Schwartz Ariel E, Kramer Jessica M
a PhD Program in Rehabilitation Sciences , Boston University , Boston , MA , USA.
b Department of Occupational Therapy , Boston University , Boston , MA , USA.
Disabil Rehabil. 2018 Oct;40(20):2364-2371. doi: 10.1080/09638288.2017.1334835. Epub 2017 Jun 8.
Peer mentoring may be an effective approach for fostering skill development for mentors and mentees with developmental disabilities. However, little is known about how mentors with developmental disabilities perceive and enact their roles.
(1) How do young adults with developmental disabilities describe their role as a peer mentor in the context of instrumental peer mentoring? (2) How do they enact their perceived roles?
Thematic analysis of semi-structured reflections completed by six mentors with developmental disabilities (ages 17-35) with multiple mentoring experiences.
Mentors perceived themselves as professionals with a primary role of teaching, and for some mentoring relationships, a secondary role of developing an interpersonal relationship. To enact these roles, mentors used a supportive interactional approach characterized by actions such as encouragement and sharing examples and dispositions, such as flexibility and patience. Mentors monitored mentee learning and engagement within the mentoring session and, as needed, adjusted their approach to optimize mentee learning and engagement. To successfully manage their interactional approach, mentors used supports such as peer mentoring scripts, tip sheets, and supervisors.
While mentors reported several actions for teaching, they may benefit from training to learn approaches to facilitate more consistent development of interpersonal relationships. Implications for Rehabilitation Peer mentoring may be an effective approach for fostering skill development for young adult mentors and mentees with developmental disabilities. In this study, young adult peer mentors with developmental disabilities perceived themselves as professionals with a primary role of teaching and a secondary role of developing an interpersonal relationship. Peer mentors used actions and dispositions that matched their perceived roles and supported mentees with developmental disabilities to engage in instrumental mentoring. With supports and training, young adults with developmental disabilities can successfully execute the complex relational and teaching tasks required of peer mentoring.
同伴指导可能是一种促进发育障碍者（包括指导者和被指导者）技能发展的有效方法。然而，对于发育障碍的指导者如何看待和履行他们的角色，我们知之甚少。
（1）发育障碍的年轻人如何描述他们在工具性同伴指导背景下作为同伴指导者的角色？（2）他们如何履行他们所认知的角色？
对6名有多次指导经验的发育障碍指导者（年龄在17 - 35岁之间）完成的半结构化反思进行主题分析。
指导者将自己视为专业人员，主要角色是教学，在一些指导关系中，次要角色是发展人际关系。为了履行这些角色，指导者采用了一种支持性的互动方式，其特点包括鼓励、分享实例等行为，以及灵活性和耐心等特质。指导者在指导过程中监测被指导者的学习和参与情况，并根据需要调整他们的方法，以优化被指导者的学习和参与度。为了成功管理他们的互动方式，指导者使用了诸如同伴指导脚本、提示单和监督者等支持手段。
虽然指导者报告了几种教学行为，但他们可能会从培训中受益，以学习促进人际关系更持续发展的方法。对康复的启示同伴指导可能是促进发育障碍的年轻指导者和被指导者技能发展的有效方法。在本研究中，发育障碍的年轻同伴指导者将自己视为专业人员，主要角色是教学，次要角色是发展人际关系。同伴指导者使用的行为和特质与他们所认知的角色相匹配，并支持发育障碍的被指导者参与工具性指导。在获得支持和培训后，发育障碍的年轻人可以成功执行同伴指导所需的复杂关系和教学任务。
