as they are carried out as systematically and as objectively as possible, and in a way that generates results that can inform efforts to improve professional performance. 129 Another aspect to highlight is the participatory approach of some of the programs in terms of data collection for the evaluation process.

A program staff member noted the following: “Self-evaluations are carried out that do not go through a survey but merely as a logbook. [In these] instances, certain questions are asked, and an attempt is made to create a space of trust where they can say what they are feeling […] In other situations, it has been known that this will not happen. So, […] they are asked to answer some questions anonymously… so that we could all know how we felt in that space and how we evaluated it, but without saying rightly…”

5.2.Limitations of the Study

This study was designed to provide a preliminary picture of government- sponsored IG programs in Chile, including a sense of the range of IG programs, why and how they were established, some basic connections to national ministries, basic program characteristics, and how administrators, staff members, and participants view and engage in these programs. Although some results were obtained which suggest that desired program outcomes were achieved, such as those related to providing participants with emotional support, new skills and positive IG engagement experiences, the study’s design does not provide definitive evidence to detect causal relationships between program design, experience and outcomes. As noted above, this study was focused primarily on delineating descriptive aspects of the structure and functioning of a select group of IG programs.

The researcher only approached those administrators, staff members, and program participants who were identified as “key people” in terms of being the most knowledgeable about and engaged in the selected IG programs (for phase II of the study). Whereas these individuals were excellent informants about the design, implementation, and ongoing functioning of their programs, there was no mechanism for learning about the perspectives and experiences of those administrators, staff members, and program 130 participants who were less engaged in program-related decision-making and activities. Also, there were time limitations for conducting the fieldwork component of this study,4 which limited the number of people who could be interviewed.

Another limitation of the study is that all interviewees were at least 18 years of age, thereby leaving the researcher to rely on secondhand sources to ascertain how children participated in and felt about their IG programs. Information about children's perspectives was obtained from staff members and older program participants who were interviewed, as well as from archival information and web-based material.

There were also limitations in the types of data that were collected. Methods for data collection only consisted of in-person interviews, archival information obtained from respondents, and web-based material. Thus, program observations, video recordings, or site visits were not included in the study design. Hence, we consider the investigation into the five selected IG programs as “mini-case studies.” A more in-depth, multi-method case study model would have yielded more information about IG dynamics, family engagement, impact on participants, and interorganizational partnership interactions.

Furthermore, this research was limited to only three regions of Chile, hence there are limits to how much the results of this study can be generalized to other regions.

5.3. Conclusion

This section highlights several conclusions drawn from this study.

First, it was found that there is a wide variety of government-sponsored IG programs; the largest of these initiatives are carried out under three ministries and framed under two public policies and various social projects. This study demonstrated that, despite the sectionalized governmental structure and some challenges and limitations in the implementation of these programs, there is a solid capacity for and interest in

4 The time established to recruit respondents was three months (May-July 2019) and two months to interview them (June-July 2019).

131 maintaining and even growing the IG field in the near future in terms of accommodative IG public policy and continued program support.

This sense of commitment to further develop IG policies and programs in Chile, despite difficulties encountered, is reflected in the comments of an administrator in a national ministry responsible for one of the IG programs in this study.

“This is not closed, finished, the issue resolved. I believe that we are lacking, I think that we are in a social space and institutional development that must continue to be given more shape, which is not yet settled.[…]; therefore, there is a public policy challenge to continue advancing in the intergenerational but also from SENAMA.”

Second, regarding how the programs examined in Phase II of the study function, it was found that they all follow governmental protocols for conducting basic curricular activities. At the same time, they are flexible in terms of how the programs are adapted to recruit, train, and retain participants and collaborate with other local organizations to achieve program goals. On the other hand, they evidenced inconsistencies in aspects as the degree to which staff at the local level perceived and embraced evaluation processes, thereby suggesting that more staff training in this area could be useful in facilitating systematic data collection and application.

