Intergenerational solidarity – Professional training of expert workers in education in the years 2008, 2009, 2010 and 2011in fhe field of social and citizen competences. Most members of project group participated in training.
F.18 Transfer of new know-how to direct users (seminars, fora, conferences)
This doctoral dissertation investigates the quality of life of older people through the perspective of risks and social support networks. Methodological approach is based on a mixed-method research design with a participant-selection model. Quantitative analysis findings show structural vulnerability of older people for some types of social support. Although the most serious risks are mastered – we can, on the other hand, observe a lack of support in financial and informational matters, and to a lesser degree, in social companionship an instrumental support. In our central qualitative - grounded theory approach risks were categorized according to the central category and the “meta-risk”, i.e. loss of independence. More specifically, we identified health risks, financial risks, social risks and structural risks. In this regard, we found that the situation becomes critical for an individual when risks start to overlap and to amplify each other. Similarly, we have categorized various coping strategies and thereby recognized older people as active and resourceful productive social actors, who take care of their own well-being. We have developed a spiral model illustrating the dynamic process how risks emerge and are realized, how they are amplified and also how risks become managed and reduced – thereby showing the process of losing and retaining a certain individual level of quality of life.
D.09 Tutoring for postgraduate students
COBISS.SI-ID: 256048384Social transitions between generations are important for transmission of heritage and knowledge, but today intergenerational learning is often hindered. In the paper we discuss changes in the (western) family, the connectedness of intergenerational learning, socialization, and communication. We analyze the perception of three generations’ about mutual learning and cooperation, the influence of family members’ interconnectedness on understanding, and the contents of mutual learning between generations. On the basis of case studies analyses we can ascertain, that learning in the family truly includes cognitive, emotional, and social components; social learning, which goes on in the family, is closely related to interaction, communication, and the quality of relations in the family.
B.03 Paper at an international scientific conference
COBISS.SI-ID: 47008866