Using Contact Theory to Assess Staff Perspectives on Training Initiatives of an Intergenerational Programming Intervention

Abstract

Abstract Background and Objectives Project TRIP (Transforming Relationships through Intergenerational Programs) was developed as a sustainable intergenerational community project involving child care participants and elders attending an elder care program or volunteering at the children’s program. The project focused on staff development of evidence-based intergenerational practices. To enhance available intervention research, contact theory provided a theoretical framework to explore how staff members’ and administrators’ perceptions of the intervention influenced their ability to implement programming in social care settings. Research Design and Methods We used a directed content analysis approach to analyze small group and individual interviews with 32 participants from 6 program sites over 5 years. Results Participants highlighted inherent challenges and subsequent benefits of academic–community partnerships. Greater on-site presence, open communication, and relationship-building proved critical to improve community partnerships, project fidelity, and program sustainability. When interactions reflected contact theory tenets, collaborators reported positive attitudes toward and interactions with research partners. Discussion and Implications Contact theory provided a useful framework to understand the researcher–practitioner partnership. Researchers should plan for partnerships that: (a) are supported by authority figures, including staff and participants, (b) utilize a shared expertise approach where partners have equal group status, (c) involve close cooperation; (d) align research and program goals, and (e) foster positive communication through frequent contact using practitioners’ preferred methods and including in-person contact. We recommend future intergenerational programming interventions build on a foundation of both theory and practice.