Loeffen, Maartje J W; Daemen, Jasper; Wester, Fred P J F; Laurant, Miranda G H; Lo Fo Wong, Sylvie H; Lagro-Janssen, Antoine L M
Intimate partner violence (IPV) is highly prevalent and associated with physical and mental health problems. Mentor mother support is a low threshold intervention in family practice consisting of support by non-professionals trained to support mothers experiencing IPV. A mentor mother support study showed reduced exposure to IPV and decreased symptoms of depression. Identify factors determining implementation success of mentor mother support in family practice. Individual interviews were conducted with 12 family physicians, 16 abused mothers and three mentor mothers. Four mentor mothers participated in a focus group. Qualitative content analysis was used to analyse the data. The identification and discussion of abuse is hindered by family physicians' attitudes because they considered mothers experiencing IPV as a difficult target group with a responsibility of their own to break out of their violent situation. Some family physicians doubted the partner's violence because he was known as a patient as well. Acceptance of mentor mother support is related to the readiness for change of mothers experiencing IPV. Mentor mothers facilitate acceptance and completion of their support by connecting as a friend who is equal and less threatening than professionals. To improve successful implementation of mentor mother support in primary care, we should focus on family physicians' attitudes towards IPV. To change these attitudes, we recommend continuous training of family physicians. By being paraprofessional friends, mentor mothers offer low threshold support that is complementary to professional support and should be embedded more widely in primary care. [Box: see text].
Prosman, Gert-Jan; Lo Fo Wong, Sylvie H; Lagro-Janssen, Antoine L M
Intimate partner violence (IPV) against women is a major health problem and negatively affects the victim's mental and physical health. Evidence-based interventions in family practice are scarce. We aimed to evaluate a low threshold home-visiting intervention for abused women provided by trained mentor mothers in family practice. The aim was to reduce exposure to IPV, symptoms of depression as well as to improve social support, participation in society and acceptance of mental health care. A pre-post study of a 16-week mentoring intervention with identified abused women with children was conducted. After referral by a family doctor, a mentor mother visited the abused woman weekly. Primary outcomes are IPV assessed with the Composite Abuse Scale (CAS), depressive symptoms using the Symptom Checklist (SCL 90) and social support by the Utrecht Coping List. Secondary outcomes are analysed qualitatively: participation in society defined as employment and education and the acceptance of mental health care. At baseline, 63 out of 66 abused women were referred to mentor support. Forty-three participants completed the intervention programme. IPV decreased from CASt otal 46.7 (SD 24.7) to 9.0 (SD 9.1) (P ≤ 0.001) after the mentor mother support programme. Symptoms of depression decreased from 53.3 (SD 13.7) to 34.8 (SD 11.5) (P ≤ 0.001) and social support increased from 13.2 (SD 4.0) to 15.2 (SD 3.5) (P ≤ 0.001). Participation in society and the acceptance of mental health for mother and child improved. Sixteen weekly visits by trained mentor mothers are a promising intervention to decrease exposure to IPV and symptoms of depression, as well as to improve social support, participation in society and the acceptance of professional help for abused women and their children.
Prosman, G.J.; Wong, S.H.; Romkens, R.; Lagro-Janssen, A.
OBJECTIVE: We aimed to investigate which factors make a mentor mother support programme for abused women successful. METHOD: We used semi-structured interviews with abused women and focus group discussions with the mentor mothers to evaluate their experiences and needs within a mentor support
McLeish, Jenny; Redshaw, Maggie
To explore the experiences of women living with HIV in England who received or gave Mentor Mother (trained mother-to-mother) volunteer peer support during pregnancy and early motherhood. Qualitative descriptive study, using semistructured, in-depth interviews and inductive thematic analysis, theoretically informed by phenomenological social psychology. A London-based third sector peer support organisation for people living with HIV. 12 women living with HIV who had given or received Mentor Mother volunteer peer support (6 had given support and 6 had received support). 11 were black African. The key themes in participants' descriptions of their lives as pregnant women and mothers living with HIV were 'fear and distress', 'stigma and isolation' and 'the gap in maternity care'. The key themes related to Mentor Mother peer support during and after pregnancy were 'support to avoid mother-to-child transmission' (with subthemes 'reinforcing medical advice', 'reframing faith issues', 'prioritisation and problem-solving' and 'practical strategies for managing HIV and motherhood'), and 'emotional support' (with subthemes 'role modelling and inspiring hope', 'openness and non-judgemental acceptance', 'a caring relationship', 'recreating the lost family network', 'being understood from the inside' and 'self-confidence'). The Mentor Mothers' support appeared to be a successful hybrid between the peer education Mentor Mothers programmes in southern Africa and the more general pregnancy volunteer peer support models operating in England. A Mentor Mother peer support programme is acceptable to, and valued by, black African mothers with HIV in England. Peer support from trained volunteers during and after pregnancy can complement and reinforce medical advice on avoiding mother-to-child transmission of HIV, and can have a multidimensional positive impact on vulnerable mothers' emotional well-being. Mentor Mother peer support should be considered by those designing programmes for the
Zaffini, Erin Dineen
While much discussion and research is focused on the importance of music teacher mentors for preservice teachers and novice in-service music educators, little discussion has been devoted to the topic of how we, as members of the music education profession, can support the role of music teacher mentors. This article explores some of the benefits…
Full Text Available Abstract Background Effective interventions to increase safety and wellbeing of mothers experiencing intimate partner violence (IPV are scarce. As much attention is focussed on professional intervention, this study aimed to determine the effectiveness of non-professional mentor support in reducing IPV and depression among pregnant and recent mothers experiencing, or at risk of IPV. Methods MOSAIC was a cluster randomised trial in 106 primary care (maternal and child health nurse and general practitioner clinics in Melbourne, Australia. 63/106 clinics referred 215 eligible culturally and linguistically diverse women between January 2006 and December 2007. 167 in the intervention (I arm, and 91 in the comparison (C arm. 174 (80.9% were recruited. 133 (76.4% women (90 I and 43 C completed follow-up at 12 months. Intervention: 12 months of weekly home visiting from trained and supervised local mothers, (English & Vietnamese speaking offering non-professional befriending, advocacy, parenting support and referrals. Main outcome measures: Primary outcomes; IPV (Composite Abuse Scale CAS and depression (Edinburgh Postnatal Depression Scale EPDS; secondary measures included wellbeing (SF-36, parenting stress (PSI-SF and social support (MOS-SF at baseline and follow-up. Analysis: Intention-to-treat using multivariable logistic regression and propensity scoring. Results There was evidence of a true difference in mean abuse scores at follow-up in the intervention compared with the comparison arm (15.9 vs 21.8, AdjDiff -8.67, CI -16.2 to -1.15. There was weak evidence for other outcomes, but a trend was evident favouring the intervention: proportions of women with CAS scores ≥7, 51/88 (58.4% vs 27/42 (64.3% AdjOR 0.47, CI 0.21 to 1.05; depression (EPDS score ≥13 (19/85, 22% (I vs 14/43, 33% (C; AdjOR 0.42, CI 0.17 to 1.06; physical wellbeing mean scores (PCS-SF36: AdjDiff 2.79; CI -0.40 to 5.99; mental wellbeing mean scores (MCS-SF36: AdjDiff 2.26; CI -1
Hurd, Noelle M.; Zimmerman, Marc A.
This study focused on natural mentoring relationships between nonparental adults and African American adolescent mothers. Data were collected from 93 adolescent mothers over 5 time points, starting in the adolescent mothers' senior year of high school and ending 5 years after high school. We found that having a natural mentor was related to fewer…
Burnham, Ellen L; Schiro, Stephanie; Fleming, Michael
The goal of this paper is to present strategies utilized to support K scholar research mentors. K scholars are generally assistant professors who are close to developing independent research programs. Of all the various types of mentees, K scholars offer the greatest challenges, as well as the greatest rewards, for research mentors. To see one's mentee achieve independent PI status and become an established investigator is one of the great joys of being a research mentor. Research mentors for K scholars, however, may not directly benefit from their mentoring relationship, neither in terms of obtaining data to support their research program or laboratory, nor in assistance with grants or scientific papers. There is a pressing need for the research community to address the workload, institutional expectations, and reward system for research mentors. The dearth of research mentors and role models in clinical translational science parallels the decreasing number of physicians choosing careers in clinical research. While there is limited empirical information on the effectiveness of mentor support mechanisms, this white paper concludes that providing mentor support is critical to expanding the available pool of mentors, as well as providing training opportunities for K scholars. © 2011 Wiley Periodicals, Inc.
The geosciences have had a chronic problem of underrepresentation of students from diverse ethnic, cultural, gender and socio-economic backgrounds. As a community we need to strengthen our support of young scientists from all backgrounds to sustain their enthusiasm and ensure their success in our field. Investing in mentoring programs that empower students and young professionals is one of the best ways to do so. The Significant Opportunities in Atmospheric Research and Science (SOARS) program, now entering its 20th year, has successfully developed and tested several mentoring models. The personalized, caring and consistent support is one of the key elements of the program's success; since its inception, 90% of SOARS participants have entered graduate school, research or science related careers after graduation. Many of our alumni who are now faculty apply the same mentoring strategies to build self-esteem and perseverance in their students. This presentation will cover the design and implementation of our four mentoring strategies, and provide insights on potential challenges, training aspects and impact assessment. The mentoring strategies include: 1) Multi-faceted, long-term mentoring of undergraduate and graduate students from diverse backgrounds. 2) Empowering advanced students to serve as peer mentors and role models. 3) Training faculty and professional scientists from all backgrounds to become mentors who are aware of diversity issues. 4) Providing mentor training for partner programs and laboratories. All four strategies have contributed to the creation of a mentoring culture in the geosciences.
.... Four types of mentoring support: career mentoring, coaching, collegial social, and collegial task support, were measured using the Mentoring and Communication Support Scale. Participants (N = 467...
McQuillin, Samuel D.; Straight, Gerald G.; Saeki, Elina
In this study, we tested a theoretical model of training practices in school-based mentoring by comparing the differences between two mentoring programs on mentor-reported program support, value of training, relationship satisfaction, and plans to continue mentoring. The two mentoring programs that we compared were conducted at the same school and…
Baranik, Lisa; Roling, Elizabeth A; Eby, Lillian T
The authors examined the mediating role of perceived organizational support in the relationship between mentoring support received and work attitudes. Perceived organizational support partly mediated the relationship between specific types of mentoring support and job satisfaction and affective organizational commitment. Specifically, sponsorship, exposure and visibility, and role-modeling appear to be related to job satisfaction and organizational commitment through perceived organizational ...
Baranik, Lisa E.; Roling, Elizabeth A.; Eby, Lillian T.
The authors examined the mediating role of perceived organizational support in the relationship between mentoring support received and work attitudes. Perceived organizational support partly mediated the relationship between specific types of mentoring support and job satisfaction and affective organizational commitment. Specifically, sponsorship,…
Full Text Available Abstract Background Child and infant malnourishment is a significant and growing problem in the developing world. Malnourished children are at high risk for negative health outcomes over their lifespans. Philani, a paraprofessional home visiting program, was developed to improve childhood nourishment. The objective of this study is to evaluate whether the Philani program can rehabilitate malnourished children in a timely manner. Methods Mentor Mothers were trained to conduct home visits. Mentor Mothers went from house to house in assigned neighborhoods, weighed children age 5 and younger, and recruited mother-child dyads where there was an underweight child. Participating dyads were assigned in a 2:1 random sequence to the Philani intervention condition (n = 536 or a control condition (n = 252. Mentor Mothers visited dyads in the intervention condition for one year, supporting mothers' problem-solving around nutrition. All children were weighed by Mentor Mothers at baseline and three, six, nine and twelve month follow-ups. Results By three months, children in the intervention condition were five times more likely to rehabilitate (reach a healthy weight for their ages than children in the control condition. Throughout the course of the study, 43% (n = 233 of 536 of children in the intervention condition were rehabilitated while 31% (n = 78 of 252 of children in the control condition were rehabilitated. Conclusions Paraprofessional Mentor Mothers are an effective strategy for delivering home visiting programs by providing the knowledge and support necessary to change the behavior of families at risk.
Dhlamini, Lebohang; Knight, Lucia; van Rooyen, Heidi; van Heerden, Alastair; Jane Rotheram-Borus, Mary
In South Africa where HIV prevalence is high, mentor mother programmes have been used to promote the health and wellbeing of women enrolled in government programmes preventing vertical transmission. The Masihambisane Project trained mentors to be educators and facilitators as "expert patients" in self-help groups. While this and other similar interventions demonstrate positive outcomes for mothers and their children, the long-term repercussions for mentors delivering the intervention are seldom considered. This article explores the personal impact of being a mentor, the potentially traumatizing effects of repeatedly sharing their experiences of living with HIV and the coping strategies they adopt. Towards the end of the Masihambisane intervention, 10 semi-structured qualitative interviews were conducted with locally recruited mentors living with HIV and were thematically analysed. Mentors found the repeated telling of their stories a painful reminder of adverse personal experiences. In some cases, retelling caused a physical reaction. Mentors relied on coping strategies like taking breaks, writing their experiences down and debriefing sessions. Despite the difficulties associated with their role, some mentors found being advisors and the group sessions therapeutic and empowering. These findings indicate that the inclusion of peer mentors comes with certain responsibilities. While the mentors were resilient and some found the experience therapeutic and empowering found creative ways to cope with secondary trauma, the negative implications cannot be ignored. To effectively deliver a mentor-driven intervention to mothers enrolled in a programme to prevent vertical transmission, the possibilities of secondary trauma should be considered and mentors provided with ongoing counselling, training on coping skills and regular debriefing sessions.
Rosenberg, Marian Goode
Situated mentoring was used as a professional development method to help 11 high school science teachers integrate learner-centered technology. The teachers' learner-centered technology beliefs and practices as well as their perception of barriers to learner-centered technology integration were explored before and after participating in the mentoring program. In addition, the participants' thoughts about the effectiveness of various components of the mentoring program were analyzed along with the mentor's observations of their practices. Situated mentoring can be effective for supporting learner-centered technology integration, in particular decreasing the barriers teachers experience. Goal setting, collaborative planning, reflection, and onsite just-in-time support were thought to be the most valuable components of the mentoring program.
This article contends that theological training supported by effective mentoring can contribute to the shaping of theology students in terms of their spiritual growth, character development and ministry formation. It is further argued that mentoring as a supportive pedagogy needs to be an essential element of theological ...
McFarlane, J; Wiist, W
Abuse to pregnant women is common and can result in complications to maternal and child health. Although screening and detection of abuse in primary health care settings is becoming more commonplace, intervention models that include community outreach have not been developed or tested. An advocacy model was developed and tested for pregnant abused women by melding research on advocacy programs for abused women exiting shelters with the principles of home visitation used to improve outcomes to pregnant women. Advocacy was offered by "mentor mothers," who were residents of the project's service area. The advocacy consisted of weekly social support, education, and assisted referrals to pregnant women identified as abused as part of routine screening offered at the first prenatal visit to a public health clinic. Effectiveness of the advocacy intervention was measured as contact success rate, number and type of advocacy contacts, and number and type of referrals made to the first 100 women to complete the advocacy program. The mentor mother advocates were successful in contacting the abused woman 33% of the time, regardless of whether a telephone call, home visitation, or in-person meeting was attempted. The average number of advocacy contacts was 9.2 (SD = 7.6) with the majority (74%) being via the telephone. The average number of referrals per woman was 8.6 (SD = 7.6) with the largest percentage (38%) being for medical services. Outreach advocacy as an intervention model for pregnant abused women is recommended.
Phillips, Mari; Marshall, Joyce
Mentorship is the 14th series of 'Midwifery basics' targeted at practising midwives. The aim of these articles is to provide information to raise awareness of the impact of the work of midwives on women's experience, and encourage midwives to seek further information through a series of activities relating to the topic. In this seventh article Mari Phillips and Joyce Marshall consider some of the key issues related to mentor update and support and consider what mentors need from their annual update.
Barnett, Ellen; Friedrichsen, Patricia J.
Research suggests discipline-specific, educative mentoring can help preservice teachers develop more sophisticated pedagogical content knowledge (PCK). However, there are few studies examining the nature of mentors' practice and how mentors influence preservice teacher's (PST) PCK. The purpose of this case study was to describe the strategies used by a secondary biology mentor teacher to support the development of a PST's PCK. The primary data sources were the transcripts of audio-recorded, daily meetings between the mentor and the PST during two curriculum units: DNA/Protein Synthesis and Evolution. The mentor influenced the PST's teaching orientation by repeatedly comparing teacher- and student-centered approaches, asking him to consider how students learn, and asking him to self-assess whether his instruction aligned with his teaching beliefs. The mentor helped the PST develop topic-specific knowledge of instructional strategies by sharing strategies she used previously, modeling critical reflection, and inviting him to critically reflect on his own instructional strategies. Topic-specific knowledge of students' understanding of science was developed by discussing common student misconceptions revealed in students' conversations and by sharing the results of test-item analysis from previous unit tests. The mentor helped develop the PST's topic-specific knowledge of assessment by helping him critically analyze and revise previous examinations to better align with the current curriculum units. Topic-specific knowledge of curricula was developed by jointly grappling with decisions about concept sequencing within units. The study includes implications for research, science teacher education, and professional development for mentors.
Paterno, Mary T; Fiddian-Green, Alice; Gubrium, Aline
Substance use disorder (SUD) is a growing issue nationally, and SUD in pregnancy has significant consequences for mothers and their children. This article describes findings from a pilot project that used digital storytelling as a mechanism for understanding substance use and recovery from the perspective of women in recovery from SUD in pregnancy who worked as peer mentors with pregnant women currently experiencing SUD. Research on peer mentorship has primarily focused on outcomes for mentees but not the experience of the peer mentors themselves. In this qualitative study, a 3-day digital storytelling workshop was conducted with five women in recovery serving as peer mentors in their community. Each mentor also participated in an individual, in-depth interview. The digital storytelling workshop process helped peer mentors make linkages between their past substance use experiences to their present work of recovery, and fostered deep social connections between mentors through the shared experience. The workshop process also elicited a sense of hope among participants, which served as groundwork for developing advocacy-based efforts. Digital storytelling may be therapeutic for women in recovery and has the potential to be integrated into recovery programs to bolster hope and social support among participants.
Halliday Henry L
Full Text Available Abstract Background Non-professional involvement in delivering health and social care support in areas of socio-economic deprivation is considered important in attempting to reduce health inequalities. However, trials of peer mentoring programmes have yielded inconsistent evidence of benefit: difficulties in implementation have contributed to uncertainty regarding their efficacy. We aimed to explore difficulties encountered in conducting a randomised controlled trial of a peer-mentoring programme for first-time mothers in socially disadvantaged areas, in order to provide information relevant to future research and practice. This paper describes the experiences of lay-workers, women and health professionals involved in the trial. Methods Thematic analysis of semi-structured interviews with women (n = 11 who were offered peer mentor support, lay-workers (n = 11 who provided mentoring and midwives (n = 2 who supervised the programme, which provided support, from first hospital antenatal visit to one year postnatal. Planned frequency of contact was two-weekly (telephone or home visit but was tailored to individuals' needs. Results Despite lay-workers living in the same locality, they experienced difficulty initiating contact with women and this affected their morale adversely. Despite researchers' attempts to ensure that the role of the mentor was understood clearly it appeared that this was not achieved for all participants. Mentors attempted to develop peer-mentor relationships by offering friendship and sharing personal experiences, which was appreciated by women. Mentors reported difficulties developing relationships with those who lacked interest in the programme. External influences, including family and friends, could prevent or facilitate mentoring. Time constraints in reconciling flexible mentoring arrangements with demands of other commitments posed major personal difficulties for lay-workers. Conclusion Difficulties in initiating contact
Full Text Available The literature contains a wide variety of definitions. The Oxford English dictionary – as you might expect – gives a classical definition: mentor. 1. a. With initial capital: The name of the Ithacan noble whose disguise the goddess Athene assumed in order to act as the guide and adviser of the young Telemachus: allusively, one who fulfils the office which the supposed Mentor fulfilled towards Telemachus. b. Hence, as common noun: An experienced and trusted counsellor. [1989
Sam-Agudu, Nadia A; Cornelius, Llewellyn J; Okundaye, Joshua N; Adeyemi, Olusegun A; Isah, Haroun O; Wiwa, Owens M; Adejuyigbe, Ebun; Galadanci, Hadiza; Afe, Abayomi J; Jolaoso, Ibidun; Bassey, Emem; Charurat, Manhattan E
Nigeria is a key target country in the global effort toward elimination of mother-to-child transmission of HIV. Low coverage of prevention of mother-to-child transmission (PMTCT) interventions, adherence, and retention-in-care rates in HIV-positive pregnant women are contributing factors to high mother-to-child transmission of HIV (MTCT) rates. In Nigeria, rural areas, served largely by primary health care facilities, have particularly poor indicators of PMTCT coverage. Mentor Mothers are HIV-positive women who serve as peer counselors for PMTCT clients, provide guidance, and support in keeping appointments and promoting antiretroviral adherence and retention-in-care. The Mother Mentor (MoMent) study aims to investigate the impact of structured Mentor Mother programs on PMTCT outcomes in rural Nigeria. A prospective cohort study will compare rates of retention-in-care among PMTCT clients who are supported by formally-trained supervised Mentor Mothers versus clients who receive standard-of-care, informal peer support. Study sites are 20 primary health care centers (10 intervention, 10 control) in rural North-Central Nigeria. The study population is HIV-positive mothers and exposed infant pairs (MIPs) (N = 480; 240 MIPs per study arm). Primary outcome measures are the proportion of exposed infants receiving early HIV testing by age 2 months, and the proportion of MIPs retained in care at 6 months postpartum. Secondary outcome measures examine antiretroviral adherence, 12-month postpartum MIP retention, and MTCT rates. This article presents details of the study design, the structured Mentor Mother programs, and how their impact on PMTCT outcomes will be assessed.
Maunders, Helena; Giles, David; Douglas, Hazel
This qualitative study aimed to explore mothers' experiences of the support they received from community health professionals. Every third mother was selected from an NHS Trust's database of women whose health visitors had used the Solihull Approach. Forty-two women were sent information packs and consent forms. Nine mothers who returned consent forms were interviewed. The interview transcripts were analysed using interpretative phenomenological analysis. The results expand on previous research and contribute additional ideas to the existing evidence base. The findings explore the concepts of trust, expertise and understanding within the working partnership. In addition, the results address mothers' need for reliability, and a preference for professionals who understood women's beliefs about what it means to be a 'good mother'. The results and recommendations are pertinent to those community health professionals who work in the area of early childhood intervention, including practitioners who use the Solihull Approach.
Many people including some health workers and physicians believe bottle feeding is just as good as breast feeding, even though bottle feeding poses some dangers to infants. Further, health workers in hospital often are too busy to counsel new mothers in breast feeding or are simply not trained to do so. Moreover, young women often live in areas away from their family and friends thus not living close to women with whom they are familiar and who could guide them in mastering breast feeding skills. So new mothers who want to breast feed have no support, lack confidence, and/or feel they cannot do so because they work or have other responsibilities. Support groups for new breast feeding mothers can provide them with the needed confidence to breast feed by allowing them to discuss concerns with other new mothers and an experienced leader and to learn the advantages of breast feeding, e.g., a breast fed infant is never constipated. A confident experienced woman in breast feeding is best suited to start a support group in a community. She needs to promote the group by talking to health workers and physicians and advertising at maternity hospitals, women's organizations, and health centers. Once the support group has become successful, several mothers can undergo training to start and lead new support groups. If no national breast feeding promotion organization exists to offer advice on starting a support group, the article provides addresses of international organizations. At support group meetings, mothers learn how to breast feed, how to express and store breast milk, breast feed inconspicuously in public, how their bodies work, and about child growth and development. Support group members from the Philippines, Belize, Trinidad and Tobago, Australia, and singapore share their experiences.
Kumar, Swapna; Coe, Catherine
The increase in online graduate programs and the online mentoring of student research have led to the need to identify challenges faced by online mentees and successful strategies used by online mentors during the dissertation process. Based on semistructured interviews with ten graduates, strategies for online mentoring and areas of support…
Crul, M.R.J.; Schneider, Jens
Mentoring and coaching is an established practice in corporate multinational firms worldwide, but mentoring programs for school pupils are still relatively new in Europe. This policy brief highlights a special kind of mentor: students in higher education with an immigrant background who can act as
Thomas, J. Denard; Lunsford, Laura Gail; Rodrigues, Helena A.
Which academics benefit from participation in formal mentoring programmes? This study examined the needs and mentoring networks of new academics with evaluative data from a pilot mentoring programme. Themes from these data point towards re-envisioning initiatives for academic staff development. First, an examination of the expansion of mentoring…
Stump, Kathryn N; Kupersmidt, Janis B; Stelter, Rebecca L; Rhodes, Jean E
Children of incarcerated parents (COIP) are at risk for a range of negative outcomes; however, participating in a mentoring relationship can be a promising intervention for these youth. This study examined the impact of mentoring and mentoring program enhancements on COIP. Secondary data analyses were conducted on an archival database consisting of 70,729 matches from 216 Big Brothers Big Sisters (BBBS) local agencies to establish the differential effects of mentoring on COIP. A subset of 45 BBBS agencies, representing 25,252 matches, participated in a telephone interview about program enhancements for better serving COIP. Results revealed that enhanced program practices, including having specific program goals, providing specialized mentor training, and receiving additional funding resulted in better outcomes for COIP matches. Specifically, specialized mentor training and receiving additional funding for serving matches containing COIP were associated with longer and stronger matches. Having specific goals for serving COIP was associated with higher educational expectations in COIP. Results are discussed in terms of benefits of a relationship-based intervention for addressing the needs of COIP and suggestions for program improvements when mentoring programs are serving this unique population of youth. © Society for Community Research and Action 2018.
Smailes, Joanne; Gannon-Leary, Pat
Support systems are vital for university entrants and one established means of support is peer mentoring, which has the potential to improve student engagement and retention. Peer mentoring models are generally based on face-to-face contact. However, given the increasing number of higher education institutions using social media, might online…
Stanigar, Jennifer Jill
Aspiring entrepreneurs give and receive support in growth-fostering interactions with seasoned entrepreneurs, mentors, peers, and others. This dissertation investigates viewpoints held by entrepreneurs about their experiences of effective mentoring support. Little is known about how an entrepreneur learns through interacting with different…
McIntyre, Joanna; Hobson, Andrew J.
This paper reports findings from a study of support provided by non-school-based mentors of secondary science teachers in England. It focuses on the identity development of beginning teachers of physics, some of the recipients of the mentoring. Drawing on the analysis of interview and case study data, and utilising third space theory, the authors…
Blickle, Gerhard; Witzki, Alexander H.; Schneider, Paula B.
Career success of early employees was analyzed from a power perspective and a developmental network perspective. In a predictive field study with 112 employees mentoring support and mentors' power were assessed in the first wave, employees' networking was assessed after two years, and career success (i.e. income and hierarchical position) and…
Henning, John E.; Gut, Dianne; Beam, Pamela
This article describes one teacher preparation program's approach to designing and implementing a mentoring program to support clinically-based teacher education. The design for the program is based on an interview study that compared the mentoring experiences of 18 teachers across three different contexts: student teaching, early field…
Full Text Available The rapid growth of technology has had a significant effect on educational activities. As a result of this growth, a shift has taken place from a behaviorist teaching style to a constructivist perspective which enables adult learners to build up knowledge collaboratively. Mentoring, a valuable tool within the constructivism approach, can offer a two-way knowledge-sharing environment in which participants can adopt what they learn into their workplaces through a process called transformative learning. Mentoring has now embraced technological advances so that participants can contact each other with synchronous and asynchronous communication tools such as Skype and e-mail respectively. This research project was conducted in a governmental company as a case study in order to study how the participants of mentoring understand their roles, and how they perceive these roles when communicating through Skype and e-mail. The project culminates in suggestions for a new e-mentoring model for practitioners. One of the findings in the research shows that the understanding of the mentoring relationship is diverse, and most participants have confusion about the different meanings of coaching, mentoring and consulting. However, almost all the participants agree that mentors should have a strong position to foster transformative learning in a mentoring process. Although transformative learning has not occurred in the relationships, Skype is a supporting technology for mentors to complement e-mail dialogs by clarification, and building up a trusting relationship. Moreover, some mentors often take an active role to manage and control the relationships as a leading position, but mentees mostly support this action by asking good questions and initiating meetings. Additionally, e-mail is used as a storage tool to review previous conversations, and it is used to re-schedule and initiate online meetings. Lastly, the researcher reflects on the implementation process as
Gandhi, Monica; Johnson, Mallory
Given the diversity of those affected by HIV, increasing diversity in the HIV biomedical research workforce is imperative. A growing body of empirical and experimental evidence supports the importance of strong mentorship in the development and success of trainees and early career investigators in academic research settings, especially for mentees of diversity. Often missing from this discussion is the need for robust mentoring training programs to ensure that mentors are trained in best practices on the tools and techniques of mentoring. Recent experimental evidence shows improvement in mentor and mentee perceptions of mentor competency after structured and formalized training on best practices in mentoring. We developed a 2-day "Mentoring the Mentors" workshop at UCSF to train mid-level and senior HIV researchers from around the country [recruited mainly from Centers for AIDS Research (CFARs)] on best practices, tools and techniques of effective mentoring. The workshop content was designed using principles of Social Cognitive Career Theory (SCCT) and included training specifically geared towards working with early career investigators from underrepresented groups, including sessions on unconscious bias, microaggressions, and diversity supplements. The workshop has been held three times (September 2012, October 2013 and May 2015) with plans for annual training. Mentoring competency was measured using a validated tool before and after each workshop. Mentoring competency skills in six domains of mentoring-specifically effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity and promoting development-all improved as assessed by a validated measurement tool for participants pre- and -post the "Mentoring the Mentors" training workshops. Qualitative assessments indicated a greater awareness of the micro-insults and unconscious bias experienced by mentees of diversity and a commitment to improve awareness and
Supervised practice as a mentor is currently an integral component of nurse mentor education. However, workplace education literature tends to focus on dyadic mentor-student relationships rather than developmental relationships between colleagues. This paper explores the supportive relationships of nurses undertaking a mentorship qualification, using the novel technique of constellation development to determine the nature of workplace support for this group. Semi-structured interviews were conducted with three recently qualified nurse mentors. All participants developed a mentorship constellation identifying colleagues significant to their own learning in practice. These significant others were also interviewed alongside practice education, and nurse education leads. Constellations were analysed in relation to network size, breadth, strength of relationships, and attributes of individuals. Findings suggest that dyadic forms of supervisory mentorship may not offer the range of skills and attributes that developing mentors require. Redundancy of mentorship attributes within the constellation (overlapping attributes between members) may counteract problems caused when one mentor attempts to fulfil all mentorship roles. Wider nursing teams are well placed to provide the support and supervision required by mentors in training. Where wider and stronger networks were not available to mentorship students, mentorship learning was at risk. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.
Black, Maureen M; Bentley, Margaret E; Papas, Mia A; Oberlander, Sarah; Teti, Laureen O; McNary, Scot; Le, Katherine; O'Connell, Melissa
Rates of rapid second births among low-income black adolescent mothers range from 20% to 50%. Most efforts to prevent rapid second births have been unsuccessful. There were 4 objectives: (1) to examine whether a home-based mentoring intervention was effective in preventing second births within 2 years of the adolescent mother's first delivery; (2) to examine whether greater intervention participation increased the likelihood of preventing a second birth; (3) to examine whether second births were better predicted from a risk practice perspective or a family formation perspective, based on information collected at delivery; and (4) to examine how risk practices or family formation over the first 2 years of parenthood were related to a second birth. We conducted a randomized, controlled trial of a home-based intervention curriculum, based on social cognitive theory, and focused on interpersonal negotiation skills, adolescent development, and parenting. The curriculum was delivered biweekly until the infant's first birthday by college-educated, black, single mothers who served as mentors, presenting themselves as "big sisters." The control group received usual care. Follow-up evaluations were conducted in the homes 6, 13, and 24 months after recruitment. Participants were recruited from urban hospitals at delivery and were 181 first time, black adolescent mothers ( or = 2 intervention visits increased the odds of not having a second infant more than threefold. Only 1 mother who completed > or = 6 visits had a second infant. At delivery of their first infant, mothers who had a second infant were slightly older (16.7 vs 16.2 years) and were more likely to have been arrested (30% vs 14%). There were no differences in baseline contraceptive use or other measures of risk or family formation. At 24 months, mothers who had a second infant reported high self-esteem, positive life events, and romantic involvement and residence with the first infant's father. At 24 months, there
Mar 31, 2015 ... to read online. Introduction. In recent ... Collins (2009) contends that: ... (p. 80). According to Addington and Graves (2010:329), mentoring is a reciprocal ... times in the Gospel of John alone (Moore 2007:155). In his farewell ...
Shapira-Lishchinsky, Orly; Levy-Gazenfrantz, Tania
The aim of the study was to determine whether teacher-mentees perceive their mentors as authentic leaders and if so, how these perceptions affected their leadership strategies. The sample included 60 Israeli teacher-mentees from different school levels and different sectors, who volunteered to participate in the study. Semi-structured interviews…
Fox, L. K.; Singer, J.
Undergraduate Research (UR) is broadly accepted as a high impact educational practice. Student participation in UR contributes to measurable gains in content knowledge and skills/methodology, oral and written communication skills, problem solving and critical thinking, self-confidence, autonomy, among others. First-generation college students and students from underrepresented minorities that participate in UR are more likely to remain in STEM majors, persist to graduation, and pursue graduate degrees. While engagement in the research process contributes to these outcomes, the impact of the interaction with the faculty mentor is critical. A number of studies provide evidence that it is the relationship that forms with the faculty mentor that is most valued by students and strongly contributes to their career development. Faculty mentors play an important role in student development and the relationship between mentor and student evolves from teacher to coach to colleague. Effective mentoring is not an inherent skill and is generally not taught in graduate school and generally differs from mentoring of graduate students. Each UR mentoring relationship is unique and there are many effective mentoring models and practices documented in the literature. The Council on Undergraduate Research (CUR) has a long history of supporting faculty who engage in research with undergraduates and offers resources for establishing UR programs at individual, departmental, and institutional levels. The Geosciences Division of CUR leads faculty development workshops at professional meetings and provides extensive resources to support geosciences faculty as UR mentors (http://serc.carleton.edu/NAGTWorkshops/undergraduate_research/index.html). Examples of effective mentoring strategies are highlighted, including a model developed by SUNY- Buffalo State that integrates mentoring directly into the evaluation of UR.
Marilyn McHugh; Jane Millar
The rapid increase in the numbers of sole parents in Australia - and their high risk of poverty - has meant that these families have become a focus of increasing concern. This paper explores the issue of sole motherhood and employment, with a particular emphasis on examining the relationship between social security policies and current discourses on the role of women in Australian society, including the perspectives of sole mothers themselves. The paper is part of an edited collection (Duncan...
Gandhi, Monica; Johnson, Mallory
Introduction Given the diversity of those affected by HIV, increasing diversity in the HIV biomedical research workforce is imperative. A growing body of empirical and experimental evidence supports the importance of strong mentorship in the development and success of trainees and early career investigators in academic research settings, especially for mentees of diversity. Often missing from this discussion is the need for robust mentoring training programs to ensure that mentors are trained in best practices on the tools and techniques of mentoring. Recent experimental evidence shows improvement in mentor and mentee perceptions of mentor’s competency after structured and formalized training on best practices in mentoring. Methods We developed a 2-day “Mentoring the Mentors” workshop at UCSF to train mid-level and senior HIV researchers from around the country (recruited mainly from Centers for AIDS Research (CFARs)) on best practices, tools and techniques of effective mentoring. The workshop content was designed using principles of Social Cognitive Career Theory (SCCT) and included training specific to working with early career investigators from underrepresented groups, including training on unconscious bias, microaggressions, and diversity supplements. The workshop has been held 3 times (September 2012, October 2013 and May 2015) with plans for annual training. Mentoring competency was measured using a validated tool before and after each workshop. Results Mentoring competency skills in six domains of mentoring -specifically effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity and promoting development - all improved as assessed by a validated measurement tool for participants pre- and-post the “Mentoring the Mentors” training workshops. Qualitative assessments indicated a greater awareness of the micro-insults and unconscious bias experienced by mentees of diversity and a commitment to
Kermanshahi, Sima Mohammad Khan; Vanaki, Zohreh; Ahmadi, Fazlollah; Azadfalah, Parviz
This qualitative phenomenological study explores the lived experiences of perceived support by Iranian mothers who have children with learning disability. Twelve open interviews with six mothers of learning-disabled children (7-12 years of age) were audiotape-recorded with participants' consent. The interviews were transcribed and data were analyzed using Van Manen methodology. Two major themes emerged from 138 thematic sentences. The mothers'experiences could be interpreted as a sense of being in the light or being in the shade of support, with variations for different participants. The results indicate a need for more specialized and individually adjusted support for mothers in Iran.
James, Alana I.
Two challenges identified for psychology higher education are supporting entry students’ transition, and supporting graduates’ transition into employment. The evaluation of the first phase of a cross-age mentoring action research project targeting these issues is presented; eight psychology undergraduates mentored 20 A-level psychology pupils in two schools. Mentors showed significant increases in two of nine psychological literacies, in self-efficacy but not self-esteem, were highly satisfie...
Luebeck, Jennifer Lyn
Rural educators face unique professional challenges and limitations. This study investigated the effectiveness of an innovative distance-mediated mentoring program for rural novice mathematics and science teachers. Four purposes were pursued: (1) characterize and document the nature and development of the mentor-novice relationship; (2) describe how discourse influenced the novice teachers' perceptions about mathematics and science teaching; (3) determine whether telecommunication effectively supported a distance-mediated mentoring relationship for novice rural teachers; and (4) investigate program effects on novice teachers' attitudes, concerns, and professional growth. A qualitative research design was implemented during academic years 1996-98. Primary data collection focused on nine rural novice teachers and their mentors and included three sets of interviews spanning three semesters, field observation of classrooms, schools, and communities, and analysis of electronic mail messages over a four-month period. Supporting data were collected during observation of workshops and training sessions, and through surveys administered to all program participants in early 1997 and 1998. Categories of mentor-novice communication were identified: curriculum and content, validation of teaching practice, classroom and school issues, moral support, and social talk. Impact on mathematics and science teaching was accomplished by: sharing materials and activities; planning units and projects; locating resources; classroom and student concerns; long-range curriculum design, and improvement of teaching practices. Professional growth (for both novices and mentors) occurred through individual contact with partners and interaction within the larger mentoring community in both face-to-face and on-line venues. Telecommunication was highly valued by successful users. Technical difficulty curtailed access for a significant number of teachers, but they maintained successful relationships
Tee, Stephen; Cowen, Michelle
Good practice demands a clinical practice culture positively disposed to students with disabilities. Equality legislation seeks to protect those with a disability from either direct or indirect discrimination. The balance between providing "reasonable adjustments" for the student, whilst ensuring "Fitness to Practice", and ultimate employability, requires a close partnership between higher education and practice mentors. This paper reports on the development and evaluation of a range of interactive resources, used in the preparation of mentors to help them address the specific learning needs of disabled students. The evaluation revealed the benefit of student 'stories' in helping mentors to understand the support needs of disabled students and ensure reasonable adjustments are implemented in compliance with disability legislation. The interactive resources have been helpful in promoting positive action towards disabled students' learning, empathic understanding of mental health issues and knowledge and skills acquisition in support of dyslexic students. Implementing reasonable adjustments in practice requires a close working partnership between HEI's and mentors who appreciate support in understanding the development and application of coping strategies to overcome disabilities. Effective preparation of mentors is essential to ensure that opportunities for disabled students to succeed are maximised. Copyright © 2011. Published by Elsevier Ltd.
Full Text Available Abstract Background Lone-mother led families are at increased risk of psychosocial disadvantage, social isolation and mental health morbidity. Community-based programs are more accessible for families seeking assistance. We examine the experiences of eight lone mothers participating in a larger randomized controlled trial (RCT of a community-based education/support group program using mixed methods. Methods A purposeful sample of eight mothers participating in the intervention arm of an RCT of community-based support/education groups was selected for the qualitative study. Individual interviews asked mothers about themselves and their relationships with their children before and after the group. Interviews were taped, transcribed and content analysis was used to code and interpret the data. Quantitative data collected in the RCT were used to describe these mothers. Results Mothers participating in the RCT and qualitative study experienced multiple difficulties, including financial and mood problems. These mothers reported that before participating in the group, they had shared experiences of social isolation, stigma, a sense of failure, poor relationships with their children and difficulties with financial management. After the group, mothers identified improved self-esteem, support from other mothers, improved parenting skills and improved communication with their children as outcomes of group participation. Conclusions The qualitative data revealed mothers' perceptions of specific areas that improved by participating in the group. The utility of complementary information provided by qualitative and quantitative methods in understanding program impact, as well as the need for broader assistance is noted.
Lipman, Ellen L; Kenny, Meghan; Jack, Susan; Cameron, Ruth; Secord, Margaret; Byrne, Carolyn
Lone-mother led families are at increased risk of psychosocial disadvantage, social isolation and mental health morbidity. Community-based programs are more accessible for families seeking assistance. We examine the experiences of eight lone mothers participating in a larger randomized controlled trial (RCT) of a community-based education/support group program using mixed methods. A purposeful sample of eight mothers participating in the intervention arm of an RCT of community-based support/education groups was selected for the qualitative study. Individual interviews asked mothers about themselves and their relationships with their children before and after the group. Interviews were taped, transcribed and content analysis was used to code and interpret the data. Quantitative data collected in the RCT were used to describe these mothers. Mothers participating in the RCT and qualitative study experienced multiple difficulties, including financial and mood problems. These mothers reported that before participating in the group, they had shared experiences of social isolation, stigma, a sense of failure, poor relationships with their children and difficulties with financial management. After the group, mothers identified improved self-esteem, support from other mothers, improved parenting skills and improved communication with their children as outcomes of group participation. The qualitative data revealed mothers' perceptions of specific areas that improved by participating in the group. The utility of complementary information provided by qualitative and quantitative methods in understanding program impact, as well as the need for broader assistance is noted.
Full Text Available Support systems are vital for university entrants and one established means of support is peer mentoring, which has the potential to improve student engagement and retention. Peer mentoring models are generally based on face-to-face contact. However, given the increasing number of higher education institutions using social media, might online models be beneficial in a peer mentoring context? This article describes a literature review and case study that considers the advantages and disadvantages of three potential virtual models to facilitate a peer mentoring scheme. The case study, undertaken at Northumbria University, UK, involved an investigation of mentoring needs and current usage of electronic media where special attention is afforded to a diverse student body. The three models discussed are virtual learning environments (VLE, social networking sites and virtual worlds. We find that the VLE is established within institutions but lacks excitement; social networking is popular particularly with younger students but there may be resentment if this appears to be appropriated by the institution; whilst virtual worlds are unfamiliar to many students and require advanced skills to use successfully. Based on these findings the social networking model is now being run as a pilot study by business programmes at Northumbria University.
James, Alana I.
Two challenges identified for psychology higher education are supporting entry students' transition, and supporting graduates' transition into employment. The evaluation of the first phase of a cross-age mentoring action research project targeting these issues is presented; eight psychology undergraduates mentored 20 A-level psychology pupils in…
Dikilitas, Kenan; Mumford, Simon E.
This study focuses specifically on the writing up process of relatively inexperienced teacher researchers. The data consist of interviews with 11 teacher researchers at a private university in Turkey. There was evidence that mentor-supported collaboration created a socio-constructivist learning environment, leading to the development of academic…
Research purpose: The aim of this research is to discover what the characteristics of coordinators of structured mentoring schemes in South Africa are, what is required of such coordinators and how they feel about their role, with a view to improving development and support for them. Motivation for the study: The limited amount of information about role requirements for coordinators which is available in the literature is not based on empirical research. This study aims to supply the empirical basis for improved development and support for coordinators. Research design and method: A purposive sample of 25 schemes was identified and both quantitative and qualitative data, obtained through questionnaires and interviews, were analysed using descriptive statistics and thematic analysis. Main findings: Functions of coordinators tend to be similar across different types of mentoring schemes. A passion for mentoring is important, as the role involves many frustrations. There is little formalised development and support for coordinators. Practical/managerial implications: The study clarifies the functions of the coordinator, offers a job description and profile and makes suggestions on how to improve the development of the coordinator’s skills. Contribution/value-add: An understanding of what is required from a coordinator, how the necessary knowledge and skills can be developed and how the coordinator can be supported,adds value to an organisation setting up or reviewing its structured mentoring schemes.
This study investigated anxiety as a phenomenon distinct from depression and evaluated several variables that influence anxiety in first-time mothers. This explored the relationship between maternal sense of competence (both of mothering and efficacy) and perceived social support (from family, friends, and significant others) and first-time mothers' postpartum anxiety, when depression, socioeconomic status (SES), and marital status were controlled for. The population studied were 86 first-time mothers made up of women with children 24 months or younger in two populations of Kentucky and Michigan. The constructs of maternal sense of competence and perceived social support were found to be significant in explaining first-time mothers' anxiety. The study concluded that a combined association of perceived social support and maternal sense of competence were associated with a 34% (change in R-squared = .339) decrease of a first-time mothers' anxiety. However, not all types of social support, or maternal competence appeared to be equally important with regards to maternal anxiety: social support from friends and family and maternal sense of competence in regard to productivity appeared to be most significant. Lastly, some recommendations for health practitioners who work with mothers are provided.
Strange, Cecily; Fisher, Colleen; Howat, Peter; Wood, Lisa
The aim of this study was to explore the ways that mothers' groups and playgroups support families with children aged 0-5 years and foster community connectedness in newer residential communities in Perth, Western Australia. The transition to parenthood is a time of increased support need. Changing community demography has resulted in a loss of traditional support structures and an increased need for local community initiatives to support families with young children. A qualitative descriptive design was used for this initial phase of a mixed methods sequential exploratory study. Data were collected between December 2011-August 2012. Interviews and focus groups conducted with 39 mothers provided insights from 16 mothers' groups and 13 playgroups. In addition, interviews were undertaken with three child health nurses and four local government early childhood staff. For the participants in this study, mothers' groups and playgroups provided opportunities to learn about parenting, to build a supportive network, to forge friendships and a connectedness to the local community. The families who relocated often experienced isolation until new groups and social networks were found. In general, where participation in mothers' groups and playgroups facilitated relationships with others from the local community, connectedness to that community was reported by participants to be enhanced. Mothers' groups and playgroups provide important community development opportunities and appear to help reduce potential isolation for mothers with young children. The findings are of interest to nurses and other health professionals working with families with young children. © 2014 John Wiley & Sons Ltd.
Bettinelli, Maria Enrica
Women should never be forced to make a choice between mother-work and other work. Many women mistakenly think they cannot breastfeed if they plan to return to work, and thus they may not talk with their employers about their intention to breastfeed or how breastfeeding might be supported at their workplace. All breastfeeding policies and strategies underline the importance of providing support for lactating mothers and highlight the need to promote specific interventions in the workplace. Possible strategies for working mothers include having the mother keep the baby with her while she works, allowing the mother to go to the baby to breastfeed during the workday, telecommuting, offering flexible work schedules, maintaining part-time work schedules, and using on-site or nearby child care centres.
María José Rodrigo
Full Text Available This study investigated: a mothers´ use and satisfaction with informal and formal supports in at-risk psychosocial contexts, and b the relationships between satisfaction with help and the mothers´ perception of their role (personal agency. Self-report data about the use and satisfaction with sources of help, and levels of internal control, self-efficacy, couple agreement, role difficulty and motivation for change were obtained from 519 mothers referred by Social Services and 519 non-referred mothers. Results indicated that at-risk mothers relied less upon close informal support and more on formal support than non atrisk mothers. They were also more satisfied with the formal sources of support and had lower levels of personal agency. There were beneficial effects of satisfaction with informal help and school support on several aspects of personal agency for both groups. However, satisfaction with school and social services support had a detrimental effect on couple agreement in the at-risk group. Implications of the results for providing social support to at-risk families are discussed.
Objective: This study aimed at determining how mother support groups affect the nutrition status of children under 2 years of age ... fants should be fed exclusively on breast milk from birth ... an intervention provides long-term health benefits for.
van Emmerik, I. J. Hetty
Purpose: The paper aims to follow social exchange theory and group social capital theory, to predict positive relationships between (informal) mentoring and various support resources for two types of performance (i.e. perceptions of individual and team performance). Design/methodology/approach: The associations of individual-level mentoring and…
This study deals with novice teachers' mentors' conceptions of mentoring prior to their mentoring training. In Israel, all novice teachers have to be supported and assessed by a mentor during their first year of teaching. The aim of this study was to elicit from prospective mentors their own conception of professional mentoring, as a basis for…
Full Text Available Mentoring literature often cites a tension between local initiatives that target the needs of specific groups and more efficient centralised programs addressing common concerns across a larger population. For several years, the University of Sydney has had a Mentoring Network consisting of the faculties of Arts and Social Sciences, Health Sciences, Science, Sydney Law School and the Business School. These faculties have worked together to develop a community of best practice for mentoring programs at our large, multi-campus institution, and for the past two years have included a representative from Student Support Services to incorporate a centralised support component into their faculty-specific training programs. This Practice Report showcases the work of the University of Sydney Mentoring Network in combining central university services with faculty-based mentoring.
