USING VIDEOPHONES AS INTERGENERATIONAL CONNECTIONS FORQUALITY OF LIFE ISSUES

Saul B. Troen, Ph.D.Bramson ORT College

69-30 Austin StreetForest Hills, New York 11375

USAstroen@bramsonort.edu

ABSTRACTThe videophone can be useful in enhancing the quality oflife of the elderly and providing a learning experience foryouth. Feelings of loneliness and isolation often due to thelack of social contact are frequently found in elderlypopulations. Loneliness has been described as “such apainful and frightening experience that people will dopractically anything to avoid it.”[1] Many elderly do notreceive regular visits from friends and family because ofdistance and time.

Many school children do not have living grandparents andtherefore miss out on learning the wisdom of the elderly.New communications technologies provide a variety ofsolutions that can address this problem. Moreover, itappears that the bi-directional influence of the elderly andyouth is a neglected area of research. [2]

This presentation sheds light on how videophones canconnect the elderly and school children to improve thequality of life of the elderly in long term facilities andhelp students to understand the vicissitudes of life.

KEY WORDSAged, Videophones, Adopt-a-grandparent, Caregiver,Health

1. INTRODUCTION

Studies indicate that social interaction, even at aminimum, is critical for helping to maintain and improvea person’s well being. Loneliness and isolation cancontribute to the need for more intensive care. Yet itappears that hardly any attention has been given to usingvideoconferencing to eliminate loneliness and isolation.[3]

Writing letters enables communication between peoplewho live far from each other, but it is limited in time andspace. Letters do not provide visual or auditory contact.Television fills the role of immediacy but does notprovide for reciprocal communication. The telephone, on

the other hand, is a vehicle for instant auditorycommunication. While the sound of a voice can becomforting, it has its limitations. It does not provide avisual stimulus and face-to-face communication. Inaddition, social isolation and loneliness is exacerbatedwhen older people outlive partners and friends; this addsto their loneliness and decrease in quality of life. Thismeans that new and convenient ways must be found tohelp maintain and improve a person’s well being. [4]

Modern videophones can bridge time and space byproviding visual communication between two locationsthat have regular telephone lines. The question that begsan answer is why haven’t videophones become standardcommunication devices to enhance the quality of life ofthe elderly and the disabled?[5]

Over ten years ago, the CEO of the Greater New YorkBoard of Jewish Education (BJE) underwent a spinalfusion that prevented him from leaving home.[6] Thismade it difficult for him to supervise his organization.While it may not have been unusual forvideoconferencing to be used for telehealth purposes totake care of patients, videoconferencing was not popularas a home-based service to connect the disabled with theiroffices.[7] A videophone was installed in his home andanother videophone was placed in the board room of theBJE. This video connection enabled him to better run theorganization from home because he could see the peopleand they could show him their work. The BJE built onthis experience and designed a virtual-classroom thatconnected school children with their class. The virtual-classroom was then transferred to organizations thataddressed the needs of the handicapped and terminally ill.[8]

About three years ago, this presenter conducted aqualitative study on the impact videophones had on thequality of life of residents in long term care facilities whodid not have regular visits from their families because ofdistance. This study was originally designed to last butone month; it lasted for three months because it affordedthem an opportunity to see their families.

Based on these experiences, this presenter sought a venuewhere an ‘adopt-a-grandparent’ program that utilizedavailable videophone technology could be established.The Bnos Malka Academy of Queens, New York, provedto be the perfect venue because the vice principal of thisprivate school had had first hand experience in using thevideophone in a virtual-classroom setting. The virtual-classroom had provided her with the opportunity tocomplete her degree from her home. Her first-handexperience influenced her decision to find a way to usevideophones in a community service context. She choseto partner with the Atria of Kew Gardens, New York,because she frequently visited this residence.

The BJE helped pave the way for the ‘Living andLearning Legacy’ program by providing the necessaryequipment.

2. BACKGROUND

Numerous studies have been done that measure theindependent and interactive relationships of social supportnetworking on mental and physical health of the elderly.Telehealth studies usually focus on videoconferencing asa solution for augmenting the health of patients living intheir own homes or for the exchange of informationbetween different sites.

The telephone has been used in health care for a century,and more advanced telecommunications technology hasbeen in use for more than three decades. Despite thishistory and recent rapid developments in thetelecommunications field, the use of telecommunicationstechnology to deliver health care remainsunderdeveloped.

