A 4-Week Electronic-Mentoring Employment Intervention for Youth With Physical Disabilities: Pilot Randomized Controlled Trial

Lindsay, Sally; Cagliostro, Elaine; Stinson, Jennifer; Leck, Joanne

doi:10.2196/12653

Cited by 9 publications

(8 citation statements)

References 47 publications

(89 reference statements)

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“…However, for students with ADHD, there was a significant decrease in math self-efficacy. • No significant change in science self-efficacy • Significant change in science interest among ADHD subgroup • Decrease in science interest for minority students and students with learning disabilities ++ Lindsay et al ( 2019 )* Empowering Youth Towards Employment Interactive online intervention including e-mentoring for youth ages 15–25 with physical disabilities and their parents. Delivered by youth peer mentors (mentor ages unspecified) through online forum.…”

Section: Resultsmentioning

confidence: 99%

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E-Mentoring to Address Youth Health: A Systematic Review

Kaufman

Levine²,

Casella

et al. 2021

Adolescent Res Rev

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Electronic mentoring (e-mentoring), the integration of digital technology in mentoring relationships, has recently grown in popularity; however, the effectiveness of e-mentoring in addressing youth health has not been synthesized to date. The current study synthesizes the literature on e-mentoring to affect the health and well-being of youth (10–24 years) through a systematic review and evidence quality assessment. A total of 833 records were identified, of which 14 met eligibility criteria (published in English since 1995, targeted youth health and/or youth with health issues, and communication was entirely digital or combined with in-person interaction). The results showed that the majority of health-focused e-mentoring studies were conducted with young people with existing health conditions rather than on the use of e-mentoring to promote overall health and wellness. The included programs focused largely on bringing mentoring to youth subpopulations that may be challenged by in-person models. Quality assessments of the included studies showed that the strength of the evidence is mediocre. The findings suggest that e-mentoring has the potential to reach youth with unique health concerns and to promote independent management of health conditions as youth transition to adulthood; however, more rigorous evaluation of e-mentoring programs with larger sample sizes is needed. Supplementary Information The online version contains supplementary material available at 10.1007/s40894-021-00172-3.

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Section: Resultsmentioning

confidence: 99%

“…The Empowering Youth Towards Employment program is an online intervention with e-mentoring for youth with physical disabilities (Lindsay et al, 2019 ). The program was tested for feasibility in a randomized controlled trial with 28 youth, but no health outcomes were measured.…”

Section: Resultsmentioning

confidence: 99%

E-Mentoring to Address Youth Health: A Systematic Review

Kaufman

Levine²,

Casella

et al. 2021

Adolescent Res Rev

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“…Second, little is known about the role of e-mentoring for youths with physical disabilities, especially in the context of employment preparation. Third, our study is novel because it compares 2 different lengths (ie, 12 and 4 weeks) of the same mentoring intervention (see studies by Lindsay et al [53][54][55] for the full description).…”

Section: Rationalementioning

confidence: 99%

A Web-Based Intervention for Youth With Physical Disabilities: Comparing the Role of Mentors in 12- and 4-Week Formats