Tillman, Robert E; Jang, Susan; Abedin, Zainab; Richards, Boyd F; Spaeth-Rublee, Brigitta; Pincus, Harold Alan
To document the frequency of policies and activities in support of mentoring practices at institutions receiving a U.S. National Institutes of Health's Clinical and Translational Science Award (CTSA). The study consisted of a 69-item survey with questions about the inclusion (formal or informal) of policies, activities, and structures supporting mentoring within CTSA-sponsored research (i.e., KL2 programs) and, more broadly, in the CTSA's home institution. The survey, conducted from November 2010 through January 2011, was sent to the 55 institutions awarded CTSAs at the time of the survey. Follow-up phone interviews were conducted to clarify responses as needed. Fifty-one of 55 (92%) institutions completed the survey for institutional programs and 53 of 55 (96%) for KL2 programs. Responses regarding policies and activities involving mentor criteria, mentor-mentee relationship, incentives, and evaluative mechanisms revealed considerable variability between KL2 and institutional programs in some areas, such as having mentor qualification criteria and processes to evaluate mentors. The survey also identified areas, such as training and women and minority mentoring programs, where there was frequent sharing of activities between the institutional and KL2 programs. KL2 programs and institutional programs tend to have different preferences for policies versus activities to optimize qualification of mentors, the mentor-mentee relationship, incentives, and evaluation mechanisms. Frequently, these elements are informal. Individuals in charge of implementing and maintaining mentoring initiatives can use the results of the study to consider their current mentoring policies, structures, and activities by comparing them with national patterns within CTSA institutions.
Kadis, Jessica A; McRee, Annie-Laurie; Gottlieb, Sami L; Lee, Morgan R; Reiter, Paul L; Dittus, Patricia J; Brewer, Noel T
HPV vaccination rates among adolescents in the United States lag behind some other developed countries, many of which routinely offer the vaccine in schools. We sought to assess mothers' willingness to have their adolescent daughters receive HPV vaccine at school. A national sample of mothers of adolescent females ages 11-14 completed our internet survey (response rate=66%). The final sample (n=496) excluded mothers who did not intend to have their daughters receive HPV vaccine in the next year. Overall, 67% of mothers who intended to vaccinate their daughters or had vaccinated their daughters reported being willing to have their daughters receive HPV vaccine at school. Mothers were more willing to allow their daughters to receive HPV vaccine in schools if they had not yet initiated the vaccine series for their daughters or resided in the Midwest or West (all pconcerns about voluntary school-based provision of HPV vaccine that mothers most frequently cited were that their daughters' doctors should keep track of her shots (64%) and that they wished to be present when their daughters were vaccinated (40%). Our study suggests that most mothers who support adolescent vaccination for HPV find school-based HPV vaccination an acceptable option. Ensuring communication of immunization records with doctors and allowing parents to be present during immunization may increase parental support. Copyright © 2011 Elsevier Ltd. All rights reserved.
Jamieson, Rhiann; Theodore, Kate; Raczka, Roman
Little is known about how women with intellectual disabilities make decisions in relation to pregnancy. Social support is important for mothers with intellectual disabilities in many areas. This study explored how the support network influenced the decision-making of women with intellectual disabilities in relation to pregnancy. The study extended…
Phang, A. Young; Lee, Ki-Hak
The purpose of the study was to identify, categorize, and provide a model for the understanding of social support among Korean working mothers. The participants were interviewed and asked what kind of social support they received that allowed them to maintain work and family life. Using multidimensional scaling and hierarchical clustering analysis…
Fujino, Haruo; Saito, Toshio; Matsumura, Tsuyoshi; Shibata, Saki; Iwata, Yuko; Fujimura, Harutoshi; Shinno, Susumu; Imura, Osamu
Communicating about Duchenne muscular dystrophy and its prognosis can be difficult for affected children and their family. We focused on how physicians provide support to the mothers of children with Duchenne muscular dystrophy who have difficulty communicating about the condition with their child. The eligible participants were certified child neurologists of the Japanese Society of Child Neurology. Participants responded to questionnaires consisting of free descriptions of a vignette of a child with Duchenne muscular dystrophy and a mother. We analyzed 263 responses of the participants. We found 4 themes on advising mothers, involving encouraging communication, family autonomy, supporting family, and considering the child's concerns. These results provide a better understanding of the communication between physicians and family members who need help sharing information with a child with Duchenne muscular dystrophy. These findings will assist clinical practitioners in supporting families and the affected children throughout the course of their illness. © The Author(s) 2015.
Cho, Dan-Bi; Cole, Donald; Simiyu, Ken; Luong, Winnie; Neufeld, Vic
Global health innovators must navigate substantial complexities to successfully develop, implement and sustain global health innovations with impact through application of an Integrated InnovationTM approach. We sought to examine the nature of the literature and evidence around mentoring, training and support of global health innovators. We conducted a scoping review searching eight databases with terms capturing different kinds of innovation and support. Assessment of relevance and mapping was completed by two reviewers, with interpretation by the review team. Twenty-eight relevant papers provided perspectives on fostering global health innovators and innovation. Fifteen included empirical data on supports to global health innovators involving a wide range of innovators. Eight included documentation of outcomes but without designs to determine effectiveness. The diverse mentoring, training and support activities included: business incubators, support organizations and centres for entrepreneurship, technology transfer and intellectual property management, internship programs for business skill development, initiatives to bridge industry and researchers, and platforms for South-led innovation for global health. We propose the cultivation of a pipeline of global health innovators to increase the number of appropriate, sustainable innovations with impact in global health. Further empirical work on how to effectively support global health innovators is needed.
Nosotras viviremos. Los consejos: Un manual de capacitacion para trabajar con madres latinas campesinas (A Capacity Building Training Manual for Working with Latina Farmworking Mothers and Mentors of Girls).
Bolomey, Antonieta; Munoz-Lopez, Rosie; Ramirez-Garnica, Gabriela; Ramos, Flavia S.
This project builds organizational and staff capacity to deliver HIV/AIDS education to farmworking Hispanic female adolescents and women. It includes two training manuals, one addressing the issues of farmworking mothers/mentors, and one addressing the issues of preadolescent and adolescent farmworking girls. This manual for mothers contains…
Schrum, Lynne; English, Mary C.; Galizio, Lyndsie M.
A FIPSE-funded project was designed to provide support and training to community college faculty electronically, and to develop a model to offer innovative, interactive strategies to support their students' academic and career needs. The goal of the mentoring/coaching program has been to support instructors in their online efforts, provide…
Moked, Zahava; Drach-Zahavy, Anat
To examine whether the interdependent attachment style of students is positively related to their support-seeking behaviour during supervision and whether their over-dependent and counter-dependent attachment styles are negatively related to it. Second, to determine whether the mentors' attachment styles moderate the relationship between the students' support-seeking behaviours and their professional competence, such that this relationship is stronger when supervisors are characterized by higher independent attachment style. The mentor-student encounter during nursing clinical supervision is expected to create a supportive environment aimed at promoting support-seeking behaviours and subsequent positive supervision outcomes. Bowlby's attachment theory suggests that the three attachment styles - independent, counter-dependent and over-dependent - may have implications for clinical supervision. A correlative-prospective study. One hundred and seventy-eight students and 66 clinical mentors completed questionnaires at the beginning and end of a clinical supervision session during 2012-2013. Results demonstrated that high compared with low independent nursing students tended to seek less support. Second, students who seek less support evaluated their professional competence as higher than students who seek more support. Third, mentor's counter-dependent attachment style moderated the relationship between students' support-seeking behaviour and their professional competencies. The results allude to the detrimental meaning of support-seeking in the eyes of nursing students. Results can guide administrators in promoting supervision processes that are compatible with the students' independent learning style, while also preventing the negative implications of autonomic learning. Furthermore, as mentors' counter-dependent attachment style can hinder students' support-seeking, attachment styles should be considered in the selection of mentors. © 2015 John Wiley & Sons Ltd.
Renfrew, Mary J; McCormick, Felicia M; Wade, Angela; Quinn, Beverley; Dowswell, Therese
Background There is extensive evidence of important health risks for infants and mothers related to not breastfeeding. In 2003, the World Health Organization recommended infants be exclusively breastfed until six months of age, with breastfeeding continuing as an important part of the infant’s diet till at least two years of age. However, breastfeeding rates in many countries currently do not reflect this recommendation. Objectives To assess the effectiveness of support for breastfeeding mothers. Search methods We searched the Cochrane Pregnancy and Childbirth Group’s Trials Register (3 October 2011). Selection criteria Randomised or quasi-randomised controlled trials comparing extra support for healthy breastfeeding mothers of healthy term babies with usual maternity care. Data collection and analysis Two review authors independently assessed trial quality and extracted data. Main results Of the 67 studies that we assessed as eligible for inclusion, 52 contributed outcome data to the review (56,451 mother-infant pairs) from 21 countries. All forms of extra support analysed together showed an increase in duration of ‘any breastfeeding’ (includes partial and exclusive breastfeeding) (risk ratio (RR) for stopping any breastfeeding before six months 0.91, 95% confidence interval (CI) 0.88 to 0.96). All forms of extra support together also had a positive effect on duration of exclusive breastfeeding (RR at six months 0.86, 95% CI 0.82 to 0.91; RR at four to six weeks 0.74, 95% CI 0.61 to 0.89). Extra support by both lay and professionals had a positive impact on breastfeeding outcomes. Maternal satisfaction was poorly reported. Authors’ conclusions All women should be offered support to breastfeed their babies to increase the duration and exclusivity of breastfeeding. Support is likely to be more effective in settings with high initiation rates, so efforts to increase the uptake of breastfeeding should be in place. Support may be offered either by
Hurd, Noelle M; Albright, Jamie; Wittrup, Audrey; Negrete, Andrea; Billingsley, Janelle
The current study explored whether cumulative appraisal support from as many as five natural mentors (i.e., nonparental adults from youth's pre-existing social networks who serve a mentoring role in youth's lives) led to reduced symptoms of depression and anxiety via improved global self-worth among underrepresented college students. Participants in the current study included 340 college students (69% female) attending a 4-year, predominantly White institution of higher education. Participants were first-generation college students, students from economically disadvantaged backgrounds, and/or students from underrepresented racial/ethnic minority groups. Participants completed surveys during the Fall and Spring of their first year of college and in the Spring of their second and third years of college. Results of the structural equation model (including gender, race/ethnicity, and extraversion as covariates) indicated that greater total appraisal support from natural mentoring relationships predicted decreases in students' psychological distress via increases in self-worth (indirect effects assessed via boot-strapped confidence intervals; 95% CI). The strength of association between appraisal support and self-worth was not moderated by the proportion of academic natural mentors. Findings from the current study extend previous research by measuring multiple natural mentoring relationships and pinpointing supportive exchanges that may be of particular consequence for the promotion of healthy youth development. Institutional efforts to reinforce pre-existing natural mentoring relationships and encourage the onset of new natural mentoring relationships may serve to bolster the well-being and success of underrepresented students attending predominantly White universities.
Risquez, Angelica; Sanchez-Garcia, Marife
This study investigates how computer mediated communication (CMC) can sustain nourishing and emotionally enriching peer mentoring relations. A peer electronic mentoring program was implemented in an Irish university to facilitate freshmen's transition to college. A sample of 123 participants (42 mentors and 81 mentees) was evaluated with a…
Bristol, Laurette; Adams, Anne E.; Guzman Johannessen, B. Gloria
In this paper, we examined the collaborative mentoring processes of a transnational network. A narrative approach was employed to explore the mentoring practices and experiences of 19 women involved in the CURVE-Y-FRiENDs (C-Y-F) network. Their mentoring practices go beyond transnational, ethnic, discipline, and university borders. The processes…
Trube, Mary Barbara; VanDerveer, Beth
As internationalization initiatives on university campuses have increased in the past decade, the practice of mentoring diverse scholars has increased. In an exploratory study conducted at a doctoral/research-extensive university in the Midwest, researchers investigated the nature and functions of mentoring and the role of mentoring networks in…
Mrstik, Samantha L.; Vasquez, Eleazar; Pearl, Cynthia
The use of mentor teachers to sustain the longevity of a novice special education teacher is not a new tactic nor is the use of a mentor teacher's guidance in professional development for novice teachers. This study examines a new method of mentor teachers conducting professional development sessions for novice special educators through the use of…
Neesemann, Lisa Ann
In an effort to support preservice science teachers during their concurrent student teaching experiences and masters coursework, I created and implemented a Peer Mentoring Intervention to add an additional layer of support to those most traditionally curated. In this intervention, preservice secondary science teachers were paired into…
Bell-Robertson, Catherine G.
Support for music teachers new to the profession is important and necessary. Some school districts use traditional mentor-mentee pairings as their primary support for novice music teachers; however, many factors in the professional lives of music teachers, such as traveling among multiple schools or a lack of subject-specific colleagues often…
Hurd, Noelle M.; Zimmerman, Marc A.
We explored associations between natural mentoring relationship profiles and young adults’ life satisfaction and symptoms of depression via participants’ perceived support from important others accounting for participants’ perceived support and mental health prior to the onset of their natural mentoring relationships. Participants included 396 young adults (57% female; mean age = 30.97, SD = .6), the majority of whom identified as Black or African American (79% Black, 18% White, 3% Biracial). Most participants had completed high school but few participants (13%) had completed degrees from 4-year institutions. We used a latent profile approach to identify natural mentoring relationship profiles and employed structural equation modeling to test our study hypotheses. Slightly over half of study participants (53%) reported the presence of a natural mentor in their lives since the age of 14. Results suggest that natural mentoring relationships characterized by high levels of relational closeness and either extended relationship duration or frequent contact may promote improvements in psychological well-being among mentees over time via greater experiences of social support from important others. PMID:24132713
This report describes the perceived stressors, coping strategies, and social supports of a group of adolescent mothers during their first month at home after delivery. In addition to concerns about the baby and the limitations imposed by motherhood, many of the young mothers considered their interpersonal relationships as problematic. Findings suggest that the puerperium was not a time of major distress for most of these young women. Factors contributing to a relatively smooth transition to motherhood were the adolescent's use of anticipatory coping prior to the birth, their extensive reliance on family support once at home, and their past experience with childcare. Sharing childcare with the family was an important component of the support received by these adolescents, and it is suggested that the adolescent's mobilization of social supports may be essential to ther adaptation to motherhood. Professionals were infrequently mentioned as sources of support even though a majority of the sample participated in special adolescent maternity programs. Finally, findings also suggest that problem-focused coping was used more often when dealing with concrete stressors, while emotion-focused coping was used more in response to interpersonal problems.
McBride, Angela Barron; Campbell, Jacquelyn; Woods, Nancy Fugate; Manson, Spero M
Mentoring has long been regarded as one of the key components of research training and faculty development. The Robert Wood Johnson Foundation Nurse Faculty Scholars program purposely facilitated scholars' development of a mentoring network by providing each individual with three mentors: a school-of-nursing mentor (primary), a university-based non-nurse research mentor (research), and a nationally-recognized nurse leader at another university (national). The Mentorship Effectiveness Scale was used to assess the effectiveness of each type of mentor in the first five completed cohorts. The ratings of mentorship effectiveness for all three kinds of mentors were generally high. Scholars valued most their mentors' support and advocacy; the biggest weakness in dealing with all mentors was accessibility. Even when one mentor proved a poor match, another mentor turned out to be an advocate and helpful, thus reaffirming the benefits of a mentoring network as opposed to only a single mentoring relationship. One lesson learned is the importance of preparing mentors for their role via written materials, in-person or phone orientations, and discussions at the annual meeting. Copyright © 2016. Published by Elsevier Inc.
Magalhaes, Rebecca; Stone-Jimerez, Maryanne; Allen de Smith, Paulina; Smith, Natalia
These magazine-sized booklets, one in English, one in Spanish, are in cartoon format and designed to be used by people with limited literacy in English or Spanish. This booklet explains what a mothers' support group is, and that mothers share experiences and information about breastfeeding, invite friends and relatives to attend, and is…
Full Text Available A vital aspect of any professional education is the opportunity for students to engage in meaningful practical experiences. In pre-service teacher education in Australia, this vital teaching practice component has undergone challenges in recent years due to increasing student numbers (linked to the increasing demand for new teachers and limited resources in university and school sectors. As such, initiatives to enhance the practical component of this professional degree have been sought. This paper details the methodology and outcomes associated with a pilot project that utilized asynchronous Web-based communication tools to facilitate mentoring and peer support through the teaching practice experience. Analysis of the online discussions and interviews with participants provides an indication of the nature of the interactions and the perceived value of the intervention, and informs the potential for larger-scale implementation.
Messiou, Kyriaki; Azaola, Marta Cristina
Immigration in Europe has increased rapidly over the last years. As a result, schools are accepting students arriving from other countries at various stages of the school year. This can be a challenging process both for students and for schools. This paper describes the introduction of a peer-mentoring scheme to support immigrant students in three…
Frohmader, Terence J; Lin, Frances; Chaboyer, Wendy P
Cardiac rehabilitation has a number of benefits for patients, yet participation in it is sub-optimal, especially in regional Australia. Innovative models of cardiac rehabilitation are needed to improve participation. Providing nurse mentors to support patients transitioning from hospital to home represents a new model of service delivery in Australia. To explore the impact of a home-based cardiac rehabilitation program in assisting patients to recover from Acute Coronary Syndrome and meeting the expectations of nurse mentors delivering the program. This case study was underpinned by the structure, process and outcomes model and occurred in three Australian hospitals 2008-2011. Thirteen patients recovering from acute coronary syndrome were interviewed by telephone and seven nurse mentors completed a survey after completing the program. Mentor perceptions concerning the structures of the home-based CR program included the timely recruitment of patients, mentor training to operationalise the program, commitment to development of the mentor role, and the acquisition of knowledge and skills about cognitive behavioural therapy and patient centred care. Processes included the therapeutic relationship between mentors and patients, suitability of the program and the promotion of healthier lifestyle behaviours. Outcomes identified that patients were satisfied with the program's audiovisual resources, and the level of support and guidance provided by their nurse mentors. Mentors believed that the program was easy to use in terms of its delivery. Patients believed the program assisted their recovery and were satisfied with the information, guidance and support received from mentors. There were positive signs that the program influenced patients' decisions to change unhealthy lifestyle behaviours. Outcomes highlighted both rewards and barriers associated with mentoring patients in their homes by telephone. Experience gained from developing a therapeutic relationship with
Denny, T; Jahromi, Laudan B; Zeiders, Katharine H
The current longitudinal study examined whether differences between Mexican-origin adolescent mothers and their mother figures ( N = 204 dyads) in attitudes on the status attained through teen pregnancy were associated with conflict in their coparenting relationship and whether coparenting conflict was associated with adolescent mothers' perceptions of social support. Findings revealed that when adolescents held more positive attitudes than their mother figures about the status gained through teen pregnancy, they tended to report greater coparenting conflict with their mother figures. Furthermore, greater coparenting conflict was significantly associated with decreases in adolescents' perceptions of social support (i.e., emotional, instrumental, companion support) 1 year later. Findings underscore the importance of incongruent attitudes and the quality of coparenting relationships between adolescent mothers and their mother figures in relation to support processes. Findings are discussed with respect to understanding Mexican-origin adolescent mothers' social support in the context of family subsystem attitudes and interactions.
Curtin, Nicola; Malley, Janet; Stewart, Abigail J.
We know little about the role of faculty mentoring in the development of interest in pursuing an academic career among doctoral students. Drawing on Social Cognitive Career Theory, this study examined the relationships between different kinds of mentoring (instrumental, psychosocial, and sponsorship) and academic career self-efficacy, interests,…
O'Dohery, Teresa; Deegan, James
This article explores the values and perceptions of Irish mentor teachers who have been involved in mentoring novice teachers. While situating this research within the historical context of the teaching profession in the Republic of Ireland, the article chronicles the establishment of the National Pilot Project on Teacher Induction and reports on…
Eynon, Julia; Carrier, Judith; Rees, Sally; Cartwright, Annie
Domestic violence has been described as a public health epidemic, with victims of domestic violence encountered in all health care settings. Within the United Kingdom the role of the health visitor (specialist community public health nurse) is to promote health in the whole community; every family with a child under five years has a named health visitor. Preparation for the health visitor role is unique to the United Kingdom. Health visitors are particularly well placed to identify and support mothers who are experiencing domestic violence. The objective of this review was to synthesise the best available evidence relating to support provided by UK health visitors for mothers who have experienced domestic violence, from both the mothers and the health visitors' perspectives. The participants of interest were mothers who have experienced domestic violence and health visitors who offer support to those mothers.The self reported experiences of health visitor support provided to mothers who have experienced domestic violence, from the perspective of both the mothers and the health visitors providing the support.This review considered studies that focus on qualitative data including, but not limited to, designs such as ethnography, phenomenology, grounded theory, action research and feminist research. Studies published up to April 2011 were included in the review. The search was restricted to English language studies. The databases searched were: Medline, CINAHL, PsycINFO, PsycARTICLES, EMBASE, British Nursing Index and Archive, ASSIA and TRIP. Studies were assessed for methodological quality using the standardised critical appraisal instruments from the Joanna Briggs Institute. Data were extracted using standardised data extraction tools from the Joanna Briggs Institute. Data synthesis used the Joanna Briggs Institute approach for meta-synthesis by meta-aggregation. Findings were synthesised into categories, which were aggregated into synthesised findings. Four
Cinderey, Lynn Elizabeth
This research starts with a set of practical research questions to investigate a problem which occurs in some computing undergraduate modules that use group work as part of the learning and assessment strategy. In this study final year students with experience in information systems project work and trained in team processes met with small groups of first year computing students with the aim of turning the first year project group into a team. This study seeks to explore the experience of the final year students as they take on the role of peer tutor looking at the problems they perceive within the first year teams and the skills and knowledge they use to help them. The study includes the recruitment and training of final year students (n=9) and allocation to first year teams. The final year students acted as co-researchers and team leaders in L4 Information Systems project work and recorded their thoughts and observations in a diary during the first semester of 2008/9 academic year. Diary data was supplemented by interview data from a sample of final year students (n=4). The sample was selected based on the richness of the data provided in the diaries and the number of meetings held with their teams. Rich data and thick descriptions were essential for a phenomenological examination of the experience of the final year students. A number of findings emerged. A critical approach to analysis revealed ongoing conflicts occurred across cultural divides within the first year teams that final year leaders did not articulate or appear fully aware of. This had important implications for individual team members. Other findings which relate to issues of changing levels of motivation in the teams over the ten weeks, roles adopted by the leaders, ability to systematize the project or team processes and the ability to reflect on unsuccessful strategies also had implications for peer mentoring training and support. The picture that emerged from the data suggested that lack of
Frohmader, Terence J; Lin, Frances; Chaboyer, Wendy P
Home-based cardiac rehabilitation (CR) programs improve health outcomes for people diagnosed with heart disease. Mentoring of patients by nurses trained in CR has been proposed as an innovative model of cardiac care. Little is known however, about the experience of mentors facilitating such programs and adapting to this new role. The aim of this qualitative study was to explore nurse mentor perceptions of their role in the delivery of a home-based CR program for rural patients unable to attend a hospital or outpatient CR program. Seven nurses mentored patients by telephone providing patients with education, psychosocial support and lifestyle advice during their recovery. An open-ended survey was administered to mentors by email and findings revealed mentors perceived their role to be integral to the success of the program. Nurses were satisfied with the development of their new role as patient mentors. They believed their collaborative skills, knowledge and experience in coronary care, timely support and guidance of patients during their recovery and use of innovative audiovisual resources improved the health outcomes of patients not able to attend traditional programs. Cardiac nurses in this study perceived that they were able to successfully transition from their normal work practices in hospital to mentoring patients in their homes. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.
Neesemann, Lisa Ann
In an effort to support preservice science teachers during their concurrent student teaching experiences and masters coursework, I created and implemented a Peer Mentoring Intervention to add an additional layer of support to those most traditionally curated. In this intervention, preservice secondary science teachers were paired into heterarchical (as contrasted with hierarchical) mentoring groups, instructed in norms of collaboration and given class time to work as dyads offering support and feedback to one another. During the three-semester span of the intervention data was collected in many forms, such as prompted journal entries, course assignments and semi-structured interviews. Qualitative findings are reported and the case study of one dyad is also presented. Findings included concerns and solutions regarding relating to the assigned peer, developing academic and organizational skills, navigating and learning to appreciate different layers of support, a deeper level of reflection, varying levels of commitment to social justice, and realized self-efficacy. Next steps include refining and implementing the program with a new cohort of students as well as following the participants as they move forward in their teaching careers as well as rethinking the role of mentorship to realize equality among members and challenge the traditionally established hierarchies in mentor relationships.
Umaña-Taylor, Adriana J; Guimond, Amy B; Updegraff, Kimberly A; Jahromi, Laudan
Guided by a risk and resilience framework, this study used a prospective longitudinal, multiple-reporter design to examine how social support from a mother figure during pregnancy interacted with Mexican-origin adolescent mothers' self-esteem to inform their parenting efficacy when their children were 10 months old. Using reports of perceived social support by adolescent mothers ( M age = 16.24, SD =099) and their mother figures ( M age = 40.84, SD = 7.04) in 205 dyads, and controlling for demographic factors (i.e., adolescent age, adolescent nativity, family income, mothers' educational attainment, adolescent-mother coresidence) and adolescents' social support from a significant other, findings indicated that social support during pregnancy was positively associated with adolescent mothers' future parenting efficacy when adolescent mothers had relatively lower self-esteem. Findings were consistent for adolescents' and mothers' reports, and emphasize the value of social support from a mother figure among adolescent mothers with lower self-esteem. Implications for interventions are presented.
Ramjan, Lucie M; Fogarty, Sarah; Nicholls, Daniel; Hay, Phillipa
To investigate the feasibility of a 13-week mentoring programme in providing social support to promote hope for recovery in anorexia nervosa. With no clear first-line psychological treatment for people with anorexia nervosa, mentoring support programmes, as an adjunct to treatment, may provide the social support necessary to promote hope for recovery. A mixed-method study; participatory action research. Women (n = 11), recovering and who had recovered from anorexia nervosa, participated in the programme and completed self-report questionnaires related to quality of life, distress and the mentoring relationship at different time points. Qualitative feedback from logbooks, workshop evaluation questionnaires, interviews and focus groups was also collected to assess the programme's acceptability. General compliance for completing most study outcome questionnaires was 90%; however, the mentoring relationship questionnaires were not completed to the same degree. Five key themes emerged from the focus group/interview data: (i) she understands me and could relate to me; (ii) reconnecting with the world-asking questions and being challenged; (iii) mentors' altruistic motivations and the transformation and discovery of self; (iv) instilling hope-recovery is possible; and (v) effective communication-the key to successful mentoring. Further research is needed; however, the results provide preliminary support for the mentoring programme's feasibility as an adjunct to treatment. We found that having someone who understands, to talk and share with, met a clear need for people with anorexia nervosa. While further research is warranted mentoring support or recovered mentors, may play a potentially valuable role in supporting those in community settings. © 2017 John Wiley & Sons Ltd.
Trost, Betty Chamness
Incarcerated and formerly incarcerated women who participated in the Storybook Project of Iowa told passionate stories of how their understanding of mothering had changed. They spoke of how the Storybook Project strengthened their mothering practices and relationships with their children and families. This study was an opportunity for reflection…
Fox, L. K.; Guertin, L. A.; Manley, P. L.; Fortner, S. K.
Undergraduate research is a proven effective pedagogy that has a number of benefits including: enhancing student learning through mentoring relationships with faculty; increasing retention; increasing enrollment in graduate programs; developing critical thinking, creativity, problem solving and intellectual independence; and, developing an understanding of research methodology. Undergraduate research also has been demonstrated in preparing students for careers. In addition to developing disciplinary and technical expertise, participation in undergraduate research helps students improve communication skills (written, oral, and graphical) and time management. Early involvement in undergraduate research improves retention and, for those engaged at the 2YC level, helps students successfully transfers to 4YC. The Geosciences Division of the Council on Undergraduate Research (GeoCUR) supports faculty in their development of undergraduate research programs at all levels. GeoCUR leads workshops for new and future faculty covering all aspects of undergraduate research including incorporating research into coursework, project design, mentoring students, sustaining programs, and funding sources. GeoCUR members support new faculty by providing a range of services including: peer-review of grant proposals; advice on establishing an undergraduate research program; balancing teaching and research demands; and networking with other geoscientist. GeoCUR has also developed web resources that support faculty and departments in development of undergraduate research programs (http://serc.carleton.edu/NAGTWorkshops/undergraduate_research/index.html). This presentation will describe the services provided by GeoCUR and highlight examples of programs and resources available to geoscientists in all career stages for effective undergraduate research mentoring and development.
Describes the mentoring relationship between George Washington Carver and Henry Agard Wallace who later became a great scientist and Vice President of the United States. Explains what mentoring is and discusses classroom implications for mentoring. (PR)
Corrigan, Catherine P.; Kwasky, Andrea N.; Groh, Carla J.
Transition into motherhood is generally a joyful life event; for some women, however, it is marked by emotional turmoil. Lack of support can be associated with postpartum depression and can compromise both the mother and infant. A descriptive, cross-sectional study (N = 61) was conducted to explore the relationship between social support and postpartum depression and to determine whether mothers overwhelmed with childcare, or overwhelmed with life in general since becoming a mother, sought pr...
Perera, Dinali N; Short, Liz; Fernbacher, Sabin
Mental health service providers often have limited or problematic understanding of parents' support needs or experiences and family relationships. Moreover, the impact of family life and relationships for mothers with mental illness, and whether these relationships are experienced as positive or negative, have been largely underinvestigated. This article aims to increase understanding about the complexity of family relationships and support for mothers. Findings may be useful for services when considering family involvement, and for how to better meet the needs of mothers with mental illness and support their recovery. Semistructured interviews were conducted with 8 mothers with mental illness and 11 mental health service providers. This article presents a grounded theory analysis of the complexity of family relationships and support for mothers with mental illness. Family relationships of mothers with mental illness can be complex, potentially difficult, and challenging. Problems in relationships with partners and families, and experiences of abuse, can have harmful consequences on parenting, on mothers' and children's well-being, and on the support mothers receive. This project highlights a need to recognize and work with positive aspects and difficulties in family relationships as part of mental health service provision. Policies can be reviewed to increase the likelihood that mental health care will combine family-sensitive practice with practice that acknowledges difficult family relationships and experiences of family violence in order to maximize support to mothers with mental illness and their children. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
Full Text Available Extensive research has shown the benefits of mentoring, including peer mentoring, for higher education students, especially in their first year. However, few studies have focussed exclusively on the outcomes for the mentors themselves. This paper reports the findings of data gathered over three years about a university-wide peer mentoring program. Benefits identified by 858 mentors were coded inductively and four major categories emerged: altruistic, cognitive, social and personal growth. The findings have implications for the promotion of mentor programs to administrators and to prospective mentors. The study provides evidence that university-wide peer mentoring programs offer multiple positive outcomes for the mentors involved, and potentially for higher education institutions administering and supporting such programs.
This study, involving 24 Israeli mothers of children (average age 3.3) with severe mental retardation, found that the mothers' locus of control and perception of social support (belonging, appraisal, tangible support, and self-esteem) serve as buffers against parental pessimism concerning their severely handicapped children. (JDD)
Prosman, G.J.; Lo Fo Wong, S.H.; Lagro-Janssen, A.L.M.
BACKGROUND: Intimate partner violence (IPV) against women is a major health problem and negatively affects the victim's mental and physical health. Evidence-based interventions in family practice are scarce. OBJECTIVE: We aimed to evaluate a low threshold home-visiting intervention for abused women
Bell, Amani; Treleaven, Lesley
Finding a suitable mentor is crucial to the success of mentoring relationships. In the mentoring literature, however, there is conflicting evidence about the best ways to support the pairing process in organisational mentoring programs. This paper presents a detailed analysis of the pairing process in an academic mentoring program that has…
This paper draws on a 3-year evaluation of induction and mentoring in New Zealand early childhood education settings and schools conducted by the New Zealand Council for Educational Research (NZCER) for the New Zealand Teachers Council (the Council), now called the Education Council of Aotearoa New Zealand. The study sought to establish the impact…
Letourneau, Nicole; Morris, Catherine Young; Stewart, Miriam; Hughes, Jean; Critchley, Kim A; Secco, Loretta
In order to offer optimal supports and services for mothers affected by intimate partner violence (IPV), an understanding of these mothers' perceptions of support needs, resources, barriers to support, and preferences for support intervention is warranted. Moreover, the growing recognition of the effects of IPV on maternal-infant relationships and of the importance of these early relationships to long-term child health outcomes suggests interventions are needed to support optimal maternal-infant relationships in these families. Thus, 64 mothers exposed to IPV when their infants were below 12 months of age participated in a retrospective qualitative study to identify mothers' support needs, resources, barriers to support, and preferences for specific support interventions to promote optimal mother-infant relationships. Participants identified both personal needs (including needs for leaving or staying with the violent partner), along with intertwined needs to care for, and help, their infants cope with the experience of violence. Mothers reported that integrated services that include information and practical support from professionals with emotional and affirmation support from peers would promote positive, nurturing mother-infant relationships and healthy child development.
Poulsen, Kirsten M.
Purpose: The purpose of this paper is to give an introduction to the definition and learning process of mentoring, a structured overview of the value of mentoring for mentees, mentors, organisations and society, as well as present the key element for designing and implementing successful mentoring...
Fowler, Cathrine; Reid, Sharon; Minnis, Jeannie; Day, Carolyn
To understand the experiences of women with a history of substance dependence when they attempted to gain parenting support. Becoming a mother provides a window of opportunity to support women with a substance dependence make changes to their lives and the way they will parent their infants and young children. Yet there are many barriers and a constant fear of the removal of their children from their care. Focus groups were conducted using a qualitative interpretive descriptive approach to enable exploration of the women's experiences as mothers with infants and young children. A series of three focus groups were facilitated with three to six women per group. Thirteen women who were substance dependent participated in this study. Semi-structured interviews guided the collection of data. Thematic content analysis was used to work with the data. Four themes were identified: (1) feelings of guilt, (2) judged by others, (3) normalising and (4) support and learning to be a mother. The mothers expressed alienation from mainstream health services. Providing parenting and child health services, which avoid mothers feeling judged by the staff and other mothers, is an important step to enabling these women to appropriately and sensitively care for their infants and young children. Midwives and nurses working with mothers and their infants and young children are well positioned to support women who are or have experienced substance dependence. Working with this group of mothers requires the development of a therapeutic relationship to provide optimum support, education and, if necessary, intervention. © 2014 John Wiley & Sons Ltd.
Yuan, Si-Yang; Freeman, Ruth
Objective: To examine if social support in the guise of a culturally sensitive, community-based oral health intervention could promote mother-infant bonding in socially-isolated immigrant mothers. Design: A quasi-experimental design. Participants: A convenience sample of 36 Chinese immigrant mothers with 8-week-old infants was divided into…
TANIS, Hasan; BARKER, Ian
The rapid growth of technology has had a significant effect on educational activities. As a result of this growth, a shift has taken place from a behaviorist teaching style to a constructivist perspective which enables adult learners to build up knowledge collaboratively. Mentoring, a valuable tool within the constructivism approach, can offer a two-way knowledge-sharing environment in which participants can adopt what they learn into their workplaces through a process called transformative l...
Nagarur, Amulya; O'Neill, Regina M; Lawton, Donna; Greenwald, Jeffrey L
The guidance of a mentor can have a tremendous influence on the careers of academic physicians. The lack of mentorship in the relatively young field of hospital medicine has been documented, but the efficacy of formalized mentorship programs has not been well studied. We implemented and evaluated a structured mentorship program for junior faculty at a large academic medical center. Of the 16 mentees who participated in the mentorship program, 14 (88%) completed preintervention surveys and 10 (63%) completed postintervention surveys. After completing the program, there was a statistically significant improvement in overall satisfaction within 5 specific domains: career planning, professional connectedness, self-reflection, research skills, and mentoring skills. All mentees reported that they would recommend that all hospital medicine faculty participate in similar mentorship programs. In this small, single-center pilot study, we found that the addition of a structured mentorship program based on training sessions that focus on best practices in mentoring was feasible and led to increased satisfaction in certain career domains among early-career hospitalists. Larger prospective studies with a longer follow-up are needed to assess the generalizability and durability of our findings. © 2017 Society of Hospital Medicine.
Fei-Yin Ng, Florrie; Kenney-Benson, Gwen A.; Pomerantz, Eva M.
Two studies investigated the effects of parents' control and autonomy support on low- and high-achieving children. In Study 1, mothers' (N1=10) involvement with children (7 to 10 years old) in the context of a challenging task was observed. During this interaction, mothers' control predicted diminished engagement and their autonomy support…
Kim, Theresa H M; Connolly, Jennifer A; Tamim, Hala
Postpartum depression (PPD) is a mood disorder that affects 10-20 percent of women, and can begin any time during first year after delivery lasting for months. Social support may decrease risk of depression during pregnancy for women. However, literature shows that the amount of social support received during and after pregnancy is different for teen mothers and adult mothers. This study examined the effects of social support received during and after pregnancy on PPD among Canadian women and identified if the relationship was different for teen mothers compared to adult mothers. The study was based on secondary analysis of the Maternity Experiences Survey. A total of 6,421 women with singleton live births, aged 15 years and older were analyzed. Teen mothers were identified as 15-19 years old and adult mothers were identified as 20 years and older. The main outcome of the study was PPD, which was evaluated using the Edinburg Postnatal Depression Scale. The main independent variable was social support received during pregnancy and after birth. Logistic regression was computed to assess the relationship between social support and PPD after adjusting for confounding variables and age as an interaction term. Adjusted Odds Ratios and 95% Confidence Intervals were reported. PPD was experienced by 14.0% among teen mothers and 7.2% among adult mothers (p teen mothers reported receiving more support during pregnancy and after birth than adult mothers (p teen compared to adult mothers. Both teen and adult mothers were approximately five times more likely to experience PPD if they received no support or minimal support after the birth of the baby (95% CI, 3.51-7.36). Receiving social support especially after birth is important for mothers of all ages to reduce the risk of PPD.
Parkes, Alison; Sweeting, Helen; Wight, Daniel
Current theorizing and evidence suggest that parenting stress might be greater among parents from both low and high socioeconomic positions (SEP) compared with those from intermediate levels because of material hardship among parents of low SEP and employment demands among parents of high SEP. However, little is known about how this socioeconomic variation in stress relates to the support that parents receive. This study explored whether variation in maternal parenting stress in a population sample was associated with support deficits. To obtain a clearer understanding of support deficits among mothers of high and low education, we distinguished subgroups according to mothers' migrant and single-parent status. Participants were 5,865 mothers from the Growing Up in Scotland Study, who were interviewed when their children were 10 months old. Parenting stress was greater among mothers with either high or low education than among mothers with intermediate education, although it was highest for those with low education. Support deficits accounted for around 50% of higher stress among high- and low-educated groups. Less frequent grandparent contact mediated parenting stress among both high- and low-educated mothers, particularly migrants. Aside from this common feature, different aspects of support were relevant for high- compared with low-educated mothers. For high-educated mothers, reliance on formal childcare and less frequent support from friends mediated higher stress. Among low-educated mothers, smaller grandparent and friend networks and barriers to professional parent support mediated higher stress. Implications of differing support deficits are discussed. (c) 2015 APA, all rights reserved).
Crnic, K A; Greenberg, M T; Ragozin, A S; Robinson, N M; Basham, R B
This study examined the relationships of stress and social support to maternal attitudes and early mother-infant interactive behavior. 52 mother-premature infant pairs and 53 mother-full-term infant pairs were seen for structured home interviews at 1 month, and behavioral interactions at 4 months. Maternal life stress, social support, life satisfaction, and satisfaction with parenting were assessed at the 1-month home visit. Although no group differences were found, both stress and support significantly predicted maternal attitudes at 1 month and interactive behavior at 4 months when data were pooled. Mothers with greater stress were less positive in their attitudes and behavior, while mothers with greater support were significantly more positive. Intimate support proved to have the most general positive effects. Additionally, social support moderated the adverse effects of stress on mother's life satisfaction and on several behavioral variables. Maternal social support was further found to have several significant effects on infant interactive behavior. Results are discussed in terms of the ecological significance of social support to parenting and infants' early development.
Brady, Bernadine; Dolan, Pat; Canavan, John
Over the past decade, there has been greater attention placed on the potential value of peer support models, particularly in school contexts. This paper uses the case study of an Irish school-based peer mentoring programme to identify the added value that peer led models of social support for children and young people offer in a school setting.…
Goodman, Petra; Turner, Annette; Agazio, Janice; Throop, Meryia; Padden, Diane; Greiner, Shawna; Hillier, Shannon L
Military mothers and their children cope with unique issues when mothers are deployed. In this article, we present mothers' perspectives on how military resources affected them, their children, and their caregivers during deployment. Mothers described beneficial features of military programs such as family readiness groups and behavioral health care, processes such as unit support, and policies on length and timing of deployments. Aspects that were not supportive included inflexibility in family care plans, using personal leave time and funds for transporting children, denial of release to resolve caretaker issues, and limited time for reintegration. We offer recommendations for enhanced support to these families that the military could provide. Reprint & Copyright © 2013 Association of Military Surgeons of the U.S.
van der Kaap-Deeder, Jolene; Vansteenkiste, Maarten; Soenens, Bart; Loeys, Tom; Mabbe, Elien; Gargurevich, Rafael
Autonomy-supportive parenting yields manifold benefits. To gain more insight into the family-level dynamics involved in autonomy-supportive parenting, the present study addressed three issues. First, on the basis of self-determination theory, we examined whether mothers' satisfaction of the psychological needs for autonomy, competence, and relatedness related to autonomy-supportive parenting. Second, we investigated maternal autonomy support as an intervening variable in the mother-child similarity in psychological need satisfaction. Third, we examined associations between autonomy-supportive parenting and autonomy-supportive sibling interactions. Participants were 154 mothers (M age = 39.45, SD = 3.96) and their two elementary school-age children (M age = 8.54, SD = 0.89 and M age = 10.38, SD = 0.87). Although mothers' psychological need satisfaction related only to maternal autonomy support in the younger siblings, autonomy-supportive parenting related to psychological need satisfaction in both siblings and to an autonomy-supportive interaction style between siblings. We discuss the importance of maternal autonomy support for family-level dynamics. © 2015 by the Society for Personality and Social Psychology, Inc.
Ashida, Sato; Lynn, Freda B; Williams, Natalie A; Schafer, Ellen J
To identify the social contextual factors, specifically the presence of information that supports v. undermines clinical recommendations, associated with infant feeding behaviours among mothers in low-income areas. Cross-sectional survey evaluating social support networks and social relationships involved in providing care to the infant along with feeding beliefs and practices. Out-patient paediatric and government-funded (Women, Infants, and Children) clinics in an urban, low-income area of the south-eastern USA. Eighty-one low-income mothers of infants between 0 and 12 months old. Most mothers reported receiving both supportive and undermining advice. The presence of breast-feeding advice that supports clinical recommendations was associated with two infant feeding practices that are considered beneficial to infant health: ever breast-feeding (OR=6·7; 95% CI 1·2, 38·1) and not adding cereal in the infant's bottle (OR=15·9; 95% CI 1·1, 227·4). Advice that undermines clinical recommendations to breast-feed and advice about solid foods were not associated with these behaviours. Efforts to facilitate optimal infant feeding practices may focus on increasing information supportive of clinical recommendations while concentrating less on reducing the presence of undermining information within mothers' networks. Cultural norms around breast-feeding may be stronger than the cultural norms around the introduction of solid foods in mothers' social environments; thus, additional efforts to increase information regarding introduction of solid foods earlier in mothers' infant care career may be beneficial.
Holloway, T.; Hastings, M. G.; Barnes, R. T.; Fischer, E. V.; Wiedinmyer, C.; Rodriguez, C.; Adams, M. S.; Marin-Spiotta, E.
The Earth Science Women's Network (ESWN) is an international peer-mentoring organization with over 2000 members, dedicated to career development and community for women across the geosciences. Since its formation in 2002, ESWN has supported the growth of a more diverse scientific community through a combination of online and in-person networking activities. Lessons learned related to online networking and community-building will be presented. ESWN serves upper-level undergraduates, graduate students, professionals in a range of environmental fields, scientists working in federal and state governments, post-doctoral researchers, and academic faculty and scientists. Membership includes women working in over 50 countries, although the majority of ESWN members work in the U.S. ESWN increases retention of women in the geosciences by enabling and supporting professional person-to-person connections. This approach has been shown to reduce feelings of isolation among our members and help build professional support systems critical to career success. In early 2013 ESWN transitioned online activities to an advanced social networking platform that supports discussion threads, group formation, and individual messaging. Prior to that, on-line activities operated through a traditional list-serve, hosted by the National Center for Atmospheric Research (NCAR). The new web center, http://eswnonline.org, serves as the primary forum for members to build connections, seek advice, and share resources. For example, members share job announcements, discuss issues of work-life balance, and organize events at professional conferences. ESWN provides a platform for problem-based mentoring, drawing from the wisdom of colleagues across a range of career stages.
MacKenzie, Heather; Grundy, Jane; Glasbey, Gillian; Dean, Taraneh; Venter, Carina
Professional dietetic input is essential to ensure that children with diagnosed food allergies have an individualized avoidance plan and nutritionally adequate diet. However, it is not clear what dietary information and support parents require. To explore what information and support parents of children with food allergies require from a dietary consultation. Focus groups were conducted with 17 mothers who attend an allergy center for dietary advice for their food allergic child. A number of issues around food allergy dietary advice needs were explored and analyzed using thematic analysis. Six themes were identified. The mothers described how they sought to protect their child from harm, to maintain normality for their child, and to promote child independence. They described needing to become an expert in their child's food allergy and fight their corner when needed. The dietitian supported their needs by ensuring their child's diet was safe and nutritionally adequate and giving information and support to help them provide a normal life for their child. Dietitians also taught mothers about food allergy and provided advocacy and emotional support. Mothers of children with food allergies want to understand how to provide a nutritionally adequate, allergen-safe diet while maintaining a normal life. Hence, mothers value a range of support from dietitians, including monitoring their child's health and providing information, practical advice and support, and emotional support. Copyright © 2015 American College of Allergy, Asthma & Immunology. Published by Elsevier Inc. All rights reserved.
Jargon associated with mentoring can be confusing. Is a new leader involved in induction, being mentored, or experiencing coaching? Induction is meant to familiarize a new employee with the details and scope of job responsibilities, while mentoring and coaching are directed at skill development. Elementary and secondary principals rate mentoring…
Gray, Olivia; Brown, Donna
Following the introduction of a regional nurse mentor preparation programme, research was undertaken within a health and social care trust to explore both the trainee mentors' and their supervisors' perception of this new programme. A qualitative study involving focus groups was undertaken. The focus groups comprised a total of twelve participants including five trainee mentors and seven supervisors (experienced mentors) who had recently completed a mentor preparation programme. Data were analysed using Braun and Clarke's thematic analysis. Three themes were identified from the data: personal investment (including the emotional impact of mentoring) contextual perceptions (environmental factors such as time) and intellectual facets (related to personal and professional growth). Comprehensive preparation for mentors appears to be effective in developing mentors with the ability to support nursing students in practice. However, further study is required to explore how to support mentors to balance the demands of the mentoring role with the delivery of patient care.
Chen, Tzu-Ling; Tai, Chen-Jei; Chu, Yu-Roo; Han, Kuo-Chiang; Lin, Kuan-Chia; Chien, Li-Yin
The objectives of this study were to identify cultural factors (including acculturation and breastfeeding cultures in subjects' native countries and those in mainstream Taiwanese society) and social support related to breastfeeding among immigrant mothers in Taiwan. This study was a cross-sectional survey performed from October 2007 through January 2008. The study participants were 210 immigrant mothers living in Taipei City. The prevalence of exclusive and partial breastfeeding at 3 months postpartum was 59.0% and 14.3%, respectively. Logistic regression analysis revealed that breastfeeding experience among mothers-in-law and the perceived level of acceptance of breastfeeding in Taiwan were positively associated with breastfeeding at 3 months postpartum. Immigrant women with a higher level of household activity support were less likely to breastfeed. Immigrant mothers in Taiwan usually come from cultures with a higher acceptance level for breastfeeding; however, their breastfeeding practices are more likely to be influenced by the mainstream culture in Taiwan.
Full Text Available The study aimed to discuss the possibility of providing psychological support for mothers of children with autism spectrum disorders via traditional Russian tea party. Questionnaire results, according to which mothers of children with ASD are essentially focused on receiving psychological counseling in the area of child development and education are presented. However personal problems of the woman, including psychological weightiness is usually taken a back seat. The research supports a hypothesis that informal format of tea party allows mothers decreasing psychological distance with psychologist, feeling at ease. The article includes an analysis of psychological meetings focused on personal life questions of participants. The results obtained in the research showed effectiveness of this approach. The Russian tea party is a meeting form that fosters the growth of confidence toward psychologist, expanding the range of personal questions that could be discussed. The mothers had the opportunity of open communication with each other, reported psychological safety valve.
A specific set of assessment scales can underpin the management of distressing symptoms of patients requiring palliative care. A research assistant supported nurses working in a rural hospital setting during the introduction of these scales. A secondary analysis was conducted to further explore the qualitative data of a previously reported mixed-method study. In particular, the experiences of nurses working alongside a research assistant in the facilitation of using a new assessment form. Purposeful sampling was employed: participating nurses were invited to attend one of three focus group meetings. Data analysis revealed three main themes: a contact person, coach/mentor and extra help initiatives. Three to four subthemes corresponded with each main theme. Findings suggest nurses benefit from having someone to assist in learning about new documentation. Nurses respond positively to mentorship and practical guidance when integrating a new assessment form into routine evidence-based practice.