The “Living and Learning Legacy” fills this void. It wasdesigned to use videophones to address the issues ofloneliness and isolation of the elderly and the need forstudents to learn from grandparents. The “Living andLearning Legacy Program” is a contemporary version ofan “Adopt a Grandparent” program.

Most importantly, the “Living and Learning Legacy” didnot begin as a study. However, after two years ofoperation, it became apparent that the program hadsucceeded beyond expectations and should be shared withothers. We had been interested in enhancing the quality oflife of the elderly. We were surprised to learn that thestudents involved in the project learned from the elderlyin ways we never anticipated. No one anticipated thedepth of the feelings the students would have from theirencounters with the elderly. Some of the feelings theeighth grade students developed and what they learnedwere presented as a power point presentation at theirgraduation. Their presentation and writing form the coreof this article.

This presentation demonstrates how videophones can beused to connect the elderly in long term facilities andschool children. It shows how the intergenerational‘Living and Learning Legacy’ program can improve thequality of life of the elderly and at the same time helpschool children to understand the history and life thatseniors have lived.

We hope that this presentation will spur further study inthe use of videophone technology as it applies tointergenerational communication.

3. METHODS

As mentioned above, this program did not begin as astudy. This program was designed as a community servicequality of life program. While the program is now in itsthird year, this presentation is based on the first two yearsof the program.

Two POTS videophones were provided for the program.One POTS videophone was placed in the school andanother videophone was placed in the Atria. Thevideophone in the Atria was connected to a TV to providea larger picture. In addition, the videophone at theresidence was placed in a public location to eliminateissues of privacy.

The videoconference was held every Friday morning. Theschool usually initiated the call. However, an individualresident could also initiate a call. Personnel at the schooland at the Atria monitored the videoconference.

Before beginning the program, the students were preparedin class to understand what it means to be an ‘adoptedgrandchild’. They were then shown how to use thevideophone, taught how to interview the elderly, andwrite reports and newsletters using the information theyobtained.

The process at the Atria was different. Two one-and-a-half hour sessions were needed to explain the program tothe Director and develop an approach. The Director of theAtria briefed the social workers about the program andthey then chose the appropriate residents for participationin the program.

The social workers decided that the elderly residentsshould meet the students before seeing the videophone inoperation. On the day the program began the studentspresented a play to all the residents. After the play theDirector of Activities, himself, demonstrated thevideophone. He created an enthusiasm by showing theresidents that they could actually see the people withwhom they would speak.

After the demonstration the students, as a group, wereintroduced to the residents. The students circulated amongthe residents in order to find a person with whom theycould bond. Since there were more students thanparticipating residents several students could adopt thesame “grandparent.” Therefore a grandparent might havea group of “grandchildren” from a class. A grandparentalso might have “grandchildren” in more than one class.After the initial ‘bonding session’ everyone was invitedfor refreshments.

It was interesting to observe the initial interactionbetween the residents and students because this was anuninhibited meeting. The students had never met theresidents before and therefore had no inkling of theirmannerisms, foibles and past history. The elderly, fortheir part, were elated that they could relate their lifestories to a fresh set of ears.

4. THE PARTICIPANTS

The administration of the Bnos Malka Academyincorporated this project into its community serviceLiving Kindness curriculum. The sixth, seventh, andeighth grade students were chosen to participate becausethey are at the age where they began to search for anidentity. The eight grade girls also decided that theirgraduation project would be to present to their parents apower point presentation about their experiences as an“adopted grandchild”.

A senior resident of the Atria videoconferencing withher “adopted grandchild” at Bnos Malka Academy.

The residents, some of whom were afraid of moderntechnology, overcame their inhibitions when they realizedthat the videophone worked just like a regular telephone.

They were excited to learn that they would be among thefirst to use modern videophones.5. STUDENT PRESENTATION

The bonding between the students and the elderly wasstronger than expected. These feelings became the core oftheir graduation power point presentation. Rather thanpresent a summary of the findings we will let the studentsand seniors speak for themselves. We feel that it is morevaluable to present the original thoughts of the students asthey expressed them, because several of the girls were abit afraid of the elderly. One student wrote that only aftershe began to speak with her adopted grandparent did sherealize that her grandparent had interesting stories to tell,and looked forward to the next meeting.

