Reminiscence Therapy and Intergenerational Interventions for Enhancing Self-Identity and Social Inclusion of Older People and People Living with Dementia (PLDs)

Abstract

This chapter provides a brief background on dementia and reminiscence therapy before discussing the effectiveness of reminiscence therapy in general for older people and, in particular, for older people living with dementia.

One of the most common psychosocial treatments in general for older people and, in particular, for older people living with dementia [PLDs] is reminiscence therapy. Recalling and sharing memories from the past can assist in retaining a sense of self and historical identity, which in turn can reduce depressive symptoms and enhance social interactions and overall well-being.

Intergenerational reminiscence interventions are then discussed, including Montessori-based activities bringing together PLDs and school and preschool children before discussing intergenerational learning to foster greater increased social inclusion and understanding between generations.

Reminiscence work, using an intergenerational approach, suggests mutual benefits for both older and younger persons with elderly participants reporting less loneliness and better quality of life, while children’s attitudes towards the older people are changed in a positive way. Taking part was consistently related with higher levels of positive engagement and lower levels of negative forms of engagement than those seen in standard activities. Intergenerational programs or interventions have the potential to have a positive impact on both children and older adults by increasing positive perceptions of each other and thereby challenging negative intergenerational stereotypes and attitudes. These interventions have been promoted by the World Health Organization as a sociocultural activity that can be beneficial to health by supporting active ageing among older people and enhance their health and well-being and quality of life.

The chapter ends with a reflection of the implication for practice of reminiscence and intergenerational programs for older people and older people living with dementia insofar as their potential for promoting greater intergenerational social inclusion is concerned.

There is great potential for even greater involvement of education and schools including preschools in intergenerational interventions, providing that the design and implementation of reminiscence or intergenerational programs should ensure an appropriately structured environment, consider carefully pragmatic and logistical issues which need to be taken into account for optimal implementation, consider the cultural context of both younger and older participants, and consider promoting the transfer of outcomes into the community.