Chin, Nancy P.; Cuculick, Jess; Starr, Matthew; Panko, Tiffany; Widanka, Holly; Dozier, Ann
Background Deaf mothers who use American Sign Language (ASL) consider themselves a linguistic minority group, with specific cultural practices. Rarely has this group been engaged in infant-feeding research. Objectives To understand how ASL-using Deaf mothers learn about infant feeding and to identify their breastfeeding challenges. Methods Using a community-based participatory research (CBPR) approach we conducted four focus groups with Deaf mothers who had at least one child 0–5 years. A script was developed using a social ecological model (SEM) to capture multiple levels of influence. All groups were conducted in ASL, filmed, and transcribed into English. Deaf and hearing researchers analyzed data by coding themes within each SEM level. Results Fifteen mothers participated. All had initiated breastfeeding with their most recent child. Breastfeeding duration for eight of the mothers was three weeks to 12 months. Seven of the mothers were still breastfeeding, the longest for 19 months. Those mothers who breastfed longer described a supportive social environment and the ability to surmount challenges. Participants described characteristics of Deaf culture such as direct communication, sharing information, use of technologies, language access through interpreters and ASL-using providers, and strong self-advocacy skills. Finally, mothers used the sign ‘struggle’ to describe their breastfeeding experience. The sign implies a sustained effort over time which leads to success. Conclusions In a setting with a large population of Deaf women and ASL-using providers, we identified several aspects of Deaf culture and language which support BF mothers across institutional, community, and interpersonal levels of the SEM. PMID:23492762
Unger, D G; Wandersman, L P
The influence of teenage mothers' perceptions of family and partner social support on their postpartum adjustment was examined in this study. A structured interview with teenage mothers was conducted prenatally and a follow-up assessment was done when their children were 8 months of age. Both partner and family support were related to greater satisfaction with life, but each was associated in a different way with parenting and concerns about daily living. The results indicate the importance of distinguishing between specific sources of social support and different aspects of adjustment to teen parenthood.
Abstract Background: Despite the increasing number of large companies complying with the demands for a breastfeeding-friendly workplace, providing on-site lactation support, some mothers still find continuing to breastfeed a challenge. We postulated that greater support and encouragement from the partner would be independently predictive of whether the mother would take advantage of workplace milk expression breaks and lactation rooms and continue to breastfeed after returning to work. To evaluate this hypothesis, we conducted a survey at a female labor-intensive electronics manufacturer in Taiwan. Subjects and Methods: Six hundred eight working mothers in an electronics manufacturing plant in Tainan Science Park in Southern Taiwan who had access to dedicated lactation rooms at the workplace were interviewed. Questionnaire content included female employee demographics, employment characteristics, partner-related characteristics, and breastfeeding behavior after returning to work following the birth of their most recently born child. Results: The partner's initial support of the choice to breastfeed and encouragement to use the lactation room and milk expression breaks and the mother's perception of the partner's support for baby care were significant predictors of the intention to continue to breastfeed after returning to work, after adjusting for the employed mother's demographics and employment characteristics, supporting our hypothesis. Conclusions: These findings suggest that antenatal education or activities provided by the workplace should include the partner, which may improve workplace breastfeeding rates. PMID:24650363
Frels, Rebecca K.; Zientek, Linda Reichwein; Onwuegbuzie, Anthony J.
The purpose of this mixed research study was to examine mentoring experiences specific to grade span through the perspective of principals, mentors, and mentees. An instrument containing items on demographics, administrative support, and mentoring program components was administered to first-year teachers (n = 998), mentors (n = 791), and…
Pulsford, David; Boit, Kath; Owen, Sharon
Responses from 198 of 400 British nurses who mentor students showed that mentors felt supported by colleagues but less so by managers or universities. They wanted more time for mentoring, closer links with the universities, and better assessment documentation. Mentor update sessions were often not attended, due to staff shortages or lack of…
Riggs, Laura; Holmbeck, Grayson; Paikoff, Roberta; Bryant, Fred B.
This study investigated whether parenting support moderated relations between age of mother at childbirth and parental responsiveness and monitoring. The sample included 212 African American families living in urban public housing; offspring were entering adolescence when data were collected. Parenting support was measured by assessing the…
Harknett, Kristen S.; Hartnett, Caroline Sten
We use data from the Fragile Families and Child Wellbeing Study (N = 12,140 person-waves) to identify characteristics associated with mothers' having or lacking "personal safety net" support from family and friends. We focus on characteristics that are likely to increase the importance of having support available but may also interfere with the…
Leyva, Diana; Reese, Elaine; Grolnick, Wendy; Price, Carrie
Maternal elaboration and autonomy support during reminiscing facilitate middle-class children's autobiographical narrative skills. In this study, low-income Hispanic, White, and Black mothers' elaboration and autonomy support in reminiscing were examined in relation to children's joint and independent autobiographical narratives and engagement.…
Benson, Paul R.
This study examined the characteristics of the support networks of 106 mothers of children with ASD and their relationship to perceived social support, depressed mood, and subjective well-being. Using structural equation modeling, two competing sets of hypotheses were assessed: (1) that network characteristics would impact psychological adjustment…
Johnson, Angela Marie; Kirk, Rosalind; Muzik, Maria
Persistent racial disparities in breastfeeding show that African American women breastfeed at the lowest rates. Return to work is a critical breastfeeding barrier for African American women who return to work sooner than other ethnic groups and more often encounter unsupportive work environments. They also face psychosocial burdens that make breastfeeding at work uniquely challenging. Participants share personal struggles with combining paid employment and breastfeeding and suggest workplace and personal support strategies that they believe will help continue breastfeeding after a return to work. To explore current perspectives on ways to support African American mothers' workplace breastfeeding behavior. Pregnant African American women (n = 8), African American mothers of infants (n = 21), and lactation support providers (n = 9) participated in 1 of 6 focus groups in the Greater Detroit area. Each focus group audiotape was transcribed verbatim. Thematic analysis was used to inductively analyze focus group transcripts and field notes. Focus groups explored thoughts, perceptions, and behavior on interventions to support African American women's breastfeeding. Participants indicate that they generally believed breastfeeding was a healthy option for the baby; however, paid employment is a critical barrier to successful breastfeeding for which mothers receive little help. Participants felt breastfeeding interventions that support working African American mothers should include education and training for health care professionals, regulation and enforcement of workplace breastfeeding support policies, and support from peers who act as breastfeeding role models. Culturally appropriate interventions are needed to support breastfeeding among working African American women. © The Author(s) 2015.
Turney, Kristin; Harknett, Kristen
Using longitudinal data from the Fragile Families and Child Wellbeing survey (N = 4,211), this study examines neighborhood disadvantage and perceptions of instrumental support among mothers with young children. The authors find that (a) living in a disadvantaged neighborhood is associated with less instrumental support, particularly financial…
Ekas, Naomi V.; Lickenbrock, Diane M.; Whitman, Thomas L.
This study used structural equation modeling to examine the relationship between multiple sources of social support (e.g., partner, family, and friends), optimism, and well-being among mothers of children with ASD. Social support was examined as a mediator and moderator of the optimism-maternal well-being relationship. Moreover, the role of…
McVeigh, C; Smith, M
To investigate the similarities and differences between teenage and adult mothers and their level of self-esteem and satisfaction with social support at six weeks and six months postpartum. A two group comparative study. Maternal child health, immunisation and midwives' clinics in New South Wales, Australia. 173 adult mothers and 72 adolescent mothers who had experienced a normal pregnancy, labour and delivery and delivered a healthy baby near term. Rosenberg's Self-esteem Scale, Brown's Support Behavior Inventory and a personal information form were used. Irrespective of age, breast-feeding rates and satisfaction with social support decreased significantly during the early months postpartum. Furthermore, a significant inverse relationship was noted between maternal age and satisfaction with support and a positive relationship was identified between maternal age and self-esteem. Maternal self-esteem may be challenged by the demands of motherhood and dissatisfaction with social support could contribute to the decline in breast-feeding practices. Developing a postnatal support plan, including fathers in education programmes and offering courses and workshops designed to enhance self-esteem and parentcraft may assist mothers to assume baby care responsibilities and increase their satisfaction with support.
Smith, Marye Mathis
Mentoring has been identified as an effective way to provide support for new teachers. As a strategy to support new teachers and to address teacher attrition, a rural high school in West Central Georgia sought to identify the concepts needed for an effective mentoring program. The purpose of this case study was to explore best practices in…
Grolnick, Wendy S.; Price, Carrie E.; Beiswenger, Krista L.; Sauck, Christine C.
This study examined the effects of situational pressure and maternal characteristics (social contingent self-worth, controlling parenting attitudes) on mothers' autonomy support versus control in the social domain. Sixty 4th-grade children and their mothers worked on a laboratory task in preparation for meeting new children, with mothers in either…
Full Text Available The aim of this paper is to identify and describe the difficulties faced by families with nonmarital children (especially single-parent, available help and support, participation of the father in raising a child, and expected institutional help. That represents a first step toward better understanding of these families. The paper presents part of the results of research carried out in Belgrade with the aim of insight into the phenomenon of nonmarital childbearing at the individual level. It was conducted on a sample of 100 respondents, mothers of nonmarital children, who attend preschool. The survey was anonymous, carried out by the interview method. For this purpose a questionnaire with more than 50 questions was made, standardized to a great extent. In this paper, the focus is on the hardships and needs of the group of lone mothers. Though some issues take into account the answers of all respondents (21 cohabited mothers and 79 lone mothers, the analysis is largely related to the experiences and reflections of lone mothers. The 2011 Census data on prevalence of consensual unions and characteristics of persons living in them, as well as earlier data on the acknowledgment of paternity, do not indicate that nonmarital childbearing in Serbia takes place primarily in stable unions. It is realistic to assume that a large percentage of mothers with nonmarital children are lone mothers. The research results are generally consistent with the findings of relevant studies from our and foreign countries. As the largest difficulties, lone mothers emphasize financial problems, unemployment, housing difficulties, and child care, as well as a pronounced feeling of loneliness. Most of them in solving problems and rising children rely on their parents and siblings, with whom they often live in the same household. Every fifth lone mother when faced with a major problem, and every ninth in everyday raising a child can count on the father of the child. About a
Chan, Y C
Thirty-seven identified abusive mothers were matched on demographic and socioeconomic parameters with a known nonabusive comparison sample in order to examine the role of parenting stress and maternal social support. The mothers were assessed using a personal (demographic) questionnaire, the Parenting Stress Index (PSI), and the Maternal Support Index (MSSI). Demographic data showed that the two groups were comparable on all variables except abusive mothers had significantly more children (p = .01). Abusive mothers showed significantly more stress on total PSI scores (p = .005), as well as in all three of the subjects: Child Domain (p = .007) Parent Domain (p = .02), and Life Stress (p = .016). Abusive mothers scored lower in all seven items on the MSSI. The difference was significant on the MSSI as a whole (p = .007) and on four subsets: number of people to count on in time of need (p = .02), perceived neighborhood support (p = .04), satisfaction with spousal relationship (p = .01), and degree of community involvement (p = .03). The greatest percentage (74.32%) of correct predictions of child abuse was achieved by combining the number of children, the Life Stress Scale and the MSSI. Implications for future research are discussed.
Hayes, Hanna Bea
Many researchers have examined the effect of formal mentoring on job satisfaction and organizational commitment. However, there has been little or no focus on an employee's intent to participate in a formal mentoring program based upon an employee's perceived organizational support, and/or affective reaction (job satisfaction and…
Undlien, Mattias; Viervoll, Håvard-Amund
Background: To deal with the ongoing malnutrition problem in many parts of Kenya, the government has initialized preventive actions such as mother support groups to improve health and nutrition among children. Few studies have evaluated the effectiveness of such interventions as mother support groups. Objective: This study aimed at determining how mother support groups affect the nutrition status of children under 2 years of age. Methods: A total of 41 children participated. Anthropometric me...
Rieske, Laura Jo; Benjamin, Mimi
For a number of learning community programs, peer mentors provide an additional layer of staffing support. This chapter highlights peer mentor roles from a sample of programs and suggests important components for the construction of these roles.
Full Text Available Shiria Banu, Fatema Zehra Juma, Tamkin Abas Manchester Medical School, The University of Manchester, Manchester, UK We read the paper by Al Qahtani1 with great interest and agree that mentoring is an important educational tool. As medical students from the University of Manchester who have been exposed to various mentoring schemes, we have experienced some of the benefits mentioned in this article. We found that the mentoring schemes provided us with a valuable support system, enhanced our professional and social development, and opened doors for networking. We have primarily been involved in two different types of mentoring schemes and feel that each has its own benefits. View the original paper by Al Qahtani.
O'Brien, Karen M; Ganginis Del Pino, Heather V; Yoo, Sung-Kyung; Cinamon, Rachel Gali; Han, Young-Joo
Our research revealed differences in work-family constructs for employed mothers in 3 countries, Israel (N = 105), Korea (N = 298), and the United States (N = 305). Although levels of work-family conflict were comparable, the Korean women had the lowest levels of work-family enrichment compared with the Israeli and American mothers. Moreover, Korean women reported the most depression and the least support from both spouses and employers. Spousal support mediated the relationship between work-family conflict and depression for employed mothers in Israel, Korea, and the United States. As hypothesized by conservation of resources theory (Hobfoll, 1989, 1998, 2001), threat of resource loss (operationalized as work-family conflict) was related to depression more strongly than was resource gain (i.e., work-family enrichment). PsycINFO Database Record (c) 2014 APA, all rights reserved.
Greenwood, Nan; Habibi, Ruth
Worldwide with ageing populations, the numbers of informal carers are likely to increase. Although being a carer is often satisfying, it can be challenging and require support. Volunteer-provided carer mentoring services where carers are supported by volunteer mentors are one such intervention. However, little is known about the impact of mentoring, carers' experiences or the mechanisms by which these schemes may work. Previous quantitative findings have been inconsistent suggesting a different, mixed methods approach using qualitative and quantitative methods may be valuable. Objectives were to explore two main questions: whether mentoring had a significant positive effect on carer mentees in terms of mental health, quality of life and confidence in caring and to explore how carers experience and perceive the process and benefits of mentoring. In addition, the study aimed to suggest possible mechanisms to understand how mentoring may benefit carers. Mixed methods (quantitative questionnaires and depth interviews) investigated an established mentoring service provided by volunteer mentors. During the study period, 28 carers received mentoring. Of these, 25 carers completed structured questionnaires both before and after mentoring, to determine whether mentoring had an impact on carer wellbeing and confidence in caring. Depth interviews were also undertaken with 11 purposively sampled carers to explore how carers experience and perceive the process and benefits of mentoring. Statistically significant improvements in carer anxiety (pemotional support, information provision, problem solving facilitation and gaining new perspectives may be mechanisms by which mentoring achieves positive outcomes. Mentor personal characteristics, experiences and training are possible facilitators of the process. Carer mentoring services can be a valuable form of carer support that falls somewhere between formal and informal support. Adopting mixed methods permitted greater understanding
Kodate, Naonori; Kodate, Kashiko; Kodate, Takako
The phenomenon of women's underrepresentation in engineering is well known. However, the slow progress in achieving better gender equality here compared with other domains has accentuated the 'numbers' issue, while the quality aspects have been largely ignored. This study aims to shed light on both these aspects via the lens of mentors, who are at the coalface of guiding female engineers through their education and subsequent careers. Based on data collected from 25 mentors (8 men and 17 women from 8 countries), the paper explores their experiences of being mentors, as well as their views on recommended actions for nurturing female engineers. The findings reveal that the primary motivation for becoming a mentor was personal for men and women. Many mentors from countries with relatively lower female labour participation rates perceive their roles as guarantors of their mentees' successful future career paths, and a similar trend can be found in mentors in academia. The study underscores the need for invigorating mentors' roles in order to secure a more equitable future for engineering education.
Full Text Available Background: In the aftermath of de-institutionalisation and the move to community management of epilepsia, mothers play an increasing role in the management of the illness. Mothers often complain of being misinformed and ill equipped to aid in the treatment. Aim: The purpose of this study was to investigate the effect of a Supportive Educational Program on self-efficacy of mothers with epileptic children. Method: This randomized controlled clinical trial was conducted on two groups of 50 mothers with epileptic children admitted to Ghaem Hospital in the city of Mashhad in 2014. Maternal self-efficacy was measured before and 6 weeks after intervention through Steffen’s Revised Scale for Caregiving Self-Efficacy as the research instrument. The Supportive Educational Program was implemented for the experimental group during five 60-minute sessions with an interval of 4 days. The control group received the routine care. Data analysis was performed using SPSS software (version 11.5. Results: The mean age of mothers in the experimental and control groups were 32.8±6.9 and 32.8±6.8 years, respectively. The findings of the independent t-test revealed significant differences between the two control (47.4±15.06 and experimental (66.5±11.5 groups following the intervention (p
Undlien, Mattias; Viervoll, Håvard-Amund; Rostad, Berit
In tackling the ongoing malnutrition problem in many parts of Kenya, the government has initialized preventive actions such as mother support groups in order to improve health and nutrition among children. Few studies have evaluated the effectiveness of such intervention. This study aimed at determining how mother support groups affect the nutrition status of children under 2 years of age. 41 children participated. Anthropometric measurements were taken of the children once a month during 12 months. Medical history, nutrition status and socioeconomic factors were collected by interviews with the mothers. The children were divided into two groups depending on their mother's assigned group; mother support group or not. Nutritional status was significantly better among children in the mother support group (P=0.001). There were significantly more children with severe acute malnutrition among the children not in support group (P=0.040). The mean height (P=0.001) and mean weight (P=0.0281) were significantly higher among children in the non-support group. Mother support groups may have a beneficial effect on the nutritional status of children under 2 years of age. Cases of severe acute malnutrition seemed to be less prevalent in children whose mothers attend mother support groups.
In this article, the author examines her experiences as a mentee at an academic institution. She has had time to look back at some of what her mentor did in mentoring, and now appreciates how novel and successful some of his approaches were. She shares them in this article because she thinks her experience is evidence that broadening the…
Developmental Psychology, 2008
Data were analyzed from 641 children and their families in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development to test the hypotheses that in the early school years, mothers' and fathers' sensitive support for autonomy in observed parent-child interactions would each make unique predictions…
Condon, L.; Rhodes, C.; Warren, S.; Withall, J.; Tapp, A.
Aim: To explore teenagers experiences of the breastfeeding promotion and support delivered by health professionals. Design: A qualitative study conducted in an English city. Methods: Pregnant teenagers and teenage mothers (n = 29) took part in semi-structured interviews and focus groups between March and July 2009. Results: Breastfeeding is…
Full Text Available Abstract Background The UK has one of the lowest breastfeeding rates worldwide and in recent years the Government has made breastfeeding promotion one of its priorities. The UNICEF UK Baby Friendly Initiative is likely to increase breastfeeding initiation but not duration. Other strategies which involve provision of support for breastfeeding mothers in the early weeks after birth are therefore required to encourage UK mothers to breastfeed for the recommended duration. This paper examines the effects of maternal socio-demographic factors, maternal obstetric factors, and in-hospital infant feeding practices on breastfeeding cessation in a peer support setting. Methods Data on mothers from Blackburn with Darwen (BwD and Hyndburn in Eastern Lancashire who gave birth at the Royal Blackburn Hospital and initiated breastfeeding while in hospital were linked to the Index of Multiple Deprivation (IMD. The data were analysed to describe infant feeding methods up to 6 months and the association between breastfeeding cessation, and maternal factors and in-hospital infant feeding practices. Results The mean breastfeeding duration was 21.6 weeks (95% CI 20.86 to 22.37 weeks and the median duration was 27 weeks (95% CI 25.6 to 28.30 weeks. White mothers were 69% more likely to stop breastfeeding compared with non-White mothers (HR: 0.59; 95% CI, 0.52 to 0.67 [White mothers were the reference group]. Breastfeeding cessation was also independently associated with parity and infant feeding practices in hospital. There were no significant associations between breastfeeding cessation and marital status, mode of delivery, timing of breastfeeding initiation and socio-economic deprivation. Conclusion In this study ethnicity, parity and in-hospital infant feeding practices remained independent predictors of breastfeeding cessation in this peer support setting. However other recognised predictors such as marital status, mode of delivery, timing of breastfeeding
Cox, Joanne E; Buman, Matthew; Valenzuela, Jennifer; Joseph, Natalie Pierre; Mitchell, Anna; Woods, Elizabeth R
To investigate the associations between depressive symptoms in adolescent mothers and their perceived maternal caretaking ability and social support. Subjects were participants enrolled in a parenting program that provided comprehensive multidisciplinary medical care to teen mothers and their children. Baseline data of a prospective cohort study were collected by interview at 2 weeks postpartum and follow-up, and standardized measures on entry into postnatal parenting groups. Demographic data included education, social supports, psychological history, family history and adverse life events. Depressive symptoms were measured with the Center for Epidemiological Studies Depression Scale for Children short version (CES-DC). The Maternal Self-report Inventory (MSRI) measured perceived maternal self-esteem, and Duke-UNC Functional Social Support Questionnaire measured social support. Data were analyzed with bivariate analyses and linear regression modeling focusing on depressive symptoms as the outcome variable. In the 168 teen mothers, mean age 17.6 +/- 1.2 years, African American (50%), Latina (31%) or Biracial (13%), the prevalence of depressive symptoms was 53.6%. In the linear model, controlling for baby's age, teen's age, ethnicity, Temporary Aid for Families with Dependent Children (TAFDC), and previous suicidal gesture, increased depressive symptoms were associated with decreased perceived maternal caretaking ability (P = 0.003) and lower social support (P maternal confidence in their ability to parent and decreased perceived maternal social support, with a possible moderating effect of social support on the relationship of maternal self-esteem and depression.
Tan, Yin Shuen; Teo, Shao Wen Amanda; Pei, Yiying; Sng, Julia Huina; Yap, Hong Wei; Toh, Ying Pin; Krishna, Lalit K R
A consistent mentoring approach is key to unlocking the full benefits of mentoring, ensuring effective oversight of mentoring relationships and preventing abuse of mentoring. Yet consistency in mentoring between senior clinicians and medical students (novice mentoring) which dominate mentoring processes in medical schools is difficult to achieve particularly when mentors practice in both undergraduate and postgraduate medical schools. To facilitate a consistent approach to mentoring this review scrutinizes common aspects of mentoring in undergraduate and postgraduate medical schools to forward a framework for novice mentoring in medical schools. Four authors preformed independent literature searches of novice mentoring guidelines and programmes in undergraduate and postgraduate medical schools using ERIC, PubMed, CINAHL, OVID and Science Direct databases. 25,605 abstracts were retrieved, 162 full-text articles were reviewed and 34 articles were included. The 4 themes were identified-preparation, initiating and supporting the mentoring process and the obstacles to effective mentoring. These themes highlight 2 key elements of an effective mentoring framework-flexibility and structure. Flexibility refers to meeting the individual and changing needs of mentees. Structure concerns ensuring consistency to the mentoring process and compliance with prevailing codes of conduct and standards of practice.
The literature suggests that acts of bullying are a root cause of new nurses leaving their units or the profession entirely and have the potential to worsen the nursing shortage. As an effective way to address bullying in the perioperative setting, mentoring benefits the nursing profession. Mentoring can have a direct influence on nurses' longevity in a health care organization, thereby strengthening the nursing workforce. Magnet-designated hospitals support the importance of mentor-mentee relationships for positive employee retention and positive recruitment outcomes. One of the most important tasks that a mentor should undertake is that of a role model. Establishing a culture of mentoring requires authentic leadership, genuine caring and respect for employees, and open communication. The entire nursing profession benefits from a culture of mentoring, as do the patients and families who receive care. Copyright © 2014 AORN, Inc. Published by Elsevier Inc. All rights reserved.
Buchanan, John; Raffaele, Catherine; Glozier, Nick; Kanagaratnam, Aran
This research focused on how apprenticeships, at their best, provide extensive social support for young people. It draws on, and contributes to, debates about workforce (and especially vocational) development in contemporary Australia. It also contributes to the growing literature on social support and health, especially the role that work could…
Firley Poliana da Silva Lúcio
Full Text Available ABSTRACT Objective: To evaluate the social network of lesbian mothers, from the social contexts of support or restraint. Method: Descriptive, exploratory study, of qualitative approach, based on the theoretical reference of Social Network, with eight lesbian mothers selected through Snowball technique, using semi-structured interview. Data analysis was performed with IRAMUTEQ software, through Similarity Analysis. Results: The social network is configured as: 1 Emotional distance and non-acceptance of motherhood by the family members - primary network elements; 2 Interference in the socio-cultural medium for the effectiveness of the mother-child bond - secondary network elements. Final considerations: Social network is grounded on trivialized and negative conceptions that highlight prejudice and disrespect. The discussion of this theme contributes to a greater visibility of those new family arrangements as well as to reduce stigmas e prejudices that pervade the social network components of these women.
Berry, Tanya R; Craig, Cora L; Faulkner, Guy; Latimer, Amy; Rhodes, Ryan; Spence, John C; Tremblay, Mark S
ParticipACTION's Think Again campaign targeted mothers who think their children are sufficiently active, yet whose children do not achieve recommended amounts of physical activity. This research examined the relationship of mothers' intentions to support children's physical activity with explicit believability and implicit agreement with the Think Again campaign message, attention paid to the advertisement, involvement with the issue, concern regarding children's inactivity, and attitudes. Participants were mothers from Edmonton, Canada (N = 102) who viewed one Think Again advertisement then completed a measure of implicit agreement with the campaign message and questionnaires. The mothers who paid attention to the message and were concerned for their own children were more likely to intend to act on campaign messages. The majority of participants implicitly agreed that children's physical inactivity was a problem, but there was less agreement that physical inactivity was a problem for their own children. Participants automatically tended to agree with campaign messages when the focus was on children in general, but there was greater disagreement when asked about participant's own children. Why most mothers were not in agreement with the reality of how much physical activity their children needs remains to be determined.
Morton, Jennifer; Withers, Marjorie; Konrad, Shelley Cohen; Buterbaugh, Carry; Spence, RuthAnne
The antecedents that contribute to health disparities in maternal child health populations begin before birth and extend into the early prenatal and gestational growth periods. Mothers and infants living in rural poverty in particular are at considerable risk for problems associated with reproductive health, including pregnancy complications and premature births. The aim of this manuscript is thus two-fold, to describe the epidemiologic makeup of the community and the intervention model of the Community Caring Collaborative. Innovative models of early-integrated care for high-risk mothers and children are showing promise for long-term outcomes. They foster environments that enable mothers to trust health systems while maintaining a workforce of high functioning health workers who understand the mechanisms that underpin maternal and child health disparities. The Community Caring Collaborative in Washington County, Maine developed one such model that has made inroads in bridging such gaps. This manuscript explicates a case study of how the Community Caring Collaborative came into being and why it established the Bridging model of comprehensive care. The focus of this manuscript is thus two-fold, the community and the intervention model. The "bridging model" develops trust-based relationships between high-risk mothers with the health system and its multiple resources. Community members with advanced training provide the support and care linkages that are critical for family success. Innovative models of collaborative care impact the health of vulnerable mothers and their children working toward a marked decrease in health related disparities.
Tarrant, R C
The majority of mothers in Ireland provide formula milk to their infants during the initial weeks postpartum; however, data are lacking on their formula feeding practices and support needs. This prospective Dublin-based observational study, which included 450 eligible mother-term infant pairs recruited and followed up to 6 months postpartum, aimed to advance our understanding of maternal formula feeding practices, their reasons for deciding to formula feed, sources of feeding information and perceived support needs; insights into infant formula milk consumption patterns in relation to current feeding guidelines are also provided. In summary, the vast majority of infants at 6 weeks were provided with formula milk (n = 368; 81.8%). Positive maternal perceptions of formula feeding were among the most frequently reported reasons underlying mothers’ decision to formula feed (e.g. convenience, 17.3%). Potential public health concerns over the large formula milk volumes consumed by infants (mean 205ml\\/kilogram\\/day) relative to infant feeding guidelines (150ml\\/kilogram\\/day) were raised from this study. Some mothers continue to add solid foods to infant bottle feeds at 6 weeks (3.8%) and 6 months (6%), a non-recommended feeding practice posing a choking risk for infants. Crucially, this study highlights the need to provide greater support and information to mothers who decide to formula feed postpartum including practical information on sterilisation and formula reconstitution. While breastfeeding promotion and research continues to be a public health priority in Ireland, addressing the support and information needs of mothers who formula feed, an underrepresented and understudied population in the literature, also needs to be considered to ensure optimal health and safety for their infants.
Lutz, Kristin F.; Burnson, Cynthia; Hane, Amanda; Samuelson, Anne; Maleck, Sarah; Poehlmann, Julie
The study investigated family support as a buffer of stress in 153 mothers and preterm toddlers. Data were collected regarding maternal depressive symptoms, parenting stress, and family support; infant health; and videotaped mother-child interactions. Although more parenting stress related to less optimal child play, only information support…
Singh, Prerna; Ghosh, Subharati; Nandi, Subhrangshu
The quantitative study assessed subjective burden, depression, and the moderating effect of social support in mothers of children with autism spectrum disorder (ASD) in India. Seventy mothers were interviewed using a structured interview schedule, which measured their subjective burden, depression, and social support from family, friends, and…
For over two years the National Dropout Prevention Center (NDPC) at Clemson University has been supporting the Lower Kuskokwim School District (LKSD) in NW Alaska with their efforts to reduce high school dropout in 23 remote Yup'ik Eskimo villages. The Rural Alaska Mentoring Project (RAMP) provides school-based E-mentoring services to 164…
Lakind, Davielle; Atkins, Marc; Eddy, J. Mark
Youth mentoring is primarily understood as a relationship between mentor and mentee, yet mentors often enter into home, school, and other community settings associated with youth they serve, and interact regularly with other people in mentees’ lives. Understanding how and why mentors negotiate their role as they do remains underexplored, especially in relation to these environmental elements. This qualitative study drew on structured interviews conducted with professional mentors (N = 9) serving youth at risk for adjustment problems to examine how mentors’ perceptions of their mentees and mentee environments informed their sense of how they fulfilled the mentoring role. Mentors commonly characterized problems youth displayed as byproducts of adverse environments, and individual-level strengths as existing “in spite of” environmental inputs. Perceptions of mentees and their environments informed mentors’ role conceptualizations, with some mentors seeing themselves as antidotes to environmental adversity. Mentors described putting significant time and effort into working closely with other key individuals as well as one-on-one with mentees because they identified considerable environmental need; however, extra-dyadic facets of their roles were far less clearly defined or supported. They described challenges associated with role overload and opaque role boundaries, feeling unsupported by other adults in mentees’ lives, and frustrated by the prevalence of risks. Community-based mentoring represents a unique opportunity to connect with families, but mentors must be supported around the elements of their roles that extend beyond mentor-mentee relationships in order to capitalize more fully on the promise of the intervention. PMID:25866427
... mentors at the White House, and we have partnered with groups across the public, private, and nonprofit sectors to build pathways to summer job opportunities for low-income and disconnected youth. And since... Fatherhood and Mentoring Initiative. A supportive mentor can mean the difference between struggle and success...
Nguyen, Hoa Thi Mai
During the past several years, the importance of practicum as a vital proportion of the preservice teacher education program has been increasingly emphasized. There have been a number of initiatives for supporting preservice teachers. Among these, peer based relationship is increasingly emerged as an innovative strategy to provide additional…
Sawyer, Michael G; Reece, Christy E; Bowering, Kerrie; Jeffs, Debra; Sawyer, Alyssa C P; Mittinty, Murthy; Lynch, John W
Internet-based interventions moderated by community nurses have the potential to improve support offered to new mothers, many of whom now make extensive use of the Internet to obtain information about infant care. However, evidence from population-based randomized controlled trials is lacking. The aim of this study was to test the non-inferiority of outcomes for mothers and infants who received a clinic-based postnatal health check plus nurse-moderated, Internet-based group support when infants were aged 1-7 months as compared with outcomes for those who received standard care consisting of postnatal home-based support provided by a community nurse. The design of the study was a pragmatic, preference, non-inferiority randomized control trial. Participants were recruited from mothers contacted for their postnatal health check, which is offered to all mothers in South Australia. Mothers were assigned either (1) on the basis of their preference to clinic+Internet or home-based support groups (n=328), or (2) randomly assigned to clinic+Internet or home-based groups if they declared no strong preference (n=491). The overall response rate was 44.8% (819/1827). The primary outcome was parenting self-competence, as measured by the Parenting Stress Index (PSI) Competence subscale, and the Karitane Parenting Confidence Scale scores. Secondary outcome measures included PSI Isolation, Interpersonal Support Evaluation List-Short Form, Maternal Support Scale, Ages and Stages Questionnaire-Social-Emotional and MacArthur Communicative Development Inventory (MCDI) scores. Assessments were completed offline via self-assessment questionnaires at enrolment (mean child age=4.1 weeks, SD 1.3) and again when infants were aged 9, 15, and 21 months. Generalized estimating equations adjusting for post-randomization baseline imbalances showed that differences in outcomes between mothers in the clinic+Internet and home-based support groups did not exceed the pre-specified margin of
Byington, Carrie L; Keenan, Heather; Phillips, John D; Childs, Rebecca; Wachs, Erin; Berzins, Mary Anne; Clark, Kim; Torres, Maria K; Abramson, Jan; Lee, Vivian; Clark, Edward B
Physician-scientists and scientists in all the health professions are vital members of the U.S. biomedical workforce, but their numbers at academic health centers are declining. Mentorship has been identified as a key component in retention of faculty members at academic health centers. Effective mentoring may promote the retention of clinician-scientists in the biomedical workforce. The authors describe a holistic institutional mentoring program to support junior faculty members engaged in clinical and translational science at the University of Utah. The clinical and translational scholars (CATS) program leverages the resources of the institution, including the Center for Clinical and Translational Science, to augment departmental resources to support junior faculty investigators and uses a multilevel mentoring matrix that includes self, senior, scientific, peer, and staff mentorship. Begun in the Department of Pediatrics, the program was expanded in 2013 to include all departments in the school of medicine and the health sciences. During the two-year program, scholars learn management essentials and have leadership training designed to develop principal investigators. Of the 86 program participants since fiscal year 2008, 92% have received extramural awards, 99% remain in academic medicine, and 95% remain at the University of Utah. The CATS program has also been associated with increased inclusion of women and underrepresented minorities in the institutional research enterprise. The CATS program manifests institutional collaboration and coordination of resources, which have benefited faculty members and the institution. The model can be applied to other academic health centers to support and sustain the biomedical workforce.
Oikarainen, Ashlee; Mikkonen, Kristina; Tuomikoski, Anna-Maria; Elo, Satu; Pitkänen, Salla; Ruotsalainen, Heidi; Kääriäinen, Maria
To describe mentors' competence in mentoring culturally and linguistically diverse nursing students during clinical placement and identify the factors that affect mentoring. Healthcare education is confronted by several challenges in a time characterized by globalization and increasing international migration. Nursing students from diverse backgrounds continue to experience difficulties during clinical placement. Students can overcome these difficulties and assume responsibility for their learning when mentored by supportive and competent mentors. A cross-sectional, descriptive explorative study design was used. Data were collected during spring 2016 through a survey sent to mentors (n = 3,355) employed at five university hospitals in Finland. Mentors' competence in mentoring culturally and linguistically diverse nursing students was measured with the self-assessment Mentors' Competence Instrument and the Cultural and Linguistic Diversity in Mentoring scale. The analysis included descriptive statistics, non-parametric tests and binary logistic regression analysis. Mentors with experience mentoring nursing students from diverse backgrounds rated their overall competence in mentoring as good. However, the results show continued challenges related to competence in linguistic diversity in mentoring. Seven factors that affect mentors' competence in linguistic diversity were identified. Despite high evaluations by mentors of competence related to cultural diversity in mentoring, there are still opportunities for improvement in this area. Innovative and effective strategies are needed to develop mentors' competence in mentoring culturally and linguistically diverse nursing students. Educational and healthcare organizations should strive to enhance collaboration and increase the competence of both mentors and nursing students to work in increasingly diverse healthcare environments. © 2017 John Wiley & Sons Ltd.
Marra, Jaime V; McCarthy, Elissa; Lin, Hsiu-Ju; Ford, Julian; Rodis, Eleni; Frisman, Linda K
Research has shown that having a supportive social network is generally beneficial for individuals, particularly those who are homeless or at risk of homelessness. However, conflict within these networks may diminish the positive effects of social support on well-being, and these effects may be felt acutely within a vulnerable population with multiple needs. This study examined the impact of conflict and social support on parenting behaviors in a sample of mothers who are homeless and were involved in a study of case management interventions of varying intensity. We found that women who reported high emotional and instrumental social support self-reported greater improvements in parenting consistency over time than those who reported lower levels of support. However, three-way interactions showed that conflict in support networks was a risk factor for harsh parenting practices among participants who reported lower levels of instrumental social support. Results suggest that social support may enhance homeless mothers' ability to provide consistent parenting, but that these benefits may be undermined if conflict occurs in combination with limited levels of instrumental social support.
Howard, Meredith L; Steuber, Taylor D; Nisly, Sarah A; Wilhoite, Jessica; Saum, Lindsay
Formalized mentoring programs are often credited for influencing professional development of mentees. Unfortunately, little information exists regarding advancement of mentoring skills. We report the development and evaluation of a program to cultivate mentoring skills in pharmacy residents. Advanced pharmacy practice experience students and pharmacy residents were contacted for program participation. Resident mentors were paired with a student mentee for the program. Mentors were provided resources and support throughout the program. Sessions were held to facilitate mentoring relationships and to discuss professional development topics. Pre- and post-perception surveys were administered to mentors to measure changes in mentoring comfort and ability. Only matched pre- and post-surveys were included for analysis. The program was held and evaluated over two separate academic years FINDINGS: Fifty-three residents mentored 54 students over two cycles of the program. Mentors' matched perception surveys (n = 26) reported increased comfort in mentoring (p effectiveness in provision of written and oral feedback (p = 0.004 and p = 0.013 respectively). Mentors also reported heightened belief that serving as a student mentor will be beneficial to their long-term career goals (p = 0.034). Overall, this formal resident-led student mentoring program improved resident comfort serving in a mentoring role. Copyright © 2017 Elsevier Inc. All rights reserved.
Full Text Available Abstract Background The protection, promotion and support of breastfeeding are now major public health priorities. It is well established that skilled support, voluntary or professional, proactively offered to women who want to breastfeed, can increase the initiation and/or duration of breastfeeding. Low levels of breastfeeding uptake and continuation amongst adolescent mothers in industrialised countries suggest that this is a group that is in particular need of breastfeeding support. Using qualitative methods, the present study aimed to investigate the similarities and differences in the approaches of midwives and qualified breastfeeding supporters (the Breastfeeding Network (BfN in supporting breastfeeding adolescent mothers. Methods The study was conducted in the North West of England between September 2001 and October 2002. The supportive approaches of 12 midwives and 12 BfN supporters were evaluated using vignettes, short descriptions of an event designed to obtain specific information from participants about their knowledge, perceptions and attitudes to a particular situation. Responses to vignettes were analysed using thematic networks analysis, involving the extraction of basic themes by analysing each script line by line. The basic themes were then grouped to form organising themes and finally central global themes. Discussion and consensus was reached related to the systematic development of the three levels of theme. Results Five components of support were identified: emotional, esteem, instrumental, informational and network support. Whilst the supportive approaches of both groups incorporated elements of each of the five components of support, BfN supporters placed greater emphasis upon providing emotional and esteem support and highlighted the need to elicit the mothers' existing knowledge, checking understanding through use of open questions and utilising more tentative language. Midwives were more directive and gave more
Maintenance Mentor (MXM) is a research effort conducted by a joint AFRL/HESR and Northrop Grumman Information Technology team to identify the basic, high-level requirements necessary for improving flight line diagnostic capabilities...
Data were analyzed from 641 children and their families in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development to test the hypotheses that in the early school years, mothers' and fathers' sensitive support for autonomy in observed parent-child interactions would each make unique predictions to children's reading and math achievement at Grade 3 (controlling for demographic variables), children's reading and math abilities at 54 months, and children's level of effortful control at 54 months and that these associations would be mediated by the level of and changes over time in children's observed self-reliance in the classroom from Grades 1 through 3. The authors found that mothers' and fathers' support for autonomy were significantly and uniquely associated with children's Grade 3 reading and math achievement with the above controls, but only for boys. For boys, the effect of mothers' support for child autonomy was mediated by higher self-reliance at Grade 1 and of fathers' support for child autonomy by greater increases in self-reliance from Grades 1 through 3.
Dinour, Lauren M; Szaro, Jacalyn M
Many mothers experience barriers to maintaining a breastfeeding relationship with their infants upon returning to work and, consequently, terminate breastfeeding earlier than recommended or intended. As such, employers are in a unique position to help further increase breastfeeding rates, durations, and exclusivity. The purpose of this review is to examine the literature regarding employer-based programs, policies, and interventions to support breastfeeding among working mothers. A systematic literature search was conducted for peer-reviewed articles published before April 2016. Studies were included if they focused on workplace-based lactation/breastfeeding support programs, policies, or interventions to promote breastfeeding among employees. For inclusion, articles must have measured at least one outcome, such as breastfeeding duration, breastfeeding exclusivity, or employee satisfaction. Twenty-two articles were included, representing 10 different countries and both public- and private-sector employers, including governmental offices, schools, hospitals, manufacturing/industrial companies, and financial settings, among others. Providing a lactation space was the most common employer-based support accommodation studied, followed by breastfeeding breaks and comprehensive lactation support programs. The majority of studies analyzing these three support types found at least one positive breastfeeding and/or nonbreastfeeding outcome. This review suggests that maintaining breastfeeding while working is not only possible but also more likely when employers provide the supports that women need to do so. Although some employers may have more extensive breastfeeding support policies and practices than others, all employers can implement a breastfeeding support program that fits their company's budget and resources.
Park, Ki Tae
This study examines how levels of marital quality change the effect of social support on postpartum psychological distress among new Korean mothers using the Panel Study on Korean Children (N = 1585). In accord with findings from previous studies, this study shows that low marital quality negatively affects new mothers' mental health, but that social support alleviates psychological distress independent of marital quality. The main finding of this research is that the moderating effect of social support is contingent on levels of marital quality. Aggregated social support moderates the effects of marital quality on new mothers' mental health only when the level of marital quality is low. Furthermore, each dimension of social support (emotional, informational, and instrumental) only has a moderating effect when marital quality is low. The findings highlight the fact that the moderating effect of social support varies with the individual context and so customized social support that fits individual needs matters for the mental health of new mothers.
Manuel Francisco Aguilar Tamayo
Full Text Available This paper systematizes face-to-face tutoring experience and the use of technologies to make audio and written recordings of tutorial sessions with undergraduate, master’s and doctoral students available online. One hundred and three tutorial sessions with 26 students and a single tutor are analyzed; the sessions were recorded by means of a digital pen that recorded sound and writing synchronously. By means of this analysis students’ issues and problems were identified and a model for connecting teaching strategy and the production of hypermedia resources is presented. We contend that it is important to create learning resources to accompany the educational process of tutees. In conclusion the study presents a model for organizing and supporting university level tutoring.
Shimabukuro, Shizuku; Daley, David; Thompson, Margaret; Laver-Bradbury, Cathy; Nakanishi, Emi; Tripp, Gail
International practice guidelines recommend medication and behavioral intervention as evidenced-based treatments for attention deficit hyperactivity disorder (ADHD). Currently in Japan, the availability of non pharmacological interventions for ADHD is limited. We report the results of a pilot and a proof-of-concept study for a new behavioral intervention for Japanese mothers of children with ADHD. The pilot study delivered a standard six-session behavioral intervention and two parent-support ...
Ong, Shu Fen; Chan, Wai-Chi Sally; Shorey, Shefaly; Chong, Yap Seng; Klainin-Yobas, Piyanee; He, Hong-Gu
to explore first-time mothers' postnatal experiences and support needs after hospital discharge in Singapore. a descriptive qualitative study was adopted in this study. Participants were recruited from a public tertiary hospital in Singapore. Semi-structured interviews were used for data collection and the interview transcripts were analysed using thematic analysis. a purposive sample of 13 English-speaking first-time mothers of age 21 years and above were interviewed within 7-11 days after their hospital discharge. five themes emerged from the thematic analysis: (1) mixed emotions: participants experienced anxiety, labile emotions and stress over infant care; (2) breast feeding concerns: low breast milk supply and physical discomfort; (3) social support: many participants had sufficient social support from family members except their husbands; (4) cultural postnatal practice: majority of participants followed traditional postnatal practices of their culture; and (5) professional support needs: participants needed more information, access to health care services and continuity of care. this study highlighted the importance of providing professional postnatal care to first-time mothers after their discharge from the hospital. Future studies are needed to explore new practices that will enhance the quality of maternity health care and promote positive maternal experiences and well-being in Singapore. there is a need for more innovative advertisement to promote antenatal classes and improve attendance rate. Health care providers should assist women in establishing proper breast feeding techniques. Alternative models of care in the postnatal period, such as midwifery-led care, could facilitate a more woman-centred approach. Postnatal home visits may be considered within the first week of the mothers' hospital discharge, which may be legislated by public health care policies. © 2013 Elsevier Ltd. All rights reserved.
Brown, Suzanne; Hicks, Laurel M; Tracy, Elizabeth M
Approximately 73% of women entering treatment for substance use disorders are mothers of children younger than 18, and the high rate of mental health disorders among mothers with substance use disorders increases their vulnerability to poor parenting practices. Parenting efficacy and social support for parenting have emerged as significant predictors of positive parenting practices among families at risk for child maltreatment. The purpose of the current study was to examine the impact of parenting support and parenting efficacy on the likelihood of out-of-home placement and custody status among the children of mothers with dual substance use and mental health disorders. This study examined the impact of parenting efficacy and assistance with childcare on the likelihood of child out-of-home placement and custody status among 175 mothers with diagnosed dual substance and mental health disorder and in treatment for substance dependence. Logistic regression was utilized to assess the contributions of parenting efficacy and the number of individuals in mothers' social networks who assist with childcare to the likelihood of out-of-home placement and custody loss of children. Parenting efficacy was also examined as a mediator using bootstrapping in PROCESS for SPSS. Greater parenting efficacy was associated with lower likelihood of having at least one child in out-of-home placement (B = -.064, SE = .029, p = .027) and lower likelihood of loss of child custody (B = -.094, SE = .034, p = .006). Greater number of children in the 6 to 18 age range predicted greater likelihood of having at least one child in the custody of someone else (B = .409, SE = .171, p = .017) and in out-of-home placement (B = .651, SE = .167, p child in out-of-home placement (B = .927, SE = .382, p = .015) or to have lost custody of a child (B = -1.31, SE = .456, p = .004). Finally, parenting efficacy mediated the relationship between parenting support and likelihood of out-of-home placement (effect
Lee, Paul R.
Effective academic mentoring significantly affects a physician's choice of career, academic productivity, and professional trajectory. The mentoring relationship is necessary for the continued success of medical training. It is critical to cultivate a climate in which mentoring can thrive. In order to improve the quality and outcomes of mentoring, we must adopt a comprehensive plan. There are interventions at every level of training that will ensure that the current cohort of neurologists receives the requisite expertise needed to flourish and inspire future trainees. Professional organizations must articulate a comprehensive vision of mentoring. Institutions must create an infrastructure to support mentors. Mentors should work in active partnerships with their mentees to forge sustained, productive relationships. Mentees must actively contribute to their own mentoring. Proper mentorship will ensure a bright future for academic neurology. PMID:24616198
Rueger, Sandra Yu; Chen, Pan; Jenkins, Lyndsay N; Choe, Hyung Joon
The transition to middle school can be a significant stressor for young adolescents, leading to increases in depression for those who are vulnerable. The current study examined how perceived support from mothers, fathers, and teachers independently and interactively predicted developmental patterns of depressive symptoms during adolescents' transition to middle school, and gender differences in these effects of social support. Four timepoints of data were collected from 1,163 participants (48.5 % boys) enrolled in an ethnically diverse suburban middle school in the Midwest between 1.25 and 20.50 months after these participants entered the 7th grade. The results from growth curve modeling indicated that levels of depressive symptoms decreased over time for boys but remained stable for girls during the developmental period examined. There is also evidence that support from mothers, fathers, and teachers independently and inversely predicted levels of depressive symptoms at the beginning of the 7th grade, and support from both mothers and fathers predicted changes in these symptoms. Effects of mothers' support and teachers' support, but not the effect of fathers' support, remained significant in reducing levels of depressive symptoms at 20.50 months from middle school entry. Furthermore, the protective effect of mothers' support was stronger for girls than for boys. Finally, mothers' support interacted with fathers' support and teachers' support to predict levels of depressive symptoms. Specifically, the protective effect of mothers' support was more salient when fathers' support was low, and vice versa. In contrast, support from mothers and teachers had an amplifying, synergistic effect.
Full Text Available Abstract Background The proportion of Ugandan children who are fully vaccinated has varied over the years. Understanding vaccination behaviour is important for the success of the immunisation programme. This study examined influences on immunisation behaviour using the attitude-social influence-self efficacy model. Methods We conducted nine focus group discussions (FGDs with mothers and fathers. Eight key informant interviews (KIIs were held with those in charge of community mobilisation for immunisation, fathers and mothers. Data was analysed using content analysis. Results Influences on the mother's immunisation behaviour ranged from the non-supportive role of male partners sometimes resulting into intimate partner violence, lack of presentable clothing which made mothers vulnerable to bullying, inconvenient schedules and time constraints, to suspicion against immunisation such as vaccines cause physical disability and/or death. Conclusions Immunisation programmes should position themselves to address social contexts. A community programme that empowers women economically and helps men recognise the role of women in decision making for child health is needed. Increasing male involvement and knowledge of immunisation concepts among caretakers could improve immunisation.
