MentorOn: A peer mentoring program developed for COVID-19 times

Burgeoning research has documented COVID-19's detrimental impacts globally, especially on the lives of adolescents. The present study examined the positive influences of a virtual, cross-age peer mentoring program on the development of adolescent participants in the face of the hardships created by the pandemic. In particular, this study focuses on the experiences of high school participants who served as both mentors and mentees in the program. Semi-structured interviews with participating high schoolers (n = 13) were coded and analyzed using the thematic analysis process. The interview data indicated that increased social support, the agency in prosocial pursuits, and greater purpose engagement resulted from their participation in the program. Results are discussed in the context of self-determination theory: youths' needs for relatedness, competence, and autonomy. The program met these basic needs among participants which in turn supported purpose exploration during the pandemic.

Exploring participation experiences of youth who use AAC in social media settings: impact of an e-mentoring intervention

The contribution of cross-age peer e-mentoring on reported experiences of participation during online conversations using social media was explored in this pre-experimental study. Young people (n = 4, aged 13; 4-18;3 [years; months]) who used augmentative and alternative communication (AAC) participated in an e-mentoring intervention. Two mentors who also used AAC had regular conversations with the participants via Facebook ¹ , email, or Skype ² . It was predicted that the mentoring support would contribute to experiences of participation in online conversations outside of the e-mentoring intervention. Reported experiences of participation in online conversations with communication partners other than the mentor were measured at four time points. The Self-Reported Experiences of Activity Settings was used for this purpose because it consists of five domains: Personal Growth, Psychological Engagement, Social Belonging, Meaningful Interactions, and Choice and Control. These domains are associated with the construct of involvement in activity settings. Results showed varied scores between participants and across the domains. Reported experiences of choice and control increased slightly across time. Despite some variation in self-ratings, the participants reported experiencing choice and control, psychological engagement, and social belonging in online conversations. There is need for more research in this emerging area.