Submitted by Verena Bastos (verena@uefs.br) on 2015-10-02T13:00:55Z No. of bitstreams: 1 DISSERTA??O-ALIX VANESSA.pdf: 1302764 bytes, checksum: 8a627abd3f4b012c0cf5a8b68cbe2ad4 (MD5) / Made available in DSpace on 2015-10-02T13:00:55Z (GMT). No. of bitstreams: 1 DISSERTA??O-ALIX VANESSA.pdf: 1302764 bytes, checksum: 8a627abd3f4b012c0cf5a8b68cbe2ad4 (MD5) Previous issue date: 2013-08-15 / From the analysis of the state of the art on the topic youth in post-graduate courses, scholars in the field have pointed to the need for efforts to be made in order to explore the understanding of the youth category from a relational point of view, emphasizing The relations between generations and investigating their differences and complementarities in order to better understand the condition of youth. This paper meets this demand, guiding yourself from the following research problem: How do young people relate to education, considering the perspective of different generations? To investigate this problem, the research aims at analyzing the relationship between youth and education in the perspective of students of different generations. For this, were chosen as subjects of research students and young adults, students of a municipal school located in a suburb of the city of Feira de Santana, Bahia. The modality Youth and Adults was chosen because it constitutes a privileged meeting point for people who have experienced / experiencing youth in different generations and backgrounds. Having focused on the perception of the subjects, the research is of essentially qualitative in nature, focusing on the following stages: the exploratory stage, fieldwork, analysis and treatment of the empirical material and documentary. Theoretical foundation for conceptual and analytical categories of this research was taken as input authors considered classics by researchers Sociology of Youth as Bourdieu (1983, 1998), Eisenstadt (1976), Mannheim (1982) and Pais (1990), as well as researchers that have been highlighted in the national debate on the subject, given his contributions to the development of research on youth in Brazil, like Abramo (1997, 2005), Camacho (2004), Carrano (2000, 2003), Dayrell (2003 ) Groppo (2000, 2009), Peregrino (2011), Sposito (1994, 1997, 2000, 2005, 2009), Weisheimer (2009) and Weller (2007, 2010). As for the results, it was concluded that, although the young contemporaries have school entry to early childhood realized that, as in the case of previous generations, the age / grade lag remains a salient factor in the educational trajectories of young people of the lower classes, it was found that, as in the case of previous generations reasons related to the delay or interruption of the school trajectory of youth were associated with family difficulties related to the economic situation and the consequent need for early work, similarly, the young the contemporary generation have as a major impediment to stay in school for his forced reconciliation between studies and work, and it was found that the issues related to family formation still crosses generations, posing as deterrent for young women to attend school regularly although this would constitute as a secondary factor. It was concluded that families still remain poorly educated and less economically favored, indicating that social inequalities remain a relevant factor in relation to the education of young people. / A partir da an?lise do estado da arte sobre o tema juventude na p?s-gradua??o brasileira, estudiosos da ?rea t?m apontado para a necessidade de que esfor?os sejam empreendidos no sentido de explorar o entendimento da categoria juventude a partir de um ponto de vista relacional, enfatizando-se as rela??es entre gera??es e investigando-se suas diferen?as e complementaridades a fim de se compreender melhor a condi??o juvenil. O presente trabalho vem ao encontro desta demanda, norteando-se a partir do seguinte problema de pesquisa: Como os jovens se relacionam com a educa??o, considerando-se a perspectiva de diferentes gera??es? Para investigar este problema, a pesquisa tem como objetivo geral analisar a rela??o juventude e educa??o na perspectiva de estudantes de diferentes gera??es. Para isso, foram