Finally, it was concluded that the five programs examined in phase II of the study reflected standards of quality and common elements of effective practice (as defined in IG studies literature). The most significant high-quality practices reflected in these programs, particularly those implemented in education-based settings, were: demonstration of a basic level of knowledge about principles of human development across the life span, efforts to promote ongoing communication and relationship formation among program participants, demonstration of a commitment to collaboration and partnership, and the incorporation of skills and perspectives rooted in multiple disciplines and academic traditions. 132 However, administrators and staff members of these programs still recognized areas in which they have work to do and much to learn from IG programs implemented in other contexts (national and international).

5.4.Recommendations for Future Research and Practice

5.4.1. Recommendations for future research

Drawing upon identified limitations in previous research aimed at assessing and supporting the growing IG field in Chile, here are several recommendations for future research:

o Systematically scan IG programs developed by both the public and private sectors. This would yield a more comprehensive picture of the types of intergenerational programs emerging in Chilean context and help identify possibilities for cross-sectoral cooperation.

o Establish guidelines for evaluating Chilean IG programs that take into account program impact at the individual, interpersonal and community levels. This is likely to contribute to efforts to strengthen programmatic aspects related to the sustainability of the programs, increase financing, and inform and support the creation of a national system of intergenerational public policy.

o Consider both qualitative and quantitative methods for methodological design and analysis in IG studies. A quantitative approach could provide new insights about modeling multiple factors where their presence and interaction could potentially show variables with positive or negative relation to the variable of study. As illustrated in this study, qualitative methods provide nuanced detail about factors that affect program design, interactions, and outcomes. An in depth case study approach, with more extensive interviews conducted with administrators, staff members, participants, and volunteers (in comparison with the mini-case study 133 approach in the current study), and with the addition of an intensive observation component, would contribute to additional insights about the role of local geographic, demographic, and cultural contexts on program dynamics and outcomes.

5.4.2. Recommended next steps for growing and professionalizing the intergenerational field in Chile

5.4.2.1. A national conference and workshops

Most of the administrators and staff reported similar challenges and limitations faced during the planning and implementation process of IG programs, such as age-segregated public and private funding streams; lack of specific staff for the program and trainings, lack of resources (time, people and funds) to assess the program; and mechanisms for identifying and sharing best practices. One way to address such barriers to national expansion of IG initiatives is to establish mechanisms to ensure better communication between policymakers, practitioners, and program volunteers. One such strategy is to conduct periodic intergenerational meetings, such as a national conference or workshop series. Such gatherings could also provide convenient venues to offer training and technical assistance for intergenerational practitioners.

During my stay in Chile, the idea of a regional or national IG meeting was something that arose from some interviewees; however, this idea needs more elaboration to be carried out. As learned from other countries engaged in national organizing around IG initiatives, universities could play an important role in hosting and convening such gatherings of interested and engaged professionals. Hosting a national IG conference could be an effective strategy for building interest and leadership for eventually launching a “Chilean Intergenerational Network.” 134 5.4.2.2. A national network

IG networks are seen as “enablers.” They enable intergenerational professionals to effect social, organizational, and political change on a more ambitious level than when operating solely by themselves (Saito et al., 2009). Such an effort might even serve as an anchor for possible regional efforts to establish a “Latin American IG Network.”

Chile is part of an exclusive international academic and collaborative network with Iberoamerican countries. However, we consider it necessary to establish a formal network within Chile focused primarily on IG programs and practice, policies, and research. This could provide a mechanism for building and sustaining the knowledge base of the growing IG field in Chile.

Kaplan (2005) identified some of the advantages that the establishment of a national network has for IG practitioners and academics:

• Promote information exchange between people in the field; • Provide recognition and support for existing intergenerational initiatives; • Provide needed information, training, and support for those interested in developing new intergenerational programs or initiatives; • Develop guidelines and an evaluation system to assess IG programs; • Inform and educate the public about the benefits associated with intergenerational programs and policies; • Advocate for changes in policies and laws that will improve intergenerational relations; and • Conduct research aimed at generating evidence of the effectiveness of various program models.

