Strategy. Intergenerational Mentoring and Activities
Approach. Create an intergenerational mentoring program to improve the mental health of adolescents.
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Overview. Intergenerational mentoring and activity programs establish a relationship between an older adult. (aged 50 and over) and a child or adolescent who may be economically and/or socially constrained. Other intergenerational programs may involve youth or college students who interact with older adults to help them learn computer-based skills or practice exercise. Intergenerational programs include a variety of activities, such as math and reading practice, art and music activities, health education, and other activities. Intergenerational programs can be based in schools, community centers, faith-based organizations, or residential facilities such as nursing homes.[1]
Evidence. Moderate Evidence.
Strategies with this rating are likely to work...
Access the peer-reviewed evidence through the MCH Digital Library or related evidence source.
Outcome Components.
This strategy has shown to have impact on the following outcomes
(Read more about these categories):
- Utilization. This strategy improves the extent to which individuals and communities use available healthcare services.
- Health and Health Behaviors/Behavior Change. This strategy improves individuals' physical and mental health and their adoption of healthy behaviors (e.g., healthy eating, physical activity).
Detailed Outcomes.
For specific outcomes related to each study supporting this strategy,
access the peer-reviewed evidence
and read the Intervention Results for each study.
Intervention Type.
Coalition-Building (Read more about intervention types and levels as defined by the
Public Health Intervention Wheel).
Intervention Level.
Individual/Family-Focused
Examples from the Field.
There are currently no ESMs that use this strategy. Search similar intervention components in the
ESM database.
Sample ESMs.
Here are sample ESMs to use as models for your own measures using the RBA framework
(see The Role of Title V in Adapting Strategies).
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Quadrant 1:
Measuring Quantity of Effort (“What/how much did we do?”)
- Number of adolescents enrolled and matched with older adult mentors in the intergenerational mentoring program. (Shows the scale and reach of the program in engaging the population served)
Number of mentoring sessions or activities conducted between older adult mentors and adolescent mentees. (Indicates the level of engagement and interaction facilitated by the program)
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Quadrant 2:
Measuring Quality of Effort (“How well did we do it?”)
- Percent of older adult mentors who complete a comprehensive training program on effective mentoring practices, child and adolescent development, and mental health support. (Shows the quality and preparedness of the mentors to provide appropriate guidance and support)
Percent of mentoring matches that adhere to the program's guidelines for frequency, duration, and nature of mentor-mentee interactions. (Indicates the fidelity and consistency of program implementation)
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Quadrant 3:
Measuring Quantity of Effect (“Is anyone better off?”)
- Number of community partnerships established with schools, youth-serving organizations, and community centers for older adults to support the recruitment, matching, and activities of an intergenerational mentoring program. (Shows the collaborative network and infrastructure developed to sustain the program)
Number of referrals made to mental health services or supports for child or adolescent mentees who require more intensive interventions, as identified through the mentoring program. (Indicates the program's role in connecting youth to a continuum of care and support)
Number of children or adolescents who develop new skills, interests, or hobbies as a result of the exposure and guidance provided by their older adult mentors. (Shows the program's impact on expanding the horizons and enriching the experiences of the adolescent participants)
Number of community members who report increased appreciation for the value of intergenerational relationships and the contributions of both youth and older adults, as a result of the mentoring program's visibility and impact. (Indicates the program's ripple effect on shifting community perceptions and norms)
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Quadrant 4:
Measuring Quality of Effect (“How are they better off?”)
- Percent of mentoring program participants (mentors and mentees) who reflect the community in terms of key characteristics. (Shows the program's success in achieving representation)
Percent of program funding and resources that are sustainably allocated to support the ongoing operations, evaluation, and continuous improvement of the intergenerational mentoring program. (Indicates the long-term viability and prioritization of the program by funders and partners)
Percent reduction in differences in child and adolescent mental health outcomes (e.g., access to care, symptom severity) for program participants from communities facing economic or social barriers. (Shows the program's impact on advancing health outcomes and reducing the disproportionate burden of mental health challenges)
Percent increase in the number of cross-sector partnerships and collaborations that address child and adolescent mental health and intergenerational solidarity, inspired by the success and lessons of the mentoring program. (Indicates the program's catalytic effect on spurring wider systemic changes and investments)
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Note. When looking at your ESMs, SPMs, or other strategies:
- Move from measuring quantity to quality.
- Move from measuring effort to effect.
- Quadrant 1 strategies should be used sparingly, when no other data exists.
- The most effective measurement combines strategies in all levels, with most in Quadrants 2 and 4.
Learn More. Read how to create stronger ESMs and how to measure ESM impact more meaningfully through Results-Based Accountability.
References
[1] Martins 2019 - Martins T, Midão L, Martínez Veiga S, et al. Intergenerational programs review: Study design and characteristics of intervention, outcomes, and effectiveness. Journal of Intergenerational Relationships. 2019;17(1):93-109.