Benson, Paul R
This study examined the characteristics of the support networks of 106 mothers of children with ASD and their relationship to perceived social support, depressed mood, and subjective well-being. Using structural equation modeling, two competing sets of hypotheses were assessed: (1) that network characteristics would impact psychological adjustment directly, and (2) that network effects on adjustment would be indirect, mediated by perceived social support. Results primarily lent support to the latter hypotheses, with measures of network structure (network size) and function (proportion of network members providing emotional support) predicting increased levels of perceived social support which, in turn, predicted decreased depressed mood and increased well-being. Results also indicated that increased interpersonal strain in the maternal network was directly and indirectly associated with increased maternal depression, while being indirectly linked to reduced well-being. Study limitations and implications are discussed.
Taylor, Rosemarye T.; Karcinski, Lisa
The purpose of our study was to determine the extent to which differences in a mentor model for science and mathematics teachers accounted for variances in mentoring effectiveness and persistence rates of teachers. School district designee, mentor, and teacher perceptions of mentoring support were collected through the use of interviews and…
Smith, Emily R.; Calderwood, Patricia E.; Dohm, Faith A.; Gill Lopez, Paula
Despite the growing knowledge base on mentoring in academia, providing effective mentoring for faculty presents several complex dilemmas for academic units charged with facilitating mentoring. How do we institutionalize voluntary and spontaneous mentoring interaction? How do we support a collaborative climate in an inherently individual and…
This study investigated the extent to which doctoral advisors provided mentoring to their students and if mentor support influenced doctoral student outcomes. Survey results from 477 respondents, across disciplines at two universities, indicated that most students believed mentoring was important and over half of them received mentoring support…
Mentoring occurs in formal and informal ways. While formal mentoring programs are valuable, the majority of people are likely to have opportunities for informal mentoring in their workplace and in their communities. The author makes the point that mentors are all around us, and each of us may have the capacity to mentor or to be mentored, whether…
Designed to support both teachers and university-based tutors in mentoring pre-service and newly qualified mathematics teachers at both primary and secondary levels, Mentoring Mathematics Teachers offers straightforward practical advice that is based on practice, underpinned by research, and geared specifically towards this challenging subject area.Developed by members of The Association of Mathematics Education Teachers, the authors draw upon the most up-to-date research and theory to provide evidence-based practical guidance. Themes covered include:
Wu, Tsui-Feng; Yeh, Kuang-Hui; Cross, Susan E.; Larson, Lisa M.; Wang, Yi-Chao; Tsai, Yi-Lin
This study applies social support theory to the question of whether four types of husband behavior (taking the wife's side, problem solving, ignoring conflict, and taking the mother's side) moderate the association between conflict with the mother-in-law and a Taiwanese woman's marital satisfaction. Data were collected from 125 married Taiwanese…
Brown, Geoffrey L.; Schoppe-Sullivan, Sarah J.; Mangelsdorf, Sarah C.; Neff, Cynthia
This study examined associations between supportive coparenting and infant-mother and infant-father attachment security. Observed and parent-reported coparenting, and observed maternal and paternal sensitivity were assessed in a sample of 68 families with 3.5-month-old infants. Infant-mother and infant-father attachment security were assessed in…
Kim, Eun Sil; Kim, Byeong Seok
The purpose of this study was to explore how social support, mother's psychological status, and maternal sensitivity affected attachment security in children with disabilities by using the structural equation model (SEM). Subjects were 141 pairs of children with disabilities and theirs mothers. Empirical data was obtained through a series of…
Casper, Wendy J; Martin, Jennifer A; Buffardi, Louis C; Erdwins, Carol J
This study investigated the impact of work interfering with family (WIF) and family interfering with work (FIW) on women's organizational commitment and examined both the direct and moderating effects of their perceived organizational support. Participants were 143 professional employed mothers with at least 1 preschool-age child. The study found that WIF was positively related to continuance organizational commitment but unrelated to affective commitment, and FIW was not related to either form of organizational commitment. Results also indicated that perceived organizational support exhibited a main effect on both types of commitment.
Wenzel, Volker; Gravenstein, Nikolaus
Mentoring is fundamentally valuable and important to students considering a path into our specialty, as well as to colleagues already in it and with ambition to advance. General principles and personal experiences are collected and described to help inform future mentors and to reinforce the value of having a mentor and the satisfaction (and work) that is associated with such a role. Detecting a latent talent among medical students or residents may be challenging but is worth the effort to develop personal careers and the specialty itself. Upon agreeing to jointly move a certain project, a professional plan is needed to improve chances of success and decrease the likelihood of frustration. Various challenges always have to be detected and solved, with the ultimate goal to guide a medical student to residency, subsequently into faculty status and preferably to lifelong collaboration. Access to a mentor is an often-cited key to choosing a specialty and the success of junior colleagues and thus the entire department. Mentoring is fundamentally valuable in providing role modeling and also in protecting the mentee from the inefficiency of learning lessons the hard way.
Kodate, Naonori; Kodate, Kashiko; Kodate, Takako
The phenomenon of women's underrepresentation in engineering is well known. However, the slow progress in achieving better gender equality here compared with other domains has accentuated the "numbers" issue, while the quality aspects have been largely ignored. This study aims to shed light on both these aspects via the lens of mentors,…
Geis, John A.; Haugen, Christian N. [CALIBRE Systems, Inc., Alexandria, Virginia (United States)
Although the positive effects of implementing a human performance approach to operations can be hard to quantify, many organizations and industry areas are finding tangible benefits to such a program. Recently, a unique mentoring program was established and implemented focusing on improving the performance of managers, supervisors, and work crews, using the principles of Human Performance Improvement (HPI). The goal of this mentoring was to affect behaviors and habits that reliably implement the principles of HPI to ensure continuous improvement in implementation of an Integrated Safety Management System (ISMS) within a Conduct of Operations framework. Mentors engaged with personnel in a one-on-one, or one-on-many dialogue, which focused on what behaviors were observed, what factors underlie the behaviors, and what changes in behavior could prevent errors or events, and improve performance. A senior management sponsor was essential to gain broad management support. A clear charter and management plan describing the goals, objectives, methodology, and expected outcomes was established. Mentors were carefully selected with senior management endorsement. Mentors were assigned to projects and work teams based on the following three criteria: 1) knowledge of the work scope; 2) experience in similar project areas; and 3) perceived level of trust they would have with project management, supervision, and work teams. This program was restructured significantly when the American Reinvestment and Recovery Act (ARRA) and the associated funding came to an end. The program was restructured based on an understanding of the observations, attributed successes and identified shortfalls, and the consolidation of those lessons. Mentoring the application of proven methods for improving human performance was shown effective at increasing success in day-to-day activities and increasing confidence and level of skill of supervisors. While mentoring program effectiveness is difficult to
Bai, Yeon K; Gaits, Susan I; Wunderlich, Shahla M
Returning to an unsupportive work environment has been identified as a major reason for avoidance or early abandonment of breastfeeding among working mothers. This study aimed to examine the nature and extent of accommodations offered to breastfeeding employees among New Jersey employers since the US federal Reasonable Break Time for Nursing Mothers law enactment. A cross-sectional survey was conducted to measure current lactation support in the workplace in New Jersey. Using convenience sampling, the survey was sent to managerial personnel in hospitals and nonhospitals. The level of support was assessed on company policy, lactation room, and room amenity. A composite lactation amenity score was calculated based on responses about lactation room amenities. Respondents (N = 51) completed a 22-item online questionnaire during fall 2011. The support level was compared by type of organization: hospital (n = 37) versus nonhospital (n = 14). The amenity score of hospitals was significantly higher than nonhospitals (1.44 vs 0.45, P = .002). The mean amenity score (score = 0.95) for all employers was far below comprehensive (score = 3.0). Compared to nonhospitals, hospitals were more likely to offer lactation rooms (81% vs 36%, P = .003), have their own breastfeeding policy (35.1% vs 7.1%, P = .01), and provide additional breastfeeding support (eg, education classes, resources; P < .05). Employers, regardless of the type of organization, need to improve their current practices and create equity of lactation support in the workplace. © The Author(s) 2014.
Sharpe, Rachael; Abrahams, Ian; Fotou, Nikolaos
Background: In England, there is a growing need to improve the lives of secondary school students who are defined as disadvantaged and to support these students in their attainment and attitudes to secondary school science. Purpose: This paper reports on a project designed to support students from disadvantaged backgrounds by pairing them with…
Hogg, R; de Kok, B; Netto, G; Hanley, J; Haycock-Stuart, E
In the UK, public health nurses (health visitors) provide support and advice to families with young children, including those from minority ethnic communities. While the need for cultural sensitivity is being increasingly recognized, the factors which contribute to this sensitivity are poorly understood. The Pakistani and Chinese communities constitute the two largest minority ethnic groups in Scotland. This study explored Pakistani and Chinese women's experience of motherhood and of the health visiting service and public health nurses' experiences of working with Chinese and Pakistani mothers. Semi-structured individual interviews were carried out with 16 Pakistani and 15 Chinese mothers. Eight health visitors took part in two focus groups. The study was undertaken in an urban area of Scotland. Data were analysed thematically. Chinese and Pakistani mothers negotiate complex processes in order to ensure that their children maintain their own ethnic identity while fitting in with their peers in their adopted country. Health visitors were seen as supportive, although sometimes advice and information given was culturally inappropriate, and their role was often poorly understood. Health visitors were anxious to be sensitive to families' religious and cultural beliefs. Cultural sensitivity is an important factor in providing appropriate advice and help to Pakistani and Chinese families, and involves health visitors in considering views and practices on parenting which may differ across cultures, including their own. Family characteristics need to be understood on an individual basis, rather than making assumptions about clients' cultural norms and lifestyles. This is best achieved by exploring with mothers if they understand the advice and information they are being offered and also if it is appropriate to their cultural and religious beliefs. © 2014 John Wiley & Sons Ltd.
Lipman, Ellen L; Boyle, Michael H
Members of families headed by single mothers are at increased risk of psychosocial disadvantage and mental health problems. We assessed the effect of a community-based program of social support and education groups for single mothers of young children on maternal well-being and parenting. We recruited 116 single mothers of children 3 to 9 years old through community advertisements. Eligible mothers were randomly assigned either to participate in a 10-week program of group sessions (1.5 hours per week) offering social support and education, with a parallel children's activity group, or to receive a standard list of community resources and the option to participate in group sessions at the end of the follow-up period. Interviewers blinded to the randomization collected assessment data from all mothers at baseline and at 3 follow-up visits (immediately after the intervention and at 3 and 6 months after the intervention). Outcome measures were self-reported mood, self-esteem, social support and parenting. Between February 2000 and April 2003, the program was offered to 9 groups of single mothers. Most of the mothers in the trial reported high levels of financial and mental health problems. In the short term (after the intervention), mothers in the intervention group had improved scores for mood (p effect = 0.55) and self-esteem (p effect = 0.29) compared with mothers in the control group; scores for the other 2 measures did not differ between the groups. Growth curve analysis of program effects over the follow-up period showed improvement in all 4 outcomes, with no significant difference between the intervention and control groups. This community-based program of group sessions offering social support and education to low-income single mothers had positive short-term effects on mood and self-esteem but not on social support and parenting. Longer follow-up showed attenuation of these effects.
Sharpe, Rachael; Abrahams, Ian; Fotou, Nikolaos
In England, there is a growing need to improve the lives of secondary school students who are defined as disadvantaged and to support these students in their attainment and attitudes to secondary school science.
Full Text Available With the increase in the proportion of women holding leadership positions work-based support has been identified as an important issue in female workers’ job performance and their decisions to have children and to return to work after giving birth. Nonetheless, we need to better understand how mothers develop these perceptions about support at the workplace and how these perceptions in turn affect their decisions and behavior. Job performance (both task and contextual, work attitudes, and retention of female workers with children are influenced by the psychological contract expectations reflected in the perceived level of support provided by organizational, supervisor, and peer sources. Based on an integrative literature review, we propose a comprehensive model linking perceived multi-dimensional work-based support for motherhood with different work-related outcomes in order to more fully explain the decisions and behaviors of working mothers and how organizations might better accommodate the specific needs of this important contingent of the workforce.
Yimyam, Susanha; Hanpa, Wasana
Resuming work is often considered an obstacle for continued breast feeding. The objectives of this participatory action research study were to develop a breast feeding support model in the workplace and to compare breast feeding rates before and after implementation of the breast feeding support campaign. Twenty-four women participated before the implementation of the breast feeding support campaign, whereas 31 women participated after the campaign. Data were collected by interviewing employed women about their breast feeding practices within six months post partum. Additional data were collected through interviews with the workplace administrator and head of work sections as well as observation of the breast feeding support campaigns. Qualitative data were analysed using thematic analysis, whereas quantitative data were analysed using descriptive statistics and χ(2) test. The workplace breast feeding support model was developed based on the concept of Mother-Friendly Workplace Initiatives by the World Alliance for Breastfeeding Action (WABA) and the Thai government׳s promotion of a workplace breast feeding corner. Within this model, a committee for breast feeding support was created for working with the research team to develop breast feeding activities and media for breast feeding education and breast feeding support campaigns in the workplace. Breast feeding rates at six months after implementation of the breast feeding support campaign were significantly higher than rates before, both for exclusive breast feeding and any breast feeding at levels .004 and .033, respectively. These results suggest that breast feeding should be encouraged in every workplace depending on context. Individual advice and help for employed mothers should be provided from pregnancy through weaning in the postpartum period. Copyright © 2014 Elsevier Ltd. All rights reserved.
Brown, Geoffrey L.; Schoppe-Sullivan, Sarah J.; Mangelsdorf, Sarah C.; Neff, Cynthia
This study examined associations between supportive coparenting and infant-mother and infant-father attachment security. Observed and parent-reported coparenting, and observed maternal and paternal sensitivity were assessed in a sample of 68 families with 3.5-month-old infants. Infant-mother and infant-father attachment security were assessed in the Strange Situation Procedure (Ainsworth, Blehar, Waters, & Wall, 1978) at 12 and 13 months of age, respectively. Observed and reported supportive ...
Full Text Available Annsofie Adolfsson,1,2 Malin Jansson1,21School of Life Sciences, University of Skovde, Skovde, Sweden; 2Department of Obstetrics and Gynaecology, Skaraborg Hospital, Skovde, SwedenBackground: The aim of this study was to pilot test a prototype website called MODIAB-web designed to support pregnant women and mothers with type 1 diabetes.Method: A focus group was undertaken and the results were analyzed using qualitative content analysis.Results: Eight subthemes were identified, comprising "blood glucose versus insulin," "application for smart phones," "the time aspect," "interface and technology," "forum," "direct link to the diabetes midwife," "ask the expert," and "lack of contact information." These subthemes were condensed into two main themes. The first theme was "easily understood interface, but in need of a more blood-glucose focused orientation" and the second theme was "forum for interaction with both equals and experts." Conclusion: The women in this study had positive impressions of several of the MODIAB-web functions, including a forum for pregnant mothers with type 1 diabetes and the possibility of being able to put their blood glucose levels into a diagram which could be sent directly to the diabetes midwife. Access to articles and information via the "fact" tab and the ability to ask questions of experts were also significantly helpful to women in the focus group. Pregnant women and mothers with type 1 diabetes can gain support from such a Web-based self-help system.Keywords: type 1 diabetes, web support, pregnancy, focus group interview
Full Text Available The article presents a data on creation of social associations of mothers — groups of maternal supporting of breast feeding in continuation with international initiative «Baby-Friendly Hospital» of WHO/UNICEF in Russia. As breast feeding is mostly a medical problem usual for medical personnel in obstetrical and children’s medical institution (obstetricians-gynecologists, neonatologists, pediatricians, there is a question on legality of such groups’ presence and its competence, relations to medical personnel, forms of work. The Soviet public health had wide experience of successful collaboration of public activists of Russian Red Cross Society and Health Care Administrations in performance of prophylactic and health-improving measures and hygienic education among population. Successful activity of voluntary associations supporting breast feeding depends on collaboration with medical personnel, development of scientifically-based programs of mothers-consultants education, and presence of informational, methodical and hygienical educational materials.Key words: breast feeding, groups of maternal support.(Voprosy sovremennoi pediatrii — Current Pediatrics. 2010;9(2:15-18
Larissa Goulart Da Silva
Full Text Available The purpose of this paper is twofold. First, based on a literature review, the characteristics of a good mentoring practice are presented; and second, based on an action research I analyze how one teacher developed these characteristics (or not during the process of becoming a mentor. Concerning the first objective, several researchers (MAYNARD, 2000; ORLANDI, 2001; RANDALL; THORNTON, 2001 have addressed the mentoring process. Considering their findings, it is possible to devise a list of good mentoring practices, consisting of characteristics, such as sharing expertise, developing an interpersonal relationship, understanding the mentoring situation, challenging and supporting, among others. Regarding the second objective, the data presented here are transcripts of the interactions between a novice mentor and student-teachers. These interactions show that even though all the characteristics of a good mentor were displayed during these sessions of mentoring, the extent to which they were displayed varies considerably.
Martindale, Robert G; McClave, Stephen; Heyland, Daren; August, David
Mentoring programs in nutrition are essential to the survival of clinical nutrition as we know it today. The best method known to maintain an influx of talent to a discipline is by developing an active mentoring program. This paper describes 1 concept for development of a viable mentor program. Mentoring should be flexible and based on mentees' training background. Realistic goals should be set, with written and verbal feedback, to sustain a successful program. Programs should incorporate the Socratic Method whenever possible. Factors that leave doubt about the survival of nutrition as a viable area of focus for physicians include the inability to generate adequate funds to support oneself and limited numbers of mentors available with dedicated time to be a mentor. A healthy, sustainable mentoring program in clinical nutrition will ensure survival of physician-based nutrition programs.
Mary Jane Rotheram-Borus
Full Text Available We evaluate the effect of clinic-based support by HIV-positive Peer Mentors, in addition to standard clinic care, on maternal and infant well-being among Women Living with HIV (WLH from pregnancy through the infant's first year of life.In a cluster randomized controlled trial in KwaZulu-Natal, South Africa, eight clinics were randomized for pregnant WLH to receive either: a Standard Care condition (SC; 4 clinics; n = 656 WLH; or an Enhanced Intervention (EI; 4 clinics; n = 544 WLH. WLH in the EI were invited to attend four antenatal and four postnatal meetings led by HIV-positive Peer Mentors, in addition to SC. WLH were recruited during pregnancy, and at least two post-birth assessment interviews were completed by 57% of WLH at 1.5, 6 or 12 months. EI's effect was ascertained on 19 measures of maternal and infant well-being using random effects regressions to control for clinic clustering. A binomial test for correlated outcomes evaluated EI's overall efficacy.WLH attended an average of 4.1 sessions (SD = 2.0; 13% did not attend any sessions. Significant overall benefits were found in EI compared to SC using the binomial test. Secondarily, over time, WLH in the EI reported significantly fewer depressive symptoms and fewer underweight infants than WLH in the SC condition. EI WLH were significantly more likely to use one feeding method for six months and exclusively breastfeed their infants for at least 6 months.WLH benefit by support from HIV-positive Peer Mentors, even though EI participation was partial, with incomplete follow-up rates from 6-12 months.ClinicalTrials.gov NCT00972699.
Bhandari, Shreya; Bullock, Linda F. C.; Bair-Merritt, Megan; Rose, Linda; Marcantonio, Kristin; Campbell, Jacquelyn C.; Sharps, Phyllis
The current study explored the views of women experiencing interpersonal violence (IPV) and their relationship with their mothers or other supportive adult, and determines how this relationship affected perinatal depressive symptoms. The sample consisted of 30 urban and rural pregnant women enrolled in a larger ongoing randomized controlled trial. Data from quantitative instruments that measured depressive symptoms were examined in combination with qualitative interview data collected at base...
Block, Michelle; Florczak, Kristine L
The column concerns itself with mentoring as an evolving relationship between mentor and mentee. The collegiate mentoring model, the transformational transcendence model, and the humanbecoming mentoring model are considered in light of a dialogue with mentors at a Midwest university and conclusions are drawn.
Fallatah, Hind I; Soo Park, Yoon; Farsi, Jamila; Tekian, Ara
Theory: Academic mentoring is an effective method of enhancing undergraduate medical student academic performance, research productivity, career planning, and overall satisfaction. Hypotheses: This study investigates the relationship between mentor characteristics and mentee academic performance, with an emphasis on identifying students who need special support. Methods: A cross-sectional study was conducted among fourth-year medical students at King Abdulaziz University Faculty of Medicine undertaking the clinical skills module (CSM) rotation. Mentors included senior and junior faculty members from the Department of Internal Medicine and the Department of Family Medicine. King Abdulaziz University Faculty of Medicine assigned 1 mentor for every 10 medical students. We organized our mentoring program in the following format: (1) an initial group meeting (mentor with all 10 medical students) and (2) subsequent one-on-one meetings (mentor with each mentee alone). We assessed mentor characteristics, student academic performance and satisfaction, and the rate of mentees referred for special support. Results: A total of 184 students completed the CSM rotation. Among these, 90 students responded to the preprogram survey, with 83% reporting that mentoring was important to them. Group meetings and one-on-one meetings were attended by 60% and 49% of all students, respectively. The most frequent type of support required by the participating students was psychological support (12% of mentees). Participation in the mentoring program had no significant effect on student academic performance. Mentor seniority (P = .024) and motivation (P = .002) were significantly associated with the rate of student referral for special support. Conclusions: This study demonstrated that academic mentoring can be effective in enhancing student outcomes and promoting special support for students. Moreover, mentor and mentee motivation were found to be essential elements of a successful
Bar, Michal Avrech; Jarus, Tal
One of the founding assumptions underlying the health professions is the belief that there is a strong relationship between engagement in occupations, health, and wellbeing. The ability to perform everyday occupations (occupational performance) has a positive effect on health and wellbeing. However, there is also conflicting evidence indicating that participation in multiple roles or in certain occupations may lead to poorer health. Therefore, there is a need to better understand this relationship. The purpose of the present study was to examine three possible theoretical models to explain mothers' health and life satisfaction from the perspective of their occupational performance, their role load, and their social support. 150 married mothers, ages of 25-45, who had at least one child between the ages of one to ten years, participated in the study. Data were collected by using seven self-report questionnaires. The models were analyzed using Structural Equation Modeling. The results show that social support has a direct effect on mothers' physical health and life satisfaction and an indirect effect, mediated through the occupational performance variables, on mothers' mental health and life satisfaction. Role overload does not affect mothers' health and life satisfaction. These results suggest that mothers could benefit from health programs that help them manage their occupational routines. Such programs should focus on improving the mother's occupational performance and adapting her social environment to fit her occupational needs.
Unlike cadaver donation in the West, which has to a large degree maintained the anonymity of the body used to teach medical students, the Taiwanese Tzu Chi Buddhist Silent Mentor programme at the centre of this article foregrounds the identity of the training cadaver as an essential element in me...... for medical pedagogy, body donation, and Buddhist practices prompted by this programme, putting the ‘Silent Mentors’ into conversation with the ‘new immortalities’ of this special issue....
Abdolalizadeh, Parya; Pourhassan, Saeed; Gandomkar, Roghayeh; Heidari, Farrokh; Sohrabpour, Amir Ali
Background: Despite the advantages of dual peer mentoring, there are a few reports of implementing and evaluating such programs for medical students. This study aimed at exploring the perceptions of mentors and mentees about the dual peer mentoring program for the first year undergraduate medical students of Tehran University of Medical Sciences. Methods: This qualitative study was conducted at the end of the first year of implementing the mentoring program. All mentees and mentors were invited to participate in focus group discussions. Data were analyzed using a qualitative content analysis. Results: All mentors ( n= 12 ) and a group of mentees ( n= 21 ) participated in focus group discussion sessions. We provided a variety of supports for the mentees including academic and psychosocial support and positive relationship; as a result, some developments occurred to the mentors We also explored participants' views on some unique aspects of the program such as student-authorized, dual mentoring, and role model sessions. Conclusion: Our participants found the mentoring program beneficial in various academic achievements and psychosocial supports for both the mentors and the mentees. Dual peer mentoring program can be an alternative to school administered programs.
Sarah R Booth
Full Text Available Many PhD candidates bring with them a wealth of knowledge and skills; however, these may not sufficiently prepare candidates to work with high autonomy on a project with often limited interaction with the wider research community. A peer-mentor program model, in which a mentor delivers dyadic and group support to higher degree by research students from different disciplines and backgrounds, has the potential to enhance candidates’ knowledge and skills. However, the mentors themselves can experience significant advantages, as peer-mentoring can also have a positive effect on the mentors’ research experience. In order to further understanding of the potential benefits of peer-mentoring for mentors, three researchers explore their experiences as peer-mentors through an autoethnographic framework. Through discussing their personal experiences as peer-mentors, the researchers identified a range of benefits for themselves. These benefits in-volved finding that peer- mentoring enhanced their own learning, fostered reflective practice, and provided current tertiary teaching and research support experience. Peer mentoring also gave them broad exposure to a breadth of disciplines, theories, and methods; provided project management insights; created opportunities for professional networking; supported their social needs; and gave them invaluable insight into other candidate/supervisor relationships. Their role in a peer-mentor model has shaped their experiences as PhD candidates and also informed their decisions after graduation.
Toh, Ying Pin; Karthik, R; Teo, Chia Chia; Suppiah, Sarasvathy; Cheung, Siew Li; Krishna, Lalit
Mentoring by an experienced practitioner enhances professional well-being, promotes resilience, and provides a means of addressing poor job satisfaction and high burnout rates among medical social workers. This is a crucial source of support for social workers working in fields with high risk of compassion fatigue and burnout like palliative care. Implementing such a program, however, is hindered by differences in understanding and application of mentoring practice. This narrative review of mentoring practice in social work seeks to identify key elements and common approaches within successful mentoring programs in social work that could be adapted to guide the design of new mentoring programs in medical social work. Methodology and Data Sources: A literature search of mentoring programs in social work between January 1, 2000, and December 31, 2015, using Pubmed, CINAHL, OVID, ERIC, Scopus, Cochrane and ScienceDirect databases, involving a senior experienced mentor and undergraduate and/or junior postgraduates, was carried out. A total of 1302 abstracts were retrieved, 22 full-text articles were analyzed, and 8 articles were included. Thematic analysis of the included articles revealed 7 themes pertaining to the mentoring process, outcomes and barriers, and the characteristics of mentoring relationships, mentors, mentees, and host organizations. Common themes in prevailing mentoring practices help identify key elements for the design of an effective mentoring program in medical social work. We conclude with a discussion of the implications of these findings upon clinical practice in palliative care and on sustaining such a program.
Full Text Available The characteristically disruptive conduct exhibited both at school and home by children diagnosed with attention deficit hyperactivity disorder (ADHD appears to be particularly emotionally difficult for the children's mothers, who often turn to educational professionals for guidance. With a view to improving best practice in assistance to mothers and to promoting the tenets of inclusive education policy, the authors investigated the ways in which mothers experienced the support provided by educational psychologists. A qualitative interpretivist approach was adopted, with five purposefully selected mothers, whose children had previously been diagnosed with ADHD. Data was gathered from a focus group discussion and an individual interview. It emerged that mothers experienced parenting their children with ADHD as stressful, requiring continual reassurance and emotional support from educational psychologists. Having need of counselling for their families and academic help for their children, these mothers expected that educational psychologists should collaborate with educators and other role players, so as to enhance overall support to their children as learners. The findings pointed to the need for an effective inclusive school environment that forefront the role of educational psychologists in sharing knowledge and working collaboratively across the education system in South Africa.
Johnson, Mallory O; Gandhi, Monica
Mentoring is increasingly recognized as a critical element in supporting successful careers in academic research in medicine and related disciplines, particularly for trainees and early career investigators from underrepresented backgrounds. Mentoring is often executed ad hoc; there are limited programs to train faculty to become more effective mentors, and the few that exist have a dearth of empirical support of their impact. In 2013, we recruited 34 faculty from across the US engaged in HIV-related clinical research to participate in a 2-day Mentoring the Mentors workshop. The workshop included didactic and interactive content focused on a range of topics, such as mentor-mentee communication, leadership styles, emotional intelligence, understanding the impact of diversity (unconscious bias, microaggressions, discrimination, tokenism) for mentees, and specific tools and techniques for effective mentoring. Pre- and post-workshop online evaluations documented high rates of satisfaction with the program and statistically significant improvements in self-appraised mentoring skills (e.g. addressing diversity in mentoring, communication with mentees, aligning mentor-mentee expectations), as assessed via a validated mentoring competency tool. This is the first mentoring training program focused on enhancing mentors' abilities to nurture investigators of diversity, filling an important gap, and evaluation results offer support for its effectiveness. Results suggest a need for refinement and expansion of the program and for more comprehensive, long-term evaluation of distal mentoring outcomes for those who participate in the program.
Findler, Liora; Klein Jacoby, Ayelet; Gabis, Lidia
Parenting a child with disabilities might affect the happiness of the mothers. Hence we adapted Wallander, Varni, Babani, Banis, and Wilcox's (1989) disability-stress-coping model to examine the impact of risk factors (specific stressors related to the child's disability) on the mother's adaptation (happiness). Intrapersonal factors (attachment) and social-ecological factors (social support) were hypothesized to predict adaptation. Both constitute 'risk-resistant' factors, which are mediated by the mother's perceived general stress and guilt. 191 mothers of a child with a developmental disability (ages 3-7) answered questionnaires on happiness, specific and general stress, attachment, guilt and social support. Attachment avoidance was directly and negatively associated with mothers' happiness. General stress was negatively associated with happiness, and mediated the association between anxious attachment, support, and specific stress with happiness. Guilt was negatively associated with happiness, and served as a mediator between attachment anxiety and support and happiness. The findings of the current research show direct and indirect associations of risk factors with happiness and the role of general stress and feelings of guilt as mediators. This study stresses the importance of attachment and social support to happiness and sheds light on the unique role of guilt in promoting or inhibiting happiness. Copyright © 2016 Elsevier Ltd. All rights reserved.
Brodeur, Pascale; Larose, Simon; Tarabulsy, George; Feng, Bei; Forget-Dubois, Nadine
Researchers suggest that certain supportive behaviors of mentors could increase the benefits of school-based mentoring for youth. However, the literature contains few validated instruments to measure these behaviors. In our present study, we aimed to construct and validate a tool to measure the supportive behaviors of mentors participating in…
A peer mentoring program has been implemented to support a group of at-risk students enrolled in two sections of an elementary algebra course at an urban community college. Peer mentors were recruited from advanced mathematics classes and trained to provide individualized tutoring and mentoring support to at-risk students. The results show that…
Farrell, Susan E; Digioia, Natalie M; Broderick, Kerry B; Coates, Wendy C
Mentorship has been shown to have a positive impact on academic faculty members in terms of career advancement. The guidance of a mentor has been shown to increase academic outcome measures such as peer-reviewed publications and grant support for junior academic faculty. In addition, career satisfaction of mentored faculty is greater than those with no mentorship. There is little research on the effects of mentorship on the careers of clinician-educators. This group has also been reported to have a lower scholarly productivity rate than the typical research-based faculty. This article addresses the current state of mentorship as it applies specifically to clinician-educators, offers advice on how a potential protégé might seek out a potential mentor, and finally, suggests a possible mentoring system for academic emergency physicians who are focusing on careers in medical education.
Carlson, Jeffrey M; Miller, Paul A
This study was designed to contribute to the existing research on the coping behaviors, social support, and mental health outcomes in parents of children with epilepsy in the United States. Participants included 152, predominantly Caucasian (89.5%), married (78.9%) women (95.4%). Via a web-based interface, mothers completed questionnaires assessing the impact of their child's disability on their family (i.e., severity of their child's disability, family burden, and personal stress), social resources (i.e., perceived social support), coping (i.e., emotion-focused and social support seeking), and adjustment (i.e., depression and anxiety). After controlling for demographic variables, mediational analysis revealed that mothers' perceptions of the severity of their child's disability were associated with decreased perceived social support, which was then related to higher reported levels of depression and anxiety. Similarly, low levels of perceived social support partially mediated the relation between family burden and depression, anxiety, and stress. Finally, mothers' perceptions of the severity of their children's disability and family burden were unrelated to their reports of emotion-focused or social support seeking coping. However, their use of emotion-focused and social support seeking behaviors was related to lower levels of depression. Low levels of perceived social support may help to explain the mechanisms underlying the relation between mothers' perceptions of the severity of their child's disability and family burden on their mental health adjustment, such as depression and anxiety. Copyright © 2017 Elsevier Inc. All rights reserved.
Full Text Available This short article explores whether using a mentoring model supports our Subject Specialist Mentors (SSMs with their role of mentoring trainees on Initial Teacher Training (ITT courses. Although there are many mentoring models to choose from, our model is based around mentoring within the Lifelong Learning Sector (LLS where trainees need support for their subject specialism as well as their generic teaching skills. The main focus is the use of coaching and mentoring skills taking into consideration guiding, supporting and challenging the trainee during the lifetime of the mentor/trainee relationship. The SSMs found that using our model as a tool helped to structure meetings and to ensure that the trainee had the necessary support to enable them to become proficient, competent subject specialist teachers. In conclusion, it was found that there is a need for the use of a model or a framework to help the Subject Specialist Mentor (SSM with such an important role.
Supervision, support and mentoring interventions for health practitioners in rural and remote contexts: an integrative review and thematic synthesis of the literature to identify mechanisms for successful outcomes.
Moran, Anna M; Coyle, Julia; Pope, Rod; Boxall, Dianne; Nancarrow, Susan A; Young, Jennifer
To identify mechanisms for the successful implementation of support strategies for health-care practitioners in rural and remote contexts. This is an integrative review and thematic synthesis of the empirical literature that examines support interventions for health-care practitioners in rural and remote contexts. This review includes 43 papers that evaluated support strategies for the rural and remote health workforce. Interventions were predominantly training and education programmes with limited evaluations of supervision and mentoring interventions. The mechanisms associated with successful outcomes included: access to appropriate and adequate training, skills and knowledge for the support intervention; accessible and adequate resources; active involvement of stakeholders in programme design, implementation and evaluation; a needs analysis prior to the intervention; external support, organisation, facilitation and/or coordination of the programme; marketing of the programme; organisational commitment; appropriate mode of delivery; leadership; and regular feedback and evaluation of the programme. Through a synthesis of the literature, this research has identified a number of mechanisms that are associated with successful support interventions for health-care practitioners in rural and remote contexts. This research utilised a methodology developed for studying complex interventions in response to the perceived limitations of traditional systematic reviews. This synthesis of the evidence will provide decision-makers at all levels with a collection of mechanisms that can assist the development and implementation of support strategies for staff in rural and remote contexts.
Supervision, support and mentoring interventions for health practitioners in rural and remote contexts: an integrative review and thematic synthesis of the literature to identify mechanisms for successful outcomes
Objective To identify mechanisms for the successful implementation of support strategies for health-care practitioners in rural and remote contexts. Design This is an integrative review and thematic synthesis of the empirical literature that examines support interventions for health-care practitioners in rural and remote contexts. Results This review includes 43 papers that evaluated support strategies for the rural and remote health workforce. Interventions were predominantly training and education programmes with limited evaluations of supervision and mentoring interventions. The mechanisms associated with successful outcomes included: access to appropriate and adequate training, skills and knowledge for the support intervention; accessible and adequate resources; active involvement of stakeholders in programme design, implementation and evaluation; a needs analysis prior to the intervention; external support, organisation, facilitation and/or coordination of the programme; marketing of the programme; organisational commitment; appropriate mode of delivery; leadership; and regular feedback and evaluation of the programme. Conclusion Through a synthesis of the literature, this research has identified a number of mechanisms that are associated with successful support interventions for health-care practitioners in rural and remote contexts. This research utilised a methodology developed for studying complex interventions in response to the perceived limitations of traditional systematic reviews. This synthesis of the evidence will provide decision-makers at all levels with a collection of mechanisms that can assist the development and implementation of support strategies for staff in rural and remote contexts. PMID:24521004
Dr. F.J.A.J. Crasborn; Paul Hennissen; Fred Korthagen; Theo Bergen; Niels Brouwer
The dialogue between a mentor teacher and a prospective teacher is a key element in the supervision of prospective teachers in the workplace. This literature study deals with the issue of how to conceptualize the supervisory behaviour of mentor teachers in mentoring dialogues by systematically
Cesar Augusto Piccinini
Full Text Available In this study we examine the impact of family socioeconomic status (SES, of social support as perceived by mothers, and of their three-month-olds child's sex, on mother-infant and father-infant interaction. A total of 58 mothers and 52 fathers were observed interacting with their infants. Univariate Analysis of Variance (ANOVA revealed several significant differences, particularly regarding maternal behaviors. Mothers from the highest SES level both talked to and interpreted their infants' behavior more than did lowest SES mothers. Social support perceived as unsatisfactory was associated with a greater amount of touch and stimulation during mother-infant interaction and also more infant vocalization. Mothers and fathers tended to talk more to their same-sex infants, and fathers tended to kiss and caress their sons more than they did their daughters. These results suggest particularities in the mother-infant and fatherinfant interaction when the infant was three months old.
Cesar Augusto Piccinini; Jonathan Tudge; Angela Helena Marin; Giana Bitencourt Frizzo; Rita de Cássia Sobreira Lopes
In this study we examine the impact of family socioeconomic status (SES), of social support as perceived by mothers, and of their three-month-olds child's sex, on mother-infant and father-infant interaction. A total of 58 mothers and 52 fathers were observed interacting with their infants. Univariate Analysis of Variance (ANOVA) revealed several significant differences, particularly regarding maternal behaviors. Mothers from the highest SES level both talked to and interpreted their infants' ...
Wahn, Elisabeth Hertfelt; Nissen, Eva
Among Swedish pregnant teenage girls it is unusual to continue pregnancy and to choose to have a baby. Swedish teenage mothers can therefore be expected to differ from adult mothers, at a group level. The aim of this study was to describe and compare teenage mothers who were giving birth in hospital with adult mothers as to sociodemographic background, perception of health and social support. A descriptive comparative study was conducted over one year, in a county in south-western Sweden, which comprised a group of all teenage mothers aged 15-19, who gave birth at hospital (study group n=97) and the same number of adult mothers aged 25-29, matched for parity and birth of a baby closest to the index mother (reference group). Both groups answered a questionnaire regarding sociodemographic variables, lifestyle, health, self-esteem, depressive symptoms, and support. Information on the mothers' pregnancy and delivery was obtained from their maternal health and delivery charts. Teenage mothers had more often been exposed to a difficult family situation, had more often experienced school failure than adult mothers, and showed health-risk behavior. Teenage mothers perceived less support, had lower self-esteem, and more depressive symptoms than adult mothers. Teenage mothers differed from adult mothers regarding family situation and health behavior as well as perception of support, self-esteem, and depressive symptoms, which may negatively influence their ability to cope with parenthood. Efforts should be made early in pregnancy to meet both health and support needs of teenage mothers.
Vostanis, P; Tischler, V; Cumella, S; Bellerby, T
Children and mothers who have suffered domestic or neighbourhood violence constitute a high risk group, although it has not been clear whether their mental health needs are specifically related to the type of violence. This paper reports on the prevalence of mental health problems in homeless parents and children who have experienced domestic and neighbourhood violence and their access to social support networks. Three groups of families who had become homeless were compared: those experiencing domestic violence (48 with 75 children), victims of neighbourhood violence (14 with 29 children), and those who became homeless for other reasons (31 with 54 children). Mothers completed a service use semi-structured interview, the Strengths and Difficulties Questionnaire, the General Health Questionnaire, the Family Support Scales, and the SF-36 Health Status Questionnaire. Levels of psychiatric morbidity were high in the group experiencing domestic violence (35.7% in children and 21.9% in mothers) and higher still in those who were victims of neighbourhood violence (52.2% in children and 50% in mothers). Levels of social support were found to be an important factor, particularly in relation to professional support and support from other family members, as they predicted both child and maternal psychopathology. Mental health interventions for victims of domestic and neighbourhood violence should be integrated with community programmes of social reintegration. Mental health professionals should work in close collaboration with Housing Departments, Social Services, Education and the Police.
Greenberg, J S
This article discusses the role of adult children with serious mental illness as a source of support to their aging parents. The data come from a cross-sectional study of 105 mothers age 55 and older who were living with and caring for an adult child with a serious mental illness. The mothers participated in in-depth face-to-face interviews conducted in their homes and also completed a set of self-administered questionnaires. The majority of mothers in this study reported that their children provided at least some ongoing help with a range of daily living tasks. As hypothesized, the adult child's assistance and support were related significantly to lower levels of maternal subjective burden. By beginning to acknowledge the contributions that people with mental illness make to their families, social workers can help clients maintain and sustain self-esteem and improve the quality of their lives.
Smith, Allison B.; Taylor, Elizabeth A.; Hardin, Robin
The number of women working and participating in intercollegiate athletics has steadily increased the past four decades. This has led for a need to develop women as leaders within collegiate athletics and one way of doing this is through mentoring. Mentoring provides guidance in regard to both the professional development and psychosocial support.…
... mentoring programs that pair children with positive role models, foster leadership skills, and put them on... mentor's steady and dependable support can inspire a child to strive for success and instill in them the... members and their loved ones, we are funding new mentorship opportunities for children from military...
Research suggests that peer mentoring can positively impact on emotional literacy competencies. This study explored the effects of peer mentoring on the emotional literacy competencies of Year 7 peer mentees using a quasi-experimental pre-test and post-test control group design. Results supported the hypothesis that peer mentoring has a positive…
Núñez, Anne-Marie; Murakami, Elizabeth T.; Gonzales, Leslie D.
As an alternative to typical top-down mentoring models, the authors advance a conception of peer mentoring that is based on research about collectivist strategies that Latina faculty employ to navigate the academy. The authors advance recommendations for institutional agents to support mentoring for faculty who are members of historically…
Bowden, Shelly Hudson
In this article, Shelly Hudson Bowden, a kindergarten teacher for 14 years, offers her observations of peer-to-peer mentoring relationships among her kindergarten students that they formed and maintained. These mentoring relationships supported students' learning as they mentored one another in both "social" and "academic"…
In response to widespread support for mentoring schemes in higher education this article calls for a more critical investigation of the dynamics of power and control, which are intrinsic to the mentoring process, and questions presumptions that mentoring brings only positive benefits to its participants. It provides this more critical appraisal by…
Schwartz, Ariel E; Kramer, Jessica M
Peer mentoring may be an effective approach for fostering skill development for mentors and mentees with developmental disabilities. However, little is known about how mentors with developmental disabilities perceive and enact their roles. (1) How do young adults with developmental disabilities describe their role as a peer mentor in the context of instrumental peer mentoring? (2) How do they enact their perceived roles? Thematic analysis of semi-structured reflections completed by six mentors with developmental disabilities (ages 17-35) with multiple mentoring experiences. Mentors perceived themselves as professionals with a primary role of teaching, and for some mentoring relationships, a secondary role of developing an interpersonal relationship. To enact these roles, mentors used a supportive interactional approach characterized by actions such as encouragement and sharing examples and dispositions, such as flexibility and patience. Mentors monitored mentee learning and engagement within the mentoring session and, as needed, adjusted their approach to optimize mentee learning and engagement. To successfully manage their interactional approach, mentors used supports such as peer mentoring scripts, tip sheets, and supervisors. While mentors reported several actions for teaching, they may benefit from training to learn approaches to facilitate more consistent development of interpersonal relationships. Implications for Rehabilitation Peer mentoring may be an effective approach for fostering skill development for young adult mentors and mentees with developmental disabilities. In this study, young adult peer mentors with developmental disabilities perceived themselves as professionals with a primary role of teaching and a secondary role of developing an interpersonal relationship. Peer mentors used actions and dispositions that matched their perceived roles and supported mentees with developmental disabilities to engage in instrumental mentoring. With supports and
Sapkota, Sabitri; Kobayashi, Toshio; Takase, Miyuki
when a husband provides continuous support during his wife's labour, his presence is considered effective in reducing her dissatisfaction with the childbirth process. The impact of this on the postnatal well-being of a new mother, however, is not clear. to examine the impact on postnatal support, maternal anxiety and symptoms of depression experienced by new mothers in Nepal when their husband supported them continuously during labour. the study involved 231 Nepali women, of whom 77 were supported continuously by their husbands, 75 by female friends, and 79 were not supported by any companion during childbirth. They were contacted at six to eight weeks post partum, when postpartum support questionnaires, a state-trait anxiety inventory and the Edinburgh postnatal depression scale were administered. Structural equation modelling was conducted. observations showed that continuous support from a husband during his wife's labour was related to a greater degree of postnatal support than those who were not supported by their husband during labour (β=0.23, pdepression (β=0.43, pdepression in new mothers in Nepal. Copyright © 2012 Elsevier Ltd. All rights reserved.
Zablotsky, Benjamin; Bradshaw, Catherine P.; Stuart, Elizabeth A.
Raising a child with an autism spectrum disorder (ASD) can be a stressful experience for parents. When left unmanaged, high stress levels can lead to the development of depressive symptomatology, highlighting the importance of coping supports. The current paper examined the stress level and psychological wellbeing of mothers with a child with ASD…
van der Kaap-Deeder, Jolene; Vansteenkiste, Maarten; Soenens, Bart; Mabbe, Elien
This study examined the unique relations between multiple sources (i.e., mothers, teachers, and siblings) of perceived daily autonomy support and psychological control and children's basic psychological needs and well-being. During 5 consecutive days, 2 children from 154 families (M[subscript age] youngest child = 8.54 years; SD = 0.89 and…
A growing body of research indicates that when parents are engaged in their children's learning and development, their children do better in school. This brief reports on what was learned through recent interviews with Latina immigrant mothers about the techniques they used to support their children's education at the most malleable stage of…
Greenberg, Jan Steven
Discusses the role of adult children with serious mental illness as a source of support to their aging parents. Most mothers reported that their mentally-ill children provided at least some ongoing help with daily living tasks. The adult child's assistance related significantly to lower levels of maternal subjective burden. (RJM)
Williams, Patricia Hrusa; Oravecz, Linda M.
Research highlights the vulnerability of Black mothers and their infants, who experience higher rates of stress, preterm birth, low birth weight, and infant mortality than other racial groups. This article describes the development and implementation of the Relationships and Parenting Support (RAPS) Program, a community-based, family-focused…
Lowe, Sarah R.; Chan, Christian S.; Rhodes, Jean E.
Objective: In this study, we examined the influence of pre-disaster perceived social support on post-disaster psychological distress among survivors of Hurricane Katrina. Method: Participants (N = 386) were low-income mothers between 18 and 34 years of age at baseline (M = 26.4, SD = 4.43). The majority (84.8%) was African American; 10.4%…
Spies, R.; Sterkenburg, P.S.; van Rensburg, E; Schuengel, C.
Little is known about parenting in the context of HIV and psychosis, two co-existing conditions affecting many mothers in South Africa. In this study a mixed methods approach was used to firstly do qualitative investigation of the illness and parenting experiences of a case group of mothers living
Achinstein, Betty; Davis, Emily
While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors' role in developing novices' content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content…
Terry, Tarae; Ghosh, Rajashi
Doctoral students leave their programs early due to lack of mentoring relationships needed to support degree completion and success. However, how mentoring contributes to Ed.D degree completion is not widely studied. In this qualitative narrative study, we sought to explore how multiple mentoring relationships reduced attrition in an Ed.D program.…
Pennanen, Matti; Bristol, Laurette; Wilkinson, Jane; Heikkinen, Hannu L. T.
Mentoring is a practice widely utilised to support new teachers. However, in locally formed systems, the practice of mentoring is conditioned by traditions and arrangements specific to the site. To understand "good" mentoring, these local arrangements cannot be ignored. In this article, the theory of practice architectures is employed to…
Hogan, Rosemarie; Fox, Deborah; Barratt-See, Georgina
Undergraduate midwifery students commonly experience anxiety in relation to their first clinical placement. A peer mentoring program for midwifery students was implemented in an urban Australian university. The participants were first-year mentee and third-year mentor students studying a three-year Bachelor degree in midwifery. The program offered peer support to first-year midwifery students who had little or no previous exposure to hospital clinical settings. Mentors received the opportunity to develop mentoring and leadership skills. The aim was to explore the benefits, if any, of a peer mentoring program for midwifery students. The peer mentoring program was implemented in 2012. Sixty-three peer mentors and 170 mentees participated over three academic years. Surveys were distributed at the end of each academic year. Quantitative survey data were analysed descriptively and qualitative survey data were analysed thematically using NVivo 10 software. Over 80% of mentors and mentees felt that the program helped mentees adjust to their midwifery clinical placement. At least 75% of mentors benefited, in developing their communication, mentoring and leadership skills. Three themes emerged from the qualitative data, including 'Receiving start-up advice'; 'Knowing she was there' and 'Wanting more face to face time'. There is a paucity of literature on midwifery student peer mentoring. The findings of this program demonstrate the value of peer support for mentees and adds knowledge about the mentor experience for undergraduate midwifery students. The peer mentor program was of benefit to the majority of midwifery students. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.