My stay in Chile gave me a glimpse that there is a need on the part of the administrators and technical team to obtain more information and engage in more cross- sectoral and interdisciplinary collaboration in this field of inquiry and practice. In fact, 135 some of the study respondents asked me for material and information about the development of IG programs, assuming that I had more knowledge of it.

Likewise, I was asked to conduct a presentation on IG programs for a national group of administrators, program staff and participants, and invited to radio programs to report the benefits of intergenerationality. These experiences helped me gain a perspective on people’s desire and need to gain more knowledge that could help them improve upon and expand their current IG endeavors. 136 REFERENCES

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SENAMA. (2016). Una sociedad para todas las edades [A society for all ages]. Mayores de Chile, 1(2016), 68–70.

SENAMA. (2019a). Bases 4°Concurso Fotográfico “Mi Futuro, Mi Vejez” [Guidelines of the 4° version of photographic Contest“My Future, My Aging” ] (pp. 4–5). pp. 4– 5. Retrieved from http://www.senama.gob.cl/storage/docs/BASES_CONCURSO_FOTOGRAFICO_2 018%283%29.pdf

SENAMA. (2019b). Programa voluntariado país de mayores línea asesores senior [Volunteering for the Country’s Elderly, Senior Advisors Line].

SENDA. (2012). Te Acompaño [I Accompany You]. Retrieved from http://www.bibliodrogas.gob.cl/biblioteca/documentos/PREVENCION_CL_6835

Stuckelberger, A., & Vikat, A. (2007). A Society for all ages: challenges and opportunities. In Proceedings of the UNECE ministerial conference on ageing (pp. 144 6-8).

Timonen, V. (n.d.). Intergenerational family solidarity. Futurelearn.com. Retrieved from https://www.futurelearn.com/courses/successful-ageing/0/steps/11803.

United Nations. (2013). Intergenerational solidarity and the needs of future generations: Report of the Secretary- General. Retrieved from https://digitallibrary.un.org/record/756820?ln=en

United Nations. (2019). World population ageing 2019: Highlights. In United Nations. Department of Economic and Social Affairs (Vol. 40). https://doi.org/10.5860/choice.40-1307

Vanderven, K. (2011). The road to intergenerational theory is under construction: A continuing story. Journal of Intergenerational Relationships, 9(1), 22-36.

Whitehouse. P, Bendezu. E, Fallcreek. S, Whitehouse. C. (2000). Intergenerational community schools: a new practice for a new time. Educational Gerontology, 26(8), 761-770.

World Health Organization. (2014). Health for the world's adolescents: a second chance in the second decade: summary (No. WHO/FWC/MCA/14.05). World Health Organization.

World Health Organization. (2007). Global age-friendly cities: A guide. World Health Organization. Appendix A: Consent for Research

HRP- 589- ORP Consent Form (Waiver of Written Documentation of Consent) (v.08/1/2016)

CONSENT FOR RESEARCH The Pennsylvania State University

Title of Project: “An Exploratory-Descriptive Analysis of the Current Chilean Governmental Sponsored Intergenerational Programs and Practices: Their Linkage with Public Policies and People’ Needs”

Principal Investigator: Carolyn Henzi Address: 09 Ferguson Building, Penn State University, University Park, PA 16802. Telephone Number: (814) 880-1995 Academic Advisor: Dr. Matthew Kaplan CIED Advisor: Dr. Nicole Webster Advisor Telephone Number: +1 (814)-863-7871

We are asking you to be in a research study. This form gives you information about the research. Whether or not you take part is up to you. You can choose not to take part in. You can agree to take part and later change your mind. Your decision will not be held against you. Please ask questions about anything that is unclear to you and take your time to make your choice.

