Becoming a Mentor: The Impact of Training and the Experience of Mentoring University Students on the Autism Spectrum

Abstract

While it is widely recognised that the number of young adults diagnosed with Autism Spectrum Disoders (ASD) is increasing, there is currently limited understanding of effective support for the transition to adulthood. One approach gaining increasing attention in the university sector is specialised peer mentoring. The aim of this inductive study was to understand the impact of peer mentor training on seven student mentors working with university students with an ASD. Kirkpatrick’s model framed a mixed methods evaluation of the mentors’ training and description of their experience. Overall, the training was well received by the mentors, who reported on average a 29% increase in their ASD knowledge following the training. Results from the semi-structured interviews conducted three months after the training, found that mentors felt that the general ASD knowledge they gained as part of their training had been essential to their role. The mentors described how their overall experience had been positive and reported that the training and support provided to them was pivotal to their ability to succeed in as peer mentors to students with ASD. This study provides feedback in support of specialist peer-mentoring programs for university students and can inform recommendations for future programs and research.

A realist evaluation of peer mentoring support for university students with autism

“…The present study suggests that when these abilities and challenges are recognised, and interventions are targeted towards individual needs, education outcomes can be improved. ‘Training and supervision’ within the SPMP enabled the mentors to understand the mentees more effectively (Hamilton et al, ), facilitating the mechanisms of individualised ‘problem solving’, including recognition of the difficulties associated with executive functioning. The inherent social communication challenges experienced by students with ASD can be a barrier to being understood in education settings (van Hees et al, ).…”

“…Prior to commencing mentoring, all mentors completed a standardised training programme aimed at increasing their knowledge of ASD, building an understanding of the mentor role, understanding the mentor–mentee boundaries and exploring communication strategies (Hamilton et al, ; McDonald et al, , ). Peer mentors received ongoing support from the programme co‐ordinators in the form of one‐hour weekly group supervision, providing an opportunity to debrief about mentoring, seek advice and connect with other mentors (Hamilton et al, ; Mavropoulou & Avramidis ; McDonald et al, ). Mentors adopted a person‐centred approach when working with their mentees (McDonald et al, ; Siew et al, ).…”

A specialist peer mentoring program for university students on the autism spectrum: A pilot study

“…The present information augments information obtained from mentors [44]. Future research may consider using alternative methodologies such as q-methodology [58].…”

Applying the self‐determination theory to develop a school‐to‐work peer mentoring programme to promote social inclusion

“…These post-secondary education peer mentoring programmes lead to benefits for the peer mentors and mentees, including increased insight into the self, enhanced interpersonal skills and individual growth, and enhanced friendships and personal connections (Farley et al, 2014;Terrion & Leonard, 2007). Peer mentoring also provides mentors with a better understanding of how to interact with others, including interacting with and supporting individuals with IDD (Hamilton, Stevens, & Girdler, 2016;Kropp & Wolfe, 2018;Martin, Beardon, Hodge, Goodley, & Madriaga, 2008;Mavropoulou & Avramidis, 2012). Peer mentoring also provides mentors with a better understanding of how to interact with others, including interacting with and supporting individuals with IDD (Hamilton, Stevens, & Girdler, 2016;Kropp & Wolfe, 2018;Martin, Beardon, Hodge, Goodley, & Madriaga, 2008;Mavropoulou & Avramidis, 2012).…”

“…Mentors also report that peer mentoring impacts their career interests, either confirming their chosen career interest or leading to a change in career goals towards professions working with individuals with disabilities (Beltman & Schaeben, 2012;Calder, 2004;Gilles & Wilson, 2004). Peer mentoring also provides mentors with a better understanding of how to interact with others, including interacting with and supporting individuals with IDD (Hamilton, Stevens, & Girdler, 2016;Kropp & Wolfe, 2018;Martin, Beardon, Hodge, Goodley, & Madriaga, 2008;Mavropoulou & Avramidis, 2012). Mentees with IDD who have participated in peer mentoring programmes at the college level report having a high number of social interactions with those without disabilities as well as improving their social skills, gaining independence and making new friends (Ames et al, 2016;Moore & Schelling, 2015).…”