USING VIDEOPHONES AS INTERGENERATIONAL CONNECTIONS FOR
QUALITY OF LIFE ISSUES
Saul B. Troen, Ph.D.
Bramson ORT College
69-30 Austin Street
Forest Hills, New York 11375
USA
stroen@bramsonort.edu
ABSTRACT
The videophone can be useful in enhancing the quality of
life of the elderly and providing a learning experience for
youth. Feelings of loneliness and isolation often due to the
lack of social contact are frequently found in elderly
populations. Loneliness has been described as “such a
painful and frightening experience that people will do
practically anything to avoid it.”[1] Many elderly do not
receive regular visits from friends and family because of
distance and time.
Many school children do not have living grandparents and
therefore miss out on learning the wisdom of the elderly.
New communications technologies provide a variety of
solutions that can address this problem. Moreover, it
appears that the bi-directional influence of the elderly and
youth is a neglected area of research. [2]
This presentation sheds light on how videophones can
connect the elderly and school children to improve the
quality of life of the elderly in long term facilities and
help students to understand the vicissitudes of life.
KEY WORDS
Aged, Videophones, Adopt-a-grandparent, Caregiver,
Health
1. INTRODUCTION
Studies indicate that social interaction, even at a
minimum, is critical for helping to maintain and improve
a person’s well being. Loneliness and isolation can
contribute to the need for more intensive care. Yet it
appears that hardly any attention has been given to using
videoconferencing to eliminate loneliness and isolation.
[3]
Writing letters enables communication between people
who live far from each other, but it is limited in time and
space. Letters do not provide visual or auditory contact.
Television fills the role of immediacy but does not
provide for reciprocal communication. The telephone, on
the other hand, is a vehicle for instant auditory
communication. While the sound of a voice can be
comforting, it has its limitations. It does not provide a
visual stimulus and face-to-face communication. In
addition, social isolation and loneliness is exacerbated
when older people outlive partners and friends; this adds
to their loneliness and decrease in quality of life. This
means that new and convenient ways must be found to
help maintain and improve a person’s well being. [4]
Modern videophones can bridge time and space by
providing visual communication between two locations
that have regular telephone lines. The question that begs
an answer is why haven’t videophones become standard
communication devices to enhance the quality of life of
the elderly and the disabled?[5]
Over ten years ago, the CEO of the Greater New York
Board of Jewish Education (BJE) underwent a spinal
fusion that prevented him from leaving home.[6] This
made it difficult for him to supervise his organization.
While it may not have been unusual for
videoconferencing to be used for telehealth purposes to
take care of patients, videoconferencing was not popular
as a home-based service to connect the disabled with their
offices.[7] A videophone was installed in his home and
another videophone was placed in the board room of the
BJE. This video connection enabled him to better run the
organization from home because he could see the people
and they could show him their work. The BJE built on
this experience and designed a virtual-classroom that
connected school children with their class. The virtual-
classroom was then transferred to organizations that
addressed the needs of the handicapped and terminally ill.
[8]
About three years ago, this presenter conducted a
qualitative study on the impact videophones had on the
quality of life of residents in long term care facilities who
did not have regular visits from their families because of
distance. This study was originally designed to last but
one month; it lasted for three months because it afforded
them an opportunity to see their families.
Based on these experiences, this presenter sought a venue
where an ‘adopt-a-grandparent’ program that utilized
available videophone technology could be established.
The Bnos Malka Academy of Queens, New York, proved
to be the perfect venue because the vice principal of this
private school had had first hand experience in using the
videophone in a virtual-classroom setting. The virtual-
classroom had provided her with the opportunity to
complete her degree from her home. Her first-hand
experience influenced her decision to find a way to use
videophones in a community service context. She chose
to partner with the Atria of Kew Gardens, New York,
because she frequently visited this residence.
The BJE helped pave the way for the ‘Living and
Learning Legacy’ program by providing the necessary
equipment.
2. BACKGROUND
Numerous studies have been done that measure the
independent and interactive relationships of social support
networking on mental and physical health of the elderly.
Telehealth studies usually focus on videoconferencing as
a solution for augmenting the health of patients living in
their own homes or for the exchange of information
between different sites.
The telephone has been used in health care for a century,