1. Why is this research study being done? We are asking you to be in this research because you are a key person in the governmental Intergenerational (IG) initiatives or programs’ (IP) design, planning, developing, or implementation. Which aims to address people’s or population groups’ needs in a variety of aspects. This research is being done to know and report the intergenerational programs or initiatives (IG-IPs) supported by the government and to identify how these reflect public policies and the people’ needs, which is the reason for what they were designed and established.

2. What will happen in this research study? 146 You will be asked to answer this interview and a series of open questions about the IG program or initiative that you lead, represent or participate. These questions will be respected to the implementation, sustainability, development, limitations and/or challenges encountered, among others. This interview will be recorded as audio to be processed, described and analyzed later by the principal investigator (PI)

3. What are the risks and possible discomforts from being in this research study? There are no risks in participating in this research beyond those experienced in everyday life through a face-to-face conversation. The questions will be focused on the design, execution, and implementation of IG programs and initiatives and their relationship with public policies and people’ needs, rather than on personal matters.

4. What are the possible benefits from being in this research study? 4b. What are the possible benefits to others? By participating in this research, you will be providing valuable information to be able to know and report the government-sponsored IG-Is and have a better sense of the IG development field in Chile. This information will contribute to developing a basis to be able to well grows similar future studies in the IG Chilean field. In the ultimate case, it will contribute to the improvement of these programs which influence participants’ lives.

5. What other options are available instead of being in this research study? You may decide not to participate in this research. Your participation is completely voluntary, and you are allowed not to answer questions that make you feel uncomfortable or just do not want to. In case you decide to skip or not answer a question this will not have any adverse consequences for you.

6. How long will you take part in this research study? If you agree to take part in this study, it will take you about an hour to complete the interview.

7. How will your privacy and confidentiality be protected if you decide to take part in this research study? Efforts will be made to limit the use and sharing of your personal information with people due to their roles in this study will have to review this information. Your name will not be associated with your answers or any of your statements. Your name will be protected by your position or by your role, and we will not report any personal information in the case of this study were published. The data obtained in this interview will be maintained for the exclusive use of this research and will only be accessed by the researcher team and by people who strictly will need 147 to review this study. Efforts will be made to keep the data confidential as long as the technology used allows it. No guarantees can be made regarding the interception of data sent over the Internet by third parties. The Pennsylvania State University's Office for Research Protections and Institutional Review Board and the Office for Human Research Protections in the Department of Health and Human Services may review records related to this project. In the case of any publication or presentation resulting from this research, no personal information will be shared.

8. Will you be paid or receive credits to take part in this research study? You will not be paid for taking part in this research study. In case of need it, you will receive reimbursement for the travel cost.

9. Who is paying for this research study? This research is Co-funded between the Comparative International Education’s summer research fund and the principal investigator.

10. What are your rights if you take part in this research study? Taking part in this research study is voluntary. If you choose to be in this research, you have the right to stop at any time. 11. If you have questions or concerns about this research study, whom should you contact?

Please contact the head of the research study (principal investigator), Carolyn Henzi at [email protected] You may also contact the Office for Research Protections (ORP) at (814) 865- 1775, [email protected] if you have questions regarding your rights as a person in a research study, have concerns or general questions about the research. The ORP cannot answer questions about research procedures. Questions about research procedures can be answered by the principal investigator.

INFORMED CONSENT TO TAKE PART IN RESEARCH You must be 18 years of age or older to consent to participate in this research study. If you consent to participate in this research study and agree with the terms described above, please provide verbal consent to the person in charge. 148 Appendix B: Exemption Determination 149 150 Appendix C: Research Questionnaire

C1. Questionnaire for Program Administrators (English Version)5

THEMES ASPECTS QUESTIONS

Program basic Objectives o What do you see as the main objective(s) of this information program?

Motivation o What do you think was the motivation to create this program? (ex. People’s needs, the community’ needs, to address the established government’ goals?