escolhidos como sujeitos de pesquisa estudantes jovens e adultos, alunos de uma escola municipal situada em um bairro perif?rico da cidade de Feira de Santana, Bahia. A modalidade Educa??o de Jovens e Adultos foi escolhida por se constituir um espa?o privilegiado de encontro entre pessoas que vivenciaram/vivenciam a juventude em diferentes gera??es e contextos. Por ter como foco a percep??o dos sujeitos, a pesquisa reveste-se de um car?ter essencialmente qualitativo, privilegiando as seguintes etapas: a fase explorat?ria, o trabalho de campo, a an?lise e tratamento do material emp?rico e documental. Para fundamenta??o te?rica das categorias conceituais e anal?ticas desta pesquisa tomou-se como aporte autores considerados cl?ssicos pelos pesquisadores da Sociologia da Juventude como Bourdieu (1983, 1998), Eisenstadt (1976), Mannheim (1982) e Pais (1990), bem como pesquisadores que t?m se destacado no debate nacional a respeito do tema, dadas suas contribui??es para o desenvolvimento das pesquisas sobre juventude no Brasil, a exemplo de Abramo (1997, 2005), Camacho (2004), Carrano (2000, 2003), Dayrell (2003), Groppo (2000, 2009), Peregrino (2011), Sposito (1994, 1997, 2000, 2005, 2009), Weisheimer (2009) e Weller (2007, 2010). Quanto aos resultados encontrados, concluiu-se que, embora os jovens contempor?neos tenham a entrada na escola antecipada para a inf?ncia percebeu-se que, assim como no caso das gera??es anteriores, a defasagem idade/s?rie permanece como um fator marcante nas trajet?rias escolares de jovens das classes populares; identificou-se que, assim como no caso das gera??es anteriores os motivos relacionados ao atraso ou ? interrup??o da trajet?ria escolar dos jovens estavam associados ?s dificuldades familiares relacionadas ? situa??o econ?mica e a conseq?ente necessidade de trabalho precoce, semelhantemente, os jovens da gera??o contempor?nea t?m como um grande dificultador para sua perman?ncia na escola a concilia??o for?ada entre estudos e trabalho; e verificou-se que as quest?es relacionadas ? constitui??o de fam?lia ainda atravessa gera??es, colocando-se como impedimento para as jovens mulheres freq?entarem a escola regularmente, embora este se constitua como um fator secund?rio. Foi poss?vel concluir ainda que as fam?lias continuam pouco escolarizadas e pouco favorecidas economicamente, o que indica que as desigualdades sociais permanecem como fator relevante na rela??o dos jovens com a educa??o.

The object of the dissertation is the interpersonal relationships between adult children and parents and their determinants. The main objective of the dissertation is to examine the differences of intergenerational relationships in various family types, using the theories of social constructionism and intergenerational relationships; to explore what meanings are employed to construct intergenerational relationships and identify the types of relationships; to identify the macro, mezzo and micro level determinants of intergenerational relationships. The first part of dissertation is dedicated to the analysis of sociological theories about interpersonal and intergenerational relationships (solidarity, conflict, ambivalence); a conceptual scheme of macro, mezzo and micro level determinants is provided. The second part of dissertation is dedicated to the discussion of methodological guidelines of empirical research. In the third part, using empirical research, intergenerational relationships and their determinants are analysed. The results of research reveal asymmetrical evaluations of intergenerational relationships which are related to kinship positions; types of family and gender of parents; unequal distribution of functional support. The determinants considered universal in the research of intergenerational relationships in Western societies have contradictory effects in the Lithuanian context. The construction of intergenerational relationships is based on the meanings of... [to full text] / Šio darbo objektas yra tarpasmeniniai santykiai tarp suaugusių vaikų ir tėvų bei juos lemiantys veiksniai. Pagrindinis disertacijos tikslas – besiremiant socialinio konstrukcionizmo ir tarpgeneracinių santykių teorijomis, ištirti tarpgeneracinių