Intergenerational educational encounters: Part 2: Counseling implications of the model

Tova Gamliel, Yael Reichental, Nitza Eyal

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


This second paper commences where Part 1 concluded in volume 33, number 1, 2006. The paper describes the relations reflected in the Model-of-Knowledge between all partners of the intergenerational encounters at school - children, old adults, and teachers. The Model-of-Knowledge represents a relatively balanced approach toward the generations' typical needs, while teachers are regarded as members of the middle generation who may contribute to the intergenerational mediation process. By discussing concepts such as "authority," "productive aging," "search for meaning," and "life span," the paper offers possible ramifications for the social images and status of older adults. Additionally, it discusses the experimental realism of the intergenerational programs at school. Gerontologists and education professionals are invited to explore the psychosocial insights that the model brings to the fore.

Original languageEnglish
Pages (from-to)145-164
Number of pages20
JournalEducational Gerontology
Issue number2
StatePublished - Feb 2007


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