McLeish, Jenny; Redshaw, Maggie
The transition to parenthood is a potentially vulnerable time for mothers' mental health and approximately 9-21% of women experience depression and/or anxiety at this time. Many more experience sub-clinical symptoms of depression and anxiety, as well as stress, low self-esteem and a loss of confidence. Women's emotional wellbeing is more at risk if they have little social support, a low income, are single parents or have a poor relationship with their partner. Peer support can comprise emotional, affirmational, informational and practical support; evidence of its impact on emotional wellbeing during pregnancy and afterwards is mixed. This was a descriptive qualitative study, informed by phenomenological social psychology, exploring women's experiences of the impact of organised peer support on their emotional wellbeing during pregnancy and in early parenthood. Semi-structured qualitative interviews were undertaken with women who had received peer support provided by ten projects in different parts of England, including both projects offering 'mental health' peer support and others offering more broadly-based peer support. The majority of participants were disadvantaged Black and ethnic minority women, including recent migrants. Interviews were audio-recorded and transcripts were analysed using inductive thematic analysis. 47 mothers were interviewed. Two key themes emerged: (1) 'mothers' self-identified emotional needs', containing the subthemes 'emotional distress', 'stressful circumstances', 'lack of social support', and 'unwilling to be open with professionals'; and (2) 'how peer support affects mothers', containing the subthemes 'social connection', 'being heard', 'building confidence', 'empowerment', 'feeling valued', 'reducing stress through practical support' and 'the significance of "mental health" peer experiences'. Women described how peer support contributed to reducing their low mood and anxiety by overcoming feelings of isolation, disempowerment and
This study investigated whether Japanese women's perceived marital and social support affect their parenting self-efficacy directly or indirectly through their levels of parenting stress. Participants were 98 mothers of children in the second grade living in Sapporo or Osaka, Japan. Data collected through surveys were submitted to a structural…
Asiodu, Ifeyinwa V; Waters, Catherine M; Dailey, Dawn E; Lyndon, Audrey
Background While breast milk is considered the gold standard of infant feeding, a majority of African American mothers are not exclusively breastfeeding their newborn infants. Objective The overall goal of this critical ethnographic research study was to describe infant feeding perceptions and experiences of African American mothers and their support persons. Methods Twenty-two participants (14 pregnant women and eight support persons) were recruited from public health programs and community based organizations in northern California. Data were collected through field observations, demographic questionnaires, and multiple in-person interviews. Thematic analysis was used to identify key themes. Results Half of the mothers noted an intention to exclusively breastfeed during the antepartum period. However, few mothers exclusively breastfed during the postpartum period. Many participants expressed guilt and shame for not being able to accomplish their antepartum goals. Life experiences and stressors, lack of breastfeeding role models, limited experiences with breastfeeding and lactation, and changes to the family dynamic played a major role in the infant feeding decision making process and breastfeeding duration. Conclusions for Practice Our observations suggest that while exclusivity goals were not being met, a considerable proportion of African American women were breastfeeding. Future interventions geared towards this population should include social media interventions, messaging around combination feeding, and increased education for identified social support persons. Public health measures aimed at reducing the current infant feeding inequities would benefit by also incorporating more culturally inclusive messaging around breastfeeding and lactation.
Sheri R. Kiami
Full Text Available This study examined maternal stress, coping strategies, and support needs among mothers of children with Autism Spectrum Disorder (ASD. A convenience sample of 70 mothers completed the Parent Stress Index Short Form (PSI-SF, Coping Health Inventory for Parents (CHIP, and Modified Family Needs Questionnaire (FNQ. PSI-SF scores reflected clinically significant levels of stress for 77% of mothers, and mothers identified 62.4% of important needs as unmet. The five most frequently reported important unmet needs were (1 financial support; (2 break from responsibilities; (3 understanding of other after-school program children; (4 rest/sleep; (5 help remaining hopeful about the future. Most coping strategies (81% were identified as helpful. Additionally, both coping strategies and support needs served as predictors for maternal stress. Maternal stress scores decreased by .402 points for each percent increase in helpful coping strategy, and stress scores increased by .529 points with each percent increase in unmet needs. Given large variation in questionnaire responses across participants and studies, utilization of user-friendly questionnaires, such as the PSI-SF, CHIP, and FNQ, is advocated to determine the evolving important needs unique to each family over the child’s lifetime as well as guide prioritization of care, compilation of resources, and referrals for additional services.
Asiodu, Ifeyinwa V.; Waters, Catherine M.; Dailey, Dawn E.; Lyndon, Audrey
Background While breast milk is considered the gold standard of infant feeding, a majority of African American mothers are not exclusively breastfeeding their newborn infants. Purpose The overall goal of this critical ethnographic research study was to describe infant feeding perceptions and experiences of African American mothers and their support persons. Methods Twenty-two participants (14 pregnant women and eight support persons) were recruited from public health programs and community based organizations in northern California. Data were collected through field observations, demographic questionnaires, and multiple in-person interviews. Thematic analysis was used to identify key themes. Results Half of the mothers noted an intention to exclusively breastfeed during the antepartum period. However, few mothers exclusively breastfed during the postpartum period. Many participants expressed guilt and shame for not being able to accomplish their antepartum goals. Life experiences and stressors, lack of breastfeeding role models, limited experiences with breastfeeding and lactation, and changes to the family dynamic played a major role in the infant feeding decision making process and breastfeeding duration. Conclusion Our observations suggest that while exclusivity goals were not being met, a considerable proportion of African American women were breastfeeding. Future interventions geared towards this population should include social media interventions, messaging around combination feeding, and increased education for identified social support persons. Public health measures aimed at reducing the current infant feeding inequities would benefit by also incorporating more culturally inclusive messaging around breastfeeding and lactation. PMID:27565664
Neal, Laura D M
There is an integral connection between leadership, mentoring and professional career progression within the nursing profession. The purpose of this article is to examine recommendations and best practices from the literature and provide a basis to construct a formalized successful mentoring dyad program with guidelines on establishing and maintaining a productive mentoring relationship over long distance. Canadian Armed Forces (CAF) nurses practice within a unique domain both domestically and abroad. The military environment incorporates many aspects of mentoring that could benefit significantly by distance interchange. Supported through examining literature within nursing, CAF publications and other professions along with contrasting successful distance mentoring programs, the findings suggest that a top-down, leadership-driven formal mentoring program could be beneficial to CAF nurses. The literature review outlines definitions of terms for mentorship and distance mentoring or e-mentoring. A cross section of technology is now embedded in all work environments with personal communication devices commonplace. Establishing mentoring relationships from afar is practical and feasible. This article provides a guided discussion for nursing leaders, managers and grassroots nurses to implement mentoring programs over distances. The recommendations and findings of this article could have universal applications to isolated nursing environments outside of Canadian military operational frameworks. Copyright © 2015 Longwoods Publishing.
Joubert, Annemarie; de Villiers, Johanna
A School of Nursing supports third-year undergraduate students (mentees) by means of a mentoring programme in which critical-care nursing students (mentors) are involved. However, the programme designers needed to find out what gaps were evident in the programme. The objectives of the study were to explore and describe the learning experiences of the mentees and mentors and to obtain recommendations for improving the programme. An action-research method was used to develop and to refine the student-mentoring programme and to identify student needs. However, for the purposes of this article a descriptive design was selected and data were gathered by means of a nominal-group technique. Fourteen mentees and five mentors participated in the research. The findings indicated that attention should be paid to the allocation and orientation of both mentors and mentees. Amongst the positive experiences was the fact that the mentees were reassured by the mentor's presence and that a relationship of trust developed between them. In consequence, the mentees developed critical thinking skills, were able to apply their knowledge and improved their ability to integrate theory and practice. Not only did the mentees gain respect for the mentors' knowledge and competence, but they also lauded the mentoring programme as a memorable and vital experience. The findings indicated that several changes would be needed to improve the structure of the mentoring programme before a new group of mentees could be placed in critical-care units.
van Ginkel, Gisbert; Verloop, Nico; Denessen, Eddie
Current mentoring models for teacher preparation and induction emphasize the need to engage novice teachers' learning through collaborative professional learning communities. Mentors in such communities are expected to engage in joint knowledge construction with novices, and to be "co-thinkers" who enact a developmental view of…
Keller, Thomas E.; Logan, Kay; Lindwall, Jennifer; Beals, Caitlyn
To provide multi-dimensional support for undergraduates from traditionally underrepresented backgrounds who aspire to careers in research, the BUILD EXITO project, part of a major NIH-funded diversity initiative, matches each scholar with three mentors: peer mentor (advanced student), career mentor (faculty adviser), and research mentor (research…
Yim, Laetitia; Waters, Lea
The aim of this study was to explore mentoring between supervisors and their postgraduate students by (a) investigating types of mentoring functions offered in academic mentoring relationships, (b) exploring perceptions of supervisors and their postgraduate students about provisions for mentoring support, and (c) examining how interpersonal…
Gould, Deena L.; Parekh, Priyanka
Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the socio-scientific inquiry of a designed video game. We report the results of a mixed-methods study examining the use of this media-based mentoring system with students ages 11 through 14. We observed that the discourse of groups of students that engaged with the game-infused science curriculum while interacting with college student mentors via a social media platform demonstrated statistically significant higher ratings of cognitive, epistemic, and social aspects of argumentation than groups of students that engaged with the social media platform and game-infused science curriculum without mentors. We further explored the differences between the Discourses of the mentored and non-mentored groups. This analysis showed that students in the mentored groups were invited, guided, and socialized into roles of greater agency than students in the non-mentored groups. This increased agency might explain why mentored groups demonstrated higher levels of scientific argumentation than non-mentored groups. Based on our analyses, we argue that media-based mentoring may be designed around a video game to support middle school students in engaging in argumentation from evidence.
Lewis, Vivian; Martina, Camille A; McDermott, Michael P; Chaudron, Linda; Trief, Paula M; LaGuardia, Jennifer G; Sharp, Daryl; Goodman, Steven R; Morse, Gene D; Ryan, Richard M
Mentors rarely receive education about the unique needs of underrepresented scholars in the biomedical and behavioral sciences. We hypothesized that mentor-training and peer-mentoring interventions for these scholars would enrich the perceived quality and breadth of discussions between mentor-protégé dyads (i.e., mentor-protégé pairs). Our multicenter, randomized study of 150 underrepresented scholar-mentor dyads compared: 1) mentor training, 2) protégé peer mentoring, 3) combined mentor training and peer mentoring, and 4) a control condition (i.e., usual practice of mentoring). In this secondary analysis, the outcome variables were quality of dyad time and breadth of their discussions. Protégé participants were graduate students, fellows, and junior faculty in behavioral and biomedical research and healthcare. Dyads with mentor training were more likely than those without mentor training to have discussed teaching and work-life balance. Dyads with peer mentoring were more likely than those without peer mentoring to have discussed clinical care and career plans. The combined intervention dyads were more likely than controls to perceive that the quality of their time together was good/excellent. Our study supports the value of these mentoring interventions to enhance the breadth of dyad discussions and quality of time together, both important components of a good mentoring relationship. © 2017 V. Lewis et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Herrmann, M M; Van Cleve, L; Levisen, L
The purpose of this descriptive study was to determine whether self-esteem, parenting competence, and social support for teenage mothers changed over the first 18 months of parenting when case managed by a public health nurse (PHN). A sample of 56 first-time teen mothers from a health department parenting project agreed to participate in the study. PHN case managers collected data close to the birth of the infants and at 6, 12, and 18 months. Demographic findings of teen mothers showed that the majority were below expected grade level, over half lived with parents, and over half were children of teen mothers. Outcome findings related to the infants revealed no delays in development as measured on the Denver Development Screening Test, adequate follow-up for identified health problems, and a high percentage of the children with up-to-date with immunizations. The research question findings showed a statistically significant drop in self esteem for the teens between birth and 6 months, and in social support between 6 and 18 months. No other findings were significant, but some trends appeared when the sample was divided by ethnicity, suggesting a need for closer follow-up for certain groups. Implications for public health nursing and nursing education are included.
Hibbard, Mary R; Cantor, Joshua; Charatz, Heather; Rosenthal, Robin; Ashman, Teresa; Gundersen, Nancy; Ireland-Knight, Lynne; Gordon, Wayne; Avner, Judith; Gartner, Audrey
To evaluate the impact of a community-based peer support program for individuals and their family members following traumatic brain injury (TBI). Community-based sample of family members and individuals with traumatic brain injury. Twenty individuals who had participated in the peer support program (11 individuals with TBI and 9 family members). Quantitative and qualitative approaches were used: a retrospective structured interview assessing self-reported impacts of peer support on empowerment, quality of life, mood, skills and knowledge, and social supports; an in-depth qualitative interview with a subgroup of family members focused on the specific benefits/limitations of the peer support program. Participants in the peer support program reported positive impacts of peer support on increasing their knowledge of TBI, enhancing their overall quality of life, improving their general outlook, and enhancing their ability to cope with depression post TBI. The peer support program was reported to have had a minimal impact on enhancing social support from families, friends, and the community, with varying impacts noted on levels of happiness, coping with anger and anxiety, communication with professionals, and control over one's life. Qualitative analysis suggests the merits of this type of community-based support and areas of improvement for the peer support program itself. Preliminary data suggest that peer support is a promising approach to enhancing coping for both individuals and their family members after TBI.
Hirani, Shela Akbar Ali; Karmaliani, Rozina; Christie, Thomas; Parpio, Yasmin; Rafique, Ghazala
breast feeding is an essential source of nutrition among young babies; however, in Pakistan a gradual decline in prevalence of breast feeding, especially among urban working mothers, has been reported. Previous studies among Pakistani urban working mothers have revealed that ensuring exclusivity and continuation of breast feeding is challenging if social and/or workplace environmental support is minimal or absent. This problem indicated a crucial need to assess availability of breast-feeding support for Pakistani urban working mothers by using a comprehensive, reliable, and validated tool in their national language (Urdu). to develop and test the psychometric properties of the 'Perceived Breastfeeding Support Assessment Tool' (PBSAT) that can gauge Pakistani urban working mothers' perceptions about breast-feeding support. this methodological research was undertaken in five phases. During phase I, a preliminary draft of the PBSAT was developed by using the Socio-ecological model, reviewing literature, and referring to two United States based tools. In Phase II, the instrument was evaluated by seven different experts, and, in Phase III, the instrument was revised, translated, and back translated. In Phase IV, the tool was pilot tested among 20 participants and then modified on the basis of statistical analysis. In Phase V, the refined instrument was tested on 200 breast-feeding working mothers recruited through purposive sampling from the government and private health-care settings in Karachi, Pakistan. Approvals were received from the Ethical Review Committees of the identified settings. the 29-item based PBSAT revealed an acceptable inter-rater reliability of 0.95, and an internal consistency reliability coefficient (Cronbach's alpha) of 0.85. A construct validity assessment through Exploratory Factor Analysis revealed that the PBSAT has two dimensions, 'workplace environmental support' (12 items; α=0.86) and 'social environmental support' (17 items; α=0.77). the
McMahon, Samantha; Dyer, Mary; Barker, Catherine
This chapter considers the purpose of coaching, mentoring and supervision in early childhood eduaction and care. It examines a number of different approaches and considers the key skills required for effective coaching, mentoring and supervision.
This report provides an overview of mentoring: the career enhancing and psychosocial functions, the stages of development in the mentoring relationship, and a selective review of the research literature...
Interview med mentee og mentor ved Birger Søndergård, videodokumenteret ved Jan Apollo - til undervisningsbrug.......Interview med mentee og mentor ved Birger Søndergård, videodokumenteret ved Jan Apollo - til undervisningsbrug....
Beck, Joni K; Traficano, Sheryl E
The purpose of this article is to describe the Diabetes Educator Mentorship Program, communicate mentors' experiences and perceptions during the first 3 years following implementation, and provide strategies to encourage mentoring. Creation of this collaborative program has fostered successful attainment of additional certified diabetes educators who obtained diabetes self-management education and support (DSMES) practice requirement hours through a voluntary Diabetes Educator Mentorship Program. There is a significant need for additional mentors to meet the growing need for mentoring partnerships. Increasing the number of mentors will provide more opportunities to those seeking to gain DSMES experience and will ultimately expand the number of health professionals available to educate those with diabetes or prediabetes. © 2014 The Author(s).
Price, Sheri Lynn; Aston, Megan; Monaghan, Joelle; Sim, Meaghan; Tomblin Murphy, Gail; Etowa, Josephine; Pickles, Michelle; Hunter, Andrea; Little, Victoria
The postpartum period is an exciting yet stressful time for first-time mothers, and although the experience may vary, all mothers need support during this crucial period. In Canada, there has been a shift for universal postpartum services to be offered predominantly online. However, due to a paucity of literature, it is difficult to determine the degree to which mothers' needs are being effectively addressed. The aim of this study was to examine and understand how first-time mothers accessed support and information (online and offline) during the first 6 months of their postpartum period. Using feminist poststructuralism methodology, data were collected from focus groups and e-interviews, and analyzed using discourse analysis. Findings indicate that peer support is greatly valued, and mothers often use social media to make in-person social connections. Findings highlight how accessing support and information is socially and institutionally constructed and provide direction for health professionals to provide accessible postpartum care.
Mentoring programs that provide guidance and support for disadvantaged youth have expanded rapidly during the past decade in the United States. Research suggests that students with teenage mentors exhibit positive youth development, including enhanced academic self-esteem and connectedness. By contrast, some studies showed that programs that offer…
Milton, Constance L
The concept of mentoring is a phenomenon critical to teaching-learning in coming to know in the performing art of leadership. The author of this article discusses the mentoring relationship from an alternative view through the humanbecoming lens of understanding. Possibilities of ethical nurse practice with the art of mentoring from the humanbecoming perspective are illuminated.
Williams, Kimberley Buster
The author has been blessed with great mentors throughout her career. When she was invited to participate in the Leadership University of Mary Washington (UMW), a mentoring program at her institution, she did not hesitate to say yes. In this article, the author shares her reflections on mentoring.
Weisling, Nina F.; Gardiner, Wendy
Research has established that teacher-mentoring programs can have a beneficial effect on new-teacher performance and retention. However, too often, mentoring programs don't live up to their potential. This article presents four research-based strategies that improve mentoring programs' prospects for success. By setting clear expectations, getting…
Gregory, Vicki L.
On July 1, 1991, the ACRL (Association of College and Research Libraries) Research Committee launched a pilot project to mentor academic librarians in their conduct of research. Since the mentors and protegees were potentially from all over the United States, the decision was made to mentor using the electronic conferencing capability of BITNET…
Asher, P. M.; Marasco, L.; Hurtado, C.; Hanlon, S. M.; Ambrogio, O.
AGU offers three separate mentoring programs at the Fall Meeting. These are the Undergraduate Mentoring Program, Career and Research Advice Mentorship (CRAM) sessions, and the Sharing Science mentoring program. While each of these have had an impact on students and mentors, these programs are limited in that the mentor and mentee interactions only occur during the Fall Meeting. To increase the impact of mentoring beyond the Fall Meeting, AGU is piloting a new program that is entirely virtual. This virtual program, called Mentoring365, is designed to have a diverse set of mentees and mentors interacting over a three-month period. Mentoring365 offers participants with a mentor that they can "meet and interact with" outside of Fall Meeting and potentially continue a relationship beyond the duration of the program. It is intended to build or add to a student's professional network and provide a student with additional support outside their research, academic, and/or graduate advisor. This presentation will highlight some of the features of the program as well as provide insight into the progress of the Mentoring365 pilot. The ultimate intent is to expand the program efficacy by collaborating across organizations in the Earth and space sciences to provide a robust and diverse pool of mentors and mentees.
Mohammad Reza Iravani
Full Text Available The women who lose their partners normally face tremendous challenges among their parents and in society. Women may lose their husbands for different reasons such as divorce, drug addiction, violence and migration. They may often look to build a new life very quickly but will find out that society does not treat them, properly. It is more difficult to find job and even a job opportunity does not provide sufficient pay. In this paper, we study the impact of different affecting parameters on empowering single mothers such as audacity, social responsibility, trouble shooting, flexibility, stress tolerance, etc. We choose 200 single mothers who receive welfare from the government of Iran and distribute a questionnaire among them based on four different questions associated with social, economical, feeling and empowering. The results indicate that audacity and social responsibility are the most important items while being optimistic, independent and flexibility are counted as having the least impact on empowering single mothers.
Full Text Available Background: Maternal Mortality Rate (MMR is one indicator of health development in Indonesia. Deliveries by health personnel to be very important in efforts to reduce maternal mortality. Coverage of births attended by skilled health personnel at health centers Tembilahan Hulu has yet to reach the target of 90%. Target Health Center Tembilahan Hulu is 80% but reached only 45%. The number of maternal deaths in health centers Hulu 2016 Tembilahan 1 case and the number of infant mortality as much as 5 case, one cause of death is handled by TBAs. Objective: to know the mother's behavior in selecting birth attendants in health centers working area Tembilahan Hulu. Design: Qualitative research, to obtain in-depth information about how the Mother Behavior in Choosing Auxiliary Power Delivery at Puskesmas Tembilahan Hulu 2016. Methods: This study used a qualitative descriptive method, which is an approach to research that revealed certain social situations to describe reality correctly, formed by words based on the techniques of collecting and analyzing relevant data obtained from the natural situation. Results and Discussion: Research shows that mothers choose birth attendants decision is closely linked to the knowledge, attitudes, social culture, access to health services, family support. Conclusions: The behavior of mothers in selecting birth attendant is still a lot to TBAs compared to the health worker / midwife.
Effective mentoring is a critical component in the training of early-career researchers, cultivating more independent, productive and satisfied scientists. For example, mentoring has been shown by the 2005 Sigma Xi National Postdoc Survey to be a key indicator for a successful postdoctoral outcome. Mentoring takes many forms and can include support for maximizing research skills and productivity as well as assistance in preparing for a chosen career path. Yet, because there is no "one-size-fits-all” approach, mentoring can be an activity that is hard to define. In this presentation, a series of tips and tools will be offered to aid mentors in developing a plan for their mentoring activities. This will include: suggestions for how to get started; opportunities for mentoring activities within the research group, within the institution, and outside the institution; tools for communicating and assessing professional milestones; and resources for fostering the professional and career development of mentees. Special considerations will also be presented for mentoring international scholars and women. These strategies will be helpful to the PI responding to the new NSF mentoring plan requirement for postdocs as well as to the student, postdoc, researcher or professor overseeing the research and training of others.
In this article it is argued that there are barriers to effective and non-discriminatory practice when mentoring overseas nurses within the National Health Service (NHS) and the care home sector. These include a lack of awareness about how cultural differences affect mentoring and learning for overseas nurses during their period of supervised practice prior to registration with the UK Nursing and Midwifery Council. These barriers may demonstrate a lack of effective teaching of ethical practice in the context of cultural diversity in health care. This argument is supported by empirical data from a national study. Interviews were undertaken with 93 overseas nurses and 24 national and 13 local managers and mentors from six research sites involving UK health care employers in the NHS and independent sectors in different regions of the UK. The data collected showed that overseas nurses are discriminated against in their learning by poor mentoring practices; equally, from these data, it appears that mentors are ill-equipped by existing mentor preparation programmes to mentor overseas-trained nurses from culturally diverse backgrounds. Recommendations are made for improving mentoring programmes to address mentors' ability to facilitate learning in a culturally diverse workplace and thereby improve overseas nurses' experiences of their supervised practice.
Wilson, Carol B; Brannan, Jane; White, Anne
Mentorship has been identified as an influential factor in retaining new nursing faculty. A mentor-protégé program for novice faculty was implemented to promote development of the protégés in their role as nurse educators. A qualitative research study conducted to illuminate the meaning of experiences of mentors led to the emergence of four patterns: The Significance of the Mentor-Protégé Relationship, Communication as Important Between Mentor and Protégé, The Mentor-Protégé Program-Protégé's Perspectives, and The Mentoring Role as Expert Educator. The data from the study support the significance of providing mentorship to novice or new nurse educators. The data suggest that mentors benefit from participation in a mentor-protégé program as much as the protégés. Similar programs are needed in nursing if we are to mentor and encourage faculty to begin and remain in the role of educators to combat the future nurse educator shortage. Copyright 2010, SLACK Incorporated.
To counter confusion about the term 'mentor', and address concerns about the scarcity of mentoring, I argue for an "honorific" definition, according to which a mentor is virtuous like a saint or hero. Given the unbounded commitment of mentors, mentoring relationships must be voluntary. In contrast, the role of advisor can be specified, mandated, and monitored. I argue that departments and research groups have a moral responsibility to devise a system of roles and structures to meet graduate students' and postdoctoral fellows' needs for information and advice.
Afolabi, Oladayo; Bunce, Louise; Lusher, Joanne; Banbury, Samantha
The high prevalence of Post-Natal Depression (PND) in low and lower-middle income countries of Africa raises questions about the functionality of the abundant informal support accessed in the enmeshed family structure. This study examined the interaction between social support, parity and culture in the development of PND and maternal-infant bonding (MIB) among Nigerian, British and Nigerian Immigrant mothers in the UK. Participants (N = 124) were recruited from the UK and Nigeria via local support groups for mothers, websites offering motherhood-related content and social media. Questionnaires including the Edinburgh Postnatal Depression Scale (EPDS), Postpartum Bonding Questionnaire and Norbeck's Social Support Questionnaire were uploaded onto SurveyMonkey®. Findings revealed significant cultural differences in PND and social support. Multiple regression analyses revealed that PND, social support and culture could predict MIB, with PND being the only significant independent predictor. Our findings highlight the importance that cultural factors play in the development of PND and the establishment of MIB in the context of culturally attuned healthcare services.
Hill, E. Jeffrey
Work-family research frequently focuses on the conflict experienced by working mothers. Using data from the National Study of the Changing Workforce (N = 1,314), this study also examined work-family facilitation and working fathers. Ecological systems, family stress, family resilience, and sex role theories were used to organize the data and…
Pownall, Jaycee Dawn; Jahoda, Andrew; Hastings, Richard Patrick
Few studies have considered families' views about adolescents' sexual development. The authors compared attitudes and behaviors of mothers of young people with (n = 30) and without intellectual disability (n = 30). Both groups placed similar importance on dealing with their children's developing sexuality and were similarly confident in doing so.…
Iellamo, Alessandro; Sobel, Howard; Engelhardt, Katrin
Optimal breastfeeding saves lives. However, suboptimal breastfeeding is prevalent, primarily resulting from inappropriate promotion of infant formula and challenges of working mothers to continue breastfeeding. The article aims to determine the extent to which World Health Organization (WHO) policies protect, promote, and support breastfeeding women working at the WHO, Western Pacific Region. An online survey targeted all female WHO and contractual staff in all country and regional offices, who delivered a baby between July 24, 2008 and July 24, 2013. Respondents advised on how the worksite could better support breastfeeding. Thirty-two female staff from 11 of the 12 WHO offices within the Western Pacific Region responded. "Returning to work" (44%) and "not having enough milk" (17%) were the most commonly reported reasons for not breastfeeding. Eighteen (56%) reported using infant formula and 8 (44%) reported that the product was prescribed. Among the suggestions given to better support breastfeeding, 10 (32%) recommended having a private room with a chair, table, electric outlet, and refrigerator. The findings show that women working at the WHO face similar challenges to mothers outside the WHO. Based on the findings, we recommend the following: (1) provide prenatal/postpartum breastfeeding counseling services for employees; (2) establish breastfeeding rooms in country offices and regularly orient staff on agency policies to protect, promote, and support breastfeeding; (3) annually celebrate World Breastfeeding Week with employees; (4) encourage other public and private institutions to conduct online surveys and elicit recommendations from mothers on how their workplace can support breastfeeding; and (5) conduct a larger survey among UN agencies on how to better protect, promote, and support breastfeeding. © The Author(s) 2014.
Martina, Camille Anne; Mutrie, Andria; Ward, Denham; Lewis, Vivian
In this report, we describe a six-year experience (2007-2012) in a single CTSA awardee institution on the development, implementation and evaluation of a hybrid online mentoring curriculum that is applicable to CTSA trainees at various levels (graduate, medical students, and junior faculty) of career training. The curriculum offers convenience, engagement, and financial sustainability. Overall, we found high levels of satisfaction with the curriculum and mentoring experience among both protégés and mentors. Qualitative data showed remarkable consensus of 14 of the 15 domains of mentoring that form the framework of the mentoring curriculum: (1) accessibility, (2) selectivity, (3) engagement/support, (4) teaching/training, (5) clarity of performance/expectations, (6) sponsorship/sharing power judiciously, (7) demystifying the system (academia), (8) challenging/encouraging risk taking, (9) affirming, (10) providing exposure/visibility, (11) being an intentional role model, (12) protecting, (13) providing feedback, (14) self-disclosure, and lastly (15) counseling, with the fifteenth domain "counseling" being the most controversial. Quantitative survey data of both mentors and protégés indicated a high degree of overall satisfaction in their mentor-protégé dyad with 86% (59) of protégés and 86% (55) of mentors responding good or excellent to the "quality of time spent." Mentors and protégés were most satisfied in the area of research, with 93% (62) of protégés and 96% (57) of mentors finding discussions in research very to somewhat useful for their own career advancement. Along with wide acceptability, this format is a useful option for institutions where face-to-face time is limited and education budgets are lean. © 2014 Wiley Periodicals, Inc.
Shimizu, Aya; Mori, Akiko
To evaluate maternal perceptions of family-centred support with hospitalised preterm infants and their relationship between mothers and nurses in the neonatal intensive care unit (NICU). Mothers who gave birth to preterm infants tend to suffer more stress and need individual support based on family-centred care. However, there may be a shortage of support for mothers to obtain parent-crafting skills before bringing their infants home. This cross-sectional study used path analysis and multiple group analysis to evaluate a structural equation model of the relationship between maternal perception based on family-centred support in parent-crafting training and the mothers-nurses collaboration. We analysed data from 98 mothers (valid response proportion, 41.0%) whose infants were hospitalised in the NICU of two types of perinatal centres in Japan. We used three revised standardised questionnaires in Japanese: Measure of Process of Care in the NICU (Neo-MPOC 20), Enabling Practice Scale in the NICU (Neo-EPS) and the author-developed Mother and Infant Questionnaire. Path analysis revealed that the relationship between mothers and nurses was linked to three factors related to the perinatal centres' support: consideration of parents' feelings, ability to deal with specific needs and coordination in dealing with situations that interact with provision of parent-friendly visual information. Separate path analyses for each perinatal centre showed the same pattern, although the standard coefficients were different. Maternal perceptions of family-centred support with hospitalised preterm infants promoted better collaboration between mothers and nurses to obtain parent-crafting skills at two types of perinatal units in Japan. Clear visual information materials might promote better maternal understanding of their infants, help in acquisition of parent-crafting skills and improve mother-nurse collaboration, with the result that mothers are better able to care for their infants
Komoto, Keiko; Hirose, Taiko; Omori, Takahide; Takeo, Naoko; Okamitsu, Motoko; Okubo, Noriko; Okawa, Hiroji
This study investigated the effects of the Japanese Early Promotion Program (JEPP), which is based on the Infant Mental Health (IMH) program. The JEPP aims to promote mother-infant interactions by enhancing the mother's ability to respond appropriately her child. Mothers in the JEPP group (n = 15) received support from IMH nurses in a pediatric clinic until their infants reached 12 months of age. The nurses provided positive feedback that emphasized strength of parenting, and assisted the mothers in understanding the construct of their infants. Mother-infant interactions and mother's mental health status were assessed at intake (1-3 months), and at 6, 9, and 12 months of infants' age. The JEPP group data were compared with cross-sectional data of the control group (n = 120). Although JEPP dyads were not found to be significantly different from the control group in general dyadic synchrony, both before and after intervention, JEPP mothers significantly improved their ability to understand their infant's cues and to respond promptly. In the JEPP group, unresponsiveness to infants was reduced in mothers, while infants showed reduced passiveness and enhanced responsiveness to the mother. Furthermore, the intervention reduced the mothers' parenting stress and negative emotions, thereby enhancing their self-esteem.
Hill, C; Rose, J
There is a body of evidence that indicates that the cognitions of parents of children with intellectual disabilities (ID) play an important role in influencing parental stress. However, there is a paucity of evidence about the experience of parents of adult children with ID. This study sought to apply a model of parenting stress to mothers of adults with ID. Of particular interest were the parental cognitions of parenting self-esteem and parental locus of control. Face-to face interviews were administered with 44 mothers of adults with ID. They completed the Vineland Adaptive and Maladaptive Behaviour Scale, the Family Support Scale, the Parenting Sense of Competence Scale, a shortened version of the Parental Locus of Control Scale and the Parenting Stress Index. Correlations were observed between parenting stress and the other study variables. Regression analysis revealed that parental cognitive variables predicted 61% of the variance in parenting stress. Parenting satisfaction, a subscale of the measure of parenting sense of competence, mediated the relationships between adaptive behaviour and parenting stress and between family support and parenting stress. These results indicate the importance of cognitive variables in the stress of mothers of adults with ID. Potential avenues of future research might focus on the experience of fathers and the impact of positive perceptions as a cognitive factor.
Abendroth, Anja-Kristin; van der Lippe, Tanja; Maas, Ineke
This paper studies the influence of state, workplace, and family support on the working hours of employed mothers and how these different support sources interact. Data taken from the European Social Survey 2004/2005 as well as country-specific information were used to estimate several hierarchical models. We find evidence that the availability of supportive workplace arrangements and family support positively impact the working hours of employed mothers and that state policies facilitating the traditional family have a negative effect. There is weak support for a positive relationship between state policies facilitating the dual-earner family and working hours of employed mothers. In addition, most of the sources of support appear to be complementary. Supportive family role models and supportive workplace arrangements have a reinforcing relationship, as do publicly funded child care and supportive workplace arrangements. Copyright Â© 2012 Elsevier Inc. All rights reserved.
Na, Huimin; Ponomarova, Olga; Giese, Gabrielle E; Walhout, Albertha J M
Vitamin B12 functions as a cofactor for methionine synthase to produce the anabolic methyl donor S-adenosylmethionine (SAM) and for methylmalonyl-CoA mutase to catabolize the short-chain fatty acid propionate. In the nematode Caenorhabditis elegans, maternally supplied vitamin B12 is required for the development of offspring. However, the mechanism for exporting vitamin B12 from the mother to the offspring is not yet known. Here, we use RNAi of more than 200 transporters with a vitamin B12-sensor transgene to identify the ABC transporter MRP-5 as a candidate vitamin B12 exporter. We show that the injection of vitamin B12 into the gonad of mrp-5 deficient mothers rescues embryonic lethality in the offspring. Altogether, our findings identify a maternal mechanism for the transit of an essential vitamin to support the development of the next generation. Copyright © 2018 The Author(s). Published by Elsevier Inc. All rights reserved.
Serwint, Janet R; Cellini, Melissa M; Spector, Nancy D; Gusic, Maryellen E
A reliable and supportive mentor is indispensable to the career development of successful academic professionals. The Academic Pediatric Association (APA) utilized a speed mentoring format at the 2012 Pediatric Academic Societies meeting to enhance mentoring potential. We sought to evaluate the structure of the speed mentoring event and to determine the benefits and impact from the perspectives of the mentors and mentees. Sixty mentees were matched with 60 mentors within various tracks. Each mentee met with 6 mentors for 10 minutes for each dyad. Participants were then asked to complete a survey 1 to 4 weeks after the event. Survey items included expectation, impact, and value of the experience along with potential for ongoing mentoring relationships. Fifty-four (90%) of the 60 mentees and 52 (87%) of 60 of the mentors completed the evaluation. Mentees stated that the event allowed them to receive advice from multiple mentors in a short time period. Mentors appreciated that they gained new insights, reflected on their own careers, and were able to give back to their field. Both mentees and mentors agreed that the time was well spent, would participate again, and identified chemistry as a major factor in pursuing an ongoing relationship. This national speed mentoring event provided an innovative, fun, and time-efficient mechanism to establish connections, network, and determine whether chemistry existed for potential mentor-mentee relationships. Further study should evaluate whether it can be used in other venues and lead to the development of lasting mentor-mentee relationships. Copyright © 2014 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.
Kanaskie, Mary Louise
Staff retention presents a common challenge for hospitals nationwide. Mentorship programs have been explored as one method of creating environments that promote staff retention. Successful achievement of nurse competencies identified in the Synergy Model for Patient Care can best be achieved in an environment that encourages and facilitates mentoring. Mentoring relationships in critical care provide the ongoing interactions, coaching, teaching, and role modeling to facilitate nurses' progression along this continuum. Mentoring relationships offer support and professional development for nurses at all levels within an organization as well as an optimistic outlook for the nursing profession.
Tsen, Lawrence C; Borus, Jonathan F; Nadelson, Carol C; Seely, Ellen W; Haas, Audrey; Fuhlbrigge, Anne L
Effective mentoring is an important component of academic success. Few programs exist to both improve the effectiveness of established mentors and cultivate a multispecialty mentoring community. In 2008, in response to a faculty survey on mentoring, leaders at Brigham and Women's Hospital developed the Faculty Mentoring Leadership Program as a peer learning experience for midcareer and senior faculty physician and scientist mentors to enhance their skills and leadership in mentoring and create a supportive community of mentors. A planning group representing key administrative, educational, clinical, and research mentorship constituencies designed the nine-month course.Participants met monthly for an hour and a half during lunchtime. Two cofacilitators engaged the diverse group of 16 participants in interactive discussions about cases based on the participants' experiences. While the cofacilitators discussed with the participants the dyadic mentor-mentee relationship, they specifically emphasized the value of engaging multiple mentors and establishing mentoring networks. In response to postsession and postcourse (both immediately and after six months) self-assessments, participants reported substantive gains in their mentoring confidence and effectiveness, experienced a renewed sense of enthusiasm for mentoring, and took initial steps to build a diverse network of mentoring relationships.In this article, the authors describe the rationale, design, implementation, assessment, and ongoing impact of this innovative faculty mentoring leadership program. They also share lessons learned for other institutions that are contemplating developing a similar faculty mentoring program.
Davis, Anita A.; And Others
Studied influence of maternal versus paternal support for pregnant and parenting African American adolescents who reported supportive or problematic interactions, or both, with their parents. Found more support from mothers despite equal relationship problem levels with both parents; support of both parents was associated with lower depression…
Reynolds, John R; Parrish, Michael
Natural mentors provide advice, moral support, and assistance to adolescents who aspire to obtain a postsecondary degree, but past studies of the benefits of having an informal adult mentor have yet to resolve several issues. Our analyses of a national sample of high school graduates test three hypotheses: (H1) natural mentoring increases the odds of college attendance and completion, (H2) guidance and career advice are more important for college success than encouragement or role modeling, and (H3) students from poor and working-class families benefit more from mentoring than students from middle- and upper-class families. Hypotheses 1 and 3 are clearly supported when examining the odds of attending college, while Hypothesis 2 was not supported-encouragement and role modeling boost attendance, not advice or practical help. None of the hypotheses is supported when predicting degree completion among those who matriculated. As natural mentors do not appreciably increase the odds of completing college, we conclude past studies have overstated the postsecondary educational benefits of natural mentors. © Society for Community Research and Action 2017.
Full Text Available Abstract Background In the year after birth one in six women has a depressive illness, and 30% are still depressed, or depressed again, when their child is 2 years old, 94% experience at least one major health problem (e.g. back pain, perineal pain, mastitis, urinary or faecal incontinence, 26% experience sexual problems and almost 20% have relationship problems with partners. Women with depression report less practical and emotional support from partners, less social support overall, more negative life events, and poorer physical health. Their perceptions of factors contributing to depression are lack of support, isolation, exhaustion and physical health problems. Fewer than one in three affected women seek help in primary care despite frequent contacts. Methods/Design PRISM aims to reduce depression and physical health problems of recent mothers through primary care strategies to increase practitioners' response to these issues, and through community-based strategies to develop broader family and community supports for recent mothers. Eligible local governments will be recruited and randomised to intervention or comparison arms, after stratification (urban/rural, size, birth numbers, extent of community activity, avoiding contiguous boundaries. Maternal depression and physical health will be measured six months after birth, in a one year cohort of mothers, in intervention and comparison communities. The sample size to detect a 20% relative reduction in depression, adjusting for cluster sampling, and estimating a population response fraction of 67% is 5740 × 2. Analysis of the physical and mental health outcomes, by intention to treat, will adjust for the correlated structure of the data.
Botma, Yvonne; Hurter, Sarene; Kotze, Reneé
This article reports on the postgraduate critical care students' mentoring of the third-year undergraduate nursing students during integrated work-based learning in the critical care units. The purpose of the research was to describe what the nursing school could do to improve this mentoring programme. A qualitative descriptive design was used. The nominal group technique was used to gather data from the mentors and mentees. Data from the groups were combined and qualitatively analysed into themes. Thereafter the themes were quantitatively ranked. The themes, ranking from the highest to the lowest, were orientation, organisation, mentoring process, characteristics of the mentor, and feedback to the mentor. Findings suggest that the nursing school does not always optimally support the mentoring programme. It is recommended that more than one communication medium be used to disperse information among role-players. Nursing schools should develop mentors, monitor their interactions with mentees and give them feedback on their mentoring skills. It is also the responsibility of the nursing school to select mentors that match the desired profile of mentors. Copyright © 2012 Elsevier Ltd. All rights reserved.
Wilson, Anthea M E
In the United Kingdom, pre-registration nurse education relies on workplace mentors to support and assess practice learning. Despite research to clarify expectations and develop support structures, mentors nevertheless report being overwhelmed by the responsibility of mentoring alongside their clinical work. Understanding of their lived experience appears limited. The aim of the study was to achieve a deeper understanding of the lived experience of mentoring, searching for insights into how mentors can be better prepared and supported. The mentor lifeworld was explored utilizing a hermeneutic phenomenological methodology drawing on Heidegger. Twelve mentors, who worked in a range of clinical settings in England were recruited via purposive and snowball sampling. Participants described their experiences of mentoring through in-depth interviews and event diaries which included 'rich pictures'. Analysis involved the application of four lifeworld existentials proposed by van Manen - temporality, spatiality, corporeality and relationality. The essence of being a mentor was 'the educational use of self'. Temporality featured in the past self and moving with daily/work rhythms. Spatiality evoked issues of proximity and accountability and the inner and outer spaces of patients' bodies. Mentor corporeality revealed using the body for teaching, and mentors revealed their relationality in providing a 'good educational experience' and sustaining their 'educational selves'. 'The educational use of self' offers insight into the lived experience of mentors, and exposes the potentially hidden elements of mentoring experience, which can inform mentor preparation and support. Copyright © 2013 Elsevier Ltd. All rights reserved.
Norhayati, Mohd Noor; Aniza, Abd Aziz; Nik Hazlina, Nik Hussain; Azman, Mohd Yacob
Social support is an essential component for the physical and emotional well-being of postpartum mothers. The objective of this study is to determine the psychometric properties of the revised Malay version Medical Outcome Study (MOS) Social Support Survey using a confirmatory validity approach. A cross-sectional study was conducted involving 144 postpartum mothers attending Obstetric and Gynecology Clinic, Universiti Sains Malaysia Hospital. Construct validity and internal consistency assessment was performed after the translation, content validity and face validity process. The data were analyzed using SPSS 20.0 (SPSS Inc., Chicago, IL, USA) and AMOS 20.0 (SPSS Inc., Chicago, IL, USA). The original questionnaire consists of four domains (emotional/informational support, tangible support, affectionate support and positive social interaction) and 19 items. Affectionate support domain with three items only was treated as a separate construct and was not included in the factor analysis. The final confirmatory model with three constructs and 13 items demonstrated acceptable factor loadings, domain to domain correlation and best fit; (χ2[df]=1.665 ; P-value=0.001; Tucker-Lewis Index=0.944; comparative fit index=0.956; root mean square error of approximation=0.068). Composite reliability, average variance extracted and Cronbach's α of the domains ranged from 0.649 to 0.903; 0.390 to 0.699; 0.616 to 0.902, respectively. The study suggested that the four-factor model with 16 items (including one separate factor of affectionate) of the revised Malay version MOS Social Support Survey was acceptable to be used to measure social support after childbirth because it is valid, reliable and simple. © 2015 Wiley Publishing Asia Pty Ltd.
Nyawade, Susan A; Middlestadt, Susan E; Peng, Chao-Ying Joanne
Exclusive breastfeeding rates remain low in Kenya and determinants influencing mothers' practice are documented. Little is known about factors underlying health professionals' intention to support mothers to continue exclusive breastfeeding. Effective behavior modification requires designing interventions at multiple levels of influence, informed by theory-based research to identify relevant determinants. To identify salient beliefs held by health professionals about support of mothers to exclusively breastfeed for 6 months and to explore definitions of the term support. This qualitative study was conducted in 6 public health facilities in Nairobi, Kenya. We used open-ended questions based on the reasoned action approach to elicit salient consequences, referents, and circumstances perceived by 15 health professionals about support for mothers to exclusively breastfeed for 6 months. The most frequently mentioned consequences were healthier babies (87%) and reduced childhood ailments (67%). The main disadvantage was human immunodeficiency virus transmission through breast milk (33%). Colleagues (80%) and managers (67%) were perceived as approving referents, whereas some mothers/couples (40%) and the breast milk substitute industry (20%) were perceived as disapproving. Facilitating circumstances included lighter workload, better training, and more time. Definitions of support were varied and included giving information and demonstrating positioning and attachment techniques. Overall, health professionals perceived positive consequences toward supporting exclusive breastfeeding continuation and identified a number of approving referents. However, they reported challenging circumstances in the work environment, which managers need to address to help health professionals provide the support needed by Kenyan mothers to continue exclusive breastfeeding. © The Author(s) 2016.
Feldman, Mitchell D; Steinauer, Jody E; Khalili, Mandana; Huang, Laurence; Kahn, James S; Lee, Kathryn A; Creasman, Jennifer; Brown, Jeanette S
Mentorship is crucial for academic productivity and advancement for clinical and translational (CT) science faculty. However, little is known about the long-term effects of mentor training programs. The University of California, San Francisco (UCSF), Clinical and Translational Science Institute launched a Mentor Development Program (MDP) in 2007 for CT faculty. We report on an evaluation of the first three cohorts of graduates from the MDP. In 2010, all Mentors in Training (MITs) who completed the MDP from 2007 to 2009 (n= 38) were asked to complete an evaluation of their mentoring skills and knowledge; all MITs (100%) completed the evaluation. Two-thirds of MDP graduates reported that they often apply knowledge, attitudes, or skills obtained in the MDP to their mentoring. Nearly all graduates (97%) considered being a mentor important to their career satisfaction. Graduates were also asked about the MDP's impact on specific mentoring skills; 95% agreed that the MDP helped them to become a better mentor and to focus their mentoring goals. We also describe a number of new initiatives to support mentoring at UCSF that have evolved from the MDP. To our knowledge, this is the first evaluation of the long-term impact of a mentor training program for CT researchers. © 2012 Wiley Periodicals, Inc.
Purves, Barbara A; Petersen, Jill; Puurveen, Gloria
In contrast to clinician-as-expert models, social models of clinical practice typically acknowledge people with aphasia as equal partners in intervention. Given this, there may be a place within speech-language pathology education for programs situating people with aphasia as experts. This paper describes an aphasia mentoring program that was implemented as part of a speech-language pathology graduate program. Qualitative research methods with thematic analysis of interviews, focus groups, questionnaires, and participant observation were used to develop a description of the mentoring program, including the experiences and perspectives of the participants-both mentors (people with chronic aphasia) and students. Five themes, including getting better, aphasia advocacy, group as versus for therapy, we're a team, and focus on mentoring, emerged from the mentors' data. Five themes, including shifting the power dynamic, getting to know the person, seeing members as mentors, making classroom learning real, and connecting with a community, emerged from the students' data. There were significant overlaps and intersections between the 2 data sets. Findings revealed how an aphasia mentoring program that positions people with aphasia as experts can make a significant contribution to student education while supporting mentors' own goals, with implications for improved quality of life.
This paper is a short essay about studies of Grief which are written by Sigmund Freud, Melanie Klein, John Bowlby, and Keigo Okonogi. The final aim is to describe parents’, mainly mother’s mechanism of recovery process from their abusing of children. This paper is one piece of this aim. The lag of support for abusing mother seems to be caused by the complexity and difficulty of their mechanism. They often have been abused in their childhood and can’t remember it. The process of recovery is pa...
Kazak, A E; Barakat, L P; Meeske, K; Christakis, D; Meadows, A T; Casey, R; Penati, B; Stuber, M L
Psychological sequelae are examined in 130 former childhood leukemia patients and 155 comparison participants and their parents. The major dependent variables are symptoms of anxiety and posttraumatic stress, family functioning, and social support. Multivariate analyses of covariance indicated significantly more posttraumatic stress symptoms in mothers and fathers of childhood leukemia survivors (p impact of childhood cancer treatment on parents. The lack of significant differences for survivors argues for further attention to the relevance of posttraumatic stress disorder for childhood cancer survivors. The clinical implications are that psychological interventions are needed during and after cancer treatment.
Lowe, SR; Chan, CS; Rhodes, JE
Objective: In this study, we examined the influence of pre-disaster perceived social support on post-disaster psychological distress among survivors of Hurricane Katrina. Method: Participants (N = 386) were low-income mothers between 18 and 34 years of age at baseline (M = 26.4, SD = 4.43). The majority (84.8) was African American; 10.4 identified as Caucasian, 3.2 identified as Hispanic, and 1.8 identified as other. Participants were enrolled in an educational intervention study in 2004 and ...
Webb, Jessica; Brightwell, Alexandra; Sarkar, Pamela; Rabbie, Roy; Chakravorty, Indranil
To assess the uptake and impact of a peer mentoring scheme for core medical trainees on both mentors and mentees. All second year core medical trainees in the Southwest London Training programme in September 2012 were invited to mentor a first year core medical trainee. In parallel, all first year core medical trainees were invited to be mentored. Both potential mentors and mentees were asked to submit personal statements, to attend a three-session mentoring training programme and to be matched into mentoring pairs. The impact of the mentoring scheme on trainees' behaviour and outlook was assessed through questionnaires distributed at the start and at the end of the year. 31 of 72 (43%) core medical trainees submitted personal statements and 40 of 72 (56%) attended training sessions. 42 trainees (58%) participated in the scheme (21 mentor/mentee pairs were established). Of the trainees who participated, 23 of 42 (55%) completed the end of year questionnaire. Participating trainees viewed the scheme positively. Reported benefits included changes in their behaviour and acquiring transferable skills that might help them in later career roles, such as an educational supervisor. The end of year questionnaire was sent to all trainees and 10 responded who had not participated. They were asked why they had not participated and their reasons included lack of time, lack of inclination and a desire for more senior mentors. Their suggestions for improvement included more structured sessions to allow the mentor/mentee pairs to meet. This simple peer mentoring scheme was popular despite busy workloads and benefited all concerned. It is a simple effective way of supporting doctors. More work is needed to improve training for mentors and to improve access to mentoring. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.
