1
|
Suen YN, Leung CM, Wan YS, Chan KT, Wong MTH, Hui CLM, Chan KWS, Lee EHM, Chen EYH. Evaluation of a Low-Intensity Online Intervention (LiON) for Reducing Distress and Mental Health Symptoms in Young People. J Adolesc Health 2024; 74:89-97. [PMID: 37815770 DOI: 10.1016/j.jadohealth.2023.08.022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Revised: 07/12/2023] [Accepted: 08/14/2023] [Indexed: 10/11/2023]
Abstract
PURPOSE Enhancing young people's mental health is crucial given that most adult mental disorders develop before age 24 years. However, it is unclear whether low-intensity interventions delivered online can be effective. This study aimed to provide preliminary evidence on whether a low-intensity online intervention (LiON) can effectively lower young people's distress levels and mental health symptoms. METHODS We compared the preintervention and postintervention changes in distress level and severity of depression and anxiety symptoms in 137 young people aged 15-24 years who used the LiON service with the three-month changes in a 1:1 propensity score-matched control group of community young people who did not use the service. They participated in one of the following modules for the first time: (1) sleep and relaxation, (2) stress-coping, and (3) problem-solving. RESULTS Participants who received LiON intervention (mean age 22.88 [standard deviation 3.67] years, 65.7% female) showed significantly greater reductions in distress level (Cohen's f2: 0.079), as well as the severity of depressive symptoms (Cohen's f2: 0.056) and anxiety symptoms (Cohen's f2: 0.044) compared to the control group. DISCUSSION The findings suggest that the LiON intervention has the potential to effectively reduce distress and mental health symptoms in young people. Future research should aim to confirm these findings through randomized controlled trials and explore the cost-effectiveness of the intervention.
Collapse
Affiliation(s)
- Yi Nam Suen
- Department of Psychiatry, University of Hong Kong, Hong Kong SAR, China.
| | - Chung Ming Leung
- Department of Psychiatry, University of Hong Kong, Hong Kong SAR, China
| | - Yau Sum Wan
- Department of Psychiatry, University of Hong Kong, Hong Kong SAR, China
| | - Kai Tai Chan
- Department of Psychiatry, University of Hong Kong, Hong Kong SAR, China
| | | | | | - Kit Wa Sherry Chan
- Department of Psychiatry, University of Hong Kong, Hong Kong SAR, China; State Key Laboratory of Brain and Cognitive Sciences, University of Hong Kong, Hong Kong SAR, China
| | - Edwin Ho Ming Lee
- Department of Psychiatry, University of Hong Kong, Hong Kong SAR, China
| | - Eric Yu Hai Chen
- Department of Psychiatry, University of Hong Kong, Hong Kong SAR, China.
| |
Collapse
|
2
|
Hagler MA, Jones KV, Anderson AJ, McQuillin SD, Weiler LM, Sánchez B. Striving for safety, impact, and equity: A critical consideration of AJCP publications on formal youth mentoring programs. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 72:258-270. [PMID: 37807945 DOI: 10.1002/ajcp.12702] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2023] [Revised: 05/30/2023] [Accepted: 08/01/2023] [Indexed: 10/10/2023]
Abstract
In this virtual special issue (VSI) we curate and reflect upon 22 articles on formal youth mentoring previously published in the American Journal of Community Psychology (AJCP). First, we provide historical context and highlight AJCP's 2002 special issue on mentoring, which played an important role in establishing youth mentoring as a vibrant area of research. Next, we review and discuss findings from subsequent AJCP studies in three interrelated lines of inquiry: (1) the importance of facilitating high-quality mentoring relationships; (2) associations among youth's presenting needs, relationship quality, and outcomes; and (3) program practices leading to stronger, more impactful relationships. Throughout, we highlight and expand upon critical commentary from AJCP contributors, calling on the field to move away from paternalistic models that overly localize risk with youth and families without interrogating structural oppression. Our recommendations include: (1) centering critical consciousness, racial equity, and social justice in program curricula and mentor trainings; (2) respectfully engaging grassroots programs developed for and by communities of color that are underrepresented in research; (3) making meaningful efforts to recruit mentors from marginalized communities and removing barriers to their participation; and (4) examining youth's racial, ethnic, and other areas of identity development processes during mentoring.
