A broad research project was conducted into experiences of respect in intergenerational relationships. The focus of this particular study fell on the motivations of respect for older people from the perspective of adults and young adults. Respect has been identified as an important aspect in promoting intergenerational relationships. In this research, intergenerational relations refer to the interaction between older people (60 + years), who form part of generation 1 (G1) and younger people, generation 3 (G3). Adults and young adults who participated in this study share the same historical generation, meaning that they experienced the same historical events. For the purpose of this study respect is defined as the subjective experience of the interactions between two people from different generations. Previous research into respect in intergenerational relationships has mostly been conducted in Asian and Western countries, with the exception of one study in Ghana, Africa. This existing research focused solely on the types of respectful behaviour employed in intergenerational relationships. Fourteen types have been identified. Philosophers regard respect as an important moral consideration. Adults‟ moral development is complex and linked to their cognitive and ego capacities. Moral development evolves during human development and manifests motivation that usually moves from extrinsic to intrinsic. Self-Determination Theory (SDT) defines motivation as the force that moves people to do something. SDT varies in the amount and type of motivation and also distinguishes among intrinsic and extrinsic motivation. Extrinsic motivation refers to doing something because it will lead to a desired outcome, whereas intrinsic motivation is about an inherently pleasing action. A qualitative approach was followed to describe the experiences of adults and young adults and to identity their motivations for respect. The research was conducted at North-West University‟s Potchefstroom Campus in South Africa to obtain participants who are in a transitional context. The adults and young adults who participated in this study were in a transitional phase: being part of a tertiary educational context confronted them with different world views from what they were used to. Twenty-seven white adults and young adults between 22 and 48 years of age participated. A sample of two men and 25 women who are post-graduate psychology students were conveniently chosen for this study. Data-gathering took place over three days and was conducted in a focus group manner by using the Mmogo-method®. The Mmogo-method® requires that participants receive a lump of clay, grass stalks and beads. Participants were asked to build something to show how they experience respect in relation to a person older than 60 years. Prompting questions were then asked, after which the participants had the opportunity to describe verbally what they had built. Data were analyzed by means of sequential and visual analyses. Data were originally analyzed using within-case displays where each case was analyzed individually; next, cross-case displays were done and linked to the visual presentations to plot on the four presented types of motivation. Trustworthiness was ensured by applying four strategies, including: credibility, transferability, dependability and conformability. The research was approved by the ethical committee of North-West University. The researcher applied ethical guidelines as prescribed by the Health Professions Council of South Africa during and after the research was conducted. Findings revealed that adults and young adults were moved to respect older people by four different types of motivation, presented as typologies. The types include extrinsic/conditional motivation, extrinsic/unconditional motivation, self-motivated/conditional motivation and self-motivated/unconditional motivation. These findings may be used to develop programmes to promote sustainable intergenerational relationships. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

The Internment of Japanese Canadians during the Second World War was a blatant act of racial-based injustice in Canadian history. In this study, the term "Internment" encompasses all the events that resulted from the abrogation of Japanese Canadian rights of citizenship--mass uprooting from their homes and communities in British Columbia (BC), dispossession, forced relocation to internment camps in interior BC, road camps, and sugar beet farms, followed by forced exile from BC to Japan, or forced migration and assimilation across Canada. The twelve participants in this study are Canadians of Japanese heritage who were born after the Internment and whose parent(s) or grandparent(s) experienced a form of Internment. Using a hermeneutic phenomenological approach, we explored intergenerational communication of the Internment experience and the lived experience of growing up in the aftermath of the Internment. The findings revealed alternative responses and outcomes to historical trauma theory. Threaded throughout these stories and responses were prevailing themes reflecting values of gaman and enryo, in addition to resilience and empowerment.

This research focuses on working with fifteen local youths, one elder, and two teachers in the town of Churchill, Manitoba to document intergenerational knowledge transfer. According to Tsuji (1996) there has been a significant loss of traditional ecological knowledge in First Nation communities between generations for both males and females. Traditional knowledge is important because it relies on an individual’s own knowledge, beliefs, and attitudes towards certain issues that he or she has experienced in the past. Through conducting interviews with Elders, youths, and teachers along with observation and participant observation, this research shows knowledge from the Indigenous elder is being transferred to the younger generation through stories, presentations, and education. There is a moderate level of intergenerational knowledge transfer from youth to elders and elders to youth, as well as a high level of interest in incorporating traditional and local knowledge in education.