Alford, Daniel P; Carney, Brittany L; Jackson, Angela H; Brett, Belle; Bridden, Carly; Winter, Michael; Samet, Jeffrey H
Generalist physicians should play a vital role in identifying and managing individuals with substance use but are inadequately trained to do so. This 5-year (2008-2012) controlled educational study assessed whether internal medicine and family medicine chief residents' (CRs) addiction medicine teaching increased by co-training with faculty mentors at a Chief Resident Immersion Training (CRIT) program in addiction medicine. All CRIT CR attendees identified a residency program faculty mentor to support addiction medicine teaching after CRIT through functional mentoring with a focus on developing and implementing an Addiction Medicine Teaching Project ("Teaching Project"). Approximately half of the CRs attended CRIT with their mentor (co-trained) and half without their mentor (solo-trained). Addiction medicine teaching outcomes were compared between groups using 6- and 11-month questionnaires and 4 bimonthly teaching logs. Of co-trained CRs, mentor characteristics that positively influenced addiction medicine teaching outcomes were identified. One hundred CRs from 74 residency programs attended CRIT from 2008 to 2012; 47 co-trained with their mentors and 53 solo-trained without their mentors. At 6-month follow-up, the co-trained CRs were more likely to meet at least monthly with their mentor (22.7% vs. 9.6%, P mentor as a facilitator for Teaching Project implementation (82.2% vs. 38.5%, P Mentors with more experience, including years of teaching, was associated with better CR Teaching Project outcomes. Co-training generalist chief residents with a faculty mentor appeared to facilitate functional mentoring-driven Teaching Project implementation but did not further increase already high levels of other addiction medicine teaching. Faculty mentors with more years of teaching experience were more effective in facilitating Teaching Project implementation.
Ajduković, Marina; Rajter, Miroslav; Rezo, Ines
The study assessed mothers' risk for abusing their children in middle adolescence in relation to individual and contextual factors during the economic crisis in Croatia. Socioeconomic status of mothers, family economic pressure, and mothers' exposure to stress were measured. Special attention was given to the perceived availability of social support as one of protective factors potentially buffering the negative impact of risks of child abuse. The community sample included 746 mothers (Mage = 42.85; SDage = 5.319). The results showed that the risk of child abuse is higher for mothers with lower education, those who perceive themselves as suffering greater family economic hardship, those who have experienced a higher number of stressful events, and those with lower social support. When the mothers perceive a lower availability of social support, the effects of exposure to cumulative risk, namely the combination of socioeconomic status, economic pressure, and exposure to stress, are stronger. Since social support proved to be one of the key protective factors in the relationship between adverse life circumstances and parenting, the development of effective and non-stigmatized interventions aiming to increase social support, positive social relationships, and adequate parenting practices for parents facing economic hardship is an important direction for future family policy measures. Copyright © 2018 Elsevier Ltd. All rights reserved.
Lucas, Rebecca; James, Alana I.
Mentoring is often recommended to universities as a way of supporting students with Autism Spectrum Disorders (ASD) and/or mental health conditions (MHC), but there is little literature on optimising this support. We used mixed-methods to evaluate mentees' and mentors' experiences of a specialist mentoring programme. Mentees experienced academic,…
Balu, L.; James, Leena
The success of protégé contribution in any organisation today depends more on the type of relationship that an organisation establishes with the support of mentors. Research shows that individuals who are mentored have an increased likelihood of career success as a result of the targeted developmental support they receive. Mentors serve as trusted…
Macfie, Jenny; Kurdziel, Gretchen; Mahan, Rebecca M; Kors, Stephanie
There is some evidence that maternal borderline personality disorder (BPD) adversely affects parenting in infancy, resulting in disorganized attachment, which longitudinally predicts BPD symptoms in adulthood. We examined parenting related to disorganized attachment beyond infancy in offspring of mothers with BPD, when parenting becomes a goal-corrected partnership. We observed puzzle solving in a low socioeconomic status (SES) sample of mothers with BPD and their children ages 4-7, n = 36, and normative comparisons, n = 34. Compared with normative mothers and controlling for maternal mood disorders, mothers with BPD were less likely to be sensitive and provide autonomy support, and were more likely to be hostile and display fearful/disoriented behavior and higher levels of parent-child role reversal. We additionally found correlations between parenting and self-reported maternal borderline features. We discuss implications for child development, including possible transmission of BPD from mothers to children via representational models, and developmentally appropriate preventive interventions.
Tohotoa, Jenny; Maycock, Bruce; Hauck, Yvonne; Howat, Peter; Burns, Sharyn; Binns, Colin
Entry into fatherhood is a challenging period with new responsibilities and changes in family dynamics. Hegemonic imagery of men portray them as capable, confident and able which can disadvantage expectant fathers who often struggle to make sense of the changes occurring around and within their own parenting journey. Although fathers historically have not been included in breastfeeding classes, antenatal education programs can be an opportunity to inform and support them in their new role. Forty-five antenatal sessions for fathers (n = 342) of 1h duration were conducted by five male educators between May 2008 and June 2009 in Perth, Western Australia. A theoretical framework from health promotion literature was used as a guide in the program's development. Fathers in the intervention group gained information about their role, the importance of communication and the benefits of breastfeeding to both mother and baby. An evaluation was obtained from fathers immediately after the session and again at 6 week post-birth, whilst mothers reported on the perception of their partners' support for breastfeeding in the 6 week survey. The aim of this paper is to describe the development and process evaluation of a perinatal education and support program for fathers to assist their partners to breastfeed.
Willis, Paul; Bland, Robert; Manka, Louise; Craft, Cec
Cross-age peer mentoring is an educational model that builds on peer support and mentoring to assist young people to enhance social relationships, develop cognitive skills, and promote positive identity development. In this article, we outline the evaluation process of a cross-age peer-mentoring program implemented in an Australian secondary…
Michal Avrech Bar
Full Text Available One of the founding assumptions underlying the health professions is the belief that there is a strong relationship between engagement in occupations, health, and wellbeing. The ability to perform everyday occupations (occupational performance has a positive effect on health and wellbeing. However, there is also conflicting evidence indicating that participation in multiple roles or in certain occupations may lead to poorer health. Therefore, there is a need to better understand this relationship. The purpose of the present study was to examine three possible theoretical models to explain mothers’ health and life satisfaction from the perspective of their occupational performance, their role load, and their social support. 150 married mothers, ages of 25–45, who had at least one child between the ages of one to ten years, participated in the study. Data were collected by using seven self-report questionnaires. The models were analyzed using Structural Equation Modeling. The results show that social support has a direct effect on mothers’ physical health and life satisfaction and an indirect effect, mediated through the occupational performance variables, on mothers’ mental health and life satisfaction. Role overload does not affect mothers’ health and life satisfaction. These results suggest that mothers could benefit from health programs that help them manage their occupational routines. Such programs should focus on improving the mother’s occupational performance and adapting her social environment to fit her occupational needs.
McLeish, Jenny; Redshaw, Maggie
to identify the particular issues associated with volunteer support for very disadvantaged mothers (who were young, had insecure immigration status, were recent migrants whose English was poor,misused drugs or alcohol, or were involved in crime), from the perspective of the volunteers. a qualitative descriptive study, informed by phenomenological social psychology. Semi-structured qualitative interviews were carried out between July 2013 and March 2015. Interview transcripts were analysed using inductive thematic analysis. nine volunteer support projects for pregnant women and new mothers, run by third sector organisations in England. 38 volunteer supporters. three key themes were identified: 'Meeting challenges', 'Needing support' and 'Identifying successes'. 'Meeting challenges' contained the subthemes 'making the relationship of trust','remaining non-judgemental', 'maintaining boundaries' and 'dealing with child protection'. 'Needing support' contained the subthemes 'feeling prepared', 'feeling supported' and 'staying safe'. 'Identifying successes' contained the subthemes 'celebrating the small wins', 'validation as a mother', and 'supporting access to services'. volunteers were able to build strong, empowering relationships with some very disadvantaged women during pregnancy and afterwards, including where the mothers did not readily engage with professionals. However, supporting women with complex needs is emotionally challenging and volunteers need to be carefully selected, realistically trained and robustly supervised and supported during their volunteering. third sector organisations offering volunteer support for pregnant women and new mothers can be valuable partners in reaching very disadvantaged women who may find it difficult to engage with services. Volunteers can build up a relationship of trust with vulnerable mothers over time, but need to be well supported to do this safely and effectively. Copyright © 2016 Elsevier Ltd. All rights reserved.
Singh, Satendra; Singh, Navjeevan; Dhaliwal, Upreet
The first year is stressful for new medical students who have to cope with curricular challenges, relocation issues, and separation from family. Mentoring reduces stress and facilitates adaptation. A program for faculty mentoring of first-semester students was initiated by the Medical Education Unit in 2009 at University College of Medical Sciences, Delhi. Feedback after the first year revealed that mentees were reluctant to meet their mentors, some of whom were senior faculty. In the following year, student mentors (near-peers) were recruited to see if that would improve the rate and quality of contact between mentees and mentors. Volunteer faculty (n=52), near-peers (n=57), and new entrants (n=148) admitted in 2010 participated in the ratio of 1:1:3. The program aims were explained through an open house meeting, for reinforcement, and another meeting was conducted 5 months later. At year-end, a feedback questionnaire was administered (response rate: faculty, 28 [54%]; mentees, 74 [50%]). Many respondent faculty (27, 96%) and mentees (65, 88%) believed that near-peer mentoring was useful. Compared to the preceding year, the proportion of meetings between faculty mentors and mentees increased from 4.0±5.2 to 7.4±8.8; mentees who reported benefit increased from 23/78 (33%) to 34/74 (46%). Benefits resulted from mentors' and near-peers' demonstration of concern/support/interaction/counseling (35, 47.3% mentees); 23 mentees (82%) wanted to become near-peers themselves. Near-peer mentoring supplements faculty mentoring of first-year medical students by increasing system effectiveness.
Jaeckel, Dalit; Seiger, Christine P.; Orth, Ulrich; Wiese, Bettina S.
The present study assesses the effects of a lack of social support reciprocity at work on employees' occupational self-efficacy beliefs. We assume that the self-efficacy effects of received support and support reciprocity depend on the specific work context (e.g., phase in the process of organizational socialization). 297 women who returned to…
Smith, Julie; Javanparast, Sara; Craig, Lyn
In 1999, two leading Australian academics challenged Australian universities to lead moves to better manage employees' maternity and breastfeeding needs, and 'bring babies and breasts into workplaces'. This paper addresses the question of how universities cope with the need for women to breastfeed, by exploring barriers facing women who combine breastfeeding and paid work at the Australian National University (ANU). Data were collected through online surveys in 2013 using mixed method, case study design, nested within a larger national study. Participants were 64 working mothers of children aged 0-2 years from the ANU community of employees and users of on-campus child care. Responses highlighted the ad hoc nature of support for breastfeeding at ANU. Lack of organisational support for breastfeeding resulted in adverse consequences for some ANU staff. These included high work-related stresses and premature cessation of breastfeeding among women who had intended to breastfeed their infants in line with health recommendations.
This article presents an interview with Emily Toth, who writes the monthly "Ms. Mentor" academic advice column in the "Chronicle of Higher Education" and teaches in the English department at Louisiana State University, in Baton Rouge. She is the author of "Ms. Mentor's Impeccable Advice for Women in Academia" (1997), "Inside Peyton Place: The Life…
In 2004 a design engineer on-line mentoring tool was developed and implemented The purpose of the tool was to assist senior engineers : mentoring new engineers to the INDOT design process and improve their technical competency. This approach saves se...
Bogen handler om det at være mentor. Bidragsyderne i bogen er undervisere og studerende på en diplomuddannelse i mentoring. Der har været meget repons på især kapitel 12, som er skrevet af Birte Kaiser og bærer titlen: Mentorkarrusellen...
Trine Hinchley, Harck; Day, Barbara Noel; Kaiser, Birte
Bogen belyser mentorskaber både praktisk og teoretisk for at kvalificere følgende niveuaer: * Individniveauet - mentors kompetenceudvikling * Det relationelle - kvalificering af mentorskabet og relationen mellem mentor og mentee * Det organisatoriske - kvalificering af organisationens opgaveløsning...
Many teacher education programs hire new mentors every year to work with their student teacher population. The literature about teacher mentoring suggests the importance of relevant and ongoing professional development (PD) for teacher mentors at all levels. However, it is much more commonly the case that most teacher mentors volunteer and do not have access to PD. Past research about mentoring provides a descriptive sense of the practices of experienced mentors, especially within a PD context, but little is known about how novice mentors, who are mentoring for the first or the second time, with no prior PD related to mentoring articulate their work as mentors. Using the telling form of narrative inquiry, my study documented how four novice science mentors (NSMs) who had no prior mentoring-related PD articulated the work of mentoring through the stories they told about their past experiences as learners and teachers. The term learner included experiences that the NSMs had before school through K-12 and in their teacher education programs. The experiences as a teacher referred to NSMs' in-service experiences -- teaching, coaching, and mentoring (if any). Each NSM was interviewed once a month for a period of five months. The interviews captured experiences of the NSMs since their childhood to present day experiences as teachers to summarize the experiences that informed their current mentoring practices; to document salient mentoring practices they employed; to identify sources and factors that shaped those practices, and to understand mentoring from mentor teachers' perspectives. Clandinin and Connelly's (2000) three commonplaces (temporality- sociality- place ) framework was used for structuring interview questions and analyzing data. The NSMs employed number of practices discussed in the literature. The study found that the most influential life experiences were upbringing, student teaching, teaching, prior mentoring, and coaching. By taking temporality into
Kumar, Swapna; Johnson, Melissa
The purpose of our research was to explore faculty members' experiences with online mentoring during the dissertation stage of an online doctoral program. During semi-structured interviews, four mentors reflected on their online mentoring of students, specifically the strategies that worked well, challenges faced while mentoring online, and other…
Bower-Phipps, Laura; Klecka, Cari Van Senus; Sature, Amanda L.
Understanding how experienced teachers share and articulate effective mentoring practices can guide efforts to prepare quality mentors. This qualitative study focused on mentoring practices within a teacher-designed student-teaching program conceptualized while the mentor teachers within the program were students in a graduate-level mentoring…
Anderson, Margery K.; Tenenbaum, Laura S.; Ramadorai, Swati B.; Yourick, Debra L.
The near-peer mentor model provides undergraduates and recent post-baccalaureates in the science, technology, engineering, and mathematics (STEM) fields with an internship in two related disciplines, STEM research and STEM education. The near-peer mentor is both a mentored research intern and a mentor to pre-college students. During the 2013…
serving -as a mentor provides a creative and rejuvinating life challenge to an adult. Along these same lines, Erikson (8) states that in the seventh stage ...9 Career Functions.. . . . ........ .. 13 Psychosocial Functions ..... ..... .. 14 The Effects :f Mentorinq on the Mentor...in-depth look at the mentoring concept as a leadership development tool. Unfortunately, articles found in the literature address military mentoring
Blatt, Benjamin; Plack, Margaret M; Simmens, Samuel J
The GW-Gold Humanistic Mentor Development Program addresses the challenge faced by medical schools to educate faculty to prepare students for humanistic practice. Grounded in Branch's Teaching Professional and Humanistic Values model, the program prepares interprofessional faculty mentoring teams in humanistic communities of practice. The teams consist of physician-psychosocial professional pairs, each mentoring a small student group in their professional development course. Through GW-Gold workshops, faculty mentors develop interprofessional humanistic communities of practice, preparing them to lead second such communities with their students. This article describes the program and its evaluation. To assess outcomes and better understand the mentor experience, we used a mixed-method validating triangulation design consisting of simultaneous collection of quantitative (mentor and student surveys) and qualitative (open-ended survey questions and focus group) data. Data were analyzed in parallel and merged at the point of interpretation, allowing for triangulation and validation of outcomes. Mentors rated the program highly, gained confidence in their humanistic skills, and received high scores from students. Three themes emerged that validated program design, confirmed outcomes, and expanded on the mentor experience: (1) Interprofessional faculty communities developed through observation, collaboration, reflection, and dialogue; (2) Humanistic mentors created safe environments for student engagement; and (3) Engaging in interprofessional humanistic communities of practice expanded mentors' personal and professional identities. Outcomes support the value of the GW-Gold program's distinctive features in preparing faculty to sustain humanism in medical education: an interprofessional approach and small communities of practice built on humanistic values.
Razurel, Chantal; Kaiser, Barbara; Antonietti, Jean-Philippe; Epiney, Manuela; Sellenet, Catherine
The aim of the authors in this study was to evaluate the relationships between perceived perinatal stress and social support to psychological health outcomes in mothers. A longitudinal, quantitative study was conducted in Geneva, Switzerland on 235 primiparous mothers from September 2010 to January 2012. Data were collected between gestational weeks 37 and 41 (T1), 2 days post-delivery (T2), and at 6 weeks postpartum (T3). Perinatal stress was associated with depressive symptoms (R 2 = 0.223), anxiety (R 2 = 0.242), and a low sense of parental self-efficacy (R 2 = 0.21). However, satisfaction with social support moderated the relationship of stress to the health of mothers. In particular, the authors noted that the more women were provided with support from their partners, the less depressive symptoms and elevated levels of anxiety they reported, even under stressful conditions, while the satisfaction of support from their mothers boosted their sense of competency. Furthermore, satisfaction with emotional support from professionals tempered the stress during the post-partum period (∆R 2 = 0.032; p stress was related to the psychological health of mothers, but social support may modulate these effects. A number of approaches could be implemented to manage this stress.
Johnson, Sophia Alice
This paper seeks to contribute to an understanding of the changing nature of support and information-seeking practices for women in the transition to first-time motherhood. In the context of increasing digitalisation, the significance of new virtual spaces for parenting is discussed. The paper demonstrates how women seek out alternative forms of expertise (specifically, non-medical expertise) and social support. The author argues for the importance of 'intimate mothering publics' through which women gather experiential information and practical support. These publics can act as a space for women to 'test' or legitimise their new identity as a mother. Intimate mothering publics are particularly useful for thinking about the meaning-making practices and learning experiences that occur during intimate online and face-to-face interactions. A variety of types of online support may be used during pregnancy. Surreptitious support in particular involves users invisibly receiving advice, information and reassurance that might otherwise be lacking. Access to intimate mothering publics is motivated by a number of factors, including feelings of community or acceptance, the desire to be a good mother or parent, emotional support and the need for practical and experiential advice.
Full Text Available While it is widely recognised that the number of young adults diagnosed with Autism Spectrum Disoders (ASD is increasing, there is currently limited understanding of effective support for the transition to adulthood. One approach gaining increasing attention in the university sector is specialised peer mentoring. The aim of this inductive study was to understand the impact of peer mentor training on seven student mentors working with university students with an ASD. Kirkpatrick's model framed a mixed methods evaluation of the mentors' training and description of their experience. Overall, the training was well received by the mentors, who reported on average a 29% increase in their ASD knowledge following the training. Results from the semi-structured interviews conducted three months after the training, found that mentors felt that the general ASD knowledge they gained as part of their training had been essential to their role. The mentors described how their overall experience had been positive and reported that the training and support provided to them was pivotal to their ability to succeed in as peer mentors to students with ASD. This study provides feedback in support of specialist peer-mentoring programs for university students and can inform recommendations for future programs and research.
Hamilton, Josette; Stevens, Gillian; Girdler, Sonya
While it is widely recognised that the number of young adults diagnosed with Autism Spectrum Disoders (ASD) is increasing, there is currently limited understanding of effective support for the transition to adulthood. One approach gaining increasing attention in the university sector is specialised peer mentoring. The aim of this inductive study was to understand the impact of peer mentor training on seven student mentors working with university students with an ASD. Kirkpatrick's model framed a mixed methods evaluation of the mentors' training and description of their experience. Overall, the training was well received by the mentors, who reported on average a 29% increase in their ASD knowledge following the training. Results from the semi-structured interviews conducted three months after the training, found that mentors felt that the general ASD knowledge they gained as part of their training had been essential to their role. The mentors described how their overall experience had been positive and reported that the training and support provided to them was pivotal to their ability to succeed in as peer mentors to students with ASD. This study provides feedback in support of specialist peer-mentoring programs for university students and can inform recommendations for future programs and research.
O'Keefe, Trish; Forrester, David Anthony Tony
This article describes the successful implementation of An Online Mentoring Program for Nurses at a Magnet-designated acute care medical center, Morristown Memorial Hospital (MMH/Atlantic Health). A comprehensive approach to incorporating mentor-protégée teams into professional nurse role development has been demonstrated to (1) improve nurse employee satisfaction, retention, and recruitment outcomes; (2) change the ways nurses and others perceive nurses; (3) augment support by managers and coworkers; and (4) improve patient care outcomes. Nurses are partnered in mentor-protégée relationships and continually engage one another by evaluating the protégée's unique contributions and identifying specific strategic actions to move the protégée toward accomplishing their professional objectives. Building an online mentor-protégée collaboration: (1) maximizing potential, (2) identifying the protégée's unique contributions, and (3) strategic planning. The online mentoring process is a success and has delivered measurable results that have benefited the nurse participants and contributed to our institution's culture of nursing engagement. The online mentoring process has potential to benefit nurses and their organizations by (1) providing real-time communication, (2) facilitating strategic thinking, (3) monitoring progress, (4) "going green," and (5) improving organizational knowledge.
Horwood, Christiane; Butler, Lisa; Barker, Pierre; Phakathi, Sifiso; Haskins, Lyn; Grant, Merridy; Mntambo, Ntokozo; Rollins, Nigel
Community health workers (CHWs) play key roles in delivering health programmes in many countries worldwide. CHW programmes can improve coverage of maternal and child health services for the most disadvantaged and remote communities, leading to substantial benefits for mothers and children. However, there is limited evidence of effective mentoring and supervision approaches for CHWs. This is a cluster randomised controlled trial to investigate the effectiveness of a continuous quality improvement (CQI) intervention amongst CHWs providing home-based education and support to pregnant women and mothers. Thirty CHW supervisors were randomly allocated to intervention (n = 15) and control (n = 15) arms. Four CHWs were randomly selected from those routinely supported by each supervisor (n = 60 per arm). In the intervention arm, these four CHWs and their supervisor formed a quality improvement team. Intervention CHWs received a 2-week training in WHO Community Case Management followed by CQI mentoring for 12 months (preceded by 3 months lead-in to establish QI processes). Baseline and follow-up surveys were conducted with mothers of infants Improved training and CQI-based mentoring of CHWs can improve quantity and quality of CHW-mother interactions at household level, leading to improvements in mothers' knowledge and infant feeding practices. ClinicalTrials.Gov NCT01774136.
Sambunjak, Dario; Straus, Sharon E; Marusić, Ana
Mentoring, as a partnership in personal and professional growth and development, is central to academic medicine, but it is challenged by increased clinical, administrative, research, and other educational demands on medical faculty. Therefore, evidence for the value of mentoring needs to be evaluated. To systematically review the evidence about the prevalence of mentorship and its relationship to career development. MEDLINE, Current Contents, Cochrane Database of Systematic Reviews, Database of Abstracts of Reviews of Effects, Cochrane Central Register of Controlled Trials, PsycINFO, and Scopus databases from the earliest available date to May 2006. We identified all studies evaluating the effect of mentoring on career choices and academic advancement among medical students and physicians. Minimum inclusion criteria were a description of the study population and availability of extractable data. No restrictions were placed on study methods or language. The literature search identified 3640 citations. Review of abstracts led to retrieval of 142 full-text articles for assessment; 42 articles describing 39 studies were selected for review. Of these, 34 (87%) were cross-sectional self-report surveys with small sample size and response rates ranging from 5% to 99%. One case-control study nested in a survey used a comparison group that had not received mentoring, and 1 cohort study had a small sample size and a large loss to follow-up. Less than 50% of medical students and in some fields less than 20% of faculty members had a mentor. Women perceived that they had more difficulty finding mentors than their colleagues who are men. Mentorship was reported to have an important influence on personal development, career guidance, career choice, and research productivity, including publication and grant success. Mentoring is perceived as an important part of academic medicine, but the evidence to support this perception is not strong. Practical recommendations on mentoring in
Kushwaha, Komal P; Sankar, Jhuma; Sankar, M Jeeva; Gupta, Arun; Dadhich, J P; Gupta, Y P; Bhatt, Girish C; Ansari, Dilshad A; Sharma, B
Our primary objective was to evaluate the effect of peer counselling by mother support groups (MSG's) in improving the infant and young child feeding (IYCF) practices in the community. We conducted this repeated-measure before and after study in the Lalitpur district of Uttar Pradesh, India between 2006 and 2011. We assessed the IYCF practices before and after creating MSG's within the community. The feeding practices were reassessed at two time points-2 (T1) and 5 years (T2) after the intervention and compared with that of the pre-intervention phase (T0). The total population covered by the project from the time of its initiation was 105000. A total of 425 (T0), 480 (T1) and 521 (T2) mother infant pairs were selected from this population. There was significant improvement in the following IYCF practices in the community (represented as %; adjOR (95% CI, p) such as initiation of breast feeding within 1 hour at both T1 (71% vs. 11%); 19.6 (13.6, 28.2, p = counseling by MSG's improved the IYCF practices in the district and could be sustained.
The Space Telescope Science Institute (STScI) has, on average, about 30 postdoctoral researchers. This groups is funded primarily by individual grants but includes independent Fellows (Giacconi, Lasker, and Hubble Fellows) and postdocs based at neighboring Johns Hopkins University but with supervisors based at STScI. Our mentoring program aims to support the intellectual and career development of this entire group, outside of the scientific and career mentoring they receive from their direct supervisors or fellowship sponsors. Our mentoring program consists of two parts. First and foremost, each postdoc has a mentor (someone on the research staff) with whom they meet regularly. Ideally, the mentor is not someone with whom the postdoc collaborates scientifically and can therefore provide an outside, independent, fresh perspective. As different postdocs require different kinds of mentoring, we try to best pair postdocs and mentors according to the postdocs’ needs and the mentors’ backgrounds, skills, and mentoring styles. Second, we conduct several career guidance seminars and related events throughout the year. These have included proposal writing workshops, formalized practice talks, academic job application seminars, and discussion sessions on career paths outside of academia (featuring colleagues who are no longer in academia). These workshops have the added benefit of providing the postdocs with a wider support network of staff members. Finally, we have begun to conduct an annual survey of the postdocs to gauge their experience and integration at STScI, the efficacy of the mentoring program, and to collect feedback on how to improve postdoctoral life at the Institute.
Abdullah Kuzu; Mehmet Kahraman; H. Ferhan Odabasi
Mentoring goes long time back in history, arising from the knowledge transfer through the expert to the apprentice. Mentoring is based on the ideal of the development of all stakeholders and improving the communication among them. E-mentoring is one of the different applications of mentoring which developed due to technological developments. It includes the effective use of communication tools in e-learning media, plus forming a base for planning and evaluation. Mentoring that includes differ...
Latham, Christine L; Ringl, Karen; Hogan, Mikel
With the use of a university-service partnership to introduce mentoring and shared governance, the aim of this study was to evaluate the effect of these interventions on nurse perceptions of the supportive culture of the workplace environment, professional skill development, decisional involvement, and retention and vacancy rates. A nonequivalent pretest-posttest, noncontrol group design was used with mentors of newly hired mentees to evaluate their workplace perspectives following mentor classes, ongoing mentor support, and a formal mentor-management workforce governance board. A convenience sample of 89 RNs from two acute care facilities attended mentoring and professionalization classes and worked with 109 mentees over 1-3 years. Mentors reported improved teamwork and the ability to deal with conflict but wanted more administrative oversight of the quality and scope of practice of support staff and additional interdepartmental collaboration. One hospital's vacancy rate decreased by 80%, and the other facility's retention rate improved by 21%. The data suggest that a mentor program with comprehensive education and mentor-management alliances through formal workforce environment governance enhances professionalization of frontline nurses and helps sustain a positive, constructive workplace environment. Mentoring classes on communication and cultural sensitivity skills and other leadership concepts, followed by mentor support and mentor-administrative forums, have positive implications for sustained improvement of a supportive culture as perceived by hospital-based RNs and new nurse graduates. Copyright © 2011 Elsevier Inc. All rights reserved.
Nolan, Samantha; Hendricks, Joyce; Towell, Amanda
to explore the use of social networking sites (SNS) by adolescent mothers in Western Australia (WA) in relation to social support and the building of social capital. a constructionist narrative inquiry approach was employed to guide the research design and processes. Approval was gained from the university human ethics department. Sampling was purposeful and data were collected using in-depth interviews with seven adolescent mothers in WA. interviews were undertaken within the homes of adolescent mothers across WA. from within three fundamental domains of social support; tangible, emotional and informational support, provided by SNS use, five key themes were identified from the narratives. 'Social connectedness' was identified as a form of tangible support, sometimes termed 'practical' or 'instrumental' support. This theme incorporates connectedness with family, friends, and peers and across new and existing social groups. Three themes were identified that relate to emotional support; 'increased parenting confidence'; 'reduced parental stress' and 'enhanced self-disclosure' afforded by use of SNS. 'Access to information' was identified in terms of informational support, with participants often highlighting SNS use as their primary portal for information and advice. the findings of this study suggest that SNS use affords adolescent mothers in WA access to tangible, informational and emotional support and thus is a valuable source of social capital for these mothers. This study provides a platform for further exploration into this phenomenon, and possible implications include the potential for midwives and health care professionals to promote the benefits of SNS use with, and for, this group of mothers, or to incorporate SNS use into modern health care practices to further develop the potential for improved social capital related outcomes for them. Copyright © 2015 Elsevier Ltd. All rights reserved.
Porreca, Alessio; Parolin, Micol; Bozza, Giusy; Freato, Susanna; Simonelli, Alessandra
Infant massage programs have proved to be effective in enhancing post-natal development of highly risk infants, such as preterm newborns and drug or HIV exposed children. Less studies have focused on the role of infant massage in supporting the co-construction of early adult-child relationships. In line with this lack of literature, the present paper reports on a pilot study aimed at investigating longitudinally the quality of mother-child interactions, with specific reference to emotional availability (EA), in a group of mother-child pairs involved in infant massage classes. Moreover, associations between mother-child EA, maternal wellbeing, marital adjustment, and social support were also investigated, with the hypothesis to find a link between low maternal distress, high couple satisfaction and high perceived support and interactions of better quality in the dyads. The study involved 20 mothers and their children, aged between 2 and 7 months, who participated to infant massage classes. The assessment took place at three stages: at the beginning of massage course, at the end of it and at 1-month follow-up. At the first stage of assessment self-report questionnaires were administered to examine the presence of maternal psychiatric symptoms (SCL-90-R), perceived social support (MSPSS), and marital adjustment (Dyadic Adjustment Scale); dyadic interactions were observed and rated with the Emotional Availability Scales (Biringen, 2008) at each stage of data collection. The results showed a significant improvement in the quality of mother-child interactions, between the first and the last evaluation, parallel to the unfolding of the massage program, highlighting a general increase in maternal and child's EA. The presence of maternal psychological distress resulted associated with less optimal mother-child emotional exchanges, while the hypothesis regarding couple satisfaction and social support influence were not confirmed. These preliminary results, if replicated
Heeneman, Sylvia; de Grave, Willem
In medical education, students need to acquire skills to self-direct(ed) learning (SDL), to enable their development into self-directing and reflective professionals. This study addressed the mentor perspective on how processes in the mentor-student interaction influenced development of SDL. n = 22 mentors of a graduate-entry medical school with a problem-based curriculum and longitudinal mentoring system were interviewed (n = 1 recording failed). Using activity theory (AT) as a theoretical framework, thematic analysis was applied to the interview data to identify important themes. Four themes emerged: centered around the role of the portfolio, guiding of students' SDL in the context of assessment procedures, mentor-role boundaries and longitudinal development of skills by both the mentor and mentee. Application of AT showed that in the interactions between themes tensions or supportive factors could emerge for activities in the mentoring process. The mentors' perspective on coaching and development of reflection and SDL of medical students yielded important insights into factors that can hinder or support students' SDL, during a longitudinal mentor-student interaction. Coaching skills of the mentor, the interaction with a portfolio and the context of a mentor community are important factors in a longitudinal mentor-student interaction that can translate to students' SDL skills.
This paper presents the findings of a small scale evaluation examining nursing and midwifery mentors and nursing lecturers perceptions of the Nursing and Midwifery Council 'sign off' mentor role (NMC, 2008). For this evaluation 114 new sign off mentors, 37 preparation for mentorship students and 13 nursing and midwifery lecturers within a Higher Education Institute (HEI) in the United Kingdom participated in the evaluation project. Nursing and midwifery students were not included in this initial evaluation. The initial findings suggested that all participants viewed the introduction of sign off mentors positively; offering a more robust mechanism for ensuring students were competent, helped to protect the public, and offered an increased level of support for students themselves. Concerns were raised about varying levels of support available for sign off mentors and some Stage 2 mentors' abilities to assess competence. Several participants felt the 1 h protected time per week per final placement student would be difficult to implement, whilst anxieties were also expressed about levels of responsibility for ensuring fitness to practice alongside concern that some mentors may leave sign off mentors to manage and identify under-achieving students. Copyright © 2013 Elsevier Ltd. All rights reserved.
Davis, Emily; Sinclair, Steve; Gschwend, Laura
The Santa Cruz/Silicon Valley New Teacher Project--under the aegis of the New Teacher Center--devised a program to train teacher mentors to help new teachers incorporate the Common Core standards into their teaching. The three-year program yielded five critical lessons: Mentors need ongoing support to develop their readiness and willingness to…
Griffiths, Mark; Armour, Kathleen
The aim of our study was to examine formalized mentoring as a learning strategy for volunteer sports coaches and to consider implications for other volunteer groups in the community. Despite the increasingly popular use of mentoring as a learning and support strategy across professional domains, and the sheer scale of volunteer sports coach…
Suk Hwang, Young; Vrongistinos, Konstantinos
The purpose of this article is to examine the nature of the Blackboard and Skype-based electronic mentoring system for beginning teachers. The Quality Teachers for Quality Students project developed an electronic mentoring system between beginning teachers and experienced teachers to support beginning teachers' instructional and classroom…
Southeastern Regional Vision for Education (SERVE), Tallahassee, FL.
Mentoring is an integral part of SERVE's Senior Project program. Mentors provide support and guidance to students as they complete the requirements of Senior Project by meeting with them to offer input on their research papers and assistance with the design and implementation of their projects. Approximately 100 schools in SERVE's 6-state region…
Nolan, Samantha; Hendricks, Joyce; Ferguson, Sally; Towell, Amanda
to critically appraise the available literature and summarise the evidence relating to adolescent mothers' use of social networking sites in terms of any social support and social capital they may provide and to identify areas for future exploration. social networking sites have been demonstrated to provide social support to marginalised individuals and provide psycho-social benefits to members of such groups. Adolescent mothers are at risk of; social marginalisation; anxiety disorders and depressive symptoms; and poorer health and educational outcomes for their children. Social support has been shown to benefit adolescent mothers thus online mechanisms require consideration. a review of original research articles METHOD: key terms and Boolean operators identified research reports across a 20-year timeframe pertaining to the area of enquiry in: CINAHL, Cochrane Library, Medline, Scopus, ERIC, ProQuest, PsychINFO, Web of Science, Health Collection (Informit) and Google Scholar databases. Eight original research articles met the inclusion criteria for this review. studies demonstrate that adolescent mothers actively search for health information using the Internet and social networking sites, and that social support and social capital can be attributed to their use of specifically created online groups from within targeted health interventions. Use of a message board forum for pregnant and parenting adolescents also demonstrates elements of social support. There are no studies to date pertaining to adolescent mothers' use of globally accessible social networking sites in terms of social support provision and related outcomes. further investigation is warranted to explore the potential benefits of adolescent mothers' use of globally accessible social networking sites in terms of any social support provision and social capital they may provide. Copyright © 2017 Elsevier Ltd. All rights reserved.
Nasser-Abu Alhija, Fadia; Fresko, Barbara
Mentoring of new teachers is generally examined from the viewpoint of the mentees. In the present study, mentoring is explored based on reports from mentors within the context of the Israeli induction program. Recruitment variables (selection and training) were examined in relation to mentoring implementation (frequency, initiation, regularity,…
Aderibigbe, Semiyu; Colucci-Gray, Laura; Gray, Donald S.
Researchers indicate that prior experience and beliefs about learning and teaching held by practicing and pre-service teachers contribute significantly in shaping their mentoring relationships and, more broadly, their career outlook and aspirations. While mentoring is commonly seen as a form of support for pre-service teachers, mentoring can be…
Yun, Jung H.; Baldi, Brian; Sorcinelli, Mary Deane
In the beginning, "Mutual Mentoring" was little more than an idea, a hopeful vision of the future in which a new model of mentoring could serve as a medium to better support early-career and underrepresented faculty. Over time, Mutual Mentoring evolved from an innovative idea to an ambitious pilot program to a fully operational,…
Harris, Carol Lynne Hill
There is a direct correlation between the quality of a mentoring program and new teachers' professional development and classroom performance. Research has shown that when schools introduce and support mentoring programs for their new teachers, there are benefits not only for the mentee, but also for the mentor, the school, and the school system.…
Welch, Julie L; Jimenez, Heather L; Walthall, Jennifer; Allen, Sheryl E
Women in medicine report many gender-specific barriers to their career success and satisfaction, including a lack of mentors and role models. The literature calls for innovative strategies to enhance mentorship for women in medicine. To describe the content, perceived value, and ongoing achievements of a mentoring program for women in emergency medicine. The program offered mentoring for female faculty and residents in an academic emergency medicine department. Volunteers participated in group mentoring sessions using a mosaic of vertical and peer mentoring. Sessions focused on topics specific to women in medicine. An anonymous, electronic survey was sent to women who participated during 2004-2010 to assess the perceived value of the program and to collect qualitative feedback. Preliminary achievements fulfilling the program's goals were tracked. A total of 46 women (64%) completed the survey. The results showed a positive perceived value of the program (average, 4.65 on a 5-point Likert scale) in providing mentors and role models (4.41), in offering a supportive environment (4.39), in providing discussions pertinent to both personal (4.22) and professional development (4.22), while expanding networking opportunities (4.07). Notable achievements included work on the creation of a family leave policy, establishing lactation space, collaboration on projects, awards, and academic advancement. This innovative model for mentoring women is perceived as a valuable asset to the academic department and residency. It offers the unique combination of expanding a female mentor pool by recruiting alumni and using a mosaic of vertical and peer mentoring.
Full Text Available Purpose: The first year is stressful for new medical students who have to cope with curricular challenges, relocation issues, and separation from family. Mentoring reduces stress and facilitates adaptation. A program for faculty mentoring of first-semester students was initiated by the Medical Education Unit in 2009 at University College of Medical Sciences, Delhi. Feedback after the first year revealed that mentees were reluctant to meet their mentors, some of whom were senior faculty. In the following year, student mentors (near-peers were recruited to see if that would improve the rate and quality of contact between mentees and mentors. Methods: Volunteer faculty (n=52, near-peers (n=57, and new entrants (n=148 admitted in 2010 participated in the ratio of 1:1:3. The program aims were explained through an open house meeting, for reinforcement, and another meeting was conducted 5 months later. At year-end, a feedback questionnaire was administered (response rate: faculty, 28 [54%]; mentees, 74 [50%]. Results: Many respondent faculty (27, 96% and mentees (65, 88% believed that near-peer mentoring was useful. Compared to the preceding year, the proportion of meetings between faculty mentors and mentees increased from 4.0±5.2 to 7.4±8.8; mentees who reported benefit increased from 23/78 (33% to 34/74 (46%. Benefits resulted from mentors’ and near-peers’ demonstration of concern/support/interaction/counseling (35, 47.3% mentees; 23 mentees (82% wanted to become near-peers themselves. Conclusion: Near-peer mentoring supplements faculty mentoring of first-year medical students by increasing system effectiveness.
Purpose: The first year is stressful for new medical students who have to cope with curricular challenges, relocation issues, and separation from family. Mentoring reduces stress and facilitates adaptation. A program for faculty mentoring of first-semester students was initiated by the Medical Education Unit in 2009 at University College of Medical Sciences, Delhi. Feedback after the first year revealed that mentees were reluctant to meet their mentors, some of whom were senior faculty. In the following year, student mentors (near-peers) were recruited to see if that would improve the rate and quality of contact between mentees and mentors. Methods: Volunteer faculty (n=52), near-peers (n=57), and new entrants (n=148) admitted in 2010 participated in the ratio of 1:1:3. The program aims were explained through an open house meeting, for reinforcement, and another meeting was conducted 5 months later. At year-end, a feedback questionnaire was administered (response rate: faculty, 28 [54%]; mentees, 74 [50%]). Results: Many respondent faculty (27, 96%) and mentees (65, 88%) believed that near-peer mentoring was useful. Compared to the preceding year, the proportion of meetings between faculty mentors and mentees increased from 4.0±5.2 to 7.4±8.8; mentees who reported benefit increased from 23/78 (33%) to 34/74 (46%). Benefits resulted from mentors’ and near-peers’ demonstration of concern/support/interaction/counseling (35, 47.3% mentees); 23 mentees (82%) wanted to become near-peers themselves. Conclusion: Near-peer mentoring supplements faculty mentoring of first-year medical students by increasing system effectiveness. PMID:24980428
Bottoms, SueAnn; Pegg, Jerine; Adams, Anne; Wu, Ke; Smith Risser, H.; Kern, Anne L.
Developing an identity as a researcher and negotiating the expectations and responsibilities of academic life are challenges that many beginning education faculty face. Mentoring can provide support for this transition; however, traditional forms of mentoring may be unavailable, limited, or lack the specific components that individual mentees…
Johnson, Mallory O.; Gandhi, Monica
Mentoring is increasingly recognized as a critical element in supporting successful careers in academic research in medicine and related disciplines, particularly for trainees and early career investigators from underrepresented backgrounds. Mentoring is often executed ad hoc; there are limited programs to train faculty to become more effective…
Ghazarian, Sharon R.; Roche, Kathleen M.
The current study examined the role of engaged parenting in explaining longitudinal associations between maternal perceptions of social network support and whether youth engage in delinquent behaviors during the transition into adolescence. The sample included 432 low-income, African American and Latino youth (49% female) and their mothers…
Marinelli, Kathleen A; Moren, Kathleen; Taylor, Julie Scott
The Academy of Breastfeeding Medicine is a worldwide organization of physicians dedicated to the promotion, protection, and support of breastfeeding and human lactation. Our mission is to unite into one association members of the various medical specialties with this common purpose.
Background All mothers in South Australia are offered a clinic or home-visit by a Child and Family Health community nurse in the initial postnatal weeks. Subsequent support is available on request from staff in community clinics and from a telephone helpline. The aim of the present study is to compare equivalence of a single clinic-based appointment plus a nurse-moderated group-based internet intervention when infants were aged 0–6 months versus a single home-visit together with subsequent standard services (the latter support was available to mothers in both study groups). Methods/Design The evaluation utilised a pragmatic preference randomised trial comparing the equivalence of outcomes for mothers and infants across the two study groups. Eligible mothers were those whose services were provided by nurses working in one of six community clinics in the metropolitan region of Adelaide. Mothers were excluded if they did not have internet access, required an interpreter, or their nurse clinician recommended that they not participate due to issues such as domestic violence or substance abuse. Randomisation was based on the service identification number sequentially assigned to infants when referred to the Child and Family Health Services from birthing units (this was done by administrative staff who had no involvement in recruiting mothers, delivering the intervention, or analyzing results for the study). Consistent with design and power calculations, 819 mothers were recruited to the trial. The primary outcomes for the trial are parents’ sense of competence and self-efficacy measured using standard self-report questionnaires. Secondary outcomes include the quality of mother-infant relationships, maternal social support, role satisfaction and maternal mental health, infant social-emotional and language development, and patterns of service utilisation. Maternal and infant outcomes will be evaluated using age-appropriate questionnaires when infants are aged <2 months
Miller, Louise C; Devaney, Susan W; Kelly, Glenda L; Kuehn, Alice F
Attrition in the public health nursing work force combined with a lack of faculty to teach public health prompted development of a "long-distance" learning project. Practicing associate degree nurses enrolled in an online course in population-based practice worked with experienced public health nurse "e-mentors." Student-mentor pairs worked through course assignments, shared public health nursing experiences, and problem-solved real-time public health issues. Nursing faculty served as coordinators for student learning and mentor support. Over 3 years, 38 student-mentor pairs participated in the project. Students reported they valued the expertise and guidance of their mentors. Likewise, mentors gained confidence in their practice and abilities to mentor. Issues related to distance learning and e-mentoring centered around use of technology and adequate time to communicate with one another. E-mentoring is a viable strategy to connect nurses to a learning, sharing environment while crossing the barriers of distance, agency isolation, and busy schedules.
South African institutions of higher education (HE) have increasingly come under ... instruction (SI) and peer-assisted learning (PAL) and mentoring programmes. ... New Directions in Higher Education: Peer Leadership in Higher Education (p.
Karcher, Michael J
The effect of providing youth school-based mentoring (SBM), in addition to other school-based support services, was examined with a sample of 516 predominately Latino students across 19 schools. Participants in a multi-component, school-based intervention program run by a youth development agency were randomly assigned to one of two conditions: (1) supportive services alone or (2) supportive services plus SBM. Compared to community-based mentoring, the duration of the SBM was brief (averaging eight meetings), partly because the agency experienced barriers to retaining mentors. Intent-to-treat (ITT) main effects of SBM were tested using hierarchical linear modeling (HLM) and revealed small, positive main effects of mentoring on self-reported connectedness to peers, self-esteem (global and present-oriented), and social support from friends, but not on several other measures, including grades and social skills. Three-way cross-level interactions of sex and school level (elementary, middle, and high school) revealed that elementary school boys and high school girls benefited the most from mentoring. Among elementary school boys, those in the mentoring condition reported higher social skills (empathy and cooperation), hopefulness, and connectedness both to school and to culturally different peers. Among high school girls, those mentored reported greater connectedness to culturally different peers, self-esteem, and support from friends. Findings suggest no or iatrogenic effects of mentoring for older boys and younger girls. Therefore, practitioners coordinating multi-component programs that include SBM would be wise to provide mentors to the youth most likely to benefit from SBM and bolster program practices that help to support and retain mentors.
Kalpazidou Schmidt, Evanthia; Faber, Stine Thidemann
In this article, we discuss a study of a pilot mentoring program for early career female researchers at a university that addressed the under-representation of female researchers in senior academic positions. Embracing a grounded theory approach, we draw on a design comprising an ex-ante and an ex......-post evaluation. We disclose that development mentoring was at play. Benefits for the mentees consisted of guidance to career planning, competence awareness, establishment of networks, navigating in the research environment, and moral support. In our study we also show that the mentor–mentee relationship...... was reciprocal, as also mentors benefited. Benefits for the mentors comprised professional development, institutional recognition, and personal satisfaction. We conclude with an inventory of benefits, including for the institution in terms of a strengthened research environment....
Parkes, Alison; Sweeting, Helen; Wight, Daniel
Current theorizing and evidence suggest that parenting stress might be greater among parents from both low and high socioeconomic positions (SEP) compared with those from intermediate levels because of material hardship among parents of low SEP and employment demands among parents of high SEP. However, little is known about how this socioeconomic variation in stress relates to the support that parents receive. This study explored whether variation in maternal parenting stress in a population ...
Blaha, Cindy; Cunningham, Beth; Cox, Anne; Ramos, Idalia; Whitten, Barbara
Being a woman in astronomy or physics can be a very isolating experience. Peer mentoring has been shown to help combat this isolation. eAlliance, an NSF ADVANCE PLAN-D program hosted by AAPT, is seeking to establish mutual mentoring networks of women faculty within the physics and astronomy community. The eAlliance program will reduce the isolation of participating faculty members and provide support to help members achieve their personal goals and enhance their career development. Participants register at the eAlliance website (ealliance.aapt.org) and complete a personal profile which is used to match them to other registered women faculty with similar mentoring goals. So far, 95 women have registered in the eAlliance database and 22 of the participants are astronomers. Currently the project has five sponsored eAlliances (with 4-5 members each) and several more in the process of forming. As of March 2018, 4 of the 22 sponsored eAlliance members are astronomers. The mentoring cohorts are holding regular electronic meetings and using project funds to support annual face-to-face meetings at national meetings of their own choosing. The first eAlliance Summit Meeting will be held in July 2018 and will bring all the cohorts together to share their peer mentoring experiences and gather advice for future cohorts just starting out. All women faculty in astronomy and physics are invited to join the eAlliance program.
Andrews, Jane; Clark, Robin
This report draws on the findings of a three year study into peer mentoring conducted at 6 Higher Education Institutions (HEIs), 5 of which were in the UK, 1 of which was in Norway. Following a multiple case-study design, quantitative and qualitative research was conducted in collaboration with the project partners. The research findings provide empirical evidence that peer mentoring works! In particular the report provides: - An Executive Summary outlining the main project findings - A synop...
