This study explores how grandchild participants understand spiritual care across generations, as viewed within an intergenerational (IG) writing program in Taiwan. In this program, six high school students wrote personal histories (PH) for and with their grandparents. While Taiwan has a tradition of valuing old people. Westernized lifestyles have caused changing family relationships such as IG disconnections. At the same time, the acceleration of global aging is raising public awareness of aging issues. The government has developed sound policies in physical care of the aging population, but there is no effective policy for IG connections, which is tied up with spiritual care in local culture. Current studies about IG relationships focus mainly on tangible aspects such as instrumental care (e.g., Lin & Yi, 2013) without paying enough attention to spiritual care. As a result, I conducted a study focusing on IG spiritual care. Writing personal histories serves as a process for participants to experience spiritual care across generations, associated with other forms of care emerging in my study such as instructional care. Through a qualitative case study of a writing program, with the methods of survey, participant observation, artifact collection, and interviewing, I explored the role of PH writing in understanding spiritual care with 11 participants (in five grandchild/grandparent pairs and one single grandchild participant). I used grounded theory to frame my analysis to stick to whatever the data said, and I used sensitizing concept deriving from care theory and social exchange (SE) theory as a sensor for emerging themes. Findings indicated that three practices during socializing — responsive listening, age-related circles, and teacher as a connector—and three occurrences during writing—responsive listening, grandparent empowering, and instructional care— highlighted a caring classroom where the grandparent participants revealed their individual and collective spiritual care. The grandchild participants thus had a chance to understand their grandparents more at the site. At the same time, they examined where they were situated in relationships through their writing. This study unpacks the process of IG spiritual care learning, which can inform educators and policy makers to develop effective curriculum and policies for IG connections
|Commitee:||Ares, Nancy, Douthit, Kathryn|
|School:||University of Rochester|
|Department:||Teaching and Curriculum|
|School Location:||United States -- New York|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Secondary education, Adult education, Gerontology, Language arts, Spirituality|
|Keywords:||Spiritual care, Intergenerational care, Grandparents|
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