Collapse
|
3
|
Deane KL, Bullen P, Williamson-Dean R, Wilder K. The benefits of participating in a culturally translated youth mentoring program and service-learning experience for Aotearoa New Zealand mentors. JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 51:3366-3384. [PMID: 36720047 DOI: 10.1002/jcop.23005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Revised: 10/14/2022] [Accepted: 01/11/2023] [Indexed: 06/18/2023]
Abstract
The aim of this article is to demonstrate "mentoring through service-learning" models can be powerful avenues to support the development of emerging adult practitioners, and are scalable to new global contexts when careful attention is paid to the local culture and evidence-based principles for mentoring and service-learning. The study presents outcome findings for mentors who participated in Campus Connections Aotearoa, a culturally translated version of a US-based service-learning experience and therapeutic youth mentoring program implemented in New Zealand, based on a mixed-method, pre-post evaluation survey involving 62 ethnically diverse mentors (81% female). A large, significant increase in mentoring self-efficacy and small to moderate significant increases for attunement to others, sociability and leadership, and problem-solving and perspective-taking were found. Open-ended survey responses revealed self-reported changes in both personal and professional growth. The discussion highlights the importance of theory and evidence-driven design decisions and an intensive evidence-informed training curriculum for mentoring-based service-learning programs.
Collapse
Affiliation(s)
- Kelsey L Deane
- Faculty of Education & Social Work, University of Auckland, Auckland, New Zealand
| | - Pat Bullen
- Faculty of Education & Social Work, University of Auckland, Auckland, New Zealand
| | | | - Kiri Wilder
- Faculty of Education & Social Work, University of Auckland, Auckland, New Zealand
| |
Collapse
|
4
|
Giovanelli A, Sanchez Karver T, Roundfield KD, Woodruff S, Wierzba C, Wolny J, Kaufman MR. The Appa Health App for Youth Mental Health: Development and Usability Study. JMIR Form Res 2023; 7:e49998. [PMID: 37792468 PMCID: PMC10585433 DOI: 10.2196/49998] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Accepted: 08/24/2023] [Indexed: 10/05/2023] Open
Abstract
BACKGROUND Demand for adolescent mental health services has surged in the aftermath of the COVID-19 pandemic, and traditional models of care entailing in-person services with licensed mental health providers are inadequate to meet demand. However, research has shown that with proper training and supervision mentors can work with youth with mental health challenges like depression and anxiety and can even support the use of evidence-based strategies like cognitive behavioral therapy (CBT). In our increasingly connected world, youth mentors can meet with young people on a web-based platform at their convenience, reducing barriers to care. Moreover, the internet has made evidence-based CBT skills for addressing depression and anxiety more accessible than ever. As such, when trained and supervised by licensed clinicians, mentors are an untapped resource to support youth with mental health challenges. OBJECTIVE The objective of this study was to develop and assess the feasibility and acceptability of Appa Health (Appa), an evidence-based mental health mentoring program for youth experiencing symptoms of depression and anxiety. This paper describes the development, pilot testing process, and preliminary quantitative and qualitative outcomes of Appa's 12-week smartphone app program which combines web-based near-peer mentorship with short-form TikTok-style videos teaching CBT skills created by licensed mental health professionals who are also social media influencers. METHODS The development and testing processes were executed through collaboration with key stakeholders, including young people and clinical and research advisory boards. In the pilot study, young people were assessed for symptoms of depression or anxiety using standard self-report clinical measures: the Patient Health Questionnaire-8 and the Generalized Anxiety Disorder-7 scales. Teenagers endorsing symptoms of depression or anxiety (n=14) were paired with a mentor (n=10) based on preferred characteristics such as gender, race or ethnicity, and lesbian, gay, bisexual, transgender, queer (LGBTQ) status. Quantitative survey data about the teenagers' characteristics, mental health, and feasibility and acceptability were combined with qualitative data assessing youth perspectives on the program, their mentors, and the CBT content. RESULTS Participants reported finding Appa helpful, with 100% (n=14) of teenagers expressing that they felt better after the 12-week program. Over 85% (n=12) said they would strongly recommend the program to a friend. The teenagers were engaged, video chatting with mentors consistently over the 12 weeks. Metrics of anxiety and depressive symptoms reduced consistently from week 1 to week 12, supporting qualitative data suggesting that mentoring combined with CBT strategies has the potential to positively impact youth mental health and warrants further study. CONCLUSIONS Appa Health is a novel smartphone app aiming to improve the well-being of youth and reduce anxiety and depressive symptoms through web-based mentoring and engaging CBT video content. This formative research sets the stage for a large-scale randomized controlled trial recently funded by the National Institutes of Health Small Business Innovation Research program.