Full Text Available Abstract Background Different strategies have been used to improve the initiation and duration of breastfeeding. Peer counsellors are reported to improve exclusive breastfeeding levels, but few studies have assessed the satisfaction of women with the support given, especially in Africa. In this paper we describe women's experiences of peer counselling for exclusive breastfeeding in an East African setting. Methods In the Ugandan site of PROMISE-EBF, a multi-centre community randomised trial to evaluate the effect of peer counselling for exclusive breastfeeding on infant health, 370 women in the intervention arm participated in a study exit interview. Individual peer counselling was offered to women in 12 of the 24 study clusters, scheduled as five visits: before childbirth and during weeks 1, 4, 7 and 10 after childbirth. During the visits, the women were given information and skills to help them breastfeed exclusively. After the 10-week visit, they were interviewed about their feelings and experiences related to the peer counselling. Results Overall, more than 95% of the women expressed satisfaction with the various aspects of peer counselling offered. Those who had received five or more visits were more likely to give positive responses about their experience with peer counselling than those who had received fewer visits. They explained their satisfaction with time spent with the peer counsellor in terms of how much she discussed with them. Most women felt their knowledge needs about breastfeeding were covered by the peer counsellors, while others expressed a desire to learn about complementary feeding and family planning. Attributes of the peer counsellors included their friendliness, being women and giving support in a familiar and relaxed way. Women were positive about the acquisition of knowledge and the benefit to their babies from the peer counselling. They preferred a peer counsellor to a health worker for support of exclusive
Full Text Available With announcements such as «more than half the world own a cell phone» (Lefkowitz, 2010 plus the convergence of multi-media elements in handsets, it is perhaps not surprising that education is calling for an increased use of mobile phones to support learning (Hartnell-Young & Heym, 2008. Phone use will contribute to cost efficiencies by subsidising IT budgets (Yorston, 2010 and support personalised learning and students’ underpinning knowledge. However, the reality is often ‹blanket bans› on mobiles in schools (Hartnell-Young & Heym, 2008 due to teaching staff who are nervous of possible disruption and uncertain of pedagogic application. MENTOR ME (Mobile Enhanced Mentoring was a pilot project with 20 teacher training students at Barnet College, North London. The limited time available to mentors and trainee teachers to engage in mentoring was solved by providing all students and mentors with email-activated mobile phones for ease of communication and support, facilitating situated learning (Naismith et al., 2004. Face-to-face meetings were partially replaced by capturing students’ formal and informal learning with mobile functionality. This was shared with peers, tutors, mentors and lesson observers to further improve the mentoring and teaching experience. Self-reflection, peer assessment, peer support and idea-sharing contributed to improving trainees’ practice and employability. In addition, teachers’ confidence and ability in using technology improved, particularly in supporting learning and underpinning knowledge. The success of this project has influenced the organisation to adopt mobile learning across the curriculum by facilitating student use of personal devices.
Leidenfrost, Birgit; Strassnig, Barbara; Schütz, Marlene; Carbon, Claus-Christian; Schabmann, Alfred
Universities frequently offer support programs to assist first-year students with the transition from school to the university. The purpose of this study was to examine the effects of different mentoring styles on mentee academic performance after 1 year and 2 years of study. Participants consisted of 417 psychology students who started their…
Single, Peg Boyle; Muller, Carol B.; Cunningham, Christine M.; Single, Richard M.; Carlsen, William S.
MentorNet www.MentorNet.net;, the E-Mentoring Network for Diversity in Engineering and Science, addresses the underrepresentation of women in science, technology, engineering, and mathematics "STEM". MentorNet offers a multiinstitutional, structured, electronic mentoring "e-mentoring" program that pairs undergraduate and graduate students, primarily women, with professionals and supports them through e-mentoring relationships of specified lengths. The program evaluations established that over 90% of the participants would recommend MentorNet to a friend or colleague. The e-mentoring program allowed participants to establish satisfactory and beneficial e-mentoring relationships based on investments of approximately 20 minutes per week - in between more serious exchanges, email exchanges that included light-hearted social interactions and jokes were an important aspect of sustaining e-mentoring relationships. Participation in MentorNet increased the students' self-confidence in their f elds - desire to obtain work in industry, national laboratories, or national agencies; and intent to pursue careers in their fields. Three years of evaluation results support the need for and efficacy of the program.
Wadhwa, Vibhor; Nagy, Paul; Chhabra, Avneesh; Lee, Cindy S
Mentoring is an essential part of a resident's career development. It plays an important role in nurturing, and sustaining success along the career path of a young physician. Mentoring is a long-term goal that is development-driven rather than performance-driven. Although specific learning goals may be used as a basis, the focus of mentoring may also include self-confidence, self-perception, and work-life balance. A number of residency programs have implemented mentoring programs in their institutions. This article discusses the importance of mentoring, illustrates "do's and don'ts" for mentees and demonstrates how to choose the ideal mentor. Finally, a "mentoring quiz" is designed to evaluate your mentoring relationship. Copyright © 2016 Elsevier Inc. All rights reserved.
Hudgins, Rebekah; Erickson, Steve; Walker, Dion
Georgia had the third highest 2010 repeat teenage birth rate in the United States and has had one of the worst rates for years. Since 2001, Georgia's Second Chance Home Network, administered by the Georgia Campaign for Adolescent Power and Potential, has provided housing and support to parenting teenagers--almost two-thirds of whom were in custody of and referred by Georgia's Department of Children and Family Services--to help them become nurturing and self-sufficient parents, to avoid repeat teenage pregnancies, and to promote healthy development of their children. Data were collected from each resident at intake, discharge, and three follow-up points at three, 12, and 24 months after discharge. Evaluation has consistently revealed improvements in several key outcomes, including education, housing, income, self-sufficiency, parenting, repeat pregnancy, and child outcomes. The 2012 evaluation revealed benefits in all these areas and found that those who stayed longer demonstrated better outcomes, especially related to the core outcomes of educational status, employment, and stable residence. Methods and findings about these outcomes are featured in this article.
Judie L. Brill
Full Text Available The aim of this critical literature review is to outline best practices in doctoral retention and the successful approach of one university to improve graduation success by providing effective mentorship for faculty and students alike. The focus of this literature review is on distance learning relationships between faculty and doctoral students, regarding retention, persistence, and mentoring models. Key phrases and words used in the search and focusing on mentoring resulted in over 20,000 sources. The search was narrowed to include only doctoral study and mentoring. Research questions of interest were: Why do high attrition rates exist for doctoral students? What are the barriers to retention? What are the benefits of doctoral mentoring? What programs do institutions have in place to reduce attrition? The researchers found a key factor influencing doctoral student retention and success is effective faculty mentorship. In particular, the design of a mentoring and faculty training program to increase retention and provide for success after graduation is important. This research represents a key area of interest in the retention literature, as institutions continue to search for ways to better support students during their doctoral programs and post-graduation. DOI: 10.18870/hlrc.v4i2.186
Nossal, S. M.; Huesmann, A.; Hooper, E.; Moore, C.; Watson, L.; Trestrail, A.; Weber, J.; Timbie, P.; Jacob, A.
The Physics Learning Center at the University of Wisconsin-Madison provides a supportive learning community for students studying introductory physics, as well as teaching and leadership experience for undergraduate Peer Mentor Tutors who receive extensive training and supervision. Many of our Peer Tutors were former Physics Learning Center participants. A central goal of the Physics Learning Center is to address achievement/equity gaps (e.g. race, gender, socio-economic status, disability, age, transfer status, etc.) for undergraduate students pursuing majors and coursework in STEM fields. Students meet twice a week in small learning teams of 3-8 students, facilitated by a trained Peer Mentor Tutor or staff member. These active learning teams focus on discussing core physical concepts and practicing problem-solving. The weekly training of the tutors addresses both teaching and mentoring issues in science education such as helping students to build confidence, strategies for assessing student understanding, and fostering a growth mindset. A second weekly training meeting addresses common misconceptions and strategies for teaching specific physics topics. For non-science majors we have a small Peer Mentor Tutor program for Physics in the Arts. We will discuss the Physics Learning Center's approaches to promoting inclusion, understanding, and confidence for both our participants and Peer Mentor Tutors, as well as examples from the geosciences that can be used to illustrate introductory physics concepts.
Joy Beveridge, clinical project manager III, is all about building relationships. Her work as a clinical project manager requires her to manage teams such as the Coordinating Center for Clinical Trials, Center for Global Health, Brain Tumor Trials Collaborative, and Division of Cancer Treatment and Diagnosis. Equally important are the relationships Beveridge builds through her work with Woman to Woman Mentoring, Inc. (W2WM), a 501(C)3 non-profit organization that seeks to cultivate mentoring relationships that provide women with guidance, support, and connections.
Full Text Available The literature on workplace training highlights that the mentoring program is an important employee development method practiced in successful organizations. The ability of mentors either informally or formally to implement the mentoring program activities may lead to higher individuals’ psychosocial support and career development. The nature of this relationship is interesting, but the role of the mentoring program as a predicting variable of individuals’ advancement (psychosocial support & career development has been given less attention in mentoring program models especially in the Malaysian organizational context. Therefore, this study was conducted to examine the direct effect of a mentoring program on individuals’ advancement using a 153 usable questionnaire gathered from employees who have worked in a public university in East Malaysia. The outcomes of regression analysis showed four important findings: Firstly, formal mentoring positively and significantly correlated with individuals’ psychosocial support. Secondly, informal mentoring positively and significantly correlated with individuals’ career development. Thirdly, formal mentoring positively and significantly correlated with individuals’ career development. Fourthly, informal mentoring positively and significantly correlated with individuals’ psychosocial support. The results have empirically confirmed that properly implemented mentoring programs can lead to increased individuals’ advancement in the studied organization. In addition, implications and discussions are also elaborated.
Haeger, Heather; Fresquez, Carla
Increasing inclusion of underrepresented minority and first-generation students in mentored research experiences both increases diversity in the life sciences research community and prepares students for successful careers in these fields. However, analyses of the impact of mentoring approaches on specific student gains are limited. This study addresses the impact of mentoring strategies within research experiences on broadening access to the life sciences by examining both how these experiences impacted student success and how the quality of mentorship affected the development of research and academic skills for a diverse population of students at a public, minority-serving institution. Institutional data on student grades and graduation rates (n = 348) along with postresearch experience surveys (n = 138) found that students mentored in research had significantly higher cumulative grade point averages and similar graduation rates as a matched set of peers. Examination of the relationships between student-reported gains and mentoring strategies demonstrated that socioemotional and culturally relevant mentoring impacted student development during mentored research experiences. Additionally, extended engagement in research yielded significantly higher development of research-related skills and level of independence in research. Recommendations are provided for using mentoring to support traditionally underrepresented students in the sciences. © 2016 H. Haeger and C. Fresquez. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Mauras, Carrie P.; Grolnick, Wendy S.; Friendly, Rachel W.
This study explored how mothers communicated with their young adolescent daughters about the high-stakes topic of sex, as well as more everyday topics, from a Self-Determination Theory perspective. Mothers and their 11- to 14-year-old daughters (44 dyads) participated in two conversations and reported on their experiences. In the everyday…
Ambler, Trudy; Harvey, Marina; Cahir, Jayde
The use of mentoring for staff development is well established within schools and the business sector, yet it has received limited consideration in the higher education literature as an approach to supporting learning for academics. In this study located at one metropolitan university in Australia, an online questionnaire and one-on-one…
Mentoring programs are gaining traction as human resource development initiatives that can support women to advance in their careers in organizations. However, some of these programs are falling short of delivering on this promise due to particular inherent flaws. This case study considers the following three potential flaws of formal mentoring…
Although mentoring dates back to Greek mythology, the concept continues to thrive in today's society. Mentoring is a strategy that successful people have known about for centuries. The REFORMA/UCLA Mentor Program has made use of this strategy since its inception in November 1985 at the Graduate School of Library and Information Science at the…
Crasborn, F.J.A.J.; Hennissen, P.P.M.; Brouwer, C.N.; Korthagen, F.A.J.; Bergen, T.C.M.
The main goal of the current study is to capture differential frequencies of mentor teachers' reflective moments, as indicators of different levels of consciousness in mentor teachers' use and acquisition of supervisory skills during mentoring dialogues. For each of the 30 participants, two
Teacher retention is an issue in education, and the loss of teachers has a direct affect on student achievement. Schools are battling the attrition of beginning teachers by the use of mentoring programs. The purpose of this study was to determine the effectiveness of a mentoring program, according to teachers who have served as mentors,…
Fundamental for mentoring a preservice teacher is the mentor's articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for…
Alexandra Teodora RUGINOSU
Full Text Available Knowledgebased organizations means continuous learning, performance and networking. People’s development depends on their lifelong learning. Mentoring combines the need of development and performance of individuals with the organizational ones. Organizations nowadays face difficulties in recruiting and retaining qualified employees. The work force migration is a phenomenon they have to fight constantly. Employees are being faithful to companies that give them an environment suitable for development: supportive, safe, non-judgmental and comfortable. Teamwork and trust in the co-workers enables employees to show their true potential and trial with no fear. This kind of environment can be created through a mentoring program. This paper highlights the importance of mentoring in the knowledge based organizations management. Mentoring helps staff insertion, development and succession planning, increases employee’s motivation and talent retention and promotes organizational culture. This study presents the benefits and drawbacks that mentoring brings to organizations and employees.
Jan M. Nick
Full Text Available Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formal mentoring program are presented, highlighting best practices in mentoring as culled from experience and the literature. Themes reflect aims to achieve appropriately matched dyads, establish clear mentorship purpose and goals, solidify the dyad relationship, advocate for and guide the protégé, integrate the protégé into the academic culture, and mobilize institutional resources for mentoring support. Attending to the six themes will help mentors achieve important protégé outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development. The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring that integrates the six themes assists faculty members to better navigate the academic environment and more easily transition to new roles and responsibilities.
Full Text Available Common mental disorders (CMD, such as depression and anxiety disorders that affect mothers with young children, are a major public health issue in developing countries. This study investigates the prevalence of CMD and its associated factors among mothers attending a well-child clinic in Mombasa, Kenya. In this cross-sectional study, 429 women were screened for the presence of CMD using the Self-Reporting Questionnaire–20 (SRQ-20. Social support and social stress were measured using the OSLO Social Support Scale and the Life Events Checklist. The prevalence of CMD was 20%. High SRQ scorers were more likely to be single or separated/divorced compared with low scorers. Language, neighborhood, and financial difficulties were found to be significant independent correlates of CMD through multiple logistic regression analysis. Rates of CMD among mothers with young children in Kenya are high. This is important for nurses and pediatricians whose contact offers them an opportunity to detect CMD and refer mothers for appropriate support.
in Rwanda: Effects on Youth Sexual Risk Behaviours and Maltreatment ... community adult mentors should be supported as a key strategy in working with YHH to decrease sexual ...... that youth with delinquent behaviours are more likely.
Adams, M. S.; Steiner, A. L.; Wiedinmyer, C.
The Earth Science Women's Network (ESWN) began informally in 2002 as a way for six early career female atmospheric chemists to stay in contact and support each other. Twelve years later (2014), the ESWN formally became a non-profit organization with over 2000 members. The ESWN includes scientists from all disciplines of the geosciences with members located in over 50 countries. The ESWN is dedicated to career development, peer mentoring and community building for women in the geosciences. The mentoring philosophy of ESWN has evolved to include five main principles: 1.) Support community-driven mentoring, 2.) Encourage diverse mentoring approaches for diverse individuals, 3.) Facilitate mentoring across career phases, 4.) Promote combined personal and professional mentoring, 5.) Champion effective mentoring in a safe space. Surveys of ESWN members report gains in areas that are often considered barriers to career advancement, including recognition that they are not alone, new understanding of obstacles faced by women in science, and access to professional resources.
The purpose of the study was to describe music teachers' perceptions of the benefits and challenges they experienced as virtual mentors of preservice music teachers. Each mentor was assigned a cohort of preservice teachers who were enrolled in an elementary general music methods course. Cohorts observed their mentor's teaching via Skype. Mentors…
Pololi, Linda H; Evans, Arthur T; Civian, Janet T; Gibbs, Brian K; Gillum, Linda H; Brennan, Robert T
Despite the well-recognized benefits of mentoring in academic medicine, there is a lack of clarity regarding what constitutes effective mentoring. We developed a tool to assess mentoring activities experienced by faculty and evaluated evidence for its validity. The National Initiative on Gender, Culture, and Leadership in Medicine-"C-Change"-previously developed the C-Change Faculty Survey to assess the culture of academic medicine. After intensive review, we added six items representing six components of mentoring to the survey-receiving help with career and personal goals, learning skills, sponsorship, and resources. We tested the items in four academic health centers during 2013 to 2014. We estimated reliability of the new items and tested the correlation of the new items with a mentoring composite variable representing faculty mentoring experiences as positive, neutral, or inadequate and with other C-Change dimensions of culture. Among the 1520 responding faculty (response rate 61-63%), there was a positive association between each of the six mentoring activities and satisfaction with both the amount and quality of mentoring received. There was no difference by sex. Cronbach α coefficients ranged from 0.89 to 0.95 across subgroups of faculty (by sex, race, and principal roles). The mentoring responses were associated most closely with dimensions of Institutional Support (r = 0.58, P Mentoring scale is a valid instrument to assess mentoring. Survey results could facilitate mentoring program development and evaluation.
DeWit, David J; Wells, Samantha; Elton-Marshall, Tara; George, Julie
We compared the mentoring experiences and mental health and behavioral outcomes associated with program-supported mentoring for 125 Aboriginal (AB) and 734 non-Aboriginal (non-AB) youth ages 6-17 participating in a national survey of Big Brothers Big Sisters community mentoring relationships. Parents or guardians reported on youth mental health and other outcomes at baseline (before youth were paired to a mentor) and at 18 months follow-up. We found that AB youth were significantly less likely than non-AB youth to be in a long-term continuous mentoring relationship. However, AB youth were more likely than non-AB youth to be in a long-term relationship ending in dissolution. AB youth were also more likely than non-AB youth to have been mentored by a female adult. AB youth were significantly more likely than non-AB youth to report a high quality mentoring relationship, regular weekly contact with their mentor, and monthly mentoring activities. Structural equation model results revealed that, relative to non-mentored AB youth, AB youth with mentors experienced significantly fewer emotional problems and symptoms of social anxiety. These relationships were not found for non-AB youth. Our findings suggest that mentoring programs may be an effective intervention for improving the health and well-being of AB youth.
Jackson, Vicki A; Palepu, Anita; Szalacha, Laura; Caswell, Cheryl; Carr, Phyllis L; Inui, Thomas
To develop a deeper understanding of mentoring by exploring lived experiences of academic medicine faculty members. Mentoring relationships are key to developing productive careers in academic medicine, but such alliances hold a certain "mystery." Using qualitative techniques, between November 1999 and March 2000, the authors conducted individual telephone interviews of 16 faculty members about their experiences with mentoring. Interviews were taped and transcribed and authors identified major themes through multiple readings. A consensus taxonomy for classifying content evolved from comparisons of coding by four reviewers. Themes expressed by participants were studied for patterns of connection and grouped into broader categories. Almost 98% of participants identified lack of mentoring as the first (42%) or second (56%) most important factor hindering career progress in academic medicine. Finding a suitable mentor requires effort and persistence. Effective mentoring necessitates a certain chemistry for an appropriate interpersonal match. Prized mentors have "clout," knowledge, and interest in the mentees, and provide both professional and personal support. In cross-gender mentoring, maintaining clear boundaries is essential for an effective relationship. Same-gender or same-race matches between mentor and mentee were not felt to be essential. Having a mentor is critical to having a successful career in academic medicine. Mentees need to be diligent in seeking out these relationships and institutions need to encourage and value the work of mentors. Participants without formalized mentoring relationships should look to peers and colleagues for assistance in navigating the academic system.
KVINFOs mentornetværk har siden 2003 anvendt mentoring og networking med det formål at åbne døre til det danske samfund og arbejdsmarked for kvinder med indvandrer-/flygtningebaggrund. I mentoringdelen matches kvinder med flygtninge- og indvandrerbaggrund (mentees) med kvinder, som er solidt...... KVINFOs mentornetværk, at indsamle og analysere disses erfaringer med at indgå i netværket samt opnå større viden om mentoring og networking som integrationsfremmende metoder....
Shaw, Robert B; McBride, Christopher B; Casemore, Sheila; Martin Ginis, Kathleen A
The purpose of this study was to investigate the leadership behaviors of spinal cord injury (SCI) peer mentors and examine whether behaviors of peer mentors align with the tenets of transformational leadership theory. A total of 12 SCI peer mentors aged 28-75 (M = 49.4) who had between 3 and 56 years (M = 13.9) of mentoring experience were recruited for the study. Utilizing a qualitative methodology (informed by a social constructionist approach), each mentor engaged in a semistructured interview about their experiences as a peer mentor. Interviews were transcribed verbatim and subjected to a directed content analysis. SCI peer mentors reported using mentorship behaviors and engaging with mentees in a manner that closely aligns with the core components of transformational leadership theory: idealized influence, inspirational motivation, individualized consideration, and intellectual stimulation. A new subcomponent of inspirational motivation described as 'active promotion of achievement' was also identified and may be unique to the context of peer mentorship. SCI peer mentors inherently use behaviors associated with transformational leadership theory when interacting with mentees. The results from this study have the potential to inform SCI peer mentor training programs about specific leadership behaviors that mentors could be taught to use and could lead to more effective mentoring practices for people with SCI. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
Opota, O; Greub, G
Clinical microbiology is a field in constant evolution, with increasing technological opportunities and a growing emphasis on human and social issues. Maintaining knowledge and skills and anticipating future changes is challenging both for laboratory managers and for all the co-workers. Training and succession preparation represents a unique opportunity to adapt/prepare future generations according to the evolutions of the field. The aim of this review is to provide to clinical microbiologists a reflection on ongoing technological and social changes in their field and a deepening of the central role of preparing future generations to these changes through a fruitful mentor-mentee relationship. This narrative review relies on selected publications addressing mentor-mentee interactions in various academic fields, on interview with our colleagues and pairs, as well as on our personal experience. From the qualities and aspects that emerged as necessary for a productive mentor-mentee interaction, we selected and discuss five of them for the mentor: the role and responsibility, the positioning, the vision, the scientific credibility, and the moral credibility, as well as five for the mentee: creativity, flexibility, energy, responsibility, and self evaluation. This review emphasizes the importance of both the scientific and the ethical credibility of the mentor and the mentee as well as the importance of human and social values such as solidarity, equality, equity, respectfulness, and empathy, and might support mentor and mentee in the field of clinical microbiology and also in the field of infectious disease in their intent for a fruitful interaction. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.
Wells, Michael B; Lang, Sarah N
To explore the needs of and support given to lesbian, gay, bisexual, transgendered and inter-sex parents within the Nordic child health field. The number of lesbian, gay, bisexual, transgendered and inter-sex parents is growing around the world. However, they face fear, discrimination and heteronormativity within the child health field. The Nordic countries (Sweden, Norway, Denmark, Finland and Iceland) rank as the most gender equal countries in the world; therefore, they may support lesbian, gay, bisexual, transgendered and inter-sex parents to a greater extent. Systematic literature review and meta-synthesis. A systematic search was conducted for lesbian, gay, bisexual, transgendered and inter-sex parents' experiences in the child health field, which consists of prenatal, labour and birth, postnatal and child health clinics, using PubMed, PsychInfo, Sociological Abstracts and CINAHL, as well as searching the grey literature, from 2000-2015. Ten articles were included. A quality assessment and a meta-synthesis of the articles were performed. Nearly all studies were qualitative, and most articles had at least one area of insufficient reporting. Only two countries, Sweden and Norway, had lesbian, gay, bisexual, transgendered and inter-sex parents reporting on the child health field. However, gay, bisexual, transgender and inter-sex parents' perspectives were nonexistent in the literature; therefore, the results all relate to same-sex mothers. Five themes were found: Acceptance of Same-sex Mothers, Disclosing Sexual Orientation, Heteronormative Obstacles, Co-mothers are Not Fathers, and Being the Other Parent. Same-sex mothers are generally accepted within the Nordic child health field, but they still face overt and covert heteronormative obstacles, resulting in forms of discrimination and fear. Co-mothers feel invisible and secondary if they are not treated like an equal parent, but feel noticed and important when they are given equal support. Changes at the
Ashman, Marinda; Colvin, Janet
Because students starting college are not always prepared to succeed, colleges and universities frequently offer courses designed to help students who need remediation in mathematics, reading, and writing. At Utah Valley University (UVU), peer mentors are integrated into the University Student Success course to help first-year students learn the…
Bailey, Annette; Sharma, Manoj; Jubin, Michelle
Although much attention has been granted to the perpetrators and victims of gun violence, limitations exist in our understanding of the psychological well-being of parents grieving children lost to gun violence. The purpose of this study was to examine the mediating effects of social support, cognitive appraisal, and quality health care on the relationship between traumatic stress and resilience among Black mothers bereaving children to gun violence. A cross-sectional design and network sampling method were used to recruit 48 Black mothers living in a large Canadian city. Participants completed a survey either by phone or in person. Social support and positive appraisal were found to be protective factors of resilience for study participants. The traumatic stress experienced by the sample decreased with increased social support (beta = -.291, p = .045), leading to an increase of their resilience (beta = .297, p = .032). With positive appraisal of the loss, the stress levels of study participants decreased (beta = -.334, p = .023), leading to increased resilience (beta = .441, p = .003). Quality health care showed a significant positive relationship with the resilience of the women (beta = .313, p = .023) but did not mediate the relationship between their stress and resilience. For Black mothers who experience loss of a child to gun violence, policy and social change efforts should focus on strengthening their access to formal and informal supports and improving their abilities to find meaning in their loss.
Martin Ginis, Kathleen A; Shaw, Robert B; Stork, Matthew J; Battalova, Alfiya; McBride, Christopher B
Experimental, pragmatic design. (1) To determine the effects of a transformational leadership (TFL) training program on spinal cord injury (SCI) peer mentors and their mentees; (2) To document characteristics of mentorship within a community-based SCI peer mentor program. In total 23 SCI peer mentors (70% male; M age = 47.4 ± 12.1) were randomly allocated to an Experimental or Control condition. Experimental condition mentors received a half-day TFL workshop and bi-weekly emailed information on using TFL in SCI peer mentorship. Sixteen SCI mentees (50% male; M age = 49.1 ± 12.9) enrolled in the study and 9 completed measures of self-efficacy and their mentors' use of TFL and supportiveness at 3 and 6-months. Mentors completed monthly reports of mentorship activities. Community-based peer mentorship program in British Columbia, Canada. There were no between-groups differences in mentee self-efficacy, mentor use of TFL or mentor supportiveness. In the Experimental condition only, total mentorship time and sessions were positively correlated with mentors' use of TFL and supportiveness. Mentorship occurred in-person, by phone, text, and email and mentors discussed an average of 11 topics. The intervention did not increase SCI peer mentors' use of TFL relative to a Control condition. Nevertheless, there may be merit in coaching SCI peer mentors to use TFL given the positive correlations between mentorship time and sessions, TFL use, and perceived supportiveness of the mentor. Although inherently challenging, research involving community-based SCI peer mentorship programs provides opportunities for scientists and community organizations to extend knowledge of peer mentorship beyond the context of hospital-based programs. Research supported by a SSHRC Partnership Development Grant.
Jaspers, W. Marieke; Meijer, Paulien C.; Prins, Frans; Wubbels, Theo
This interview study, including seven case studies of mentor teachers in primary education, explores the possibilities and challenges these mentor teachers perceive when they (sequentially and simultaneously) combine the teacher and mentor roles. Mentor teachers perceive two challenges while
The LGBT+ Physicists group welcomes those who identify as gender sexual minorities, as LGBTQQIAAP+, or as allies to participate in a round-table discussion on mentoring physicists. The session will provide an opportunity to learn and discuss successful mentoring strategies at different career stages for physicists in all environments, including academia, industry, etc. Attendees are encouraged to attend a social event to follow the panel to continue to network. Allies are especially welcome at this event to learn how to support and mentor LGBT+ physicists.
Leidenfrost, Birgit; Strassnig, Barbara; Schabmann, Alfred; Spiel, Christiane; Carbon, Claus-Christian
The purpose of our study was to explore peer mentoring styles and examine their contribution to academic success among mentees. Data were collected as part of a comprehensive evaluation of a peer mentoring program. The sample consisted of 49 mentors (advanced students) who supported 376 mentees (first year students) in small groups. Indicators for…
Buil, A; Carchon, I; Apter, G; Laborne, F X; Granier, M; Devouche, E
Skin-to-skin contact shows benefits in the relationship developed between a mother and her premature infant. In the skin-to-skin session, face-to-face exchanges are impossible in vertical infant positioning. We therefore undertook an observational, prospective, single-center study using kangaroo "supported diagonal flexion" (SDF) positioning. The first aim was to evaluate the safety of kangaroo SDF positioning compared to the usual vertical positioning. The second aim was to evaluate SDF positioning on early communication between the mother and her infant and to improve their well-being. Fifteen mothers and their very premature infants (birth 26communication with their infant were assessed through questionnaires. In terms of the infant's physiology, no negative effects were associated with SDF positioning in comparison with the usual vertical positioning. SDF positioning led to fewer disorganized gestures, negative vocalizations, and drowsiness, in favor of more deep sleep. SDF led to more mother-infant eye-to-eye contact as well as maternal vocalizations, smiles, and caressing, although these differences did not reach significance. The score for the risk of postnatal depression decreased significantly between the first and the last session in the SDF group, whereas it did not change in the vertical positioning group. These results support the idea that the kangaroo SDF positioning technique is physiologically safe, has obvious immediate benefits on mothers' infant-directed communicative behaviors, and respects the baby's naturally flexed and asymmetrical tonic neck posture. It is an innovative, inexpensive, easy-to-use technique in daily practice, by all healthcare professionals working in a neonatal intensive care unit. These data suggest that the current kangaroo positioning technique could be improved. More studies are needed to confirm the benefits and safety of the kangaroo SDF positioning in larger groups of preterm infants. Copyright © 2016 Elsevier Masson
Gisbert, Javier P
This study will review various aspects of the mentoring process, mainly in the medical field (both educational and research), in order to describe the mentor's role, the characteristics of the ideal mentor and mentee, how to find a good mentor, mentoring types, the benefits of a mentor-mentee relationship, and potential obstacles and possible solutions. Our ultimate goal is to encourage potential mentors to become actual mentors, and potential mentees to actively seek a mentor and not lose the opportunity to receive this precious gift that many of us have been fortunate to enjoy. Copyright © 2016 Elsevier España, S.L.U., AEEH y AEG. All rights reserved.
Catherine Nyawira Mundia; Mike Iravo
The literature on workplace training highlights that the mentoring program is an important employee development method practiced in successful organizations. The ability of mentors either informally or formally to implement the mentoring program activities may lead to higher individuals’ psychosocial support and career development, and hence their overall work productivity. The nature of this relationship is interesting, but the role of the mentoring program as a predicting variable of indivi...
Gordon, Stephen P.; Brobeck, Sonja R.
The purpose of this study is to explore the process of coaching a mentor of experienced teachers. In particular, we sought to determine if coaching would help a mentor to compare her espoused beliefs about mentoring to her mentoring behaviors and possibly resolve any dissonance. The mentor and coach (the co-researchers) participated in a platform…
Allen, Tammy D.
Participants (n=391) were asked whether they were mentored or willing to mentor. Prosocial personality traits (other-oriented empathy and helpfulness) were related to willingness to mentor. Empathy was related to actual experience as a mentor. Career and life stage variables were also related to mentoring willingness, suggesting that both…
... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Mentor firms. 519.7006... PROGRAMS SMALL BUSINESS PROGRAMS GSA Mentor-ProtÃ©gÃ© Program 519.7006 Mentor firms. (a) Mentors must be... plan as required by FAR 19.7 - Small business mentors are exempted; or (2) A small business prime...
Huang, Ching-Yuan; Weng, Rhay-Hung; Chen, Yi-Ting
This study aims to ascertain the relationship between transformational leadership, interpersonal interaction and mentoring functions among new staff nurses. Mentoring functions could improve the job performance of new nurses, provide them with support and thus reduce their turnover rate. A cross-sectional study was employed. A questionnaire survey was carried out to collect data among a sample of new nurses from three hospitals in Taiwan. After gathering a total of 306 valid surveys, multiple regression analysis was applied to test the hypothesis. Inspirational motivation, idealised influence and individualised consideration had positive correlations with the overall mentoring function, but intellectual stimulation showed a positive association only with career development function. Perceived similarity and interaction frequency also had positive correlations with mentoring functions. When the shift overlap rate exceeded 80%, mentoring function showed a negative result. The transformational leadership of mentors would improve the mentoring functions among new staff nurses. Perceived similarity and interaction frequency between mentees and mentors also had positive correlations with mentoring functions. It is crucial for hospitals to redesign their leadership training and motivation programmes to enhance the transformational leadership of mentors. Furthermore, nursing managers should promote interaction between new staff nurses and their mentors; however, the shift overlap rate should not be too high. © 2016 John Wiley & Sons Ltd.
Fieldwork provides a means by which students are socialized into their profession and their careers. During Level I and Level II fieldwork, students acquire and apply the knowledge, skills, and attitudes that will enable them to achieve entry-level competence The experiences that students have during Level II fieldwork influence their subsequent career choices. To support these experiences, students form a variety of helping relationships with faculty members, clinicians, peers, family, and friends. This article examines the role and responsibilities of the student as protégé and of the clinical educator as information peer, collegial peer, special peer, and mentor. In light of the challenges faced by most clinicians secondary to health care reform, an alternative to the one-to-one supervision model is presented. The multiple mentoring model of fieldwork supervision has several advantages: (a) fieldwork educators work with students according to their strengths and interests; (b) the model promotes collegiality and clinical reasoning skills because students use each other as resources and observe different fieldwork educators approaching similar situations; and (c) the model allows a fieldwork site to accept more students at one time, while minimizing stress on any one fieldwork educator. A framework defining the functions of the mentor-protégé relationship is provided, with an emphasis on the effect that clinical educators have in their roles as mentors, guides, role models, and teachers who provide opportunities for the student to develop entry-level competency in a chosen profession.
Carmel, Roofe G.; Paul, Miller W.
The changing landscape in Higher Education has made it more difficult for less experienced academics to find persons willing and able to invest in, and support their professional development. Mentoring and coaching provide psychosocial assistance in the work space, which assists mentees to deal more effectively with role ambiguity, role conflict…
Lasater, Kathie; Young, Patricia K; Mitchell, Claudia G; Delahoyde, Theresa M; Nick, Jan M; Siktberg, Linda
As nursing and healthcare become more global, supported by technology, the opportunities for distance mentoring increase. Mentorship is critical to nurse educator recruitment and retention. The purpose of this study was to identify communication practices of nurse educators involved in mentoring at a distance. A qualitative design, utilizing in-person or telephone interviews was used. Participants were twenty-three protégés or mentors who were part of a yearlong distance mentoring program. An iterative process of hermeneutic analysis identified three themes; this paper focuses on the theme of connectedness. Participant narratives illuminate practices of connecting at a distance: meeting face-to-face, sharing personal information, experiencing reciprocity, journaling, being vulnerable, establishing one's presence, and appreciating different perspectives. Distance does not appear to limit the connecting potential leading to a meaningful mentoring relationship; rather, it offers possibilities that local mentoring relationships may not. Nurse educators in under-resourced countries, those in small programs without a cadre of senior faculty, and students in distance programs are among those who stand to benefit from distance mentoring relationships. © 2013.
Smith, M.; Osborn, J.
Increasingly, REUs are recruiting from community colleges as a means of broadening participation of underrepresented minorities, women, and low-income students in STEM. As inclusion of community college students becomes normalized, defining the role of science faculty and preparing them to serve as mentors to community college students is a key component of well-designed programs. This session will present empirical research regarding faculty mentoring in the first two years of an NSF-REU grant to support community college students in a university's earth and environmental science labs. Given the documented benefits of undergraduate research on students' integration into the scientific community and their career trajectory in STEM, the focus of the investigation has been on the processes and impact of mentoring community college STEM researchers at a university serving a more traditionally privileged population; the degree to which the mentoring relationships have addressed community college students needs including their emotional, cultural and resource needs; and gaps in mentor training and the mentoring relationship identified by mentors and students.
Thelma Simões Matsukura
Full Text Available O objetivo do presente estudo foi avaliar a associação entre estresse e suporte social em mães de crianças com necessidades especiais e mães de crianças com desenvolvimento típico, em famílias de baixa renda. Trata-se de estudo quantitativo com 75 mães de crianças com idade entre quatro e 8 anos, com renda familiar de até quatro salários mínimos, alocadas em dois grupos: mães de crianças com desenvolvimento típico e mães de crianças com necessidades especiais. As participantes responderam ao Inventário de Sintoma de Stress e ao Questionário de Suporte Social. Os resultados indicaram, em ambos os grupos, elevada porcentagem de mães estressadas. Mães de crianças com necessidades especiais contam com um menor número de pessoas suportivas. Observou-se associação negativa entre stress e satisfação com o suporte social. Discute-se que o presente estudo confirma achados de pesquisas anteriores e identifica o papel do suporte social nos processos de adaptação familiar. A associação encontrada entre a satisfação com o suporte social e o estresse aponta para adequação de proposições e implantação de programas de intervenções em saúde para famílias de crianças com necessidades especiais.The aim of this article is to assess the relationship between stress and social support in mothers of children with special needs, as contrasted with mothers of children with typical development, from low income families. In this quantitative study, participants included 75 mothers with children aged four to eight years, with income up to four minimum wages, divided in two groups: mothers of children with typical development and mothers of children with special needs. The mothers answered the Inventory of Stress Symptom and the Social Support Questionnaire. The results showed that mothers of both groups suffered stress. The mothers of children with special needs have a smaller number of people to support them. A negative
Full Text Available Aims: Epilepsy is one of the most prevalent childhood neurological disorders. As the primary caregivers, the mothers of epileptic children undergo different psychological pressures. The aim of the study was to investigate the effects of empowerment on the self-efficacy of the mothers of the epileptic children, concerning psychological adaptation, gaining support, and receiving information. Materials & Methods: In the controlled two-group random clinical trial with pretest and posttest steps, 100 mothers of epileptic children hospitalized in the Neurology Ward of Ghaem Hospital of Mashhad were studied in 2014. The subjects, selected via convenience sampling method, were randomly divided into two groups including experimental (n=50 and control (n=50 groups. Data was collected using the caregiver’s self-efficacy questionnaire. Only experimental group received the empowerment program, and no intervention was conducted in control group. The mothers’ self-efficacy was measured before and after the intervention in both groups. Data was analyzed by SPSS 11.5 software using independent T, paired T, Chi-square, Fisher’s exact, and covariance tests. Findings: The mean scores of self-efficacy, including psychological adjustment, gain a support, and receiving information, were not significantly different between the groups before the intervention (p>0.05. Nevertheless, the groups were significantly different after the intervention (p<0.001. In addition, the mean score after the intervention in experimental group was significantly higher than the score in the same group before the intervention (p<0.001. Conclusion: The empowerment program enhances the self-efficacy of the mothers of the epileptic children in psychological adjustment, gain a support, and receiving information.
Mohangi, K.; Archer, K.
The characteristically disruptive conduct exhibited both at school and home by children diagnosed with attention deficit hyperactivity disorder (ADHD) appears to be particularly emotionally difficult for the children's mothers, who often turn to educational professionals for guidance. With a view to improving best practice in assistance to mothers…
Szczyrba, Birgit; Wildt, Johannes
Consulting, Coaching und Supervision, Tutoring, Mentoring und kollegiale Beratung: Beratungsangebote verschiedenster Art werden wie selbstverständlich in den Berufen nachgefragt, die mit Beziehung und Interaktion, mit komplexen sozialen Organisationen und Systemen, mit hoher Verantwortlichkeit, aber unsicheren Handlungsbedingungen zu tun haben. Mittlerweile beginnt diese Nachfrage auch in den Hochschulen zu steigen. Eine solche Steigerung wird ausgelöst durch den Wandel in den Lehr-Lernkultur...
Sisterson, D. L. [Argonne National Lab. (ANL), Argonne, IL (United States)
The Atmospheric Radiation Measurement (ARM) Program was created in 1989 with funding from the U.S. Department of Energy (DOE) to develop several highly instrumented ground stations to study cloud formation processes and their influence on radiative transfer. In 2003, the ARM Program became a national scientific user facility, known as the ARM Climate Research Facility. This scientific infrastructure provides for fixed sites, mobile facilities, an aerial facility, and a data archive available for use by scientists worldwide through the ARM Climate Research Facility—a scientific user facility. The ARM Climate Research Facility currently operates more than 300 instrument systems that provide ground-based observations of the atmospheric column. To keep ARM at the forefront of climate observations, the ARM infrastructure depends heavily on instrument scientists and engineers, also known as lead mentors. Lead mentors must have an excellent understanding of in situ and remote-sensing instrumentation theory and operation and have comprehensive knowledge of critical scale-dependent atmospheric processes. They must also possess the technical and analytical skills to develop new data retrievals that provide innovative approaches for creating research-quality data sets. The ARM Climate Research Facility is seeking the best overall qualified candidate who can fulfill lead mentor requirements in a timely manner.
Pinilla, Severin; Nicolai, Leo; Gradel, Maximilian; Pander, Tanja; Fischer, Martin R; von der Borch, Philip; Dimitriadis, Konstantinos
Peer mentoring is a powerful pedagogical approach for supporting undergraduate medical students in their learning environment. However, it remains unclear what exactly peer mentoring is and whether and how undergraduate medical students use social media for peer-mentoring activities. We aimed at describing and exploring the Facebook use of undergraduate medical students during their first 2 years at a German medical school. The data should help medical educators to effectively integrate social media in formal mentoring programs for medical students. We developed a coding scheme for peer mentoring and conducted a mixed-methods study in order to explore Facebook groups of undergraduate medical students from a peer-mentoring perspective. All major peer-mentoring categories were identified in Facebook groups of medical students. The relevance of these Facebook groups was confirmed through triangulation with focus groups and descriptive statistics. Medical students made extensive use of Facebook and wrote a total of 11,853 posts and comments in the respective Facebook groups (n=2362 total group members). Posting peaks were identified at the beginning of semesters and before exam periods, reflecting the formal curriculum milestones. Peer mentoring is present in Facebook groups formed by undergraduate medical students who extensively use these groups to seek advice from peers on study-related issues and, in particular, exam preparation. These groups also seem to be effective in supporting responsive and large-scale peer-mentoring structures; formal mentoring programs might benefit from integrating social media into their activity portfolio.
Keller, Thomas E.; Collier, Peter J.; Blakeslee, Jennifer E.; Logan, Kay; McCracken, Karen; Morris, Cynthia
Background and purposes The education and training of early career biomedical translational researchers often involves formal mentoring by more experienced colleagues. This study investigated the nature of these mentoring relationships from the perspective of mentees. The objective was to understand the challenges and issues encountered by mentees in forming and maintaining productive mentoring relationships. Method Three focus groups (n=14) were conducted with early career researchers who had mentored career development awards. Thematic analysis identified, categorized, and illustrated the challenges and issues reported by mentees. Results The range of mentee challenges was reflected in five major categories: 1) network—finding appropriate mentors to meet various needs; 2) access—structuring schedules and opportunities to receive mentoring; 3) expectations—negotiating the mechanics of the mentoring relationship and its purpose; 4) alignment—managing mentor-mentee mismatches regarding interests, priorities, and goals; and 5) skills and supports—developing the institutional supports to be successful. Conclusions Mentoring relationships created for academic training and career development contend with tasks common to many other relationships, namely recognizing compatibility, finding time, establishing patterns, agreeing to goals, and achieving aims. Identifying challenges faced by mentees can facilitate the development of appropriate trainings and supports to foster mentoring relationships in academic and career settings. PMID:25010230
Pinto, Ricardo J; Correia-Santos, Patrícia; Levendosky, Alytia; Jongenelen, Inês
Studies of the effects of intimate partner violence (IPV) on parenting have usually not examined the role of the maternal perceptions, either its stress or maternal satisfaction, on the mothers' and children's mental health functioning. The present study aimed to assess whether maternal satisfaction, parenting stress, and social support are significantly associated with women's psychological functioning. The study also assessed whether maternal perceptions of the role of parenting were significantly associated with children's emotional well-being and social behavior. The sample included 160 mothers, 79 (49.4%) who were living with the aggressors and 81 (50.6%) in shelters, and their children ( n = 61). The findings suggested that high levels of maternal satisfaction and perception of social support were significantly negatively associated with women's posttraumatic stress disorder (PTSD) symptoms and psychological distress, whereas parenting stress was significantly positively associated with these outcomes. Maternal satisfaction was the only parenting variable that predicted both maternal mental health and children's emotional and behavioral problems, suggesting that it is a protective factor for both mothers and children. This study suggests that increasing maternal satisfaction with parenting and reducing parenting stress might promote better adjustment for both women and children victims of IPV.
Full Text Available The study was to uncover the concept of quality improvement, the supporting and the inhibiting factors within the quality improve and the quality improvement in the early childhood mentoring institutions/kindergarten. The study was a qualitative research. The subjects in the study were kindergarten principals, kindergarten teachers and parents. The data were gathered by means of observation, interview and documentation. For the data analysis, the researcher selected the qualitative descriptive data analysis method. The results of the study were as follows. First, the concept of educational quality improvement in the early childhood mentoring institutions/ kindergarten has been improveed from the vision, the mission and the objectives and the concept includes the aspects of planning, process and output which has synergy from one to another. The planning has been formulated in the curriculum, the syllabus and the daily activity plan. Second, the approach, the strategy and the technique of quality improvement has maximized the well-qualified schools’ resources, have been supported by the sufficient facilities and have been funded by the sufficient budget. Third, the supporting factors within the quality improvement of early childhood mentoring institutions/kindergarten have been the increasing awareness within the society toward the significance of early childhood mentoring institutions, the massive socialization conducted by the Office of Education through the provision of training programs in relation to the early childhood mentoring institution/kindergarten management and the human resources empowerment toward developing the quality of early childhood mentoring institutions. Fourth, the inhibiting factors within the quality improvement of early childhood mentoring institutions have been the lack of society care and participation, the less quality human resources that early childhood mentoring institutions have, the fund limitation, the
Janssen, Suzanne; Tahitu, Joël; van Vuuren, Mark; de Jong, Menno D. T.
Research into workplace mentoring is primarily focused on the experiences and perceptions of individuals involved in the relationship, while there is scarcely any research focusing on the impact of mentoring relationships on their social environment. This exploratory research aims to give insight into how coworkers’ perceptions and experiences of informal mentoring relationships in their workgroup are related to their perceptions of workgroup functioning. The results of 21 semistructured interviews show that coworkers believe that mentoring relationships affect their workgroup’s functioning by influencing both their workgroup’s performance and climate. Coworkers applied an instrumental perspective and described how they think that mentoring relationships both improve and hinder their workgroup’s performance as they influence the individual functioning of mentor and protégé, the workgroup’s efficiency, and organizational outcomes. Furthermore, coworkers applied a relational perspective and described how mentoring relationships may influence their workgroup’s climate in primarily negative ways as they may be perceived as a subgroup, cause feelings of distrust and envy, and are associated with power issues. The results of this study emphasize the importance of studying mentoring relationships in their broader organizational context and set the groundwork for future research on mentoring relationships in workgroups. PMID:29568215
Janssen, Suzanne; Tahitu, Joël; van Vuuren, Mark; de Jong, Menno D T
Research into workplace mentoring is primarily focused on the experiences and perceptions of individuals involved in the relationship, while there is scarcely any research focusing on the impact of mentoring relationships on their social environment. This exploratory research aims to give insight into how coworkers' perceptions and experiences of informal mentoring relationships in their workgroup are related to their perceptions of workgroup functioning. The results of 21 semistructured interviews show that coworkers believe that mentoring relationships affect their workgroup's functioning by influencing both their workgroup's performance and climate . Coworkers applied an instrumental perspective and described how they think that mentoring relationships both improve and hinder their workgroup's performance as they influence the individual functioning of mentor and protégé, the workgroup's efficiency, and organizational outcomes. Furthermore, coworkers applied a relational perspective and described how mentoring relationships may influence their workgroup's climate in primarily negative ways as they may be perceived as a subgroup, cause feelings of distrust and envy, and are associated with power issues. The results of this study emphasize the importance of studying mentoring relationships in their broader organizational context and set the groundwork for future research on mentoring relationships in workgroups.
Broughton, Sharon; Ford-Gilboe, Marilyn
Drawing on the Strengthening Capacity to Limit Intrusion theory, we tested whether intrusion (i.e. unwanted interference from coercive control, custody and access difficulties and mother's depressive symptoms) predicted family health and well-being after separation from an abusive partner/father, and whether social support moderated intrusion effects on family health and well-being. Experiences of coercive control and the negative consequences related to those experiences have been documented among women who have separated from an abusive partner. We conducted a secondary analysis of data from 154 adult, Canadian mothers of dependent children who had separated from an abusive partner and who participated in Wave 2 of the Women's Health Effects Study. We used hierarchical multiple regression to test whether intrusion predicts family health and well-being as well as whether social support moderated this relationship. Families were found to experience considerable intrusion, yet their health and well-being was similar to population norms. Intrusion predicted 11·4% of the variance in family health and well-being, with mother's depressive symptoms as the only unique predictor. Social support accounted for an additional 9% of explained variance, but did not buffer intrusion effects on family health and well-being. Although women had been separated from their abusive partners for an average of 2·5 years, the majority continued to experience coercive control. On average, levels of social support and family functioning were relatively high, contrary to public and academic discourse. In working with these families postseparation, nurses should approach care from a strength-based perspective, and integrate tailored assessment and intervention options for women and families that address both depression and social support. © 2016 John Wiley & Sons Ltd.
