Stephanie L Haft1,2, Tiffany Chen3, Chloe Leblanc4, Francesca Tencza5, Fumiko Hoeft1,6,7,8,9. 1. Department of Psychiatry and Weill Institute for Neurosciences, University of California San Francisco, 401 Parnassus Ave., San Francisco, CA 94143, USA. 2. Department of Psychology, University of California Berkeley, 2121 Berkeley Way, Berkeley, CA 94704, USA. 3. Pomona College, 333 N College Way, Claremont, CA 91711, USA. 4. University of Michigan, 500 S State St, Ann Arbor, MI 48109, USA. 5. California School of Professional Psychology, Alliant International University, San Diego 10455 Pomerado Rd, San Diego, CA 92131, USA. 6. Brain Imaging Research Center (BIRC) & Department of Psychological Sciences, University of Connecticut, 850 Bolton Road, Storrs, CT 06269, USA. 7. Dyslexia Center, University of California San Francisco, 675 Nelson Rising Lane, San Francisco, CA 94158, USA. 8. Haskins Laboratories, 300 George St #900, New Haven, CT 06511, USA. 9. Department of Neuropsychiatry, Keio University School of Medicine, 35 Shinanomachi Shinjuku Tokyo, 160-8582 Japan.
Abstract
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 non-mentored youth with LD/ADHD (Control-NM; n=51) and typically-developing youth without LD/ADHD (Control-TD; n=81) pre-mentoring in the fall, and post-mentoring in the spring. Participants were assessed on 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 and 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.
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 non-mentored youth with LD/ADHD (Control-NM; n=51) and typically-developing youth without LD/ADHD (Control-TD; n=81) pre-mentoring in the fall, and post-mentoring in the spring. Participants were assessed on 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 and 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.
Authors: Betsy Hoza; Sylvie Mrug; Alyson C Gerdes; Stephen P Hinshaw; William M Bukowski; Joel A Gold; Helena C Kraemer; William E Pelham; Timothy Wigal; L Eugene Arnold Journal: J Consult Clin Psychol Date: 2005-06
Authors: Nellie Shippen; Sha Raye Horn; Patricia Triece; Andrea Chronis-Tuscano; Michael C Meinzer Journal: Evid Based Pract Child Adolesc Ment Health Date: 2021-12-22
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