Collapse
Affiliation(s)
- Alison Giovanelli
- Division of Adolescent and Young Adult Medicine, Department of Pediatrics, University of California, San Francisco, San Francisco, CA, United States
- Appa Health, Oakland, CA, United States
| | - Tahilin Sanchez Karver
- Department of Health, Behavior, and Society, Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD, United States
| | - Katrina D Roundfield
- Appa Health, Oakland, CA, United States
- Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA, United States
| | | | | | - J Wolny
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, United States
| | - Michelle R Kaufman
- Department of Health, Behavior, and Society, Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD, United States
| |
Collapse
|
5
|
Robertson HA, Biel MG, Hayes KR, Snowden S, Curtis L, Charlot-Swilley D, Clauson ES, Gavins A, Sisk CM, Bravo N, Coates EE, Domitrovich CE. Leveraging the Expertise of the Community: A Case for Expansion of a Peer Workforce in Child, Adolescent, and Family Mental Health. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:5921. [PMID: 37297524 PMCID: PMC10252488 DOI: 10.3390/ijerph20115921] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/11/2023] [Revised: 05/02/2023] [Accepted: 05/19/2023] [Indexed: 06/12/2023]
Abstract
The rise in child and adolescent mental health concerns has led to the need for an expanded workforce to meet the needs of our nation's families. Peer paraprofessionals (PPs) have proven to be impactful in the areas of adult mental health (MH) and substance use disorders, and for persons with chronic medical conditions. PPs can contribute to addressing child, adolescent, and family MH needs by being deployed in community settings and providing both emotional and tangible support to families and children. Additional use of PPs can address equity gaps in MH services by improving access to support and enhancing the cultural acceptability of MH interventions. A concentrated effort to expand and develop this workforce may help to alleviate the strain on the current MH system. The Georgetown University Infant and Early Childhood Certificate program is a paraprofessional training program that prepares community members to meet the MH needs of families with young children. The authors will describe the results of a qualitative study examining the landscape of peer paraprofessional services in DC that was conducted to support the expansion of the peer workforce to include individuals with expertise in infant and early childhood mental health.
Collapse
Affiliation(s)
- Hillary A. Robertson
- Department of Psychiatry, Georgetown University Medical Center, Washington, DC 20007, USA
| | - Matthew G. Biel
- Department of Psychiatry, Georgetown University Medical Center, Washington, DC 20007, USA
- MedStar Georgetown University Hospital, Washington, DC 20007, USA
| | - Katherine R. Hayes
- Department of Psychiatry, Georgetown University Medical Center, Washington, DC 20007, USA
| | - Sara Snowden
- Milken Institute School of Public Health, George Washington University, Washington, DC 20052, USA
| | - Latisha Curtis
- Department of Psychiatry, Georgetown University Medical Center, Washington, DC 20007, USA
| | | | | | - Arrealia Gavins
- MedStar Georgetown University Hospital, Washington, DC 20007, USA
| | - Caslin M. Sisk
- Department of Psychiatry, Georgetown University Medical Center, Washington, DC 20007, USA
| | - Noel Bravo
- Department of Pediatrics, Georgetown University Medical Center, Washington, DC 20007, USA
| | - Erica E. Coates
- Department of Psychiatry, Georgetown University Medical Center, Washington, DC 20007, USA
- MedStar Georgetown University Hospital, Washington, DC 20007, USA
| | - Celene E. Domitrovich
- Department of Psychiatry, Georgetown University Medical Center, Washington, DC 20007, USA
| |
Collapse
|
6
|
Hart MJ, Sung JY, McQuillin SD, Schleider JL. Expanding the reach of psychosocial services for youth: Untapped potential of mentor-delivered single session interventions. JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 51:1255-1272. [PMID: 36017616 DOI: 10.1002/jcop.22927] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Revised: 07/30/2022] [Accepted: 08/11/2022] [Indexed: 06/15/2023]
Abstract
At present, the mental healthcare system cannot meet the demand for services, and the need-to-access gap is widest among children and adolescents. Single session interventions (SSIs) are brief, intentional, and mechanism-targeted programs that have shown promise in increasing the reach of effective, evidence-based services; yet, a wide gap still remains due to structural barriers (e.g., lack of awareness, workforce shortages). The present paper posits the integration of SSIs and mentor-delivered programs as a promising future step to further overcome the inaccessibility of youth mental health services. Capitalizing on the advantages of mentoring relationships (e.g., the associated interpersonal benefits and mentors' pre-existence in most community settings) has the potential to complement and enhance the value of SSIs, and to expand the acceptability and reach of evidence-based mental health services. In this paper, we discuss the anticipated benefits of mentor-delivered SSIs, as well as cautionary considerations related to the proposed model. To conclude, we highlight the necessary implementation and research implications.
