The Effects of Peer Mentoring on Students with Autism Spectrum Disorder

The purpose of this study was to determine the characteristics of students with autism and their peer mentors that may contribute to the success of peer-mediated intervention strategies. Target students and peer mentors were matched based on skill level, age, and preferences; the students participated in a variety of activities throughout a week-long day camp. Peer mentors were taught how to interact with students, and behavior technicians were trained to facilitate these interactions. A qualitative case study was designed to determine patterns across the matched pairs. Findings indicate that peer mentor characteristics and the characteristics of the target student contribute to the success of a peer mentoring intervention

Peer Mentors and Writing Center Tutors: What our collaborations taught us about serving the SJSU Freshmen Students

The Library Outpost, a satellite office of the campus’s Dr. Martin Luther King Jr. Library, seeks ways to reach out to First Year students who are new to writing research papers. One of our goals is to meet the First Year students on their own turf. Since the Peer Mentors and Writing Center tutors have peer relationships with the First year students, we want to learn how we can collaborate with them to provide services to the First year students. We surveyed the Peer Mentors and Writing Center Tutors to assess their perceptions of their own research skills, and their students’ research needs to guide the services and workshops offered by the Library Outpost

Effects of a Peer-To-Peer Mentoring Program: Supporting First-Year College Students’ Academic and Social Integration on Campus

This paper presents findings from a peer-to-peer mentoring program supporting ethnically diverse first-generation students at a mid-sized university in the Southwest. Research on mentoring during the undergraduate years has placed emphasis on the quality of lived-collegiate experiences from both a peer-mentor and mentee perspective (Crisp, Baker, Griffen, Lusnford, & Pifer, 2017). Using a mixed methods approach, two survey instruments and qualitative analysis, interviews with peer-mentors and mentees suggested student development occurred through various means: (i) academics, (ii) university involvement, and (iii) the reinforcement of friendship. These findings reinforce theory first drawn from Tinto’s (1993) student integration perspectives (e.g., academic and social integration). Peer-mentors fulfilled their roles, while mentees who were actively involved in the program reported to have benefitted the most. The effectiveness of the mentoring program highlighted contributions to enhancing, at least one of the following, for all mentees: first-year experience, degree of college involvement, and overall retention rate

What works and in what ways? The contributions of mentoring towards diversity, progression and achievement

In this paper I use three case studies to illustrate how peer mentoring has been developed and organised at the University and, in turn, how these specific examples of practice have contributed to diversity, progression and achievement. However, I also use these case studies to raise questions about the impact of developments in peer mentoring on the learning of the mentors and mentees, and of the organisation, and the implications of learning through mentoring for the development of policy on widening participation. I want to suggest that whist these specific examples have ‘worked’ in their contributions towards diversity, progression and achievement – the intended policy outcomes- there is another no less interesting dimension of ‘ what works’ and that is the role of the mentors and mentees as policy actors. In the final section of the paper I will reflect on this and the extent to which the learners engaged in mentoring – whether as mentors or mentees – are policy actors helping to shape policy rather than the passive objects of that policy

Speech and language therapy students’ experience of peer assisted learning:Undergraduates investigate PAL as a means of enhancing academic and professional development

The implementation of Peer Assisted Learning (PAL) on healthcare courses in Higher Education Institutions has been explored in a number of studies. This paper presents research into the experience of PAL on a BSc Speech & Language Therapy (SLT) programme. The research was conducted by final year undergraduate SLT students to form the basis for their final dissertations. The focus for their research was on the effects of PAL on academic and professional development for both mentees and mentors on the same course. Data were generated from standard PAL evaluations and focus groups. Findings indicate that mentees benefit from PAL in terms of their university experience and learning. Mentors benefited from opportunities to develop and practice skills for their future employment. Engagement with PAL is attributed to its structured yet informal nature and the enthusiasm of the mentors. However, the collaborative nature of PAL takes time to develop, impacting on the behaviours of both mentees and mentors. Overall PAL offers mentees and mentors opportunities which enhance their academic learning and professional development