santykių skirtumus pagal šeimų tipus; išsiaiškinti, kokiomis prasmėmis konstruojami tarpgeneraciniai santykiai ir identifikuoti santykių tipus; nustatyti makro, mezo bei mikro lygmens tarpgeneracinius santykius lemiančius veiksnius. Pirma disertacijos dalis skirta teoriniam darbo pagrindui atskleisti: nagrinėjamos sociologinės tarpasmeninių santykių teorijos ir tarpgeneracinių santykių teorijos (solidarumo, konflikto, ambivalencijos); pateikiama konceptuali mikro, mezo ir makro lygmens veiksnių schema. Antra disertacijos dalis atskleidžia tyrimo metodologines gaires: pristatomi kiekybiniai ir kokybiniai metodai. Trečioje dalyje, remiantis gautais empiriniais duomenimis, analizuojami tarpgeneraciniai santykiai ir juos lemiantys veiksniai. Tyrimo rezultatai rodo tarpgeneracinių santykių asimetriškumą, kuris susijęs su giminystės pozicija; šeimos tipu bei tėvų lytimi; funkcinės paramos paskirstymu. Vakarų visuomenėse universaliais laikomi veiksniai Lietuvos kontekste turi prieštaringą poveikį, kuris atsiskleidžia prognozuojant solidarumo dimensijų veiksnius pagal šeimų tipus. Tarpgeneraciniai santykiai konstruojami naudojant skirtingus simbolinius mechanizmus, kurie susiję su lyčių vaidmenimis, prasmių apie išorinę tikrovę neatitikimu... [toliau žr. visą tekstą]

This study is about programmes that foster adult-youth relationships and more specifically about the community context necessary for such programmes to flourish. The study is designed to explore a faith-based community context in which a youth mentoring programme is being considered as a strategy to help develop adult-youth relationships and youth participation in the community. The focus of this research is an Anglican parish in Perth, Western Australia. The study evaluates whether mentoring would be the most appropriate adult-youth programme intervention to facilitate parish ministry to its young people. Three literatures related to formal adult-youth programmes including youth mentoring, intergenerational and youth-adult partnerships inform the study. Key programme characteristics and theoretical models related to the three literatures are identified, as well as recommended practices or behaviours associated with the development of effective adult-youth relationships. The study methodology emphasises wide consultation and elicits the perceptions and expectations of participants regarding youth mentoring and youth participation. Illuminative evaluation, action research and mixed methods approaches are integrated and combined within the study, incorporating a range of data sources to be compared and contrasted to identify adult and youth needs and to produce recommendations pertinent to the parish context. A sociocultural approach to data analysis and interpretation, as outlined by Barbara Rogoff, is employed to foreground interpersonal relationships in the parish whilst also considering individual and cultural-institutional planes of analysis. Youth participation is identified to be an adult need given the anxiety of many study participants about the future of the parish and their valuing of a community incorporating all age groups. Despite generally positive participant expectations of mentoring as an intervention, study findings indicate that a formal youth-adult activity programme would be more likely to respond to the needs of all young people connected to the parish. Mentoring is identified to be one potential form of youth-adult activity that could be included, as well as being a form of relationship that could develop naturally. The study includes four main recommendations regarding preparatory activities intended to support the design and implementation of an effective parish adult-youth programme: (1) Address barriers to communication between youth and adults; (2) Be aware of power differences between adults and youth; (3) Be open to supporting youth initiated change; and (4) Develop a shared vision for youth participation in the parish. Overall, lessons learned from the youth mentoring, intergenerational and adult-youth partnership literatures suggest that a focus on mutuality and reciprocity between youth and adults is most beneficial for the development of ongoing relationships.