Collapse
Affiliation(s)
- Mackenzie J Hart
- Department of Psychology, University of South Carolina, Columbia, South Carolina, USA
| | - Jenna Y Sung
- Department of Psychology, Stony Brook University, Stony Brook, New York, USA
| | - Samuel D McQuillin
- Department of Psychology, University of South Carolina, Columbia, South Carolina, USA
| | - Jessica L Schleider
- Department of Psychology, Stony Brook University, Stony Brook, New York, USA
| |
Collapse
|
7
|
Hart MJ, McQuillin SD, Iachini A, Weist MD, Hills KJ, Cooper DK. Expanding School-Based Motivational Interviewing Through Delivery by Paraprofessional Providers: A Preliminary Scoping Review. SCHOOL MENTAL HEALTH 2023; 15:1-19. [PMID: 37359157 PMCID: PMC10039438 DOI: 10.1007/s12310-023-09580-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/12/2023] [Indexed: 03/28/2023]
Abstract
The supply of school mental health (SMH) providers and services cannot meet the demand of students in-need, and this gap is expected to widen in coming years. One way to increase the reach of helpful services for youth is to grow the SMH workforce through task-shifting to paraprofessionals. Task-shifting could be especially promising in expanding Motivational Interviewing (MI) interventions, as MI can be molded to target a number of academic and behavioral outcomes important to schools. However, no review of training exclusively paraprofessional samples in MI has yet been conducted. The current paper provides a scoping review of 19 studies of training paraprofessional providers to use MI to evaluate trainee characteristics, training content and format, and outcomes. Of these 19 studies, 15 reported that paraprofessionals improved in using MI following training. Nine studies reported that task-shifting MI was positively received by clients and/or providers. Six studies examined task-shifting MI in youth-serving contexts, and four examined the practice in traditional school contexts, suggesting its potential for use in SMH. Other findings and implications, such as client behavior change and provider fidelity, are shared, along with ideas for advancing research, practice, and policy in this subfield.