Program Agencies o Which agencies, organizations, or service entities were administrative involved responsible for each of the following: structure • design of the program model • program operation and implementation • program evaluation

Program Planning o What local conditions, resources, and priorities in your community influenced program planning decisions?

o What opportunities exist (if any) for - program staff, participants, family members, and community residents - to give input into program planning decisions? [Please describe the nature of such participation.]

Staff training o How are program staff members introduced to the program and trained prior to program implementation?

Program Implementation o In case of more than one agency or organization involved in implementing and operating this program, could you please describe the collaboration process?

Program Evaluation Program impact o How is program impact measured? o What methods and evaluation instruments are used? Program o “What are the primary results of this program intervention Results in terms of… • impact on participants? • support for families? • impact on community quality of life?

5 Spanish versions are available under request to the researcher. Carolyn Henzi, [email protected] 151 • (d)…)

Program IG dynamics o In what way(s) do you think participants of each generation benefit from their engagement with participants of other generations? [Please explain]

External affairs Dissemination o How have you disseminated your evaluation findings? (or of evaluation are you planning to disseminate the program results?

findings o What strategies have been (or will be) used to disseminate this information (on program impact)?

Dissemination o What are you doing to share your materials? of program material

Program Funding o For each organization, agency or entity involved in Sustainability supporting the program, please note the nature of their support.

o How is program funding structured? coverage: o How extended is the coverage of this program across the country?

Recommendations challenges/ o Have you identified any challenges, and/or obstacles that for program obstacles have emerged during the whole program planning and improvement implementation process? If yes, please describe.

o Could you share any ideas you might have as to how they could be addressed?

OTHER o Are there any thoughts or experiences that you have that are related to the program and its development and implementation that you would like to share? 152 C2. Questionnaire for Program Staff (English Version)

THEMES ASPECTS QUESTIONS

Program basic Objectives o What do you see as the main objective(s) of this program? information [Prompts: From when the program was created, what were the intended outcomes in terms of impact on: individual participants, families, and community?]

o What have you seen as secondary objectives of this program?

Motivation o What do you think was the main motivation to design this program? (ex. People’s needs, the community’ needs, to address the established government’ goals?

Program Agencies o Which agencies, organizations, or service entities were administrative involved responsible for each of the following: structure • design of the program model • program operation and implementation • program evaluation

Program Participation o What local conditions, resources, and priorities in your Planning opportunities community influenced program planning decisions?

o What opportunities exist (if any) for you as a program staff to give input into program planning decisions? [Please describe the nature of such participation.]

o What opportunities exist (if any) for participants, family members, and community residents to give input into program planning decisions? [Please describe the nature of such participation.]

Staff training o If it exists a program staff training, how are program staff members introduced to the program and trained prior to program implementation? [Prompts: Is it a formal or informal process? If it is a formal training program, please describe how it is structured (e.g., number of sessions, objectives of the training, ways to draw on staff members’ experience and perspectives, methodology used, etc.)

Program o Please describe your process for orienting new participants to orientation and the program and providing any 153 training for o further training that might help them function well and participants succeed in the program.

Program Cross-sectorial o In case of more than one agency or organization involved Implementation work in implementing and operating this program, could you please describe the collaboration process? [Prompts: Are there any specific challenges related to working across sectors, agencies, and disciplines?

Program o How are participants recruited? recruitment o Requirements for participation (e.g., age, skills, interests, education, etc.)

o Participant orientation/ training o How are participants supported/supervised? Program o When conducting the program, please comment about the fidelity amount of flexibility there is in terms of how the program is delivered? [Prompts: I am referring to flexibility in terms of things like timing and ordering of activities, modifying activities according to participants’ interests or external events such as bad weather, etc.]

Program Program impact o How is program impact measured? Evaluation o What methods and evaluation instruments are used? [Prompts: (for methods): Surveys, observations, focus groups, interviews, archival analysis]

o Who (or what organization) does the evaluation? Program o What are the primary results of this program intervention in Results terms of… • impact on participants? • support for families • impact on community quality of life?