and more advanced telecommunications technology has
been in use for more than three decades. Despite this
history and recent rapid developments in the
telecommunications field, the use of telecommunications
technology to deliver health care remains
underdeveloped.
The “Living and Learning Legacy” fills this void. It was
designed to use videophones to address the issues of
loneliness and isolation of the elderly and the need for
students to learn from grandparents. The “Living and
Learning Legacy Program” is a contemporary version of
an “Adopt a Grandparent” program.
Most importantly, the “Living and Learning Legacy” did
not begin as a study. However, after two years of
operation, it became apparent that the program had
succeeded beyond expectations and should be shared with
others. We had been interested in enhancing the quality of
life of the elderly. We were surprised to learn that the
students involved in the project learned from the elderly
in ways we never anticipated. No one anticipated the
depth of the feelings the students would have from their
encounters with the elderly. Some of the feelings the
eighth grade students developed and what they learned
were presented as a power point presentation at their
graduation. Their presentation and writing form the core
of this article.
This presentation demonstrates how videophones can be
used to connect the elderly in long term facilities and
school children. It shows how the intergenerational
‘Living and Learning Legacy’ program can improve the
quality of life of the elderly and at the same time help
school children to understand the history and life that
seniors have lived.
We hope that this presentation will spur further study in
the use of videophone technology as it applies to
intergenerational communication.
3. METHODS
As mentioned above, this program did not begin as a
study. This program was designed as a community service
quality of life program. While the program is now in its
third year, this presentation is based on the first two years
of the program.
Two POTS videophones were provided for the program.
One POTS videophone was placed in the school and
another videophone was placed in the Atria. The
videophone in the Atria was connected to a TV to provide
a larger picture. In addition, the videophone at the
residence was placed in a public location to eliminate
issues of privacy.
The videoconference was held every Friday morning. The
school usually initiated the call. However, an individual
resident could also initiate a call. Personnel at the school
and at the Atria monitored the videoconference.
Before beginning the program, the students were prepared
in class to understand what it means to be an ‘adopted
grandchild’. They were then shown how to use the
videophone, taught how to interview the elderly, and
write reports and newsletters using the information they
obtained.
The process at the Atria was different. Two one-and-a-
half hour sessions were needed to explain the program to
the Director and develop an approach. The Director of the
Atria briefed the social workers about the program and
they then chose the appropriate residents for participation
in the program.
The social workers decided that the elderly residents
should meet the students before seeing the videophone in
operation. On the day the program began the students
presented a play to all the residents. After the play the
Director of Activities, himself, demonstrated the
videophone. He created an enthusiasm by showing the
residents that they could actually see the people with
whom they would speak.
After the demonstration the students, as a group, were
introduced to the residents. The students circulated among
the residents in order to find a person with whom they
could bond. Since there were more students than
participating residents several students could adopt the
same “grandparent.” Therefore a grandparent might have
a group of “grandchildren” from a class. A grandparent
also might have “grandchildren” in more than one class.
After the initial ‘bonding session’ everyone was invited
for refreshments.
It was interesting to observe the initial interaction
between the residents and students because this was an
uninhibited meeting. The students had never met the
residents before and therefore had no inkling of their
mannerisms, foibles and past history. The elderly, for
their part, were elated that they could relate their life
stories to a fresh set of ears.
They were excited to learn that they would be among the
first to use modern videophones.
5. STUDENT PRESENTATION
The bonding between the students and the elderly was
stronger than expected. These feelings became the core of
their graduation power point presentation. Rather than
present a summary of the findings we will let the students
and seniors speak for themselves. We feel that it is more
valuable to present the original thoughts of the students as
they expressed them, because several of the girls were a
bit afraid of the elderly. One student wrote that only after
she began to speak with her adopted grandparent did she
realize that her grandparent had interesting stories to tell,
and looked forward to the next meeting.
The class began its power point presentation as follows:

4. THE PARTICIPANTS

The administration of the Bnos Malka Academy

incorporated this project into its community service
Living Kindness curriculum. The sixth, seventh, and
eighth grade students were chosen to participate because
they are at the age where they began to search for an
identity. The eight grade girls also decided that their
graduation project would be to present to their parents a
power point presentation about their experiences as an
“adopted grandchild”.
It is noteworthy that the students set the mood for their
presentation by expressing their feelings of “happiness,
support, love’ in the opening slides. They wanted
everyone to understand how they viewed their
relationship with their adopted grandparents.
The open expression of these emotions is astounding
because their initial expectations were far removed from
being positive. The following is what they wrote about
their 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 positive

experience that is described in the following slides.

Astonishment THE PAST PATIENCE

We heard tales We heard stories We sat with

of: about: residents and
-War -Wars listened to
-School Days -Foreign countries their stories
-DATES!!!!!! -Different languages even though
-The schools they told the
(guess which -Life lived in the stories many
one we like past times
most)
A senior resident of the Atria videoconferencing with
her “adopted grandchild” at Bnos Malka Academy. The vignettes they related about the stories they heard and
enjoyed are a précis of the life history of the elderly they
The residents, some of whom were afraid of modern adopted. The information the students shared with their
technology, overcame their inhibitions when they realized families and friends shed light on the impact their adopted
that the videophone worked just like a regular telephone. grandparents had on the youth.
The stories that follow are indicative of what the students When it’s a good weather outside she likes to walk. She
considered important enough for them to impart. also has a lot of friends and every body treats her in a
Gunther Ruth Levy very good way. Mrs. R. does not have any children, which
Ruth worked as a secretary is sad, but she is still a nice lady.
WAS IN TWO ARMIES: in a school.
Ruth met her husband My Reflections on our Visit to the Atria
THE HAGANA AND THE through dialing a wrong On the way to the Atria, even though I was a little
BRITISH ARMY number. nervous, I was also a little excited to see my future
Ruth has 1 married son and grandmother. What made this trip special on the way to
WAS A MEDIC 2 grandchildren. the Atria was that I was going with a group of
Ruth is a wonderful person knowledgeable and sweet girls who would show a great,
GREW UP IN GERMANY to be around with. big way to do good deeds.

When we arrived to the Atria, I was looking forward to

seeing my A grandmother, R.L. and there she was sitting
Hellen there like an angel waiting to be pampered by friends. A
Hellen was born in OCCUPATION Hey A., A Hey R., with a big hug.
Ridgewood, NY.
Hellen moved to Then an hour passed by and it was time to go home. I’ll
She is from a family of 7 Manhattan and became a see you, bye with even a bigger hug. But I knew I would
children, 5 girls and 2 boys. secretary for a law firm. see her next week during our weekly phone call.

She herself is the 4th child. Well, what I gained from this R. was that life is a box of
She has no children. cherries, some can be sweet and some can be bitter, you
never know what you’re going to get.
The students ended their presentation with the following
two slides that speak for themselves: A Reflection on our Trip to the Atria
I gained a lot more then I expected on our visit to the
REFLECTIONS Atria. Before I went to the Atria, I was a little impatient
Thank you grandparents for with older people. I gained a lot of knowledge to be more
We think it’s very patient with older people.
important to visit the Atria your stories, love, and care.
residents and learn about I used to hate having to repeat myself twice every time I
their past because it teaches Love, tried to tell an older person something. At the Atria the
us how much they older people were able to understand that it’s hard to keep
accomplished and how Your grandchildren repeating ourselves and they would lean over to hear
much we can accomplish. something.