Collapse
Affiliation(s)
- Mackenzie J. Hart
- Department of Psychology, University of South Carolina, Barnwell College, 1512 Pendleton St., Suite 450, Columbia, South Carolina 29208 USA
| | - Samuel D. McQuillin
- Department of Psychology, University of South Carolina, Barnwell College, 1512 Pendleton St., Suite 450, Columbia, South Carolina 29208 USA
| | - Aidyn Iachini
- College of Social Work- University of South Carolina, 1512 Pendleton St., Hamilton College Suite 332, Columbia, South Carolina 29208 USA
| | - Mark D. Weist
- Department of Psychology, University of South Carolina, Barnwell College, 1512 Pendleton St., Suite 450, Columbia, South Carolina 29208 USA
| | - Kimberly J. Hills
- Department of Psychology, University of South Carolina, Barnwell College, 1512 Pendleton St., Suite 450, Columbia, South Carolina 29208 USA
- Department of Psychology, University of South Carolina, 1331 Elmwood Ave., Suite 140F, Columbia, South Carolina 29201 USA
| | - Daniel K. Cooper
- Department of Psychology, University of South Carolina, Barnwell College, 1512 Pendleton St., Suite 450, Columbia, South Carolina 29208 USA
| |
Collapse
|
8
|
Ratner K, Zhu G, Li Q, Estevez M, Burrow AL. Interacting with supportive adults predicts greater same-day psychosocial functioning among adolescents in a self-driven learning program. J Adolesc 2023. [PMID: 36864724 DOI: 10.1002/jad.12149] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/04/2023]
Abstract
INTRODUCTION Supportive adults are a critical component of effective out-of-school time (OST) youth programs, yet the short-term dynamics that underlie their role are poorly understood. Within GripTape, a US-wide self-driven learning program, we examined if interactions with program-assigned adults (i.e., Champions) correspond with youths' daily psychosocial functioning (i.e., sense of purpose, self-concept clarity, and self-esteem). METHOD Participants were 204 North American adolescents (M [SD] = 16.42 [1.18] years; female = 70.1%, male = 25.0%) enrolled in GripTape, a remote OST program that empowers under-resourced teens to pursue their passions for ~10 weeks. During enrollment, youth are given autonomy to structure their learning goals and methods to best match their needs; a stipend of up to 500 USD; and an adult Champion to act as a touchpoint. Data collection consisted of a baseline survey before the program launch and a 5-min survey on each day of enrollment. RESULTS Across ~70 days, we found that youth reported greater psychosocial functioning on days they reported interacting with their Champion. After controlling for same-day psychosocial functioning, we failed to find evidence that Champion interactions predicted youths' next-day psychosocial functioning. CONCLUSION In addition to being among the first studies to investigate the daily benefits of youth-adult interactions within OST programming, this study documents the short-term incremental change that may underlie previous work on OST program outcomes.
Collapse
Affiliation(s)
- Kaylin Ratner
- Department of Educational Psychology, University of Illinois Urbana-Champaign, Illinois, Champaign, USA.,Department of Psychology, Cornell University, New York, Ithaca, USA
| | - Gaoxia Zhu
- Department of Psychology, Cornell University, New York, Ithaca, USA.,Learning Sciences and Assessment, National Institute of Education at Nanyang Technological University, Singapore, Singapore
| | - Qingyi Li
- Department of Psychology, Cornell University, New York, Ithaca, USA
| | | | - Anthony L Burrow
- Department of Psychology, Cornell University, New York, Ithaca, USA
| |
Collapse
|
9
|
Eysenbach G, Amado S, Jasman M, Ervin A, Rhodes JE. Providing Human Support for the Use of Digital Mental Health Interventions: Systematic Meta-review. J Med Internet Res 2023; 25:e42864. [PMID: 36745497 PMCID: PMC9941905 DOI: 10.2196/42864] [Citation(s) in RCA: 17] [Impact Index Per Article: 17.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2022] [Revised: 11/23/2022] [Accepted: 01/11/2023] [Indexed: 01/13/2023] Open
Abstract
BACKGROUND Digital mental health interventions (DMHIs) have been increasingly deployed to bridge gaps in mental health care, particularly given their promising efficacy. Nevertheless, attrition among DMHI users remains high. In response, human support has been studied as a means of improving retention to and outcomes of DMHIs. Although a growing number of studies and meta-analyses have investigated the effects of human support for DMHIs on mental health outcomes, systematic empirical evidence of its effectiveness across mental health domains remains scant. OBJECTIVE We aimed to summarize the results of meta-analyses of human support versus no support for DMHI use across various outcome domains, participant samples, and support providers. METHODS We conducted a systematic meta-review of meta-analyses, comparing the effects of human support with those of no support for DMHI use, with the goal of qualitatively summarizing data across various outcome domains, participant samples, and support providers. We used MEDLINE, PubMed, and PsycINFO electronic databases. Articles were included