The class began its power point presentation as follows:

It is noteworthy that the students set the mood for theirpresentation by expressing their feelings of “happiness,support, love’ in the opening slides. They wantedeveryone to understand how they viewed theirrelationship with their adopted grandparents.

The open expression of these emotions is astoundingbecause their initial expectations were far removed frombeing positive. The following is what they wrote abouttheir first meeting:

“Many of us expected to be bored at the Atria -we all were extremely surprised.”

Instead of being bored they had an extraordinary positiveexperience that is described in the following slides.

Astonishment

We heard talesof:

-War-School Days-DATES!!!!!!

(guess whichone we likemost)

THE PAST

We heard storiesabout:-Wars-Foreign countries-Different languages-The schools-Life lived in thepast

PATIENCE

We sat withresidents andlistened totheir storieseven thoughthey told thestories manytimes

The vignettes they related about the stories they heard andenjoyed are a précis of the life history of the elderly theyadopted. The information the students shared with theirfamilies and friends shed light on the impact their adoptedgrandparents had on the youth.

The stories that follow are indicative of what the studentsconsidered important enough for them to impart.

Gunther

WAS IN TWO ARMIES:

THE HAGANA AND THEBRITISH ARMY

WAS A MEDIC

GREW UP IN GERMANY

Ruth LevyRuth worked as a secretaryin a school.Ruth met her husbandthrough dialing a wrongnumber.Ruth has 1 married son and2 grandchildren.Ruth is a wonderful personto be around with.

Hellen

Hellen was born inRidgewood, NY.

She is from a family of 7children, 5 girls and 2 boys.

She herself is the 4th child.She has no children.

OCCUPATION

Hellen moved toManhattan and became asecretary for a law firm.

The students ended their presentation with the followingtwo slides that speak for themselves:

REFLECTIONS

We think it’s veryimportant to visit the Atriaresidents and learn about

their past because it teachesus how much they

accomplished and howmuch we can accomplish.

Thank you grandparents for

your stories, love, and care.

Love,

Your grandchildren

6. STUDENT STORIES

The following is taken from some of the studentcompositions in which they recorded their feelings.

Interview with R.M.I enjoyed interviewing Mrs. R. because she is a verysweet lady and she and I have a lot in common. She alsois somebody who you would want as a friend. Mrs. R.also taught me a useful lesson. She told me that if I dosomething good for somebody else the good deed willcome back to me.

She told me her favorite color is blue when she is boredshe likes to call boys. She told me that she does not likeeating ice cream because it gives her a cold or it gets hersick.

When it’s a good weather outside she likes to walk. Shealso has a lot of friends and every body treats her in avery good way. Mrs. R. does not have any children, whichis sad, but she is still a nice lady.

My Reflections on our Visit to the AtriaOn the way to the Atria, even though I was a littlenervous, I was also a little excited to see my futuregrandmother. What made this trip special on the way tothe Atria was that I was going with a group ofknowledgeable and sweet girls who would show a great,big way to do good deeds.

When we arrived to the Atria, I was looking forward toseeing my A grandmother, R.L. and there she was sittingthere like an angel waiting to be pampered by friends. AHey A., A Hey R., with a big hug.

Then an hour passed by and it was time to go home. I’llsee you, bye with even a bigger hug. But I knew I wouldsee her next week during our weekly phone call.

Well, what I gained from this R. was that life is a box ofcherries, some can be sweet and some can be bitter, younever know what you’re going to get.

A Reflection on our Trip to the AtriaI gained a lot more then I expected on our visit to theAtria. Before I went to the Atria, I was a little impatientwith older people. I gained a lot of knowledge to be morepatient with older people.

I used to hate having to repeat myself twice every time Itried to tell an older person something. At the Atria theolder people were able to understand that it’s hard to keeprepeating ourselves and they would lean over to hearsomething.

Sometimes when I’m excited I talk very fast. Olderpeople’s minds are not always able to process things asfast as us. So when I talk fast, older people can’understand. I learned to speak slower and in easyvocabulary in some cases.

All in all I gained a lot from going to the Atria. The mostimportant thing I learned about older people was that theylove having children come over to visit. I hope that in thefuture we can go back to the Atria.