Lindsay

Cagliostro

2020

JMIR Pediatr Parent

Self Cite

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Background Youths with physical disabilities face many barriers in society, including social exclusion, stigma, and difficulties finding employment. Electronic mentoring (e-mentoring) offers a promising opportunity for youths with disabilities and has the potential to improve their inclusion while enhancing career outcomes. However, little is known about the role of mentors in a Web-based e-mentoring format to improve employment outcomes. Objective This study aimed to explore the role of mentors in engaging youths in an e-mentoring intervention and to compare and contrast mentors’ engagement strategies within a 12- and 4-week format. Methods This paper drew on a pilot feasibility study, which is a group, Web-based employment readiness intervention involving a discussion forum for youths with physical disabilities. Our intervention involved having trained youth mentors (ie, near-peers who also had a disability) lead Web-based discussion forums while offering peer support and resources, which involved 12 modules completed over both a 12- or 4-week format. We used a mixed method approach including qualitative data (mentor interviews and discussion forum data) and quantitative data (pre-post survey data) comparison. Results A total of 24 youths participated across 3 e-mentoring intervention groups: 9 in the 12-week format (mean age 17.7 years [SD 1.7]) and 15 in the 4-week format (mean age 19.5 years [SD 2.6]), led by 3 trained youth mentors with disabilities, 2 males and 1 female (mean age 22 years [SD 2.64]). Our findings revealed that mentors engaged youths in the e-mentoring program by providing informational, emotional, and tangible support. We noted more instances of mentors providing advice, empathy, and encouragement in the 12-week format compared with the 4-week format. We also found fewer examples of providing advice, developing a rapport, and social support from mentors in the 4-week format. Our findings revealed no significant differences between the 2 groups regarding time spent in the forum, number of logins, number of posts, and self-rated engagement. Conclusions Mentors in the 12-week and 4-week format engaged participants differently in providing informational and emotional support, although there were no differences in tangible support provided. Mentors reported that the 12-week format was too long and lacked interaction between participants, whereas the 4-week format felt rushed and had fewer detailed responses from mentees. International Registered Report Identifier (IRRID) RR2-10.2196/resprot.8034

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“…Youth mentoring is an established and increasing international practice, with programs spanning the United States (U.S.; Garringer et al, 2017) and Canada (Lindsay et al, 2019), Australia (Peralta et al, 2018), Europe and the United Kingdom (Liabo et al, 2005), and India (Gupta & Gowda, 2012) among other parts of the globe (Sulimani-Aidan et al, 2020). Mentors help young people by providing positive and caring relationships and by imparting helpful knowledge, skills, and attitudes (Cavell et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…As such, youth across the globe may benefit from having a quality mentor; growth-promoting relationships are universally relevant to prevention and resilience (Cavell & Elledge, 2013; Spencer & Rhodes, 2014). The flexible nature of youth mentoring is also appealing to international programming (DuBois & Karcher, 2013), as mentoring can accommodate a wide range of participants (e.g., children with and without disabilities; Lindsay et al, 2019) and contexts (i.e., community- vs. school-based, and group vs. one-on-one format; Garringer et al, 2017). When youth mentoring is approached strategically and thoughtfully, it has potential to expand evidence-based helping practices for young people (Cavell & Elledge, 2013; McQuillin et al, 2019; Raposa et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Adapting a School-Based Motivational Interviewing Mentoring Program for Use in India

Hart

Sable²,

Gupta³

et al. 2022

School Psychology International

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We report on the process of planning, adapting, and implementing a brief, instrumental, school-based mentoring curriculum originally developed in the United States, in three cities in India. India has the world’s largest population of young adults aged 10-24 years, a developmental period associated with heightened psychosocial stressors and the onset of mental health issues, as well as a dire shortage of mental health professionals. Moving services that are typically provided by highly skilled professionals to individuals with fewer credentials or less formal training (e.g., from psychologists to mentors) can increase access to adolescent mental health services. Yet, transferring programs internationally is accompanied by unique barriers including cultural differences, and should be guided by an established framework. In this paper, we discuss the formation of a research-practice partnership designed to generate applied knowledge through emic cultural perspectives. We describe each stage of the program adaptation process within the Cultural Adaptation Framework ( Fendt-Newlin et al., 2020 ), including our decisions to strategically adjust, remove, or retain content from the original mentoring intervention. Although program delivery was prematurely discontinued due to the COVID-19 pandemic, we provide a brief synopsis of lessons learned through the international partnership.

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A 4-Week Electronic-Mentoring Employment Intervention for Youth With Physical Disabilities: Pilot Randomized Controlled Trial

Cited by 9 publications

References 47 publications

E-Mentoring to Address Youth Health: A Systematic Review

E-Mentoring to Address Youth Health: A Systematic Review

A Web-Based Intervention for Youth With Physical Disabilities: Comparing the Role of Mentors in 12- and 4-Week Formats

Adapting a School-Based Motivational Interviewing Mentoring Program for Use in India

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