Rewriting stories of trauma through peer‐to‐peer mentoring for and by at‐risk young people

Adverse childhood experiences are strongly associated with the development of mental health disorders during the life span. When mental health issues are not effectively dealt with during the adolescent period, young people can become long‐term consumers in the mental health system. A widely accepted method of intervention is the provision of mentoring. More recently, young people have been fulfilling the role of mentor to their peers and mentoring has played a large role in supporting young people who are considered at‐risk of not achieving the expected psychosocial, educational, and/or developmental goals. What is not known is why young people, previously identified as being at‐risk, are motivated to mentor their at‐risk peers. The study aim was to examine what motivates previously recognized at‐risk young people to provide mentoring to their at‐risk peers. Participants were twelve previously recognized at‐risk young people recruited through a formal peer‐to‐peer mentoring programme. Semi‐structured interviews were conducted, and the data analysed through narrative inquiry and reported in accordance with the consolidated criteria for reporting qualitative research guidelines (COREQ). Results indicate that young people are motivated by their own lived experiences of trauma(s) to provide at‐risk peer mentoring. The experience of mentoring afforded opportunities to rewrite individual personal journeys of trauma through mentoring their at‐risk peers, thus constructing a more positive self‐identity. Outcomes of developing positive peer relationships and prosocial behaviours could significantly assist mental health clinicians in providing more acceptable care to clients in an age group known to be reluctant to accept traditional mental health intervention.     

Training the Next Generation of Research Mentors: The University of California,San Francisco,Clinical & Translational Science Institute Mentor Development Program

Mentoring is a critical component of career development and success for clinical translational science research faculty. Yet few programs train faculty in mentoring skills. We describe outcomes from the first two faculty cohorts who completed a Mentor Development Program (MDP) at UCSF. Eligibility includes having dedicated research time, expertise in a scientific area and a desire to be a lead research mentor. A post‐MDP survey measured the program''s impact on enhancement of five key mentoring skills, change in the Mentors‐in‐Training (MIT) self‐rated importance of being a mentor to their career satisfaction, and overall confidence in their mentoring skills. Since 2007, 29 MITs participated in and 26 completed the MDP. Only 15% of the MITs reported any previous mentor training. Overall, 96% of MITs felt that participation in the MDP helped them to become better mentors. A majority reported a significant increase in confidence in mentoring skills and most reported an increased understanding of important mentoring issues at UCSF. MITs reported increased confidence in overall and specific mentoring skills after completion of the MDP. The MDP can serve as a model for other institutions to develop the next generation of clinical‐translational research mentors.     

The views of people who use speech generating devices on mentoring new learners

Purpose.?This study explored the perspectives of adults who use a speech generating device (SGD) on the development of a mentoring programme to improve device use. Adults who are competent SGD communicators would mentor new learners. The aims were to investigate the participants' views on peer mentoring to improve SGD use, the critical components of an SGD mentoring programme and the issues that might facilitate the likelihood of a programme's success.

Method.?Semi-structured interviews were conducted with 14 adults who use an SGD. These interviews were analysed for content themes.

Results.?Thematic analysis revealed that participants perceived that new SGD learners would benefit from mentoring by experienced SGD communicators. Participants considered benefits for new learners would include the opportunity to see successful use of an SGD and the opportunity to receive support and guidance from someone who has a shared experience of learning to use an SGD. Participants considered benefits for mentors to include the satisfaction gained from helping new learners. Participants suggested guidelines for establishing a programme and areas in which SGD mentors would require training.

Conclusions.?Participants indicated a need for a mentoring programme to improve SGD use. Such a programme might help address challenges that those new to learning an SGD encounter.     

Research Ethics in Behavioral Interventions Among Special Populations: Lessons From the Peer Approaches to Lupus Self-Management Study

Background

Research involving a homogenous cohort of participants belonging to a special population must make considerations to recruit and protect the subjects. This study analyses the ethical considerations made in the peer approaches to lupus self-management project which pilot tested a peer mentoring intervention for African American women with systemic lupus erythematosus.

Program directors’ views of the importance and prevalence of mentoring in internal medicine residencies

Program directors establish priorities for residency programs. Their views of mentoring likely influence the tone about and availability of mentoring programs. This survey to all internal medicine program directors assessed attitudes toward mentoring, existence of formal mentoring programs, and features of the mentoring programs. The response was 60%. The majority (>60%) favored mentoring. Forty-nine percent of the residencies had structured mentoring programs. Programs differed in frequency of meetings, use of evaluations, and presence of curriculum. Overall, although program directors' attitudes are favorable and at least half have formal mentoring programs, the programs are largely unstructured, loosely monitored, and underevaluated.     

MentorLink: Empowering occupational therapists through mentoring

The MentorLink program of facilitated mentoring is an OT AUSTRALIA Victoria (Australian Association of Occupational Therapists - Victoria Inc.) initiative, which aimed to meet the need of occupational therapists, as expressed at the Victorian Occupational Therapy State Conference in 1997, for more professional support and assistance to be provided to Victorian occupational therapists. In 2003, the MentorLink program continues to thrive, and has now been renamed MentorLink — Allied Health as it has been expanded to include the professions of podiatry and physiotherapy, with speech pathology and social work soon to join. Wilding and Marais-Strydom (2002) present a brief overview of the program and highlight how it can be used as a method of continuing professional development, while this paper aims to inspire Australian occupational therapists to consider empowering themselves through mentoring, by presenting a case story of a mentoring relationship in action.