Factors that sustain indigenous youth mentoring programs: a qualitative systematic review

Abstract

Background Indigenous youth worldwide continue to experience disproportional rates of poorer mental health and well-being compared to non-Indigenous youth. Mentoring has been known to establish favorable outcomes in many areas of health but is still in its early phases of research within Indigenous contexts. This paper explores the barriers and facilitators of Indigenous youth mentoring programs to improve mental health outcomes and provides evidence for governments’ response to the United Nations Declaration on the Rights of Indigenous Peoples. Methods A systematic search for published studies was conducted on PubMed, Embase, Scopus, CINAHL, and grey literature through Trove, OpenGrey, Indigenous HealthInfoNet, and Informit Indigenous Collection. All papers included in the search were peer-reviewed and published from 2007 to 2021. The Joanna Briggs Institute approaches to critical appraisal, data extraction, data synthesis, and confidence of findings were used. Results A total of eight papers describing six mentoring programs were included in this review; six papers were from Canada, and two originated from Australia. Studies included mentor perspectives (n = 4) (incorporating views of parents, carers, Aboriginal assistant teachers, Indigenous program facilitators, young adult health leaders, and community Elders), mentee perspectives (n = 1), and both mentor and mentee perspectives (n = 3). Programs were conducted nationally (n = 3) or within specific local Indigenous communities (n = 3) with varying mentor styles and program focus. Five synthesized findings were identified from the data extraction process, each consisting of four categories. These synthesized findings were: establishing cultural relevancy, facilitating environments, building relationships, facilitating community engagement, and leadership responsibilities, which were discussed in the context of extant mentoring theoretical frameworks. Conclusion Mentoring is an appropriate strategy for improving general well-being. However, more research is needed to explore program sustainability and maintaining outcomes in the long term.

Formative and Summative Assessment Using Technology: A Critical Review

“…According to previous study the teaching environment shifts and students are given the opportunity to discuss what they have learned during the lesson, resulting in a more student-centered atmosphere (Miller, 2018). Insightful Mentoring Frameworks (ITSs) have exhibited the advantages of expanding understudy commitment and learning through web-based developmental appraisal games, and these games may likewise prompt expanded critical thinking abilities (Keinänen et al, 2023;Sanchez et al, 2023). In addition, it has been claimed that mobile learning and technological assessment tools can effectively engage students' behaviors in higher education.…”

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“…The CREATE tool was developed with indigenous and non-indigenous experts and utilises a 14-question checklist which assesses community engagement, consultation, research governance, and intellectual property to evaluate methodology of studies conducted in the Australian Aboriginal and/or Torres Strait Islander population groups [31]. However, the tool has been widely used in research involving global indigenous populations [32][33][34][35][36][37][38].…”

Indonesian Language Training Management on Teacher Competency, Profession, and Social Affairs

“…In this concept, the mentor will focus on producing or improving the results of the collaboration (Guan et al, 2020;Kurdve et al, 2020). The concept of mentoring is a process, namely a mentor who has high expertise and leadership, has certain skills or competencies, and guides one or more people in a planned and systematic manner after the mentee has been identified (Sanchez et al, 2023;Scerri et al, 2020).…”