Supporting young adults with intellectual/developmental disabilities to deliver a peer mentoring intervention: Evaluating fidelity and resources required.

Academic Article

Abstract

  • BACKGROUND: Peer-delivered interventions are a best practice in mental health, yet no such intervention exists for young adults (YA) with intellectual/developmental disabilities with co-occurring mental health conditions. We evaluated YA with intellectual/developmental disabilities' ability to deliver a novel peer mentoring intervention with fidelity and the supports received. METHODS: We coded audio-recorded mentoring sessions to evaluate if 4 mentors adhered to 'content' (e.g., psychoeducation) and 'quality' (e.g., validation) fidelity criteria (codes: yes/no). We conducted content analysis of mentor support logs and interviews with mentors', mentors' parents and teachers to describe the supports mentors received. RESULTS: Average fidelity for content criteria (M = 73.3%) was higher than quality criteria (M = 60.0%). Weekly support addressed logistics, delivering content, interpersonal interactions, emotional support, professionalism, and organisation. Family members and teachers rarely provided additional support. CONCLUSIONS: With support, YA can deliver a peer mentoring intervention addressing mental health. Additional training activities will be developed to improve fidelity.
  • Authors

  • Schwartz, Ariel
  • Hwang, I-Ting
  • Status

    Publication Date

  • November 2022
  • Keywords

  • Child
  • Developmental Disabilities
  • Humans
  • Intellectual Disability
  • Interpersonal Relations
  • Mentoring
  • Mentors
  • Peer Group
  • Young Adult
  • developmental disability
  • fidelity
  • intellectual disability
  • mental health
  • peer mentoring
  • peer-delivered intervention
  • Digital Object Identifier (doi)

    Pubmed Id

  • 35730690
  • Start Page

  • 1336
  • End Page

  • 1347
  • Volume

  • 35
  • Issue

  • 6