This article conveys the process and results of the authors’ examination of 10 years of recent research on intergenerational programs. Their core question was whether and how, “theory is being used in the field of intergenerational practice.” They review a variety of theoretical perspectives and how they were used. They also consider how more theoretical understanding could inform the field and recommend some research directions. The report provides a grounding in the varied theories that influence design of programs. It could be helpful to anyone considering developing, reshaping, or improving an intergenerational program, including an arts program.
University of Alberta
University of Victoria