Senanayake, M P; Arachchi, J K; Wickremasinghe, V P
To describe the problems faced by children during separation from their imprisoned mothers, and evaluate the health of children who accompanied their mothers into prison. A prospective observational study. Welikada Prison, Colombo, Sri Lanka. 200 randomly selected mothers who had left their children at home were interviewed using a questionnaire. During a period of 8 months 30 children living with their mothers in prison underwent physical and developmental examination and tuberculin testing. The living conditions within the prison were evaluated. During 18 months from January 1999, 4089 women were imprisoned. 88% were remanded, 20% awaited trial for more than one year in prison. 2416 were mothers. 1411 had at least one child under 12 years of age. The 200 mothers interviewed had 262 children under 12 years at home. Their care arrangements were: a relative (69%), father (16%), older sibling (4%), religious organisation (2.7%), neighbour (1.3%). None had received social services support. 70 children accompanied mothers into prison. In the 30 children followed up regularly 23% had scabies, 10% pediculosis, and 7% impetigo. No severe malnutrition was found and screening for tuberculosis was negative. 70% were breastfed. The child-friendly dormitory was inadequate to accommodate all children. Care arrangements and schooling were affected and no counselling services were provided during the imprisoned mothers' absence. The children within the prison enjoyed close bonds with the mothers and their physical needs were met. The child's best interest had not always been considered by court when deciding on custody during the mothers' imprisonment.
Dang, Michelle T; Conger, Katherine J; Breslau, Joshua; Miller, Elizabeth
This study explored the presence and characteristics of natural mentors among 197 homeless youth and the association between natural mentoring relationships and youth functioning. Few studies have explored protective factors in the lives of homeless youth and how these may buffer against poor health outcomes. Relationships with natural mentors have been shown to have protective effects on adolescent functioning among the general adolescent population, and, thus, warrant further investigation with homeless youth. Results from this study revealed that 73.6% of homeless youth have natural mentoring relationships, split between kin and non-kin relationships. Having a natural mentor was associated with higher satisfaction with social support and fewer risky sexual behaviors. Findings suggest that natural mentors may play a protective role in the lives of homeless youth and should be considered an important source of social support that may enhance youth resilience.
Vaughan, Norman; Clampitt, Kayla; Park, Naomi
Two students at a Canadian university perceived there was a lack of opportunities for peer mentoring support in their teacher education program. They approached a faculty member to co-create and research a blended peer mentoring support program embedded in a first-year education course. This study documents the journey of these two students as…
Monteiro Sarojini MDR
Full Text Available Abstract Background Mother's physical activity levels are relatively low, while their energy consumption is generally high resulting in 58% of Australian women over the age of 18 years being overweight or obese. This study aims to confirm if a low-cost, accessible playgroup based intervention program can improve the dietary and physical activity behaviours of mothers with young children. Methods/Design The current study is a randomized controlled trial lifestyle (nutrition and physical activity intervention for mothers with children aged between 0 to 5 years attending playgroups in Perth, Western Australia. Nine-hundred participants will be recruited and randomly assigned to the intervention (n = 450 and control (n = 450 groups. The study is based on the Social Cognitive Theory (SCT and the Transtheoretical Model (TTM, and the Precede-Proceed Framework incorporating goal setting, motivational interviewing, social support and self-efficacy. The six month intervention will include multiple strategies and resources to ensure the engagement and retention of participants. The main strategy is home based and will include a specially designed booklet with dietary and physical activity information, a muscle strength and flexibility exercise chart, a nutrition label reading shopping list and menu planner. The home based strategy will be supported by face-to-face dietary and physical activity workshops in the playgroup setting, posted and emailed bi-monthly newsletters, and monthly Short Message Service (SMS reminders via mobile phones. Participants in the control group receive no intervention materials. Outcome measures will be assessed using data that will be collected at baseline, six months and 12 months from participants in the control and intervention groups. Discussion This trial will add to the evidence base on the recruitment, retention and the impact of community based dietary and physical activity interventions for mothers with young children
Ambrosetti, Angelina; Dekkers, John; Knight, Bruce Allen
Within many preservice teacher education programs in Australia, mentoring is used as the overarching methodology for the professional placement. The professional placement is considered to be a key component of learning to teach, and typically a dyad mentoring model is utilized. However, it is reported that many preservice teachers experience a…
Ulvik, Marit; Sunde, Eva
To gain a deeper understanding of mentor preparation, which is still an underdeveloped area, the current paper focuses on a formal mentor education programme offered to teachers in secondary school at a university in Norway. The research questions in this qualitative study examine why teachers participate in the programme, how they perceive the…
Miškeljin Lidija D.
Full Text Available Based on conducted researches many authors point out that professionalism in the field of education in early childhood is closely linked with the skill of critical study of pedagogic practice and the ability of changing it. In accordance with modern views and research of professional development which indicate the fact that training professionals is not sufficient if we want to create a sustainable change the issue of mentorship development becomes increasingly topical. The paper considers a concept of mentorship in the frame of the project Kindergartens without borders 2 - quality inclusive preschool education in Serbia, based on a systemic approach to professional development, as a support to improving the quality and the development of ethical practice of preschool education. The new concept of mentorship includes active integration and synergy of the requirements of practice and theory, competence in mutual process of learning and reflexive examination of one's own practice, i.e. the ability of critical thinking and changing practice. The qualitative research was aimed at considering the perspective of mentors in the light of the mentoring concept. The results show that mentors see this kind of support as important in the processes of introducing changes in the practice and the development of quality in all dimensions of real context. The conclusion states that it is necessary to change the concept of professional development in order to ensure important support in the processes of changing the practice and the development of quality in all dimensions of real context.
Soledad Elgueta Noy
Full Text Available La presente investigación, descriptiva exploratoria, retrospectiva y transversal, pretende responder el siguiente cuestionamiento: ¿ Cuál es el impacto que la Consulta de apoyo a la madre que trabaja, del Centro de Diagnóstico de la Pontificia Universidad Católica de Chile, tiene en la prolongación de la lactancia materna?. La población estudiada la constituyen 82 madres atendidas en la Consulta de apoyo, durante el período de marzo y septiembre de 1995, de las cuales se tomó una muestra de treinta madres. El impacto de esta consulta fue evaluado a través de un instrumento que se aplicó por entrevista dirigida a cada una de las madres. Los datos fueron analizados estadísticamente con el programa estadístico EPIINFO, el método de sobre vida de Kaplan-Meier y el test de Mantel-Haenszel para comparar curvas de sobre vida. Al analizar los datos se encontró que las madres estudiadas son en su mayoría adultas jóvenes, con pareja estable, primíparas, con un nivel de educación técnico y/o profesional y que se desempeñan mayoritariamente como empleadas de oficina. Tienen una jornada laboral completa, y existe una diferencia significativa entre el sueldo mínimo y el máximo que perciben. Los resultados de este estudio permiten concluir que las madres lograron una lactancia materna exclusiva y edad de destete ideal. El poder de resolución de la Consulta según las madres resultó satisfactorio. El factor reforzador más significativo en relación al aumento de la probabilidad de continuar amamantando, es el apoyo que recibe la madre después de su reincorporación laboral. Finalmente la Consulta tiene un buen impacto.This descriptive, exploratory, retrospective and transversal investigation tries to answer the following questionnaire: What is the impact that the Support Consultation to the working mother -Diagnosis Center of the Pontifical Catholic University of Chile- has on breast-feeding prolongation? The population that has been
Cooklin, Amanda R; Rowe, Heather J; Fisher, Jane R W
To investigate the association between the mother-infant relationship, defined as maternal-infant emotional attachment, maternal separation anxiety and breastfeeding, and maternal employment status at 10 months following first childbirth. Samples of employed, pregnant women, over 18 years of age and with sufficient English literacy were recruited systematically from one public and one private maternity hospital in Victoria. Data were collected by structured interview and self-report questionnaire in the third trimester, and at 3 and 10 months postpartum. Socio-demographic, employment, and breastfeeding information was collected. Participants completed standardised assessments of maternal separation anxiety and mother-to-infant emotional attachment. Of 205 eligible women, 165 (81%) agreed to participate and 129 (78%) provided complete data. A reduced odds of employment participation was independently associated with continuing to breastfeed at 10 months (OR=0.22, p=0.004) and reporting higher maternal separation anxiety (OR=0.23, p=0.01) when maternal age, education, occupational status and use of paid maternity leave and occupational status were adjusted for in analyses. Employment participation in the first 10 months postpartum is associated with lower maternal separation anxiety, and shorter breastfeeding duration. Paid parental leave has public health implications for mothers and infants. These include permitting sufficient time to protect sustained breastfeeding, and the development of optimal maternal infant attachment, reflected in confidence about separation from her infant. © 2012 The Authors. ANZJPH © 2012 Public Health Association of Australia.
Han, Suejung; Kim, Jinsook
This study assessed perceived needs for psychological support program for family with victim of child sexual abuse in South Korea. We conducted two separate focus group interviews with five therapists who served child sexual abuse victims and families as well as four mothers of a child sexual abuse victim. Consensual qualitative research analysis revealed four domains: Emotional support for parents, psychoeducation, family therapy, and tailored and flexible service delivery. Core ideas of the four domains were identified. The results were consistent with the family support program contents developed in Western countries and suggested culture-specific contents and culturally sensitive service delivery. Clinical implications for developing family support program in South Korea were discussed.
Mubeezi, Mary P; Gidman, Janice
This paper will report on the findings of a qualitative research study exploring mentorship in a rural hospital in Uganda. It explored how mentors perceived their roles and their own knowledge and skills in mentoring nurse students. Participants were confident in their ability to teach clinical skills, but they identified gaps in relation to the application of theory to these skills and they the need to update their own knowledge and to act more on their own initiative. The paper reports on the nature of the relationship between mentor and students, the teaching approaches used and the challenges of the role. Recommendations are proposed to develop a bespoke Ugandan curriculum to prepare mentors for their role, and to provide additional support, to enhance students' experiences of learning in this context. Copyright © 2017. Published by Elsevier Ltd.
Hall, Ralph; Jaugietis, Zarni
Peer mentoring programs are an important component in the strategy to enhance the first year undergraduate experience. The operation of these programs needs to be informed by evidence as to their effectiveness. In this article we report on a six-year study of the development of a peer mentoring program in which feedback is used to improve program…
A handout used in a HUB (Heidelberg Unseminars in Bioinformatics) meeting focused on career development for bioinformaticians. It describes an activity for use to help introduce the idea of peer mentoring, potnetially acting as an opportunity to create peer-mentoring groups.
Janssen, Suzanne; Tahitu, Joël; van Vuuren, Mark; de Jong, Menno D.T.
Research into workplace mentoring is primarily focused on the experiences and perceptions of individuals involved in the relationship, while there is scarcely any research focusing on the impact of mentoring relationships on their social environment. This exploratory research aims to give insight
In 2004 a design engineer on-line mentoring tool was developed and implemented The purpose of the tool was to assist senior engineers mentoring new engineers to the INDOT design process and improve their technical competency. This approach saves seni...
Cohen, Norman H.; Galbraith, Michael W.
The mentoring model of one-to-one interaction is an important approach to lifelong learning and a pragmatic method of helping adults adapt to changing personal, social, and workplace situations. Mentoring can promote meaningful understanding and appreciation of multicultural and other differences. (SK)
Full Text Available Young mothers seeking reintegration after periods of time spent livingwith fighting forces and armed groups face exclusion and stigmarather than the support they and their children badly need.
Full Text Available South African institutions of higher education (HE have increasingly come under pressure to broaden access to historically under-represented groups who are often underprepared for tertiary education as a result of apartheid-era secondary schooling (White Paper, 2013. This has resulted in student enrolments becoming increasingly diverse with respect to racial, cultural, socio-economic and linguistic backgrounds (Underhill & McDonald, 2010. In an attempt to address these issues and promote increased throughput rates, institutions of HE have increasingly begun to introduce tutoring, including supplemental instruction (SI and peer-assisted learning (PAL and mentoring programmes.
Hassall, R; Rose, J; McDonald, J
Recent theories of stress and coping in parents of children with intellectual disabilities (ID) emphasize the importance of cognitive appraisals in influencing parents' levels of stress and their adaptations to difficulties presented by the children. This study investigated the relationships between parental cognitions, child characteristics, family support and parenting stress. The aspects of cognitions studied were: parenting self-esteem (including efficacy and satisfaction) and parental locus of control. The group studied consisted of 46 mothers of children with ID. The Vineland Adaptive Behavior Scales and Maladaptive Behavior Domain were administered by interview. Mothers also completed four questionnaires: the Family Support Scale, the Parenting Sense of Competence Scale, a shortened form of the Parental Locus of Control Scale and the Parenting Stress Index (Short Form). Data were analysed using Pearson's correlation coefficients, partial correlations and a regression analysis. The results indicated that most of the variance in parenting stress was explained by parental locus of control, parenting satisfaction and child behaviour difficulties. Whilst there was also a strong correlation between family support and parenting stress, this was mediated by parental locus of control. The results demonstrate the potential importance of parental cognitions in influencing parental stress levels. It is argued that these results have implications for clinical interventions for promoting parents' coping strategies in managing children with ID and behavioural difficulties.
According to the literature on desistance, the process of reentering society after imprisonment is distinct from the process of desistance as the former is a broader, institutional process that may influence the latter. Scholars have also acknowledged gendered differences in both reentry and desistance processes. Among the array of players in the lives of formerly incarcerated individuals, mentors have become an increasingly popular form of social support in postincarceration programs--particularly for women in reentry. Given the increasing interest in mentoring programs, this study uses semistructured interviews with mentors (n= 10) and clients (n= 11) in a women's postincarceration mentoring program to assess the role of mentors in the reentry process and the desistance process. It was found that mentors aid in these processes by serving as facilitators of change for women who are open to such change and by facilitating in constructive behavioral adjustments. © The Author(s) 2015.
SmithBattle, Lee; Freed, Patricia
Psychological distress is common in teen mothers. High rates of distress are attributed to teen mothers' childhood adversities and the challenges of parenting in the context of chronic stress, cumulative disadvantage, and limited social support. We describe the prevalence of psychological distress in teen mothers; what is known about its origins and impact on mothers and children; factors that promote teen mothers' mental health and resilience; and the many barriers that make it difficult to obtain traditional mental healthcare. We also briefly review the few studies that test interventions to improve teen mothers' mental health. Because barriers to traditional mental health treatment are ubiquitous and difficult to remedy, the second article in this two-part series calls for nurses in healthcare settings, schools, and home visiting programs to screen pregnant and parenting teens for adverse childhood experiences and psychological distress, and to integrate strength-based and trauma-based principles into their practice. Creating a supportive setting where past traumas and psychological distress are addressed with skill and sensitivity builds upon teen mothers' strengths and their aspirations to be the best parents they can be. These approaches facilitate the long-term health and development of mother and child.
Kramer, Jessica M; Ryan, Cathryn T; Moore, Rachel; Schwartz, Ariel
There is a need for mentoring interventions in which transition-age youth and young adults with intellectual and/or developmental disabilities (I/DD) participate as both mentors and mentees. Project TEAM (Teens making Environment and Activity Modifications) is a problem-solving intervention that includes an electronic peer-mentoring component. Forty-two mentees and nine mentors with I/DD participated. The present authors analysed recorded peer-mentoring calls and field notes for mentee engagement, mentor achievement of objectives and supports needed to implement peer mentoring. Overall, mentees attended 87% of scheduled calls and actively engaged during 94% of call objectives. Across all mentoring dyads, mentors achieved 87% of objectives and there was a significant relationship between the use of supports (mentoring script, direct supervision) and fidelity. Transition-age mentees with I/DD can engage in electronic peer mentoring to further practice problem-solving skills. Mentors with I/DD can implement electronic peer mentoring when trained personnel provide supports and individualized job accommodations. © 2017 John Wiley & Sons Ltd.
Abed, Osama H.; Abd-El-Khalick, Fouad
Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers-much like those identified by participants in the present study-who are already effective in their science teaching.
Bickel, Janet; Rosenthal, Susan L
Many mentoring relationships do not reach fruition because the individuals fail to bridge a critical difference. When a difference prevents a learning partnership from achieving its potential, the loss is multidimensional for the individuals and the institution--wasting opportunities for the fostering of current and future talent. Insights into when such impasses are likely to arise may help both mentors and mentees address what feels "undiscussable." The authors offer numerous examples of how differences related to ethnicity, language, gender, and generation may interfere with the development of mentoring relationships. Next, the authors offer recommendations on preparing for and handling difficult conversations, including creating safety, noticing assumptions and emotions, and raising sensitive issues. Virtually all faculty can become more effective at communicating across differences and addressing difficulties that prevent mentoring relationships from achieving their potential. The pay-offs for these efforts are indisputable: increased effect in the limited time available for mentoring, an expanded legacy of positive influence, and enhanced communication and leadership skills. The honing of these relational skills enhances the colleagueship and teamwork on which virtually all research, clinical, and educational enterprises depend. Academic health centers that systematically support mentoring enhance institutional stability, talent development, and leadership capacity.
Fielden, Sandra L; Davidson, Marilyn J; Sutherland, Valerie J
This longitudinal study sought to examine ways in which coaching and mentoring relationships impact on the professional development of nurses in terms of career and leadership behaviours, and evaluating the differences and similarities between those coaching and mentoring relationships. According to the UK government, leadership in nursing is essential to the improvement of service delivery, and the development and training of all nurses is vital in achieving effective change. A coaching and mentoring programme was used to explore the comparative advantages of these two approaches for the leadership development of nurses in acute, primary care and mental health settings. A longitudinal in-depth study was conducted to measure differences and similarities between the mentoring and coaching process as a result of a six-month coaching/mentoring programme. Five nurses from six UK Health Care Trusts were allocated to a coaching group (n = 15) or a mentoring group (n = 15), these were coached or mentored by a member of the senior directorate from their own Trust. Qualitative and quantitative data were collected at three time points (T1 = baseline, T2 = 4 months and T3 = 9 months) using semi-structured interviews and questionnaires. While mentoring was perceived to be 'support' and coaching was described as 'action', descriptions of the actual process and content were quite similar. However, while both groups reported significant development in terms of career development, leadership skills and capabilities, mentees reported the highest level of development with significantly higher scores in eight areas of leadership and management and in three areas of career impact. Implications for nurses and health services are discussed.
Bank, C. G.; Papadimitrios, K. S.
An academic mentoring relationship can develop organically from joint experiences as a student-teacher team involved in undergraduate research projects. The mentor rarely has been trained for this role, and the mentee may not have actively searched for a mentor at first. Once the relationship is recognized the mentor may struggle with conflicting roles, aspects of fairness to other students, recognizing what is best for the mentee (and allowing them to figure something out on their own rather than imposing a viewpoint), and questioning the value of advice because of differences in age, culture, and own career path. The mentee does not want to disappoint, can feel ashamed to ask questions (sometimes more than once), may not want to share their own opinion - let alone challenge their mentor! - and may also be afraid that they rely to much on their mentor rather than searching for answers on their own. Both parties thus face similar challenges but from different perspectives. In our opinion a good mentoring relationship is built on honesty and respect as well as mutual trust where we can point out strengths or weaknesses in one another and recognize our vulnerabilities. Our conversations have touched on many aspects of our lives (including academic, home, soft skills, and personal development). We have asked questions neither of us could answer at first but which challenged each other for further learning. Our experience has resulted in a two-way support, revealed new points of view, and allowed for development of leadership skills for both. In this presentation we will report on our journey so far, assumptions we brought along, expectations we shared, and challenges we have faced individually or together. By sharing the perceptions of both parties in our unique mentorship relationship we want to help define best mentoring practices.
Jaffer, Usman; Vaughan-Huxley, Eyston; Standfield, Nigel; John, Nigel W
Mentoring, for physicians and surgeons in training, is advocated as an essential adjunct in work-based learning, providing support in career and non-career related issues. The World Wide Web (WWW) has evolved, as a technology, to become more interactive and person centric, tailoring itself to the individual needs of the user. This changing technology may open new avenues to foster mentoring in medicine. DESIGN, SYSTEMATIC REVIEW, MAIN OUTCOME MEASURES: A search of the MEDLINE database from 1950 to 2012 using the PubMed interface, combined with manual cross-referencing was performed using the following strategy: ("mentors"[MeSH Terms] OR "mentors"[All Fields] OR "mentor"[All Fields]) AND ("internet"[MeSH Terms] OR "internet"[All Fields]) AND ("medicine"[MeSH Terms] OR "medicine"[All Fields]) AND ("humans"[MeSH Terms] AND English[lang]). Abstracts were screened for relevance (UJ) to the topic; eligibility for inclusion was simply on screening for relevance to online mentoring and web-based technologies. Forty-five papers were found, of which 16 were relevant. All studies were observational in nature. To date, all medical mentoring applications utilizing the World Wide Web have enjoyed some success limited by Web 1.0 and 2.0 technologies. With the evolution of the WWW through 1.0, 2.0 and 3.0 generations, the potential for meaningful tele- and distance mentoring has greatly improved. Some engagement has been made with these technological advancements, however further work is required to fully realize the potential of these technologies. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
Dr. F.J.A.J. Crasborn; Dr. Paul Hennissen; Dr. Niels Brouwer; Prof. Dr. Fred Korthagen; Prof. Dr. Theo Bergen
The extent to which mentor teachers are able to address mentees' individual needs is an important factor in the success of mentoring. A two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID, is explored empirically. Data regarding five aspects of mentoring dialogues
Langdon, Frances J.
While studies have shown that mentoring is essential to the development of new teachers, fewer investigations have examined what mentors learn about themselves and about mentoring through this role. In this study, the conversations between 13 mentors and their mentees were analysed, along with mentor self-evaluations and focus group data, over two…
Full Text Available Patricia A Rosenau, Rita F Lisella, Tracey L Clancy, Lorelli S NowellFaculty of Nursing, University of Calgary, Calgary, AB, CanadaBackground: The nursing workforce and nursing education demographic trends reinforce the urgency to cultivate future nursing leaders, educators, and mentors. The changing realities of health care environments, involving crowded student placements, overtaxed clinical mentors and preceptors, and inexperienced staff, hamper student learning and professional development. Peer mentoring has been used successfully in nursing education to enhance student engagement and the quality of the student learning experience. Although various terms like peer mentor have been used to describe the role of senior students facilitating junior student learning, the literature is silent about how peer mentoring fosters the development of future nursing education leaders.Objectives: The aim of this study was to understand how peer mentorship fosters the development of nursing education leadership in senior undergraduate nursing students enrolled in an elective undergraduate peer-mentoring credit course, Introductory Concepts in Nursing Education and Leadership Through Peer-Led Learning.Design and method: This phenomenological study explored the development of nursing education leadership in senior undergraduate students through the analysis of critical reflections of individual senior students and online discussions between triads of senior students teaching/learning across diverse junior-level theory and practice courses.Participants: Seventeen senior undergraduate nursing students enrolled in the elective course participated in the study.Results: From the critical reflections and online discussions, four themes emerged: "developing teaching philosophies and pedagogies", "learning teaching strategies", "supportive peer relationship", and "benefits of the peer mentorship program".Conclusion: The creation and promotion of peer leadership
Revelo, Renata A.; Loui, Michael C.
We studied mentoring relationships between undergraduate and graduate students in a summer undergraduate research program, over three years. Using a grounded theory approach, we created a model of research mentoring that describes how the roles of the mentor and the student can change. Whereas previous models of research mentoring ignored student…
A positive mentor-mentee relationship is essential for the mentee's development of teaching practices. As mentors can hold the balance of power in the relationship with preservice teachers, how do mentors develop positive mentor-mentee relationships? This multi-case study involved: (a) written responses from over 200 teachers involved in a…
Lamm, Kevan W.; Sapp, Rochelle; Lamm, Alexa J.
Using a semi-structured interview approach, ten mentors from a leadership development program focused on building leaders in Colleges of Agriculture and Life Sciences across the nation provided insights regarding their mentoring method, process, and experiences. Mentors interviewed agreed the mentoring process was beneficial for themselves as well…
Operational characteristics for successful mentoring programs of new university faculty include clarity of purpose of the program, methods for matching mentors and proteges, mentor training, mentor-protege relationship building, and program effectiveness assessment. Strengths of formal, informal, peer, group or consortia, intra-departmental,…
Fields, W L
Most nurses today have or have had mentors. Several historical nurse leaders also had mentors. Florence Nightingale's mentor gave her the opportunity to work as a nurse during the Crimean War. Linda Richards, Mary Adelaide Nutting, and Annie Goodrich were all encouraged by their respective mentors to develop professionally.
Moran, Margaret; Banks, David
This research project aimed to examine the perceived value sign-off mentors (SOMs) in midwifery have for their role. Using a phenomenological approach, the results were drawn from in-depth interviews. The project included a literature review, methodology, results and discussion. The results indicate that mentors enjoy their role and they see themselves as essentials to the delivery of pre-registration midwifery programmes and for the supervision and assessment of student midwives. Mentors are not sure if student midwives value their sign-off mentor, or whether senior management is aware of the sign-off role and its value. This project also confirms previous findings from other studies, particularly the problem of finding time to complete student assessment paper work, support students in clinical practice and whether there are enough SOMs within clinical practice. The study does not conclude that the issues raised are distinctive to midwifery, potentially all of the points raised translate to the various forms of nursing practice. Copyright © 2016 Elsevier Ltd. All rights reserved.
Adolfsson, Annsofie; Linden, Karolina; Sparud-Lundin, Carina; Larsson, Per-Göran; Berg, Marie
Women with type 1 diabetes face particular demands in their lives in relation to childbearing. During pregnancy, in order to optimize the probability of giving birth to a healthy child, their blood glucose levels need to be as normal as possible. After childbirth, they experience a 'double stress': in addition to the ordinary challenges they face as new mothers, they also need to focus on getting their blood glucose levels normal. To improve self-management of diabetes and overall well-being in women with type 1 diabetes, a person-centered web-based support was designed to be tested in a randomized controlled trial (RCT) to be used during pregnancy and early motherhood. This protocol outlines the design of this RCT, which will evaluate the effectiveness of the specially designed web-based support for mothers with type 1 diabetes in Sweden. The study is designed as an RCT. The web support consists of three parts: 1) evidence-based information, 2) a self-care diary, and 3) communication with peers. The primary outcome is general well-being evaluated with the Well-Being Questionnaire short version (W-BQ12) and diabetes management evaluated with the Diabetes Empowerment Scale, short version (SWE-DES). Women attending six hospital-based antenatal care centers in Sweden are invited to participate. The inclusion period is November 2011 to late 2014. The allocation of participants to web support (intervention group) and to usual care (control group) is equal (1:1). In total, 68 participants in each group will be needed to reach a statistical power of 80% with significance level 0.05. The web support is expected to strengthen the women's personal capacity and autonomy during pregnancy, breastfeeding, and early motherhood, leading to optimal well-being and diabetes management. ClinicalTrials.gov: NCT01565824 (registration date March 27th 2012).
Dawley, David. D.; Andrews, Martha C.; Bucklew, Neil S.
Purpose: The purpose of this paper is to examine the moderating role of mentoring on the relationships between perceived organizational support, supervisor support, and job fit on turnover intentions. Design/methodology/approach: The paper explains the topics, provides background and discussion of the main concepts. The study uses regression…
Dukes, Lyman, III; Jones, Brett D.
Online discussion boards have the potential to provide significant support to beginning teachers; thus, we designed an online collaborative consultation community to provide mentor support to university students enrolled in an alternative certification program. The results suggest that although students in alternative certification programs will…
Carver, Cynthia L.
This case is told from the perspective of Rebecca, a highly skilled mentor teacher, who struggles to work effectively with Ramon, the school principal. This case focuses on the supports and resources that instructional teacher leaders can provide to their school administrators. As the case suggests, the presence of well-trained mentors presents…
Brodie, Jacqueline; Van Saane, Sebastiaan Huib; Osowska, Renata
The purpose of the research presented in this article was to investigate the added value of mentoring for entrepreneurs during the start-up phase. This small-scale exploratory research focused on five start-up entrepreneurs in Scotland to determine the entrepreneurs' perceptions regarding the "added" value of their mentoring support. To…
Pytash, Kristine E.; Morgan, Denise N.
This article explores how the research-based practice of using mentor texts can support students' writing within their subject areas. Specifically, this article examines the writing demands of the Common Core Writing Standards and how using mentor texts helps teachers meet these writing standards. We share guiding principles for using mentor…
Hennissen, P.P.M.; Crasborn, F.J.A.J.; Brouwer, C.N.; Korthagen, F.A.J.; Bergen, T.C.M.
In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. Firstly, with eight participants, an instrument was developed to categorize contents of interactive cognitions. Secondly, with 30 participants, the instrument was
A British university's hospitality education program matched students with industry mentors. For students, mentoring helped contextualize learning and contributed to personal development. Mentors gained personal satisfaction, and employers were able to hire vocationally aware graduates. (Contains 43 references.) (SK)
Friedman, Paula K
As the dental profession develops over the next few decades, there will be identifiable changes in the demography of the profession. Enrollment trends reflect a growing number of women in dental schools and in the dental profession. There is an increasing number of dentists--men and women--from countries and cultures outside of the United States. The profession must be prepared to address the question of how to engage women--as well as minorities--in more active and visible roles in organized dentistry. The challenge is clear, and the outcome will provide an indicator to the strength of our professional associations in the future. Mentoring of women dentists is one effective way of creating a pathway to participation.
Teasdale, R.; McCarthy, K.; Phillips, C.; Silliman, K.; Fosen, C.; Thomas, M.
CSU, Chico is a comprehensive university with high expectations for both teaching (4 courses per semester) and scholarly work. In an attempt to introduce faculty to their new positions, a two-day New Faculty Orientation has been offered for the last two decades. In AY 2014-15, in an attempt to improve the first year experience for new faculty, the Office of Faculty Affairs established and assessed a New Faculty Mentoring program. Eight college-based mentors were selected based on recommendations by College Deans who suggested successful teachers and scholars who could provide the social and leadership skills to effectively guide others. Based on a needs-assessment survey new faculty completed during orientation, mentors met with their new faculty cohort at least monthly to discuss campus resources, host workshops and provide other support in areas of time management, work-life balance, teaching pedagogies, discipline-specific internal and external funding resources, student support resources, and the preparation of Review/Retention documents. Mentors were paid a small stipend for their work and met twice each semester to discuss readings on mentoring best practices, their mentoring activities with new faculty and to compare the needs of their mentees. Survey results from 28 of 37 new faculty respondents indicate they valued Review/Retention workshops, mentor reviews of teaching and the opportunity to visit mentor classrooms for examples of good teaching practices. Social events helped establish cohorts, although some mentees indicated that some cohorts were too large. An unforeseen outcome was recognition that mid-year hires need to also be included in new faculty cohort groups. Moving forward, mentors will continue to work with their original mentees for a 2nd year. A new group of mentors will be identified for faculty starting in fall 2015 who will work with smaller first-year faculty cohorts and will coordinate with the first generation mentors for peer support.
This dissertation deals with Ellen Gleditsch and some important aspects of her career, as professor, radiochemist and mentor. As Professor Gleditsch supervised students, gave lectures, disseminated science, did research and administrative work; together with many others she participated in the shaping of a research university which developed during her career. She also experienced the daily life in an institute in which there was competition for both resources and positions, included the professorship she was finally granted after many set-backs. The Radiochemist Ellen Gleditsch worked and researched at Marie Curie's laboratory in Paris, and later at Bertram Boltwood's laboratory in New Haven and Stefan Meyer's Institute for Radium Research in Vienna, furthermore she planned and made efforts to establish a similar laboratory in Oslo. During her time in Paris and U.S.A. Gleditsch participated in important debates in the early period of radioactivity, including those on the determination of the radium-uranium ratio and the half-life of radium. In Norway she devoted her time to atomic weight determinations, age determinations, and radiogeological investigations. Research was all important part of Gleditsch's life and career. Gleditsch was also a Mentor in many respects; in tile international radioactivity community, as one of the first female academics and radiochcmists in Norway, for her many students, and this role seems also to have been hers within her family. In Paris she looked after students from all over the world to help alleviate their home sickness, at the University of Oslo she was known as the scientific mother to many; mentoring was among Gleditsch's main qualities. The story of Ellen Gleditsch opens for several perspectives that are discussed. 3 papers are included. In paper 1, ''Ellen Gleditsch: Pioneer Woman in Radiochemistry'', the story is about the young chemist Ellen Gleditsch, who arrived in Paris in 1907 and started cooperating with Marie Curie
Full Text Available Maria Shoaib,1 Anoshia Afzal,1 Muhammad Aadil,2 1Department of Medicine, Dow Medical College, Dow University of Health Sciences, Karachi, Pakistan; 2Department of Psychiatry, Rush University Medical Center, Chicago, IL, USA We would like to applaud the authors of the article “Potential predictors of psychological distress and well-being in medical students: a cross-sectional pilot study” for conducting a cross-sectional pilot study to understand the predictors of psychological distress and well-being and for assessing their extent using latest scales that have not been extensively used for this purpose before.1 We would like to add some views in its support. View the original paper by Bore and colleagues.
Gazaway, Shena B; Anderson, Lori; Schumacher, Autumn; Alichnie, Chris
Nursing graduates acquire their nursing values by professional socialization. Mentoring is a crucial support mechanism for these novice nurses, yet little is known about the model C clinical nurse leader graduate and the effects of mentoring. This investigation examined how mentoring affected the development of professional nursing values in the model C clinical nurse leader graduate. A longitudinal design was used to survey model C clinical nurse leader graduates before and after graduation to determine how different types of mentoring relationships influenced professional values. Demographic surveys documented participant characteristics and the Nurses Professional Values Scale - Revised (NPVS-R) assessed professional nursing values. Mean NPVS-R scores increased after graduation for the formally mentored participants, while the NPVS-R scores decreased or remained unchanged for the other mentoring groups. However, no significant difference was found in NPVS-R scores over time (p = .092) or an interaction between the NPVS-R scores and type of mentoring relationships (p = .09). These results suggest that model C clinical nurse leader graduate participants experiencing formal mentoring may develop professional nursing values more than their colleagues. Formal mentoring relationships are powerful and should be used to promote professional values for model C clinical nurse leader graduates. © 2018 John Wiley & Sons Ltd.
Chan, Anne W; Yeh, Christine J; Krumboltz, John D
The aim of the current study was to understand the role of race and culture in successful mentoring relationships in graduate school. We examined the practices of 9 faculty mentors working with 15 ethnic minority doctoral students in counseling and clinical psychology. Grounded theory was used to discern unifying patterns and to formulate a theory of multicultural mentoring. Five overall themes significant to multicultural mentoring emerged: (a) career support and guidance tailored for ethnic minorities, (b) relationality between mentors and protégés, (c) significance of contexts, (d) interconnections across contexts, and (e) multidirectionality of interactions between contexts. The 5 themes combined to form a multicultural, ecological, and relational model of mentoring. Our findings suggest that mentoring ethnic minority students can be successful, productive, and satisfying for both mentors and protégés when mentors possess the necessary skills, time, commitment, and multicultural competencies. Implications for doctoral programs in counseling and clinical psychology are discussed, along with recommendations for future research directions. (c) 2015 APA, all rights reserved).
Beech, Bettina M; Calles-Escandon, Jorge; Hairston, Kristen G; Langdon, Sarah E; Latham-Sadler, Brenda A; Bell, Ronny A
Mentoring is critical for career advancement in academic medicine. However, underrepresented minority (URM) faculty often receive less mentoring than their nonminority peers. The authors conducted a comprehensive review of published mentoring programs designed for URM faculty to identify "promising practices." Databases (PubMed, PsycINFO, ERIC, PsychLit, Google Scholar, Dissertations Abstracts International, CINHAL, Sociological Abstracts) were searched for articles describing URM faculty mentoring programs. The RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance) formed the model for analyzing programs. The search identified 73 citations. Abstract reviews led to retrieval of 38 full-text articles for assessment; 18 articles describing 13 programs were selected for review. The reach of these programs ranged from 7 to 128 participants. Most evaluated programs on the basis of the number of grant applications and manuscripts produced or satisfaction with program content. Programs offered a variety of training experiences, and adoption was relatively high, with minor changes made for implementing the intended content. Barriers included time-restricted funding, inadequate evaluation due to few participants, significant time commitments required from mentors, and difficulty in addressing institutional challenges faced by URM faculty. Program sustainability was a concern because programs were supported through external funds, with minimal institutional support. Mentoring is an important part of academic medicine, particularly for URM faculty who often experience unique career challenges. Despite this need, relatively few publications exist to document mentoring programs for this population. Institutionally supported mentoring programs for URM faculty are needed, along with detailed plans for program sustainability.
Fraas, Michael; Bellerose, Amanda
To report the findings of a mentor-adolescent relationship between two survivors of acquired brain injury (ABI). Case study report. The adolescent, a survivor of Eastern Equine Encephalitis, was paired with an adult mentor, a survivor of a TBI. Baseline scores on the Youth Quality of Life (YQOL), Wisconsin Quality of Life Index (WQLI) and the Mayo-Portland Adaptability Index-4 (MPAI-4) were recorded. The mentor provided support to the adolescent during the 10-week relationship conducted as a community-based programme for adults with acquired brain injury. In addition, both participants attended group activities that address the long-term needs of survivors of ABI. Post-programme scores were recorded on the YQOL, WQLI, MPAI-4 and a retrospective questionnaire. The adolescent demonstrated improved quality of life on the YQOL and improved ability, adjustment and participation on the MPAI-4. The mentor demonstrated improved quality of life on the WQLI and improved adjustment and participation on the MPAI-4. Both participants indicated satisfaction with the programme on the retrospective questionnaire. The mentor programme provided enhanced quality of life and psycho-social support to both participants. The authors do caution, however, that these findings are preliminary and examination of the efficacy of such programming is ongoing.
Luke, Douglas A; Baumann, Ana A; Carothers, Bobbi J; Landsverk, John; Proctor, Enola K
Training investigators for the rapidly developing field of implementation science requires both mentoring and scientific collaboration. Using social network descriptive analyses, visualization, and modeling, this paper presents results of an evaluation of the mentoring and collaborations fostered over time through the National Institute of Mental Health (NIMH) supported by Implementation Research Institute (IRI). Data were comprised of IRI participant self-reported collaborations and mentoring relationships, measured in three annual surveys from 2012 to 2014. Network descriptive statistics, visualizations, and network statistical modeling were conducted to examine patterns of mentoring and collaboration among IRI participants and to model the relationship between mentoring and subsequent collaboration. Findings suggest that IRI is successful in forming mentoring relationships among its participants, and that these mentoring relationships are related to future scientific collaborations. Exponential random graph network models demonstrated that mentoring received in 2012 was positively and significantly related to the likelihood of having a scientific collaboration 2 years later in 2014 (p = 0.001). More specifically, mentoring was significantly related to future collaborations focusing on new research (p = 0.009), grant submissions (p = 0.003), and publications (p = 0.017). Predictions based on the network model suggest that for every additional mentoring relationships established in 2012, the likelihood of a scientific collaboration 2 years later is increased by almost 7 %. These results support the importance of mentoring in implementation science specifically and team science more generally. Mentoring relationships were established quickly and early by the IRI core faculty. IRI fellows reported increasing scientific collaboration of all types over time, including starting new research, submitting new grants, presenting research results, and
Diniz, Eva; Koller, Sílvia H.; Volling, Brenda L.
Adolescent motherhood is a risky situation related to poorer quality of infant caregiving. The lack of social support and increased odds for maternal depression are the main concerns. This study aimed to investigate whether maternal-foetal attachment, social support and maternal depression measured during pregnancy and after birth were associated…
Chang, Young Eun
The relationships between early maternal social support, maternal psychological well-being, the home learning environment, and children's language skills at age 3 in Korean families were examined. We hypothesized that maternal social support would predict children's language development through its effect on maternal psychological well-being and…
Morris, A. R.; Charlevoix, D. J.
The Geoscience Workforce Development Initiative at UNAVCO supports attracting, training, and professionally developing students, educators, and professionals in the geosciences. For the past 12 years, UNAVCO has managed the highly successful Research Experiences in Solid Earth Science for Students (RESESS) program, with the goal of increasing the diversity of students entering the geosciences. Beginning in 2015, UNAVCO added Geo-Launchpad (GLP), a summer research preparation internship for Colorado community college students to prepare them for independent research opportunities, facilitate career exploration in the geosciences, and provide community college faculty with professional development to facilitate effective mentoring of students. One core element of the Geo-Launchpad program is UNAVCO support for GLP faculty mentors. Each intern applies to the program with a faculty representative (mentor) from his or her home institution. This faculty mentor is engaged with the student throughout the summer via telephone, video chat, text message, or email. At the end of each of the past two summers, UNAVCO has hosted four GLP faculty mentors in Boulder for two days of professional development focused on intentional mentoring of students. Discussions focused on the distinction between mentoring and advising, and the array of career and professional opportunities available to students. Faculty mentors also met with the external evaluator during the mentor training and provided feedback on both their observations of their intern as well as the impact on their own professional experience. Initial outcomes include re-energizing the faculty mentors' commitment to teaching, as well as the opportunity for valuable networking activities. This presentation will focus on the ongoing efforts and outcomes of the novel faculty mentor professional development activities, and the impact these activities have on community college student engagement in the geosciences.
McDonald, Glenda; Mohan, Shantala; Jackson, Debra; Vickers, Margaret H; Wilkes, Lesley
This paper reports the benefits and challenges of a mentoring programme through which retired and senior nurses continued to support and nurture nurses and midwives currently working in the health system. Nursing has an ageing workforce and faces significant loss of expertise because of retirements. Previously, mentoring programmes have been instituted in a range of nursing contexts and they have been a retention strategy for older nurses and midwives. Mentors and their mentees worked together towards mutually agreed on professional and personal goals. They were asked to meet or speak together a minimum of twice per month for at least six months. As part of a collective case study, 15 mentoring dyads were established. Participants and mentors took part in qualitative, semi-structured interviews about their perceptions and experiences of the mentoring programme. Interviews were audio-taped, transcribed and analysed thematically. Mentors reported the mentoring experience to be rewarding experience that enabled them to re-connect with nursing-related activities and brought new challenges in retirement. They perceived the mentees were visibly helped by their support and influence. The mentors studied reinforced a positive self-concept as nurses and midwives in their mentees and assisted their development. Retired nurses and midwives in particular may have several characteristics that make them effective mentors. Potential benefits are demonstrated for nurses and midwives vulnerable to workplace adversity, especially those new to Australia who may have limited professional and social networks. For health organisations, mentoring programmes may be an innovative method of retention that engages both mid-career nurses and midwives and those recently retired. © 2010 Blackwell Publishing Ltd.
Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.
As a not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. IBP also assists with formative program evaluation design and implementation to help strengthen URM recruitment and retention elements. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URMs with mentoring, networking opportunities, and professional skill development contributing to an improved retention rate of URM students. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science and Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Earth System Science (ESS) Professional Development Program. The NASA OSSI recruits and facilitates student engagement in NASA education and employment opportunities. Pathways to Ocean Science connects and supports URM students with Ocean Science REU programs and serves as a resource for REU program directors. Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM students that has been extensively vetted by mentoring experts throughout the country. The mentoring manual, which is organized by roles, provides undergraduates, graduates, postdocs, faculty and project directors with valuable resources. MS PHD'S, one of IBP's longest running and most successful initiatives, focuses on increasing the retention rate of URM students receiving advanced degrees in ESS. The program addresses barriers to retention in ESS including isolation, lack of preparation and professional development, and lack of mentoring. Program activities center on peer-to-peer community building, professional development exercises, networking experiences, one
Won, Mi-Ra; Choi, Yun-Jung
Although mentoring involves the achievement of a mutual relationship between mentors and mentees, most studies have focused on the effects of mentoring on the mentees rather than that on the mentors, which necessitates the need to identify mentors' experiences to provide original resources for mentoring. The purpose of this study was to explore the mentoring experience of nursing students who participated as mentors in a mentoring learning program, to offer evidence-based resources for nursing educators to develop mentoring programs and to use mentorship as an educational method. A qualitative content analysis of transcribed focus groups was conducted to describe and explore the undergraduate nursing students' mentoring experiences. This study was conducted in two nursing schools in South Korea. Fifteen student mentors from the peer mentoring program participated in the present study. They were aged between 21 and 24years, and 87% of the participants were female. The experiences of the mentors were explored through focus groups, and the collected data were analyzed by content analysis. The mentors' experiences could be summarized by the core theme, "Self-growth as a leader," consisting of the following themes: taking pride, guiding mentees, coping with conflicts, and building leadership. The themes and codes derived from mentors' experiences would provide evidence-based guidelines and resources for nursing educators and professionals in related disciplines regarding successful peer mentoring, which could facilitate self-growth and foster the development of leadership skills in undergraduate students. Copyright © 2017 Elsevier Ltd. All rights reserved.
Block, Matthew Jared
The purpose of this study was to evaluate the influence of the 2006 New Jersey Department of Education's initiative to improve mentoring supports for first-year new teachers throughout the state. As part of this initiative, every school district in the state was required to develop a comprehensive mentoring plan to support new teachers. Districts…
Stamm, Martina; Buddeberg-Fischer, Barbara
Although mentoring is perceived as key to a successful and satisfying career in medicine, there is a lack of methodologically sound studies to support this view. This study made use of a longitudinal design to investigate the impact of mentoring during postgraduate specialist training on the career success of doctors. We analysed data pertaining to 326 doctors (172 women, 52.8%; 154 men, 47.2%) from a cohort of medical school graduates participating in the prospective SwissMedCareer Study, assessing personal characteristics, the possession of a mentor, mentoring support provided by the development network, and career success. The impact of personal characteristics on having a mentor was investigated using multiple linear regression analysis. The impacts of having a mentor and of having development network mentoring support on career success were analysed using hierarchical multiple regression analysis. Up to 50% of doctors reported having a mentor. A significant gender difference was found, with fewer female than male doctors having a mentor (40.7% versus 60.4% at the fifth assessment; p ≤ 0.001). Apart from gender, significant predictors of having a mentor were instrumentality (β = 0.24, p ≤ 0.01) and extraprofessional concerns (β = -0.15, p ≤ 0.05). Both having a mentor and having career support from the development network were significant predictors of both objective (β = 0.15, p ≤ 0.01; β = 0.17, p ≤ 0.01) and subjective (β = 0.17, p ≤ 0.01; β = 0.14, p ≤ 0.05) career success, but not of career satisfaction. This study confirmed the positive impact of mentoring on career success in a cohort of Swiss doctors in a longitudinal design. However, female doctors, who are mentored less frequently than male doctors, appear to be disadvantaged in this respect. Formal mentoring programmes could reduce barriers to mentorship and promote the career advancement of female doctors in particular. © Blackwell Publishing Ltd 2011.
Nishimura, Takeshi; Kohama, Keisuke; Osako, Takaaki; Yamada, Taihei; Tanaka, Hiroyuki; Nakao, Atsunori; Kotani, Joji
Advances in critical care medicine have made it possible to sustain vital organ systems in brain-dead patients. One clinical scenario besides donor organ retrieval in which a benefit may be gained from continuing life support is pregnancy. A pregnant woman in her late 30's at 23 weeks gestation exhibiting worsening depression was referred to the Department of Psychiatry. One day after admission she attempted suicide by hanging and suffered a cardiopulmonary arrest. A fetal heart beat and fetal motion was confirmed immediately after resuscitation. Three days after admission, an emergency Cesarean section (CS) was performed because of her unstable hemodynamic situation. The baby was born and the mother died after delivery. The baby presented neurological complications. Such a case should be managed collaboratively among professional experts in several medical teams. Consensus and recommendations for the management of similar scenarios may also be adjusted.
Full Text Available Entering teaching profession is considered as the most determining stage in a teacher’s professional life. The aim of this research is to explore opinions of novice teachers in Latvia about the role of mentoring in their professional socialization. The following research questions were defined: (1 what difficulties novice teachers faced during their in-service experience? (2 what support novice teachers needed when they started teaching? (3 what the role of mentoring in teachers’ professional socialization is? Qualitative research design was developed for the research. Empirical data were obtained during the focus group discussion with ten teachers representing Council of young teachers (in age below 35 of the Latvian Trade Union of Education and Science Employees, nine semi-structured interviews with novice teachers, and interview with a mentor. Novice teachers face teaching reality which often differs from perceptions about the profession developed during the studies at university. The research shows that teachers from the sample faced following challenges during their first years of in-service: establishing teacher’s authority and self-positioning as a teacher, time management, problems with discipline in a classroom, lack of skills to develop curriculum and lesson plans, difficulties in communication with parents. During socialization novice teachers learned their responsibilities and acquired specific knowledge; appropriate support such as mentoring reduced level of stress and uncertainty while novice teachers adapted to school during the period of transition from pre-service period to in-service period. In relation to mentoring, novice teachers expected that a mentor would introduce them to school traditions and internal rules and would advise on discipline in a classroom as well as would help to develop curriculum. Policy makers should focus on teachers’ support guidelines at national level, which would allow schools to ensure the
Abedin, Zainab; Biskup, Ewelina; Silet, Karin; Garbutt, Jane M.; Kroenke, Kurt; Feldman, Mitchell D.; McGee, Jr, Richard; Fleming, Michael; Pincus, Harold Alan
Abstract Although the importance of research mentorship has been well established, the role of mentors of junior clinical and translational science investigators is not clearly defined. The authors attempt to derive a list of actionable competencies for mentors from a series of complementary methods. We examined focus groups, the literature, competencies derived for clinical and translational scholars, mentor training curricula, mentor evaluation forms and finally conducted an expert panel process in order to compose this list. These efforts resulted in a set of competencies that include generic competencies expected of all mentors, competencies specific to scientists, and competencies that are clinical and translational research specific. They are divided into six thematic areas: (1) Communication and managing the relationship, (2) Psychosocial support, (3) Career and professional development, (4) Professional enculturation and scientific integrity, (5) Research development, and (6) Clinical and translational investigator development. For each thematic area, we have listed associated competencies, 19 in total. For each competency, we list examples that are actionable and measurable. Although a comprehensive approach was used to derive this list of competencies, further work will be required to parse out how to apply and adapt them, as well future research directions and evaluation processes. Clin Trans Sci 2012; Volume 5: 273–280 PMID:22686206