RESUMEN
While formal youth mentoring can positively influence youth connectedness, little research has studied the specific approaches mentors engage in that support mentee social development. This study examines how mentors' specific approaches are uniquely associated with youth connection outcomes in formal community-based mentoring. Participants were 766 youth, ranging in age from 11 to 14 (M = 12.29), 56.7% female, and racially/ethnically diverse (41.0% Black/African American, 21.4% Hispanic/Latinx, 20.0% White, 10.2% Multiracial/Multiethnic, 5.9% Native American, 1.2% other race, and 0.4% Asian/Pacific Islander). Person-centered analyses revealed three mentoring profiles which were differentially associated with youth outcomes: "Status Quo Mentors," who reported low-to-moderate levels of closeness within the mentor-mentee dyad, low levels of connecting their mentees with programs and people in their community, and low levels of mediating for their mentees; "Close Connectors," who reported moderate-to-high levels of closeness, moderate-to-high levels of connecting, and low levels of mediating; and "Connector-Mediators," who reported moderate levels of closeness, connecting, and mediating. Youth mentored by "Close Connectors" demonstrated the greatest benefit, with significant improvements in parent-child relationship quality, extracurricular activity involvement, and help-seeking. Results suggest that community-based mentoring programs that emphasize connecting youth within their communities may be more effective in enhancing youth support networks.
Asunto(s)
Tutoría , Adolescente , Niño , Femenino , Humanos , Masculino , Mentores , Grupos Minoritarios , Grupos Raciales , Cambio SocialRESUMEN
BACKGROUND: Studies have reported that adolescents with intellectual and developmental disabilities (IDD) have a higher prevalence of obesity due to medication intake, poor diet, and physical inactivity. More importantly, they lack awareness and comprehension to prevent weight problems. Thereby, health-promoting practices should be offered in schools for adolescents with IDD. OBJECTIVE/HYPOTHESIS: This pilot study examined the feasibility of a school-based intervention using the I Can Do It! (ICDI) national health promotion model to promote healthy behaviors of adolescents with IDD. METHODS: A pretest-posttest design was employed. Fourteen adolescents (9 males, 5 females) aged 12-15 years (meanâ¯=â¯13.4, SDâ¯=â¯0.9) from self-contained classrooms completed a 14-week intervention (60-70â¯min/session) over 4-month period. Healthy behaviors were evaluated by body composition (waist circumference and BMI z-score), physical activity level and nutrition behaviors. RESULTS: Body composition did not change as a result of the intervention. The intervention increased the amount of time spent in physical activity, but not the frequency. In contrast, the children's water consumption did significantly increase after the intervention (dâ¯=â¯3.39). The amount of fruit and vegetables also significantly increased after the intervention, where only 7% reported eating these daily before the intervention and afterwards 86% reported eating fruits and vegetables daily (pâ¯<â¯.0001). CONCLUSIONS: The results demonstrate that it is feasible to conduct a goal-driven, mentor-based intervention in school for adolescents with IDD. While preliminary effectiveness results are promising, future research should focus on rigorously testing the effectiveness of the ICDI model and examining the programs long-term sustainability.