“These classes have been my happy place”: Feasibility study of a self-care program in Native Hawaiian custodial grandparents

Native Hawaiian custodial grandparents have a distinctive set of strengths and challenges that may lead them to benefit from a structured self-care program. The purpose of this paper is to describe a feasibility study with nine Native Hawaiian custodial grandparents who participated in a 6-week self-care intervention. Based on open-ended questions during the post-questionnaire and at the 6-month follow-up focus group, grandparent participants noted that their grandchildren needed education and clothing. Most grandparents did not endorse statements that their grandchildren had any mental or physical health conditions. Grandparents reflected that the intervention provided them with skills to help cope with raising grandchildren and helped them realize the importance of their health to providing care to their grandchildren. Based on the findings from this pilot study, the self-care approach may have benefits for Native Hawaiian custodial grandparents

Learning About Aging In Hong Kong Through A Linked Service Learning Project

With the goal of enhancing knowledge and skills related to cross-cultural aging, a linked service learning project was implemented through a partnership with an elderly community center in Hong Kong. The project linked Semester at Sea (SAS) study abroad students with gerontology students at Colorado State University through collaborative service learning activities. SAS students served as English tutors to older adults in Hong Kong. Gerontology students helped SAS students prepare for their service learning activity by creating instructional materials specific to aging in Hong Kong. The project evaluation demonstrated that all groups benefited from their involvement. SAS students reported positive cognitive and attitudinal outcomes, gerontology students believed their support of study abroad students enhanced their own learning of course content, and the Hong Kong elders reported positive benefits from their interactions with American students

Recognizing Microaggressions: A Framework for Helping Grandfamilies

Microaggressions are manifestations of prejudice targeted toward socially marginalized groups. They may take several forms: subtle discriminatory remarks, behavior, or environmental characteristics. In contrast to overt aggressions, microagressions are not easy to detect and often invisible to both perpetrator and recipient. Existing research demonstrates that experiencing microaggressions is harmful to members of stigmatized groups and provides a framework to combat these negative effects. Although most of the literature on microaggressions is focused on groups characterized by minority race and female gender, microagressions might also be experienced by members of grandfamilies, who often have socially marginalized status. Microagressions toward grandfamilies may take three main forms: microassaults (discrimination), microinsults (insensitivity), and microinvalidations (nullification of experience). Service providers working with grandfamilies can learn to identify microaggressions and suggest ways by which grandfamilies can minimize or eliminate their influence. This article reviews the theoretical framework of microaggressions and notes ways in which it is applicable to grandfamilies. It also includes how this concept may strengthen the work of professionals who assist grandfamilies

Concerns and supports of grandfamilies using formal services: Do they have the help they need?

The objective of this exploratory study was to discover the functional and psychosocial concerns of grandfamilies already receiving support services in their community, and to ask if they had the help they needed. Data were gathered from a convenience sample of 16 grandparents who were raising their grandchildren and were involved with a support group or a grandfamily workshop. Results indicated that grandparents affiliated with formal supports still experience psychosocial concerns (i.e., child’s emotional problems) and functional concerns (i.e., financial strain). Suggestions are included for further development on this measure as derived from the literature, service provider observations, and grandfamily perspectives

A Framework for Developing Multiyear Conferences on Current Societal Issues

This article describes how Extension professionals and university faculty collaborated on the planning, implementation, and evaluation of a conference to address a key societal issue. Needs assessment and evaluation results are presented as well as an explanation of how results were used in planning future conferences. With limited Extension budgets and personnel, partnering among Extension specialists, university faculty, and experts in relevant topics is a valuable and efficient way to provide the most impact for a community. Developing multiyear conferences to address significant societal issues may be a new way to increase Extension\u27s impact

Using Participatory Focus Groups Of Graduate Students To Improve Academic Departments: A Case Example

The authors report on a participatory focus group evaluation of an academic department. The 20 participants, and the majority of the evaluators, were graduate students in that department. The authors report on their methods, their reflections, ethical issues they encountered and what they did about them, and how they used the results

Utilizing a Community-University Partnership to Meet Grandfamilies’ Needs: Development and Evaluation of a Grandchildren-mentoring Program

In response to the increasing rate of grandparent-headed homes and the needs of grandparents and grandchildren, we engaged in a community-university partnership to develop, implement, and evaluate a grandchildren-mentoring program. Prior to developing the grandchildren-mentoring program, a county needs assessment was conducted. The needs assessment revealed that grandparents wanted opportunities for mentorship of their grandchildren. As a result, we partnered with an undergraduate practicum course to create a new option of college students engaging with grandchildren. During our inaugural grandchildren-mentoring program, we conducted focus groups/interviews with grandparents (n = 5) and grandchildren (n = 7) at the end of the nine-month program. Data analysis of the focus group transcripts revealed that grandparents believed the two-hour weekly meetings (between the grandchildren and the student mentor) provided respite and grandparents would enjoy having a student again. Grandchildren commented they trusted their student mentors and did not like that they could not see them after the program ended. The grandchild-mentoring program was well received by grandparents and grandchildren and, although it was designed to support grandchildren, the program met a stated need of grandfamilies in our community. As a result, this program may be beneficial to both grandparents and grandchildren and other university-community partnerships should consider working with students to implement similar programming to support grandfamilies

"Call a Teenager… That's What I Do!" - Grandchildren Help Older Adults Use New Technologies: Qualitative Study.

