Improving social participation of adolescents with a visual impairment with community-based mentoring: results from a randomized controlled trial

Abstract

Purpose: The efficacy of a community-based mentoring program for adolescents with a visual impairment vs. care-as-usual was tested on social participation including satisfaction with social support. Materials and methods: Adolescents (15-22 years; 46% boys) were randomized to an intervention group with mentors with visual impairment (N ¼ 25), an intervention group with mentors without visual impairment (N ¼ 26), or care-as-usual (N ¼ 25). One-on-one mentoring activities regarded school/work, leisure activities, and social relationships. Results and conclusions: Multilevel growth modelling revealed no effect of mentoring on changes in social participation compared to the care-as-usual group (participation [95% CI-0.30, 0.21, d ¼ 0.1]; social participation composite [95% CI-0.24, 0.26, d ¼ 0.24]). Mentees matched to mentors with visual impairments increased more on satisfaction with their social support compared to mentees matched to mentors without impairments and the care-as-usual group [95% CI 0.02, 0.49, d ¼ 0.38]. Age, characteristics of the impairment, and number of match meetings were not associated with change in social participation during the mentoring program. This evaluation showed no benefit of mentoring for social participation of adolescents with a visual impairment. The value of mentors and mentees sharing the same disability needs further investigation. This trial is registered in the Netherlands Trial Register NTR4768. ä IMPLICATIONS FOR REHABILITATION A community-based mentoring program resulted in no benefits for adolescents with a visual impairment on their social participation. A community-based mentoring program should not replace care-as-usual provided to young people with a visual impairment in the Netherlands. It could only be thought of as an additional service within rehabilitation. Matching mentees and mentors based on sharing the same disability could strengthen the effect of a community-based mentoring program. However, these benefits are rather small. Providing additional support for the social participation of young people with a visual impairment might be especially helpful for those with a progressive impairment and with comorbid problems.

Teaching Social Skills to Children and Adolescents With Visual Impairments: A Systematic Review

“…Two studies reported statistically significant positive effects in interventions using sound toys to increase peer relationship peer play and material exploration (Verver et al, 2019, 2020). Finally, the study by Heppe et al (2019) compared two groups of young people (mean age: 18.3 years) with visual impairments who were participating in a community-based mentoring program, accompanied by mentors with or without visual impairments. Although the results regarding increased social participation were not significant, satisfaction with peer activities and perceived social support increased in both groups, but more so in the group accompanied by the mentor with visual impairment.…”

Attending live music events with a visual impairment: experiences, accessibility and recommendations for the future

“…Respondents who reported an additional disability gave lower mean ratings to statements relating to positive experiences of accessibility, and higher ratings to statements about negative experiences. Research evidences the impact of comorbid disabilities on difficulties with tasks relating to independent mobility, including walking and climbing steps, as well as activities such as shopping, socialising and participating in leisure activities for individuals with VI (Crews et al , 2006; Heppe et al , 2020). Those who had a physical impairment ( n = 19, Mdn = 5) or a complex health condition ( n = 9, Mdn = 5) rated the statement “ I feel more comfortable at smaller venues than larger venues, e.g.…”

Reasons for Premature Closure of a Mentoring Relationship: A Qualitative Study of Mentoring Youth With a Visual Impairment

“…These transitions leave less time and motivation for relationships with non-parental adults such as mentors. This move to increasing independence and a greater importance of peer support is a complex process for youth in general and even more complex for youth with VI (Heppe, Kef et al, 2020) Mentoring may be easier to sustain during adolescence, if the mentoring relationship was established earlier during childhood. Therefore, one implication of the findings in this study is that programs might target serving mentees with VI who are under 14 years of age, as youth in late childhood or preadolescence are still motivated to develop relationships with supportive adults.…”

“…As described in a recent handbook on VI, having VI hinders a person's ability to participate in society and perform activities of daily living in many ways (Ravenscroft, 2019). Research shows that young people with VI have, among other things, reduced mobility, smaller social networks, perform less activities outside, have fewer friends, experience problems with communication, and have lower social competence (Gold et al, 2010;Heppe, Kef et al, 2020;Kef et al, 2000). Due to these challenges, these young people may especially benefit from a relationship-based intervention such as mentoring.…”