University of Missouri-Kansas City, USA.
J Music Ther. 2011 Winter;48(4):486-508. doi: 10.1093/jmt/48.4.486.
The purpose of this study was to examine the effect of participation in a music-based intergenerational music program on cross-age interactions and cross-age attitudes of elementary-age children and older adults, and older adults' psychosocial well-being. Twenty-one children in the 4th grade volunteered to participate in the experimental (n = 12) or control (n = 9) group. Twenty-six older adults from a retirement living facility also volunteered to participate in the experimental (n = 14) or control (n = 12) group. Ten 30-min music sessions occurred in which participants engaged in singing, structured conversation, moving to music, and instrument playing interventions. Data analysis of cross-age interactions revealed that the interventions "structured conversation" and "moving to music" were more effective in eliciting interaction behaviors than the interventions "singing" and "instrument playing." Standardized measures revealed that children's attitudes towards older adults improved, though not significantly so, after participation in the intergenerational program. Results of biweekly post-session questionnaires revealed a decrease in negative descriptions of older adults and an increase in positive descriptions of older adults--suggesting a more positive view towards aging. Results revealed that older adults' attitudes towards children improved significantly after their participation in the intergenerational program. While standardized measures revealed that older adults did not perceive a significant improvement in their psychosocial well-being, their bi-weekly post-session questionnaires showed they perceived increased feelings of usefulness and other personal benefits from the intergenerational interactions. Suggestions for future research, the utility of varied measurement instruments, and implications for practice are discussed.
本研究旨在考察参与基于音乐的代际音乐项目对小学生和老年人之间跨年龄互动和跨年龄态度以及老年人社会心理福祉的影响。21 名四年级学生自愿参加实验组（n=12）或对照组（n=9）。26 名来自退休生活设施的老年人也自愿参加实验组（n=14）或对照组（n=12）。进行了 10 次 30 分钟的音乐课程，参与者参与了唱歌、结构化对话、随音乐移动和乐器演奏干预。跨年龄互动数据分析显示，“结构化对话”和“随音乐移动”干预比“唱歌”和“乐器演奏”干预更能引发互动行为。标准化测量结果显示，儿童对老年人的态度在参与代际项目后有所改善，但并不显著。两周一次的课后问卷结果显示，对老年人的负面描述减少，对老年人的正面描述增加——这表明对衰老的看法更加积极。结果表明，老年人在参与代际项目后对儿童的态度有了显著改善。虽然标准化测量结果显示老年人没有感觉到他们的社会心理福祉有显著改善，但他们的两周一次的课后问卷显示，他们从代际互动中感受到了更多的有用感和其他个人益处。讨论了未来研究的建议、各种测量工具的实用性以及对实践的影响。
