Exploring the Self-Disclosure Process in Peer Mentoring Relationships for Transition-Age Youth With Developmental Disabilities

Abstract

Limited involvement of youth with developmental disabilities (DD) in mentoring programs has resulted in limited knowledge about the quality and impact of these relationships. The self-disclosure process has been identified as one factor impacting relationship development (Reis & Shaver, 1988). We proposed a theoretical model to examine the role of the self-disclosure process as a mechanism in peer mentoring relationship development for transition-age youth with DD by determining if selfdisclosure occurred, the type of information shared, how peer mentors responded, and if the process differed by perceived relationship quality. This retrospective, observational study purposefully selected nine peer mentoring dyads from a problem-solving intervention with a peer mentoring component to examine relationships judged by the researchers, peer mentors, and peer mentor supporters to be of variable quality (strong, moderate, weak), including 9 youth and 5 peer mentors with DD. Peer mentoring included 8 structured calls each with specific objectives. Phone call recordings were coded and dyads were grouped by perceived quality to determine how the self-disclosure process differed by relationship quality. The findings indicated self-disclosure occurred in each relationship at high rates (59%) and peer mentors responded to almost all selfdisclosures (98%). A higher quantity of self-disclosure and more frequent disclosure of vi emotions were found in relationships of higher quality. Peer mentors in higher quality relationships more frequently responded to self-disclosure with advice or their own selfdisclosure. Implications of findings and use of the self-disclosure process as a mechanism for promoting high quality peer mentoring relationships are discussed.

Feasibility of electronic peer mentoring for transition‐age youth and young adults with intellectual and developmental disabilities: Project Teens making Environment and Activity Modifications

“…While the inclusion of these objectives supported relationship development in most dyads, we found in research reported elsewhere not all Project TEAM dyads established a meaningful mentoring relationship (Ryan, Kramer & Cohn, 2016). When coding mentor achievement of objectives for this feasibility study, we observed that some peer mentors focused on achieving call objectives to the detriment of relationship formation; these mentors tended to interpret discussion about personal experiences as ‘off topic’ rather than an opportunity to form relationships and improve overall mentoring outcomes.…”

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

“…Other research indicates that in same-gender mentor relationships, the pairs are more likely to identify with each other, be more comfortable, and communicative [68]. For example, Ryan et al [69] found that in mentoring relationships with youths with developmental disabilities, the strongest connections included dyads where the mentee and peer mentor were the same gender. Ryan et al [69] also found that female mentees were more frequently in relationships with stronger connections as determined by mentor and mentee engagement and enthusiasm [69].…”

“…For example, Ryan et al [69] found that in mentoring relationships with youths with developmental disabilities, the strongest connections included dyads where the mentee and peer mentor were the same gender. Ryan et al [69] also found that female mentees were more frequently in relationships with stronger connections as determined by mentor and mentee engagement and enthusiasm [69]. Further research should explore how a mentor's gender might influence the mentee's experience within a group-based environment.…”

Program evaluation of an adapted PEERS® social skills program in young adults with autism spectrum disorder and/or mild intellectual impairment and social skills difficulties

“…17,18 Moreover, during this stage of emerging adulthood, young adults are beginning to develop skills of self-determination, 19 and many young adults who have trusting relationships with mentors and/or support workers may feel more comfortable discussing topics of socializing, including bullying and dating, with them than they do with a parent or caregiver. 20,21 The current study aims to investigate the experiences and evaluate the acceptability and efficacy of an adapted version of the PEERS ® for Young Adults Program, 11 Mixed-methods program evaluations like this have been recommended for their capacity to demonstrate 'not only whether a novel intervention works, but also how and why, or why not', 22 p. 141.…”