Orientador: Zula Garcia Giglio / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-09T13:35:48Z (GMT). No. of bitstreams: 1 Lima_CristinaRodrigues_M.pdf: 1770994 bytes, checksum: 465c27a1e6be8235d095087107fffe1f (MD5) Previous issue date: 2007 / Resumo : Este estudo investiga quais recursos, além daqueles dentro do âmbito familiar, promovem melhor interação entre as gerações. Foram observadas, na condução das atividades intergeracionais, quatro atividades diferentes com o objetivo de descrever o processo de interação e de cooperação nas relações entre as diferentes gerações e de analisar a sua importância e implicações no contexto sócio-cultural, na perspectiva dos conhecimentos gerontológicos, que permeiam o envelhecimento ativo. Tendo-se em conta os dados que apontam para uma expectativa de vida cada vez mais alta, os estudos sobre a intergeracionalidade ganham proeminência na literatura e se constituem em um material efetivo para fomentar um envelhecimento ativo e com boa qualidade. Nas relações familiares saudáveis e em algumas situações sociais positivas, os velhos ensinam o conhecimento do envelhecer, transmitem a memória cultural e valores éticos fundamentais do seu grupo, e as outras gerações lhes ensinam os conhecimentos tecnológicos e os colocam em contato com as transformações sociais em curso, o que enfatiza o papel do diálogo entre as gerações como fundamental na prevenção da dependência do idoso e do preconceito etário. Realizamos uma investigação qualitativa, para a qual foram utilizados os seguintes instrumentos: observações diretas, depoimentos orais e entrevistas semi-estruturadas de 40 participantes, de 6 a 81 anos, das atividades do Programa "Gerações" do Sesc-Campinas. Os resultados apontam a geratividade como a maior forma de cooperação que uma geração pode dar à outra. Os programas e atividades intergeracionais são grandes incentivadores para as diversas gerações participarem significativamente, na sua comunidade e no seu mundo; os participantes aprendem a ser sensíveis, compreensivos, respeitosos e podem crescer confortavelmente com as diferenças e semelhanças individuais entre eles e, ao mesmo tempo, enfraquecer qualquer tipo de discriminação. Espera-se que esta pesquisa contribua para a programação de futuros projetos com grupos intergeracionais e amplie os conhecimentos sobre a problemática atual do idoso, principalmente quanto ao preconceito etário e ao menosprezo de que, muitas vezes, os velhos são alvo, frutos de uma sociedade de consumo e da mercantilização das relações sociais presentes em nossa cultura / Abstract : This study investigate which resource, besides the family environment, promotes a better interaction between generations when conducting intergenerational activities. Four different activities has been observed with the goal to describe the interaction and cooperation process between different generations relationship and also to analyze the importance of each activity and its implication to the social-cultural context in a gerontology perspective that comes along the active aging process. Considering the data pointing out to higher life expectance, the studies on intergeneration are gaining evidence in the literature and are becoming an effective field to support the quality active aging process. In healthful family relationship and in some positive social relationship, the senior teach the aging knowledge, transmitting the cultural memory and fundamental ethic values of their group, and the other generation, on the other hand, teach them the technological knowledge and put them in contact with the social transformation in course, emphasizing the dialogue role between the generation as a fundamental act on the prevention of the dependency and the aging prejudice. It has been chosen to develop a qualitative investigation, for so the following instruments have been used: direct observation, oral depositions and semi structured interviews of 40 participants from 6 to 81 years old from the Programs ¿Generation¿ of Sesc-Campinas, through which has been researched how a generation views the other, how one develops and change, or not, its conceptions regarding the other. The results point generativity as the major form of cooperation that one generation can give to another. The intergenerativity programs and activities are great incentives for diverse generations to participate significantly, in their communities and their worlds; the participants learn to be sensitive, comprehensive, respectful and can grow comfortably with the differences and individual similarities between them and, at the same time, weaken any type of discrimination. Hoping this research contributes to the programming of future projects with intergenerational groups and amplify its knowledge on the currents aging issues, mainly about the aging prejudice and the disdain that several times the older are target, because of a consuming society and the capitalization of the social relationship that are now present in our culture / Mestrado / Mestre em Gerontologia

The aim of this diploma thesis is the characterization of matches and differences representing everydayness within selected pairs; seniors and their descendants. Based on qualitative in- depth interviews, agreements and disagreements are found in the ideas of everyday life and their own presentation. These agreements or disagreements are further analyzed using the theories of everyday life that are presented in this thesis. Findings about ideas of everyday of each pair is further discussed with existing literature dealing with motives that play a crucial role in deciding of moving a senior, who is no longer able to take care of himself completely, into institutional or home care. Based on literature and research findings, it is discussed whether an interperspective idea of everyday life can be one of the other reasons for choosing home or institutional care for the elderly.