Sometimes when I’m excited I talk very fast. Older

6. STUDENT STORIES
The following is taken from some of the student
compositions in which they recorded their feelings.
Interview with R.M.
I enjoyed interviewing Mrs. R. because she is a very
sweet lady and she and I have a lot in common. She also
is somebody who you would want as a friend. Mrs. R.
also taught me a useful lesson. She told me that if I do
something good for somebody else the good deed will
come back to me.
She told me her favorite color is blue when she is bored
she likes to call boys. She told me that she does not like
eating ice cream because it gives her a cold or it gets her
sick.
people’s minds are not always able to process things as
fast as us. So when I talk fast, older people can’
understand. I learned to speak slower and in easy
vocabulary in some cases.
All in all I gained a lot from going to the Atria. The most
important thing I learned about older people was that they
love having children come over to visit. I hope that in the
future we can go back to the Atria.
Reflection on our Trip to the Atria
I learned that it’s very hard to be in the nursing home.
Some people don’t like it there and people can’t do
whatever they want to do. Some people don’t like being
next to other people. The people that live there like it
when we come to them and they also like a lot of
company. I learned that you have to be very patient and
they even might say something twice or so many times. I
realized that when we talk to them they have a smile on
their faces and they really enjoy it. They also say a lot of
stories about their life and they are really sad. Some
people wish that we were their grandchildren.
7. STORIES OF THE ELDERLY
The Residents also has something to say. The following
are some excerpts from an article in Newsday regarding
the program.
“I have never been part of such a wonderful program. It is
so nice to see young, smiling faces. I have never had the
opportunity to share my life experiences with an
individual so eager to hear what I have to say.”
“These are my adopted grandchildren,” said S. brimming
with pride…“They are beautiful…smart…intelligent.”
DA related: “Having young people …tell us things from
their point of view is important and is refreshing.”
“It’s most refreshing,” added H.T., “just to look at these
young lovely faces.”
8. CONCLUSION
From the students’ writings it is obvious that they learned
a 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. They
know, 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 bond
between the two groups that the 'grandparents' asked to
join their 'grandchildren' in school events and attend their
graduation.
From the statements and attitudes of the elderly it is clear
that the videophone virtual visits helped to maintain and
enhance the personal relationships that developed
between them and the school children.
The virtual visits were conducted both on a personal basis
and on a class basis. Sometimes the entire class would
participate in the videophone call as a group. These
community videophone calls had a special significance to
the students as well as the elderly. It appears that these
calls helped to create a special class – grandparent
relationship. The residents knew that when one class
graduated another class would take its place, that they
would not be isolated and they would have another
opportunity to relate their stories to a fresh set of ears.
The use of videophones to promote closer relationships
and stronger bonds between the elderly and the students
as well as a learning tool for the young warrants further
study. While nothing can replace a face-to-face visit,
videophones can enhance the relationship between people
who cannot maintain regular in-person visits.
The “Living and Learning Legacy” is not designed as a
telehealth program, yet it does provide a channel for the
enhancement of the quality of life of people who may not
have regular visits from family and friends. In short, the
impact of videophone virtual visits as a supplement to in-
person visits addresses the human need for visual
communication and requires further study.
BIBLOGRAPHY
[1] M. Eure, Loneliness Can Make You Sick,
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[2] E. Aphek, A Study in Reciprocity: Minimizing the
Digital Divide and the Intergeneration Gap-Children
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Lesson 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 of
Videotelephony, Journal of Telemedicine and Telecare,
7(6), 311-316, 2001
[4] T. Tsirakis, Social Interaction Improves Mental and
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[5] F. Hopp, An Evaluation of Home-based Telemedicine
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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: Using
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[7] K. Stroetmann, T. Erkert, T, HauseTeleDienst-A
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[8] S. Cross, Access to information/communication
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(Downloaded from Internet 5/13/2002)
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