BackgroundAlthough family technical support seems intuitive, there is very little research exploring this topic.ObjectiveThe objective of this study was to conduct a subanalysis of data collected from a large-scale qualitative project regarding older adults' experiences in using health information technology. Specifically, the subanalysis explored older adults' experiences with technology support from family members to inform strategies for promoting older adults' engagement with new health technologies. Although the primary analysis of the original study was theoretically driven, this paper reports results from an inductive, open-coding analysis.MethodsThis is a subanalysis of a major code identified unexpectedly from a qualitative study investigating older adults' use experience of a widespread health technology, the patient portal. A total of 24 older patients (≥65 years) with multiple chronic conditions (Charlson Comorbidity Index >2) participated in focus groups conducted at the patients' primary clinic. While conducting the primary theoretically driven analysis, coders utilized an open-coding approach to ensure important ideas not reflected in the theoretical code book were captured. Open coding resulted in 1 code: family support. This subanalysis further categorized family support by who provided tech support, how tech support was offered, and the opinions of older participants about receiving family tech support.ResultsThe participants were not specifically asked about family support, yet themes around family assistance and encouragement for technology emerged from every focus group. Participants repeatedly mentioned that they called their grandchildren and adult children if they needed help with technology. Participants also reported that family members experienced difficulty when teaching technology use. Family members struggled to explain simple technology tasks and were frustrated by the slow teaching process.ConclusionsThe results suggest that older adults ask their family members, particularly grandchildren, to support them in the use of new technologies. However, family may experience difficulties in providing this support. Older adults will be increasingly expected to use health technologies, and family members may help with tech support. Providers and health systems should consider potential family support and engagement strategies to foster adoption and use among older patients

Community Mobilization Model Applied to Support Grandparents Raising Grandchildren

This article discusses the application of a community mobilization model through a case study of one community\u27s response to address the needs of grandparents raising grandchildren. The community mobilization model presented is one that is replicable in addressing diverse community identified issues. Discussed is the building of the partnerships, the development and implementation of action plans, and evaluating for effectiveness. Information gained through the evaluation process of this case study demonstrates the success of the model in affecting individuals and community through positive outcomes

Acceptability of Online Yoga Among Individuals With Chronic Conditions and Their Caregivers: Qualitative Study

BackgroundThe online delivery of yoga interventions rapidly expanded during the COVID-19 pandemic, and preliminary studies indicate that online yoga is feasible across multiple chronic conditions. However, few yoga studies provide synchronous online yoga sessions and rarely target the caregiving dyad. Online chronic disease management interventions have been evaluated across conditions, life spans, and diverse samples. However, the perceived acceptability of online yoga, including self-reported satisfaction and online delivery preferences, is underexplored among individuals with chronic conditions and their caregivers. Understanding user preferences is essential for successful and safe online yoga implementation. ObjectiveWe aimed to qualitatively examine the perceived acceptability of online yoga among individuals with chronic conditions and their caregivers who participated in an online dyadic intervention that merged yoga and self-management education to develop skills (MY-Skills) to manage persistent pain. MethodsWe conducted a qualitative study among 9 dyads (>18 years of age; individuals experiencing persistent moderate pain) who participated in MY-Skills online during the COVID-19 pandemic. The intervention consisted of 16 online, synchronous yoga sessions over 8 weeks for both dyad members. After the completion of the intervention, participants (N=18) participated in semistructured telephone interviews for around 20 minutes, discussing their preferences, challenges, and recommendations for improved online delivery. Interviews were analyzed by using a rapid analytic approach. ResultsMY-Skills participants were, on average, aged 62.7 (SD 19) years; were primarily women; were primarily White; and had a mean of 5.5 (SD 3) chronic conditions. Both participants and caregivers reported moderate pain severity scores (mean 6.02, SD 1.3) on the Brief Pain Inventory. The following three themes were identified related to online delivery: (1) participants indicated a preference for the intervention to be in person rather than online because they were distracted in the home setting, because they felt that in-person yoga would be more engaging, because the yoga therapist could physically correct positions, and because of safety concerns (eg, fear of falling); (2) participants indicated good acceptability of online MY-Skills delivery due to convenience, access, and comfort with being in their home; and (3) recommendations for improving online delivery highlighted a need for additional and accessible technical support. ConclusionsBoth individuals with chronic conditions and their caregivers find online yoga to be an acceptable intervention. Participants who preferred in-person yoga did so due to distractions in the home and group dynamics. Some participants preferred in-person corrections to ensure correct positioning, while others felt safe with verbal modifications in their homes. Convenience and access were the primary reasons for preferring online delivery. To improve online delivery, future yoga studies should include specific activities for fostering group engagement, enhancing safety protocols, and increasing technical support. Trial RegistrationClinicalTrials.gov NCT03440320; https://clinicaltrials.gov/ct2/show/NCT0344032