The study's purpose was to identify the perceived needs and concerns of three generations in a family with an older adult aging in place in Mississippi. This mixed-methods study used snowball sampling in addition to recruitment by community leaders such as Extension agents to collect data through semi-structured interviews and structured questionnaires that asked about current and future problems among aging adults in rural communities in Mississippi. Three generations of Mississippians participated in the study, including older adults (G1; n = 22), adult children (G2; n = 23), and young adult grandchildren (G3; n = 19). Quantitative data were analyzed using SPSS Statistics, while qualitative data were managed with MaxQDA. Physical and mental health concerns were identified across all three generations. Financial concerns, including paying for basics such as food, medical and health care costs, and transportation issues, were most often reported by the two younger generations rather than the older adults. Services that assist with caregiving of older adults, including respite care, home health, and adult daycare options, were identified as services G2 and G3 family members reported as families currently needed or anticipated to need soon. Implications of the findings for families, community leaders, policymakers, non-profit organizations, and for-profit businesses are provided.

yes / As the population ages, a key question is to how support older people who are in need of some form of care. This article highlights how older people may be embedded in multigenerational familial care networks. It explores the ways in which care and support for great-grandparents are worked out in multigenerational families, as well as between informal and formal sources of support. Methods involve qualitative life history interviews with five four-generation families. Findings suggest that care is worked out through a balance of care, need and support across generations. Depending on available resources, this produces a variety of support outcomes including: home based family care with and without supplemented professional help, sheltered accommodation with family care, institutional care as well as fluctuations between different support patterns. Supporting informal care networks through professional support can help multiple generations balance intergenerational relationships across the shifts between greater dependency and independence. / PhD Scholarship attached to the ESRC funded Timescapes study within the School of Sociology and Social Policy at the University of Leeds

No description available.

Intergenerational relationships can be defined as interactions between members of different generations. There are two different groups of intergenerational relationships, historical and familial. The familial relationship consists of members who are familially related, while historical generations can be viewed as a cohort, or a group of people who have experienced similar historical events, because they are the same age or have lived through the same historical period. Most research in South Africa has focused on intergenerational relationships among African families. Research into these families highlights the role of grandparents as people with wisdom, life experience and the educative relationship they have with their grandchildren. Grandchildren, on the other hand, have to take care of their grandparents and respect them as older people. Members of the different generations provide social support, despite the fact that they are not familially-related. The norms that guided the interactions between these two generations provide individuals with a sense of continuity and stability. Social theories regarding intergenerational relationships are: the solidarity model, the solidarity and conflict model, and ambivalence. Current theories from the psychological perspective are: intergenerational intelligence and self-interactional group theory (SIGT). Little research has been conducted into intergenerational relationships among white familial generations in South Africa even though the phenomenon has been widely researched internationally. In order to establish the nature of the intergenerational relationship, young adults’ lived experiences of their relationships with older people was the focus of this research. This focus has been motivated by the fact that young adults and older people can benefit from effective intergenerational relationships; young adults provide a source of physical and emotional care for older people, where the older person in turn provide a source of affirmation and shared experience for young adults. This research is further motivated by the fact that it cannot be assumed that white generations in South Africa are necessarily following international trends. The study was conducted at the North-West University, at Potchefstroom in South Africa. Psychology Honours students were purposively selected to participate because of their age group as young adults, and their knowledge of human behaviour. It was thought that their description of their relational experiences would be of particular interest. Nineteen young adults (eighteen women and one man) aged 21 to 30 formed part of the study. Ethical approval for the research was obtained from North-West University. The participants gave informed consent that their participation was voluntary, and that they had been made aware that they could withdraw from the study at any time for whatever reason without any negative consequences. They were provided with the materials of the Mmogo-method®, which consist of clay, straws and colourful beads, and were invited to make a visual representation of their relationship with a person older than 60 