619
Views
4
CrossRef citations to date
0
Altmetric
Original Article

“I just had to be flexible and show good patience”: management of interactional approaches to enact mentoring roles by peer mentors with developmental disabilities

&
Pages 2364-2371 | Received 27 Feb 2017, Accepted 22 May 2017, Published online: 08 Jun 2017

References

  • Bobroff S, Sax CL. The effects of peer tutoring interview skills training with transition-age youth with disabilities. J Vocat Rehab. 2010;33:143–157.
  • Hibbert D, Kostinas G, Luiselli JK. Improving skills performance of an adult with mental retardation through peer-mediated instructional support. J Dev Phys Disabil. 2002;14:119–127.
  • Lindsay S, Hartman L, Fellin M. A systematic review of mentorship programs to facilitate transition to post-secondary education and employment for youth and young adults with disabilities. Disabil Rehab. 2016;38:1329–1349.
  • Stumbo NJ, Lindahl-Lewis P, Blegen AR. Two mentorship case studies of high school and university students with disabilities: milestones and lessons. J Rehab. 2008;74:45–51.
  • Karcher MJ, Kuperminc GP, Portwood SG, et al. Mentoring programs: A framework to inform program development, research, and evaluation. J Commun Psychol. 2006;34:709–725.
  • Balcazar FE, Kelly EH, Keys CB, et al. Using peer mentoring to support the rehabilitation of individuals with violently acquired spinal cord injuries. J Appl Rehab Counsel. 2011;42:3–11.
  • Balcazar FE, Keys CB. Goals in mentoring relationships. In DuBois DL, Karcher MJ, editors. Handbook of youth mentoring. Thousand Oaks (CA): Sage Publications; 2014. p.83–98.
  • Deutsch NL, Spencer R. Capturing the magic: assessing the quality of youth mentoring relationships. New Dir Youth Dev. 2009;2009:47–70.
  • Karcher MJ, Nakkula MJ. Youth mentoring with a balanced focus, shared purpose, and collaborative interactions. New Dir Youth Dev. 2010;2010:13–32.
  • Spencer R. A working model of mentors’ contributions to youth mentoring relationship quality: insights from research on psychotherapy. Learn Landsc. 2012;5:295–312.
  • Biddle BJ. Recent developments in role theory. Annu Rev Sociol. 1986;12:67–92.
  • Bunting B, Dye B, Pinnegar S, et al. Understanding the dynamics of peer mentor learning: A narrative study. J First-Year Exp Stud Trans. 2012;24:61–78.
  • Ward EG, Thomas EE, Disch WB. Mentor service themes emergent in a holistic, undergraduate peer-mentoring experience. J College Stud Dev. 2014;55:563–579.
  • Karcher MJ. Cross-age peer mentoring. In DuBois DL, Karcher MJ, editors. Handbook of youth mentoring. Thousand Oaks (CA): Sage Publications; 2014. p.223–258.
  • Bedell G, Coster W, Law M, et al. Community participation, supports, and barriers of school-age children with and without disabilities. Arch Phys Med Rehab. 2013;94:315–323.
  • Caldwell J. Leadership development of individuals with developmental disabilities in the self-advocacy movement. J Intellect Disabil Res. 2010;54:1004–1014.
  • Shattuck PT, Orsmond GI, Wagner M, et al. Participation in social activities among adolescents with an autism spectrum disorder. PLoS One. 2011;6:e27176.
  • Shpigelman C-N, Gill CJ. The characteristics of unsuccessful e-mentoring relationships for youth with disabilities. Qual Health Res. 2013;23:463–475.
  • Test DW, Fowler CH, Brewer DM, et al. A content and methodological review of self advocacy intervention studies. Except Children. 2005;72:101–125.
  • Kramer JM, Hwang I, Helfrich CA, et al. Evaluating the social validity of Project TEAM: a problem-solving intervention to teach transition age youth with developmental disabilities to resolve environmental barriers. Int Journal Disability, Development and Education. [in press].
  • Levin MR, Kramer JM. Key elements supporting goal attainment for transition-age young adults: a case illustration from Project TEAM. Inclusion. 2015;3:145–161.
  • Kramer J. Identifying and evaluating the therapeutic strategies used during a manualized self-advocacy intervention for transition-age youth. OTJR: Occupation, Participation, and Health. 2015;35:23–33.
  • Kramer J, Barth Y, Curtis K, et al. Involving youth with disabilities in the development and evaluation of a new advocacy training: Project TEAM. Disabil Rehab. 2013;35:614–622.
  • Kramer JM, Ryan CT, Moore R, et al. Feasibility of electronic peer mentoring for transition?age youth and young adults with intellectual and developmental disabilities: project teens making environment and activity modifications. Journal of Applied Research in Intellectual Disabilities; 2017:1–12.
  • DuBois DL, Holloway BE, Valentine JC, et al. Effectiveness of mentoring programs for youth: A meta-analytic review. Am J Commun Psychol. 2002;30:157–197.
  • Westerlund D, Granucci EA, Gamache P, et al. Effects of peer mentors on work-related performance of adolescents with behavioral and/or learning disabilities. J Positive Behav Intervent. 2006;8:244–251.
  • Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3:77–101.
  • Spencer R, Basualdo-Delmonico A, Walsh J, et al. Breaking up is hard to do: A qualitative interview study of how and why youth mentoring relationships end. Youth & Society. 2017;49:438–460.
  • Bazeley P. Qualitative data analysis: practical strategies. Los Angeles (CA): Sage Publications; 2013.
  • Booth T, Booth W. Sounds of silence: narrative research with inarticulate subjects. Disabil Soc. 1996;11:55–69.
  • Rapley M, Antaki C. A conversation analysis of the “acquiescence” of people with learning disabilities. J Commun Appl Soc Psychol. 1996;6:207–227.
  • Brewster SJ. Putting words into their mouths? Interviewing people with learning disabilities and little/no speech. Br J Learn Disabil. 2004;32:166–169.
  • Maxwell JA. Validity: Qualitative research design: An interactive approach. Thousand Oaks (CA): Sage Publications; 2013. Chapter 6, Validity: How might you be wrong?; p. 121–138.
  • Ryan G, Bernard HR. Techniques to identify themes. Field Methods. 2003;15:85–109.
  • Parkan B. Professionalism: A virtue or estrangement from self-activity? J Bus Ethics. 2008;78:77–85.
  • Agans JP, Champine RB, Johnson SK, et al. Promoting healthy lifestyles through youth activity participation: Lessons from research. In Bowers EP, Geldhof GJ, Johnson SK, et al. editors. Promoting positive youth development: Lessons from the 4-H study. New York (NY): Springer; 2015. p. 137–158.
  • Ryan CT, Kramer JM, Cohn ES. Exploring the self-disclosure process in peer mentoring relationships for transition-age youth with developmental disabilities. Intellectual and Developmental Disabilities. 2016;54:245–259.
  • Butterworth J, Migliore A. Trends in employment outcomes of young adults with intellectual and developmental disabilities 2006–2013. Boston, MA: University of Massachusettes Boston, Institute for Community Inclusion; 2015.
  • Butterworth J, Hall AC, Smith F, et al. StateData: The national report on employment services and outcomes. Boston, MA: University of Massachusettes Boston, Institute for Community Inclusion; 2011.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.