wow-inequalities/02-data/intermediate/wos_sample/6173e4354e432c81108bfa4159182cf0-lindsay-sally-and-c/info.yaml

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2023-09-28 14:46:10 +00:00
abstract: 'Background: Youths with physical disabilities face many barriers in
society, including social exclusion, stigma, and difficulties finding
employment. Electronic mentoring (e-mentoring) offers a promising
opportunity for youths with disabilities and has the potential to
improve their inclusion while enhancing career outcomes. However, little
is known about the role of mentors in a Web based e-mentoring format to
improve employment outcomes.
Objective: This study aimed to explore the role of mentors in engaging
youths in an e-mentoring intervention and to compare and contrast
mentors'' engagement strategies within a 12- and 4-week format.
Methods: This paper drew on a pilot feasibility study, which is a group,
Web-based employment readiness intervention involving a discussion forum
for youths with physical disabilities. Our intervention involved having
trained youth mentors (ie, near-peers who also had a disability) lead
Web-based discussion forums while offering peer support and resources,
which involved 12 modules completed over both a 12- or 4-week format. We
used a mixed method approach including qualitative data (mentor
interviews and discussion forum data) and quantitative data (pre-post
survey data) comparison.
Results: A total of 24 youths participated across 3 e-mentoring
intervention groups: 9 in the 12-week format (mean age 17.7 years {[}SD
1.7]) and 15 in the 4-week format (mean age 19.5 years {[}SD 2.6]), led
by 3 trained youth mentors with disabilities, 2 males and 1 female (mean
age 22 years {[}SD 2.64]). Our findings revealed that mentors engaged
youths in the e-mentoring program by providing informational, emotional,
and tangible support. We noted more instances of mentors providing
advice, empathy, and encouragement in the 12-week format compared with
the 4-week format. We also found fewer examples of providing advice,
developing a rapport, and social support from mentors in the 4-week
format. Our findings revealed no significant differences between the 2
groups regarding time spent in the forum, number of logins, number of
posts, and self-rated engagement.
Conclusions: Mentors in the 12-week and 4-week format engaged
participants differently in providing informational and emotional
support, although there were no differences in tangible support
provided. Mentors reported that the 12-week format was too long and
lacked interaction between participants, whereas the 4-week format felt
rushed and had fewer detailed responses from mentees.'
affiliation: 'Lindsay, S (Corresponding Author), Holland Bloorview Kids Rehabil Hosp,
Bloorview Res Inst, 150 Kilgour Rd, Toronto, ON M4G 1R8, Canada.
Lindsay, Sally; Cagliostro, Elaine, Holland Bloorview Kids Rehabil Hosp, Bloorview
Res Inst, 150 Kilgour Rd, Toronto, ON M4G 1R8, Canada.
Lindsay, Sally, Univ Toronto, Toronto, ON, Canada.'
article-number: e15813
author: Lindsay, Sally and Cagliostro, Elaine
author-email: slindsay@hollandbloorview.ca
author_list:
- family: Lindsay
given: Sally
- family: Cagliostro
given: Elaine
da: '2023-09-28'
doi: 10.2196/15813
files: []
issn: 2561-6722
journal: JMIR PEDIATRICS AND PARENTING
keywords: social support; mentor; youth; adolescent; employment
keywords-plus: 'TRANSITION-AGE YOUTH; SPINA-BIFIDA; YOUNG-ADULTS; EMPLOYMENT; SUPPORT;
PROGRAMS; SCHOOL; WORK; PERSPECTIVES; ADOLESCENTS'
language: English
month: JAN-JUN
number: '1'
number-of-cited-references: '68'
orcid-numbers: Cagliostro, Elaine/0000-0003-3079-1141
papis_id: fa846ef74819281c538aec9260d0a738
ref: Lindsay2020webbasedintervention
times-cited: '1'
title: 'A Web-Based Intervention for Youth With Physical Disabilities: Comparing the
Role of Mentors in 12- and 4-Week Formats'
2023-10-01 08:15:07 +00:00
type: article
2023-09-28 14:46:10 +00:00
unique-id: WOS:000780472600008
usage-count-last-180-days: '0'
usage-count-since-2013: '2'
volume: '3'
web-of-science-categories: Pediatrics
year: '2020'