years. When all the participants had completed their visual presentations, the researcher asked what each had made and why they had made it. An informal group discussion was conducted after each participant had told the others what they had made. During the discussion participants shared their subjective view of their experiences of their relationship with older people. The researcher employed visual data analysis and discourse analysis to analyse the data. Different guidelines were applied to ensure the trustworthiness of the research process and the findings. The results revealed that young adults experienced four types of relationships, which are presented as typologies. The two axes which describe the four types of relationships are: intimacy (physical and emotional) or distance and empathy or judgemental. The four types of intergenerational relationships that emerged from the combination of the different axes were: effective, normative-guided, ineffective, and double-bind. These findings can be used to develop programmes and interventions to promote intergenerational relationships. They also provide an opportunity for cross-cultural and international data to be compared with the four different relationship types. / MA (Clinical Psychology), North-West University, Potchefstroom Campus, 2014

Intergenerational relationships can be defined as interactions between members of different generations. There are two different groups of intergenerational relationships, historical and familial. The familial relationship consists of members who are familially related, while historical generations can be viewed as a cohort, or a group of people who have experienced similar historical events, because they are the same age or have lived through the same historical period. Most research in South Africa has focused on intergenerational relationships among African families. Research into these families highlights the role of grandparents as people with wisdom, life experience and the educative relationship they have with their grandchildren. Grandchildren, on the other hand, have to take care of their grandparents and respect them as older people. Members of the different generations provide social support, despite the fact that they are not familially-related. The norms that guided the interactions between these two generations provide individuals with a sense of continuity and stability. Social theories regarding intergenerational relationships are: the solidarity model, the solidarity and conflict model, and ambivalence. Current theories from the psychological perspective are: intergenerational intelligence and self-interactional group theory (SIGT). Little research has been conducted into intergenerational relationships among white familial generations in South Africa even though the phenomenon has been widely researched internationally. In order to establish the nature of the intergenerational relationship, young adults’ lived experiences of their relationships with older people was the focus of this research. This focus has been motivated by the fact that young adults and older people can benefit from effective intergenerational relationships; young adults provide a source of physical and emotional care for older people, where the older person in turn provide a source of affirmation and shared experience for young adults. This research is further motivated by the fact that it cannot be assumed that white generations in South Africa are necessarily following international trends. The study was conducted at the North-West University, at Potchefstroom in South Africa. Psychology Honours students were purposively selected to participate because of their age group as young adults, and their knowledge of human behaviour. It was thought that their description of their relational experiences would be of particular interest. Nineteen young adults (eighteen women and one man) aged 21 to 30 formed part of the study. Ethical approval for the research was obtained from North-West University. The participants gave informed consent that their participation was voluntary, and that they had been made aware that they could withdraw from the study at any time for whatever reason without any negative consequences. They were provided with the materials of the Mmogo-method®, which consist of clay, straws and colourful beads, and were invited to make a visual representation of their relationship with a person older than 60 years. When all the participants had completed their visual presentations, the researcher asked what each had made and why they had made it. An informal group discussion was conducted after each participant had told the others what they had made. During the discussion participants shared their subjective view of their experiences of their relationship with older people. The researcher employed visual data analysis and discourse analysis to analyse the data. Different guidelines were applied to ensure the trustworthiness of the research process and the findings. The results revealed that young adults experienced four types of relationships, which are presented as typologies. The two axes which describe the four types of relationships are: intimacy (physical and emotional) or distance and empathy or judgemental. The four types of intergenerational relationships that emerged from the combination of the different axes were: effective, normative-guided, ineffective, and double-bind. These findings can be used to develop programmes and interventions to promote intergenerational relationships. They also provide an opportunity for cross-cultural and international data to be compared with the four different relationship types. / MA (Clinical Psychology), North-West University, Potchefstroom Campus, 2014