‘I really enjoy it’ : emotional engagement of university peer mentors

Peer mentoring programs are commonly used to facilitate the transition of new students into higher education settings. Peer mentors’ experiences and emotions during mentoring are important but under-researched. We report exploratory work to address this gap in a two-phase study using a grounded theory approach. In Phase 1 mentors in an Australian university responded to online (n=35) or face-to-face (n=10) questions about their emotions during a peer mentor program. Emotions were found to be primarily positive, mentors varied in the extent to which they express emotions, and emotions relating to different time points were evident. In Phase 2, we examined temporal dimensions of emotions in more depth with peer mentors in a German university and added anticipated future emotions to existing categories. Connections between mentors’ emotions and their own early experiences at university were explored, with another category of recalled prior emotions being added. Our findings are consistent with previous research regarding the positive and negative emotional aspects of being a peer mentor and further contribute to the understanding of the complexity of emotions in mentoring, specifically peer mentoring in higher education settings.peer-reviewe

Peer mentorship and positive effects on student mentor and mentee retention and academic success

This study examined how the introduction of peer mentorship in an undergraduate health and social welfare programme at a large northern university affected student learning. Using an ethnographic case study approach, the study draws upon data collected from a small group of mentors and their mentees over a period of one academic year using interviews, reflective journals, assessment and course evaluation data. Analysis of the data collected identified a number of key findings: peer mentorship improves assessment performance for both mentee and mentor; reduces stress and anxiety, enhances participation and engagement in the academic community, and adds value to student outcomes

Child mentors' perception on development in primary school peer mentoring programme of underprivileged context

Despite being a metropolitan city and Asian financial hub, Hong Kong has the widest income inequality among all developed economies. Students in the lower social class were confined to limited learning resources, such as access to quality school utilities and monetary-based learning programmes. Hence, peer mentoring could serve as a form of low-cost intervention implemented in schools in underprivileged district to provide learning opportunities for students beyond regular school lessons. This dissertation aims to explore and fill the literature gap of an unexplored field on how child mentors perceive their development in a peer-mentoring programme, in an underprivileged context of Hong Kong. Therefore, this study was conducted at a Hong Kong primary school, from a lower-socioeconmomic district. 15 mentors and 15 mentees were selected from the same school, and were invited to participate in a peer reading programme, over the course of 6 weeks, in a total of 12 sessions. Both qualitative and quantitative data were collected from the mentors. The qualitative instrument collected pre-mentoring and post-mentoring findings, while the quantitative instrument collected on-going data over the 6-week programme. The findings revealed that these child mentors have perceived overall positive development. Connectedness between the mentors and mentees were found to be the crucial component contributing to the development of mentors. Durational factors such as prolonged isolation were sighted as detrimental factors to mentors’ development.published_or_final_versionEducationBachelorBachelor of Education in Language Educatio

Qualitative interviews with mentor mothers living with HIV: potential impacts of role and coping strategies.

IntroductionIn South Africa where HIV prevalence is high, mentor mother programmes have been used to promote the health and wellbeing of women enrolled in government programmes preventing vertical transmission. The Masihambisane Project trained mentors to be educators and facilitators as "expert patients" in self-help groups. While this and other similar interventions demonstrate positive outcomes for mothers and their children, the long-term repercussions for mentors delivering the intervention are seldom considered. This article explores the personal impact of being a mentor, the potentially traumatizing effects of repeatedly sharing their experiences of living with HIV and the coping strategies they adopt.ResultsTowards the end of the Masihambisane intervention, 10 semi-structured qualitative interviews were conducted with locally recruited mentors living with HIV and were thematically analysed. Mentors found the repeated telling of their stories a painful reminder of adverse personal experiences. In some cases, retelling caused a physical reaction. Mentors relied on coping strategies like taking breaks, writing their experiences down and debriefing sessions. Despite the difficulties associated with their role, some mentors found being advisors and the group sessions therapeutic and empowering.ConclusionsThese findings indicate that the inclusion of peer mentors comes with certain responsibilities. While the mentors were resilient and some found the experience therapeutic and empowering found creative ways to cope with secondary trauma, the negative implications cannot be ignored. To effectively deliver a mentor-driven intervention to mothers enrolled in a programme to prevent vertical transmission, the possibilities of secondary trauma should be considered and mentors provided with ongoing counselling, training on coping skills and regular debriefing sessions