Mentoring empowers gifted/Learning disabled students to soar!

Shevitz, Betty Roffman; Weinfeld, Rich; Jeweler, Sue; Barnes-Robinson, Linda

doi:10.1080/02783190309554237

Cited by 20 publications

(14 citation statements)

References 4 publications

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“…These results suggest overall that the near-peer mentoring had a positive impact in reducing depressive symptoms and boosting self-esteem for youth with LD/ADHD. The increase in self-esteem has been observed in other studies as a consequence of mentoring for youth with LD/ ADHD (Ahrens et al, 2010;Buckner, 1993;Shevitz et al, 2003). Although research on mechanisms of this impact is limited, mentoring may impact self-esteem by providing social support through challenges and correcting negative views youth may hold about themselves (Erdem, DuBois, Larose, De Wit, & Lipman, 2016;Rhodes et al, 2006).…”

Section: Discussionmentioning

confidence: 75%

“…Existing studies on youth with LD/ADHD specifically suggest positive influences of mentoring on self-esteem (Ahrens, DuBois, Lozano, & Richardson, 2010;Buckner, 1993;Shevitz, Weinfeld, Jeweler, & Barnes-Robinson, 2003) and interpersonal relationships (Muscott & O'Brien, 1999;Noll, 1997;Welkowitz & Fox, 2000). However, this research is sparse and has methodological limitations, including small sample sizes (typically < 30), lack of pretest data, lack of standardized and quantitative measurements, and the absence of a nonmentored LD/ADHD control group as well as nonmentored control group without LD/ADHD.…”

Section: Introductionmentioning

confidence: 99%

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Impact of mentoring on socio‐emotional and mental health outcomes of youth with learning disabilities and attention‐deficit hyperactivity disorder

Haft

Chen

et al. 2019

Child Adoles Ment Health

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Background Learning disabilities (LD) and attention‐deficit hyperactivity disorder (ADHD) are often accompanied by significant socio‐emotional impairments and mental health challenges. However, there is a lack of controlled, quantitative research on potential interventions to address this issue. The current study evaluated the impact of a near‐peer mentoring program for youth with LD/ADHD designed to promote socio‐emotional well‐being. Methods Youth with LD/ADHD who participated in the mentoring program (Mentored; n = 99) were compared to both nonmentored youth with LD/ADHD (Control‐NM; n = 51) and typically developing youth without LD/ADHD (Control‐TD; n = 81) prementoring in the fall and postmentoring in the spring. Participants were assessed using self‐report measures of anxiety, depression, interpersonal relations, and self‐esteem. Results Youth with LD/ADHD showed significantly higher scores of depression and significantly lower scores of interpersonal relations compared to the Control‐TD group at fall baseline. The depression and self‐esteem scores of the Mentored group significantly decreased and increased, respectively, after mentoring. These changes were associated with mentee‐perceived mentorship quality. The Control‐NM group showed significant decreases in both self‐esteem and interpersonal relations, as well as increases in depression over time, while the Control‐TD group remained stable across all measures. Conclusions Results suggest that mentoring shows promise as a potential intervention for youth with LD/ADHD who experience co‐occurring socio‐emotional and mental health difficulties. The study is the first, to our knowledge, to quantify the effect of a near‐peer mentoring program on youth with LD/ADHD in a design with two control groups. Implications for research and practice involving LD, ADHD, and mental health disorders are discussed. LD and ADHD are associated with increased anxiety, depression, and impaired self‐esteem and interpersonal relationships. There is a lack of research on interventions that could address the mental health problems and socio‐emotional difficulties that co‐occur with learning disabilities and ADHD. Near‐peer mentoring is a promising intervention that can improve socio‐emotional well‐being and mental health in youth with learning disabilities and ADHD, and highlights the importance of strong interpersonal relationships as a protective factor.

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Section: Discussionmentioning

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Impact of mentoring on socio‐emotional and mental health outcomes of youth with learning disabilities and attention‐deficit hyperactivity disorder

Haft

Chen

et al. 2019

Child Adoles Ment Health

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“…Child and youth mentoring, broadly defined, is not restricted to at-risk youth, but also encompasses early career/vocation-related guidance (Beck, 1989;Saito & Blyth, 1992); mentoring of gifted and talented children and youth (Cellerino, 1983;Shevitz, Weinfeld, Jeweler, & Barnes-Robinson, 2003); as well as children and youth in a variety of specialized, psychosocial contexts (e.g. Gastic & Johnson, 2009).…”

mentioning

confidence: 99%

A Longitudinal Study of Family Socioeconomic Status (SES) Variables as Predictors of Socio-Emotional Resilience Among Mentored Youth

Thompson

Corsello

McReynolds³

et al. 2013

Mentoring & Tutoring: Partnership in Learning

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“…There are few successful programs designed to transition students experiencing 2E from primary through to high school. Two of these programs are the 'GOLD' program (Bees, 1998) and 'The Wings Mentoring Program' (Shevitz, Weinfield, Jeweler & Barnes-Robinson, 2003).…”

Section: Adolescencementioning

confidence: 99%

Transition and Students With Twice Exceptionality

Prior

2013

Australas. j. spec. educ.

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Twice exceptional is one of the terms used to describe students who have giftedness and a disability. This is a small heterogeneous population of individual learners who are underserved in special, gifted, and mainstream education settings. Despite the availability of research on transition for students with disabilities there is little research or literature available on transition for students who experience twice exceptionality (2E). This paper provides a review of the literature available on 2E, taking a lifespan perspective and a school transitions context for students experiencing 2E. Finally the synthesis of 2E and transition highlights a potential way forward in the research across special, gifted, mainstream and inclusive education to transform student profiling, identification and transition. Transition as a Multilayered and Discontinuous ProcessThere has been a shift in research over the last 20 years towards understanding transitions as multi-layered processes that involve multiple discontinuities (Petriwskyj, Thorpe & Tayler, 2005). Wider and more inclusive perspectives on transition allow us to be better informed on the variety of experiences over time for individual learners.Transitions can be understood as specific processes occurring during particular life course turning points. These processes are linked to changes in physical development, roles and relationships and require certain adjustments depending on the environment and the individual nature, culture and resilience of the person. This is the context for the following discussion on transition, students experiencing 2E and the expanding conceptualisations of giftedness and disability. Transition and Students WithTwice Exceptionality 2

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Mentoring empowers gifted/Learning disabled students to soar!

Cited by 20 publications

References 4 publications

Impact of mentoring on socio‐emotional and mental health outcomes of youth with learning disabilities and attention‐deficit hyperactivity disorder

Impact of mentoring on socio‐emotional and mental health outcomes of youth with learning disabilities and attention‐deficit hyperactivity disorder

A Longitudinal Study of Family Socioeconomic Status (SES) Variables as Predictors of Socio-Emotional Resilience Among Mentored Youth

Transition and Students With Twice Exceptionality

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