if the study had a quantitative meta-analysis study design; the intervention targeted mental health symptoms and was delivered via a technology platform (excluding person-delivered interventions mediated through telehealth, text messages, or social media); the outcome variables included mental health symptoms such as anxiety, depression, stress, posttraumatic stress disorder symptoms, or a number of these symptoms together; and the study included quantitative comparisons of outcomes in which human support versus those when no or minimal human support was provided. RESULTS The results of 31 meta-analyses (505 unique primary studies) were analyzed. The meta-analyses reported 45 effect sizes; almost half (n=22, 48%) of them showed that human-supported DMHIs were significantly more effective than unsupported DMHIs. A total of 9% (4/45) of effect sizes showed that unsupported DMHIs were significantly more effective. No clear patterns of results emerged regarding the efficacy of human support for the outcomes assessed (including anxiety, depression, posttraumatic stress disorder, stress, and multiple outcomes). Human-supported DMHIs may be more effective than unsupported DMHIs for individuals with elevated mental health symptoms. There were no clear results regarding the type of training for those providing support. CONCLUSIONS Our findings highlight the potential of human support in improving the effects of DMHIs. Specifically, evidence emerged for stronger effects of human support for individuals with greater symptom severity. There was considerable heterogeneity across meta-analyses in the level of detail regarding the nature of the interventions, population served, and support delivered, making it difficult to draw strong conclusions regarding the circumstances under which human support is most effective. Future research should emphasize reporting detailed descriptions of sample and intervention characteristics and describe the mechanism through which they believe the coach will be most useful for the DMHI.
Collapse
Affiliation(s)
| | - Selen Amado
- Center for Evidence-Based Mentoring, University of Massachusetts Boston, Boston, MA, United States
| | - Megyn Jasman
- Center for Evidence-Based Mentoring, University of Massachusetts Boston, Boston, MA, United States
| | - Ariel Ervin
- Center for Evidence-Based Mentoring, University of Massachusetts Boston, Boston, MA, United States
| | - Jean E Rhodes
- Center for Evidence-Based Mentoring, University of Massachusetts Boston, Boston, MA, United States
| |
Collapse
|
10
|
Browne R, Jarjoura GR, Keller TE, Tanyu M, Herrera C, Schwartz SEO. Mentoring and depressive symptoms of youth: Examining prospective and interactive associations with mentoring relationship quality. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2022; 70:291-304. [PMID: 35703571 DOI: 10.1002/ajcp.12608] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Revised: 04/18/2022] [Accepted: 04/27/2022] [Indexed: 06/15/2023]
Abstract
A significant body of research has demonstrated that mentoring relationships support positive youth development. The quality of the mentoring relationship has been identified as a predictor of positive youth outcomes. However, limited research has examined how engagement in a mentoring program may be related to youth depressive symptoms specifically. The current study utilized a sample of 2003 youth participating in mentoring programs across the country (Mage = 12.32, SD = 1.42, 55.1% female) from diverse racial and ethnic backgrounds (39.1% Black, 23.6% White, 22.1% Hispanic, 3.3% Native American or Alaskan Native, .4% Asian or Pacific Islander, 1.8% other, and 9.7% Multi-Ethnic) to investigate associations between youth depressive symptoms and mentoring relationship quality. Results revealed that: (1) mean depressive symptoms decreased after participation in a mentoring program; (2) several, but not all, relationship quality indicators predicted change in depressive symptoms; (3) baseline levels of depressive symptoms negatively predicted indicators of relationship quality; and (4) associations between several relationship quality indicators and follow-up depressive symptoms differed by baseline levels of depressive symptoms. These findings highlight the potential benefits of mentoring programs to youth and the need to provide mentors with support around building relationships with youth, especially those experiencing depressive symptoms.
Collapse
Affiliation(s)
- Rebecca Browne
- Department of Psychology, Suffolk University, Boston, Massachusetts, USA
| | | | - Thomas E Keller
- School of Social Work, Portland State University, Portland, Oregon, USA
| | - Manolya Tanyu
- American Institute for Research, San Mateo, California, USA
| | - Carla Herrera
- Herrera Consulting Group, LLC, Washington, District of Columbia, USA
| | - Sarah E O Schwartz
- Department of Psychology, Suffolk University, Boston, Massachusetts, USA
| |
Collapse
|
11
|
Young people need experiences that boost their mental health. Nature 2022; 610:253-256. [PMID: 36216911 DOI: 10.1038/d41586-022-03172-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|