CHAPTER | Social Interaction Across the Life Course |
NAME OF ACTIVITY | How can I contribute to social interaction? |
OBJECTIVE(S) | · Reflect on how ageism affects the social participation of older adults. · Develop strategies to combat this prejudice and promote social interaction and participation. |
METHODS | These case studies may be carried out online and can easily be used in face-to-face format. It involves reflection in small groups followed by a guided group discussion. |
TIME ALLOCATED | 1 hour · 30min.: Reflection in small groups · 30min.: Group discussion |
RESOURCES NEEDED | · Case studies (1 per group) |
INSTRUCTIONS | 1. Distribution of case studies: Create groups of 3 to 5 people, depending on the number of participants, and assign one case study to each group (see the case studies below). If the case studies provided are not sufficient for the number of participants, the facilitator may include additional ones. 2. Small group discussion: Each group should read the case study and analyse the impact of the situation, answering the following questions: · How do these experiences affect characters’ social participation? · What are the potential long-term consequences for each character and the community? Next, the group should focus on identifying possible solutions and strategies to assist each character, reflecting on how to: · Combat ageism in characters’ community. · Increase social participation opportunities for older adults. · Educate the community about the value of intergenerational inclusion. 3. Group presentation: After 30 minutes, the groups reconvene to present the solutions and strategies identified, in a 30 minutes discussion. 4. Facilitator role: The facilitator will document key solutions and strategies shared by the group, providing an overview of the findings. |
REFERENCES | – |
Mary is a 72-year-old woman who recently moved to a new city after the death of her husband. She is eager to make new friends and get involved in community activities. Mary tries to sign up for a painting course at the local community centre but is told that the course is “more suitable for younger people”. She also applies for a volunteer position at a library, but she notices that the organizers are hesitant to accept her, suggesting that she might not be able to keep up with new technologies. At a neighbourhood meeting, Mary tries to share some ideas to improve the community, but she notices that her suggestions are often ignored or dismissed without proper consideration. Over time, Mary begins to feel isolated and undervalued, questioning her place in the community.
John is a 78-year-old widower who lives alone in an apartment in the city centre. Recently, he suffered a fall that resulted in a hip fracture, significantly limiting his mobility. Before the accident, John regularly attended a local community centre, where he socialized and played cards with friends. However, due to reduced mobility and fear of falling again, he rarely leaves home now. His two children live in distant cities and visit only a few times a year. John struggles with using technology, which limits his ability to stay in regular contact with family and friends. He also notices that his mostly young professional neighbours are too busy to interact with him. John has become increasingly isolated and lonely, spending most of his days watching television and losing interest in his previous activities. He has recently shown signs of depression and anxiety, and his physical health appears to be deteriorating faster.
Daniel and Sarah, a couple married for over 50 years, live in a small house on the outskirts of the city. Recently, Daniel was diagnosed with early-stage Alzheimer’s, which has greatly altered their daily lives. Sarah, once active and sociable, now spends most of her time at home as Daniel’s primary caregiver.
Their participation in church activities and social gatherings has diminished due to Daniel’s condition, and Sarah feels guilty about leaving him alone. Their children, living in a nearby city, are unable to provide regular support because of work and family commitments. Meanwhile, neighbours, noticing their absence from community events, seem hesitant to offer help.
As time passes, Sarah begins to experience isolation and emotional strain. She feels overwhelmed by caregiving responsibilities, struggles with anxiety and sleep, and misses their once-thriving social life. The couple, formerly known for their warmth and hospitality, now rarely receives visitors, and their social network is rapidly shrinking.
CHAPTER | Social Interaction Across the Life Course |
NAME OF ACTIVITY | Action Plan for Social Connections |
OBJECTIVE(S) | · Create awareness on the importance of the community environment to promote social connections · Reflect on strategies that facilitators can foster in their communities to enable interactions, social relationships and friendships |
METHODS | This activity involves small group work, using the template provided and a group discussion to gather the main ideas and conclusions, and reflect on lessons learned. This will foster the awareness of facilitators to the environment in which the programme is implemented and what can either contribute or be a barrier to friendships. The activity can be delivered face-to-face with printed copies of the template or can be adapted to an online environment in which the template will be embed in a collaborative space. |
TIME ALLOCATED | 1 hour · 30min.: Working in small groups · 30min.: Group discussion |
RESOURCES NEEDED | · Annex 5 – Action Plan for Social Connections, template · Pen, pencils · Post its |
INSTRUCTIONS | 1. Distribution of template: Create groups of 3 to 5 persons, depending on the number of participants, and give each one a copy of the template. 2. Small group work: Each group should set an imaginary community (it can be a real one from one of the members of the group). The group should follow the 3-steps of the template: i) Describe that imaginary community: what it is, how it is the environment, etc. ii) Define a vision for a more connected community iii) Create specific tasks or strategies and goals to achieve it (Action plan) Remember to ask that each group nominates a spokesperson to share their conclusions at the end. 3. Group presentation: After 30 minutes, the groups reconvene to present the solutions and strategies identified, in a 30 minutes discussion. |
REFERENCES | Inspiring by Foundation for Social Connection (2023), https://action4connection.org/ |
GA no:
2023-1-NL01-KA220-000156207
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