Reflection on our Trip to the AtriaI learned that it’s very hard to be in the nursing home.Some people don’t like it there and people can’t dowhatever they want to do. Some people don’t like beingnext to other people. The people that live there like itwhen we come to them and they also like a lot ofcompany. I learned that you have to be very patient andthey even might say something twice or so many times. Irealized that when we talk to them they have a smile ontheir faces and they really enjoy it. They also say a lot of

stories about their life and they are really sad. Somepeople wish that we were their grandchildren.7. STORIES OF THE ELDERLY

The Residents also has something to say. The followingare some excerpts from an article in Newsday regardingthe program.

“I have never been part of such a wonderful program. It isso nice to see young, smiling faces. I have never had theopportunity to share my life experiences with anindividual so eager to hear what I have to say.”

“These are my adopted grandchildren,” said S. brimmingwith pride…“They are beautiful…smart…intelligent.”

DA related: “Having young people …tell us things fromtheir point of view is important and is refreshing.”

“It’s most refreshing,” added H.T., “just to look at theseyoung lovely faces.”

8. CONCLUSION

From the students’ writings it is obvious that they learneda great deal about life from their adopted grandparents.For as one student related: “They appreciate more than us.They teach us to be thankful for what they have. Theyknow, because they’ve been through it.”

The comments of the elderly also show that they gained'grandchildren' who care for them. So close was the bondbetween the two groups that the 'grandparents' asked tojoin their 'grandchildren' in school events and attend theirgraduation.

From the statements and attitudes of the elderly it is clearthat the videophone virtual visits helped to maintain andenhance the personal relationships that developedbetween them and the school children.

The virtual visits were conducted both on a personal basisand on a class basis. Sometimes the entire class wouldparticipate in the videophone call as a group. Thesecommunity videophone calls had a special significance tothe students as well as the elderly. It appears that thesecalls helped to create a special class – grandparentrelationship. The residents knew that when one classgraduated another class would take its place, that theywould not be isolated and they would have anotheropportunity to relate their stories to a fresh set of ears.

The use of videophones to promote closer relationshipsand stronger bonds between the elderly and the studentsas well as a learning tool for the young warrants furtherstudy. While nothing can replace a face-to-face visit,videophones can enhance the relationship between peoplewho cannot maintain regular in-person visits.

The “Living and Learning Legacy” is not designed as atelehealth program, yet it does provide a channel for theenhancement of the quality of life of people who may nothave regular visits from family and friends. In short, theimpact of videophone virtual visits as a supplement to in-person visits addresses the human need for visualcommunication and requires further study.

BIBLOGRAPHY

[1] M. Eure, Loneliness Can Make You Sick,http://seniorhealth.about.com/od/mentalemotionalhealth/a/lonely.htm, (Downloaded from the Internet 11/24/2002)

[2] E. Aphek, A Study in Reciprocity: Minimizing theDigital Divide and the Intergeneration Gap-ChildrenTutor Seniors at Computer and Internet Skills and Get aLesson in History, Learning Technology 3, (4), October(2001)http://lttf.ieee.org/learn_tech/issues/october2001/#2

[3] A. Arnaert, Tele-Nursing for the Elderly; The Case ofVideotelephony, Journal of Telemedicine and Telecare,7(6), 311-316, 2001

[4] T. Tsirakis, Social Interaction Improves Mental andPhysical Well Being. Originally published in: Geriatricsand Aging 2, (5), September/October 1999,www.geriatricsandaging.ca, 2(5) September/October 1999(Downloaded from Internet, November 5, 2002)

[5] F. Hopp, An Evaluation of Home-based TelemedicineService, VA Ann Arbor Health Care System, Ann Arbor,MI, http://www1.va.gov/hsrd/research/abstracts/TEL_20-015.htm (Downloaded from Internet 7/23/05)

[6] R. Friedman, J. Stollerman, D. Mahoney, and L.Rozenblyum, The Virtual Visit: UsingTelecommunications Technology to Take Care ofPatients, Journal of American Medical InformationAssociation. November; 4 (6): 413–425, 1997

[7] K. Stroetmann, T. Erkert, T, HauseTeleDienst-ACATV-based Interactive Video Service for ElderlyPeople, The Impact of Telemedicine on Health CareManagement, Volume 64, M.Nerlich and R. Kretschmer(eds) (Amsterdam, The Netherlands, IOS Press. 1999)

[8] S. Cross, Access to information/communicationtechnology for people with disabilities – conference,1999, www.dwp.gov.uk/acdet/aict.doc+%22video(Downloaded from Internet 5/13/2002)

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