Program IG dynamics o In what way(s) do you think participants of each generation benefit from their engagement with participants of other generations? [Please explain]

o Describe how participants of different generations engage and influence one another.

Cultural appropriateness o Comment on the degree to which you feel this program model is/ could be consistent with broader cultural and societal values in Chile? 154 o Are there any aspects or values of the Chilean culture that are highlighted in this program? If so, please provide examples.

o Might you have any additional ideas about ways in which this program could highlight are emphasize aspects or values related Chilean culture.

External affairs Dissemination o How have you disseminated your evaluation findings? (or of evaluation are you planning to disseminate the program results?

findings o What strategies have been (or will be) used to disseminate this information (on program impact)?

Dissemination o What are you doing to share your materials? of program material

Program Funding o For each organization, agency or entity involved in Sustainability supporting the program, please note the nature of their support. [Prompts: things like funding, help with recruiting participants, staff training, curriculum development, and program evaluation.]

o How is program funding structured? [Prompts: … e.g., in terms of the distribution of human and economic resources and priorities]

o What factors you think that influence the sustainability of funding for this program?

Recommendations challenges/ o Have you identified any challenges, and/or obstacles that for program obstacles have emerged during the whole program planning and improvement implementation process? If yes, please describe.

o Could you share any ideas you might have as to how they could be addressed?

o Are there any thoughts or experiences that you have that are OTHER related to the program and its development and implementation that you would like to share? [Prompts: related to personal experience, IG literature, community needs, etc.] 155 C3. Questionnaire for Program Participants (English Version)

THEMES ASPECTS QUESTIONS

Program basic Objectives: o What do you see as the main objective(s) of this program? information [Prompts: From when the program was created, what were the intended outcomes in terms of impact on: individual participants, families, and community?]

o What have you seen as secondary objectives of this program?

Motivation o What do you think was the main motivation to design this program? (ex. People’s needs, the community’ needs, to address the established government’ goals?

Program Planning Interdisciplinary o What opportunities exist (if any) for you as a participation participant to give input into program planning decisions? [Please describe the nature of such participation.]

Program Participant o You as a program’s participant, did you receive any prior Implementation training orientation and/or training before officially starting the program? Or at any program’s stage? Explain at which program’s stage.

o How was it? which strategies they used, the frequency, the type of activities, and the methodology that was used to training you?

Program o How were you recruited? recruitment o Which were the requirements for participation (e.g., age, skills, interests, education, etc.)

Participant o Did you feel / or do you feel supported by the program support staff during your participation on it?

o Did you feel/ or do you feel supported by other program’s participants?

Program Program impact o Please describe how you feel that programs has/had Evaluation an impact on you. Ex: Did you learn anything or change your attitudes about [younger/older] people? Did you learn anything else from your program experience – for example, about 156 YOURSELF? about FAMILY MEMBERS? about the COMMUNITY?

o How do you think the program might have influenced other participants?

o Did the program influence your future plans (for example about your involvement in community activities) in any way?

Program IG dynamics o Describe how does the program encourage interaction between participants of different generations?

o Describe how you think that participants of different generations engage and influence one another.

Cultural appropriateness o Could you comment on how culturally appropriate or inappropriate the activities carried out in the program are?

o How could this program model include people from other cultures? (for example: native peoples and immigrants)

o Are there any aspects or values of the Chilean culture that are highlighted in this program? If so, please provide examples.

o Might you have any additional ideas about ways in which this program could highlight are emphasize aspects or values related Chilean culture.

To keep this Program o What factors you think that influence the sustainability for program going in sustainability this program?

the future o In which ways, could the participants contribute to the sustainability of this program?

Recommendations challenges/ o Is there anything about the program that you feel should be for program obstacles changed?

improvement o Do you have any ideas for program improvement that you would like to share?

o Are there any thoughts or experiences that you have that are OTHER related to the program and its development and implementation that you would like to share? [Prompts: related to personal experience, IG literature, community needs, etc.]