Teens around the world manifest with dysfunctional behaviour and according to statistics there was an increase of 75% in addictions, suicidal attempts and promiscuity among the youth in the past ten years. This study attempts to establish whether unresolved hurt and damaged emotions of the parents and even grandparents contribute to this affect amongst teens. The basic-theoretical chapter shows that dysfunctional families had already existed in the Bible. An example of this is the family of Abraham, Isaac and Jacob. Through the history of these Biblical families it is shown that certain patterns repeat themselves in generation after generation. The exegetical analysis of suitable Scriptures give Biblical guidelines with which damaged emotions, caused by intergenerational trauma, can be healed when assisted with the guidance of pastoral caregivers. The next chapter deals with contributions by various pastoral authors in connection with the theme of intergenerational trauma. According to their view there is a definite connection between the unresolved trauma of previous generations and the wounds of some of the current generation of teens. God based family structure on perfect harmony, but this relationship was broken because of the fall. It subsequently led to the inheritance of fractured relationships by mankind and the only way to repair this relationship is for man to repair his relationship with God. Only thereafter man would be able to repair his earthly relationships. According to empirical theory the research done on the children of Holocaust survivors was the first of its kind to be undertaken on secondary traumatization, which by its nature is connected to intergenerational distress. Although current literature gives some recognition to the problem of intergenerational distress, the total impact of secondary trauma on the next generation is still being ignored. Empirical researchers came to the overwhelming conclusion that trauma is "contagious". They furthermore concluded that there is a hiatus with regard to theological reflection in connection with the spiritual as well as the pastoral implications of this theme. Empirical research concluded that intergenerational distress can have a devastating and traumatic effect on the next generation. Unresolved trauma experienced by previous generations have the ability to wound the next generation, particularly the teenagers, on the physical, psychological, emotional and most of all on the spiritual level. Empirical research found that these wounds need a multidimensional approach and that Pastoral input is of utmost importance. The practical-theoretical theory reconciles the conclusions drawn from the auxiliary science as well as the results from the empirical research with Biblical principals drawn from the basic-theoretical chapter. This guidelines together with pastoral care, can guide the teenager suffering from the negative affects of intergenerational trauma towards emotional healing. / Thesis (M.A. (Pastoral))--North-West University, Potchefstroom Campus, 2008.

The GeriActors and Friends is a company of intergenerational actors that is directed by Professor David Barnet of the University of Alberta. The GeriActors was a senior’s theatre group creating original theatre since 2001 in Edmonton. The GeriActors and Friends was created as a result of Barnet’s course Intergenerational Theatre 407/507, first offered in the fall 2006. The company is made up of two groups: university students and senior citizens. This thesis is an exploratory analysis of the GeriActors and Friends’ 2006/07 and 2007/08 seasons. Using these seasons as a case study, the theories of specific cultural theorists are used to analyze play and playfulness as it exists in the rehearsals and performances of the company. The analysis of playfulness is presented using autoethnographic research techniques that analyze the personal history of the researcher and a variety of qualitative methods which consider the two seasons of the community-based theatre company

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 61-69). Also available via the Internet.

Thesis (Ph. D.)--Michigan State University. Dept. of Educational Administration, 2008. / Title from PDF t.p. (viewed on Apr. 7, 2009) Includes bibliographical references (p. 200-209). Also issued in print.

Thesis (D.W.S.)--Institute for Worship Studies, 2007. / Abstract and vita. Includes bibliographical references (leaves 177-185).

Project report (D. Min.)--George W. Truett Theological Seminary, Baylor University, 2007. / Abstract. Includes bibliographical references (leaves 167-170).

Thesis (M.A.)--Calvary Theological Seminary, 1994. / Abstract. Includes bibliographical references (leaves 85-88).